Illinois Occupational Skill Standards: Welding Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

These Illinois skill standards for the welding cluster are intended to serve as a guide to workforce preparation program providers as they define content for their programs and to employers as they establish the skills and standards necessary for job acquisition. They could also serve as a mechanism for communication among education, business,…

State Skill Standards: Metalworking

ERIC Educational Resources Information Center

Pointer, Mike; Naylor, Randy; Warden, John; Senek, Gene; Shirley, Charles; Lefcourt, Lew; Munson, Justin; Johnson, Art

2005-01-01

The Department of Education has undertaken an ambitious effort to develop statewide occupational skill standards. The standards in this document are for metalworking programs and are designed to clearly state what the student should know and be able to do upon completion of an advanced high-school program. The writing team determined that any…

State Skill Standards: Welding

ERIC Educational Resources Information Center

Pointer, Mike; Naylor, Randy; Warden, John; Senek, Gene; Shirley, Charles; Lefcourt, Lew; Munson, Justin; Johnson, Art

2005-01-01

The Department of Education has undertaken an ambitious effort to develop statewide occupational skill standards. The standards in this document are for welding programs and are designed to clearly state what the student should know and be able to do upon completion of an advanced high-school program. The writing team determined that any statewide…

How do gender and anxiety affect students' self-assessment and actual performance on a high-stakes clinical skills examination?

PubMed

Colbert-Getz, Jorie M; Fleishman, Carol; Jung, Julianna; Shilkofski, Nicole

2013-01-01

Research suggests that medical students are not accurate in self-assessment, but it is not clear whether students over- or underestimate their skills or how certain characteristics correlate with accuracy in self-assessment. The goal of this study was to determine the effect of gender and anxiety on accuracy of students' self-assessment and on actual performance in the context of a high-stakes assessment. Prior to their fourth year of medical school, two classes of medical students at Johns Hopkins University School of Medicine completed a required clinical skills exam in fall 2010 and 2011, respectively. Two hundred two students rated their anxiety in anticipation of the exam and predicted their overall scores in the history taking and physical examination performance domains. A self-assessment deviation score was calculated by subtracting each student's predicted score from his or her score as rated by standardized patients. When students self-assessed their data gathering performance, there was a weak negative correlation between their predicted scores and their actual scores on the examination. Additionally, there was an interaction effect of anxiety and gender on both self-assessment deviation scores and actual performance. Specifically, females with high anxiety were more accurate in self-assessment and achieved higher actual scores compared with males with high anxiety. No differences by gender emerged for students with moderate or low anxiety. Educators should take into account not only gender but also the role of emotion, in this case anxiety, when planning interventions to help improve accuracy of students' self-assessment.

State Skill Standards: Photography

ERIC Educational Resources Information Center

Howell, Frederick; Reed, Loretta; Jensen, Capra; Robison, Gary; Taylor, Susan; Pavesich, Christine

2007-01-01

The Department of Education has undertaken an ambitious effort to develop statewide skill standards for all content areas in career and technical education. The standards in this document are for photography programs and are designed to clearly state what the student should know and be able to do upon completion of an advanced high-school program.…

Illinois Occupational Skill Standards: Housekeeping Management Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

This document contains 44 occupational skill standards for the housekeeping management occupational cluster, as required for the state of Illinois. Skill standards, which were developed by committees that included educators and representatives from business, industry, and labor, are intended to promote education and training investment and ensure…

Illinois Occupational Skill Standards: Automotive Technician Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

This document, which is intended as a guide for work force preparation program providers, details the Illinois occupational skill standards for programs preparing students for employment in occupations in the automotive technician cluster. The document begins with overviews of the Illinois perspective on occupational skill standards and…

Illinois Occupational Skill Standards: Mechanical Drafting Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

This document, which is intended as a guide for work force preparation program providers, details the Illinois occupational skill standards for programs preparing students for employment in occupations in the mechanical drafting cluster. The document begins with a brief overview of the Illinois perspective on occupational skill standards and…

Illinois Occupational Skill Standards: Swine Production Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

This document contains 52 Occupational Skill Standards for the swine production occupational cluster, as required for the state of Illinois. Skill Standards, which were developed by committees that included educators, business, industry, and labor, are intended to promote education and training investment and ensure that students and workers are…

Illinois Occupational Skill Standards: Architectural Drafting Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

This document, which is intended as a guide for work force preparation program providers, details the Illinois occupational skill standards for programs preparing students for employment in occupations in the architectural drafting cluster. The document begins with a brief overview of the Illinois perspective on occupational skill standards and…

Illinois Occupational Skill Standards. Meeting Professional Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

This document, which is intended as a guide for workforce preparation program providers, details the Illinois occupational skill standards for programs preparing students for employment in the meeting professional occupational cluster. It begins with a brief overview of the Illinois perspective on occupational skill standards and credentialing,…

Illinois Occupational Skill Standards. Beef Production Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

This document, which is intended as a guide for workforce preparation program providers, details the Illinois occupational skill standards for programs preparing students for employment in occupations in the beef production cluster. The document begins with a brief overview of the Illinois perspective on occupational skill standards and…

Skill Standards for Open Cut Pipe Laying.

ERIC Educational Resources Information Center

Laborers-AGC Education and Training Fund, Pomfret Center, CT.

This document identifies skill standards for utility construction in a format that uses scenarios to provide a picture of the construction process under consideration. The scenarios provide a general description of the pipe laying and utility construction process. An introduction describes use and benefits of skill standards. Section 2 presents…

Illinois Occupational Skill Standards: Accounting Services Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

These Illinois skill standards for the accounting services cluster are intended to serve as a guide to workforce preparation program providers as they define content for their programs and to employers as they establish the skills and standards necessary for job acquisition. They could also serve as a mechanism for communication among education,…

Development and Application of Skill Standards for Security Practitioners

DTIC Science & Technology

2006-07-01

Development and Application of Skill Standards for Security Practitioners Henry K. Simpson Northrop Grumman Technical Services Lynn F. Fischer...and Application of Skill Standards for Security Practitioners Henry K. Simpson, Northrop Grumman Technical Services Lynn F. Fischer, Defense...described in the present report was driven by a JSTC tasking to develop skill standards for security practitioners in seven different security

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.

Lead Abatement Worker Skill Standards.

ERIC Educational Resources Information Center

Laborers-AGC Education and Training Fund, Pomfret Center, CT.

This document identifies skill standards for lead abatement in a manner that is easy to understand, useful, and meaningful to workers, educators, trainers, labor leaders, contractors, and project owners. To meet the needs of the various users of this document who will have a different application of the standards and seek different information,…

Illinois Occupational Skill Standards: Chemical Process Technical Operators.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

This document, which is intended for workforce preparation program providers, details the Illinois Occupational Skill Standards for programs preparing students for employment as chemical process technical operators. The document begins with a brief overview of the Illinois perspective on occupational skill standards and credentialing, the process…

Affective Education: A Teacher's Manual to Promote Student Self-Actualization and Human Relations Skills.

ERIC Educational Resources Information Center

Snyder, Thomas R.

This teacher's manual presents affective education as a program to promote student self-actualization and human relations skills. Abraham Maslow's hierarchy of needs and Erik Erikson's life stages of psychosocial development form the conceptual base for this program. The goals and objectives of this manual are concerned with problem-solving…

Illinois Occupational Skill Standards: Entry-Level Truck Driver.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

This document, which is intended to serve as a guide for workforce preparation program providers, details the Illinois Occupational Skill Standards for programs preparing students for employment as entry-level truck drivers. The document begins with a brief overview of the Illinois perspective on occupational skill standards and credentialing, the…

Illinois Occupational Skill Standards: Imaging/Pre-Press Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

This document, which is intended as a guide for work force preparation program providers, details the Illinois occupational skill standards for programs preparing students for employment in occupations in the imaging/pre-press cluster. The document begins with a brief overview of the Illinois perspective on occupational skill standards and…

Illinois Occupational Skill Standards: Agricultural Machinery Service Technician.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

These Illinois skill standards for agriculture machinery service technician are intended to serve as a guide to workforce preparation program providers as they define content for their programs and to employers as they establish the skills and standards necessary for job acquisition. They could also serve as a mechanism for communication among…

Potential predictability and actual skill of Boreal Summer Tropical SST and Indian summer monsoon rainfall in CFSv2-T382: Role of initial SST and teleconnections

NASA Astrophysics Data System (ADS)

Pillai, Prasanth A.; Rao, Suryachandra A.; Das, Renu S.; Salunke, Kiran; Dhakate, Ashish

2017-10-01

The present study assess the potential predictability of boreal summer (June through September, JJAS) tropical sea surface temperature (SST) and Indian summer monsoon rainfall (ISMR) using high resolution climate forecast system (CFSv2-T382) hindcasts. Potential predictability is computed using relative entropy (RE), which is the combined effect of signal strength and model spread, while the correlation between ensemble mean and observations represents the actual skill. Both actual and potential skills increase as lead time decreases for Niño3 index and equatorial East Indian Ocean (EEIO) SST anomaly and both the skills are close to each other for May IC hindcasts at zero lead. At the same time the actual skill of ISMR and El Niño Modoki index (EMI) are close to potential skill for Feb IC hindcasts (3 month lead). It is interesting to note that, both actual and potential skills are nearly equal, when RE has maximum contribution to individual year's prediction skill and its relationship with absolute error is insignificant or out of phase. The major contribution to potential predictability is from ensemble mean and the role of ensemble spread is limited for Pacific SST and ISMR hindcasts. RE values are able to capture the predictability contribution from both initial SST and simultaneous boundary forcing better than ensemble mean, resulting in higher potential skill compared to actual skill for all ICs. For Feb IC hindcasts at 3 month lead time, initial month SST (Feb SST) has important predictive component for El Niño Modoki and ISMR leading to higher value of actual skill which is close to potential skill. This study points out that even though the simultaneous relationship between ensemble mean ISMR and global SST is similar for all ICs, the predictive component from initial SST anomalies are captured well by Feb IC (3 month lead) hindcasts only. This resulted in better skill of ISMR for Feb IC (3 month lead) hindcasts compared to May IC (0 month lead

Illinois Occupational Skill Standards: Information Technology Design/Build Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

This document contains Illinois Occupational Skill Standards for occupations in the Information Technology Design and Build Cluster (technical writer, programmer, system analyst, network architect, application product architect, network engineer, and database administrator). The skill standards define what an individual should know and the…

Illinois Occupational Skill Standards: Telecommunications Technician Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

This document, which is intended as a guide for workforce preparation program providers, details the Illinois Occupational Skill Standards for programs preparing students for employment in the telecommunications technician occupational cluster. The document begins with a brief overview of the Illinois perspective on occupational skills standards…

National photonics skills standards for technicians

NASA Astrophysics Data System (ADS)

Hull, Darrell M.

1995-10-01

Photonics is defined as the generation, manipulation, transport, detection, and use of light information and energy whose quantum unit is the photon. The range of applications of phonics extends from energy generation to detection to communication and information processing. Photonics is at the heart of today's communication systems, from the laser that generates the digital information transported along a fiber- optic cable to the detector that decodes the information. Whether the transmitted information is a phone call from across the street or across the globe, photonics brings it to you. Where your health is concerned, photonics allows physicians to do minimally invasive surgery using fiber-optic endoscopes and lasers. Researches using spectroscopy and microscopy are pushing the frontiers of biotechnology in activities as widespread as diagnosing disease and probing the mysteries of the genetic code. Advanced sensing and imaging techniques monitor the environment, gathering data on crops and forests, analyzing the ocean's currents and contents, and probing the atmosphere of pollutants. Transportation needs are being impacted by photonic sensors and laser rangefinders that will soon monitor and control the traffic on our nation's highways. In our factories, photonics provides machine vision systems that give a level of quality control human inspectors could never achieve. In manufacturing, lasers are replacing a variety of cutting, welding, and marking techniques, while imaging systems teamed with neural networks are producing intelligent robots. In short, photonics is paving our way into the new millennium. The skill standard is intended to define the knowledge and capabilities - the skills - that workers in the phonics industry need. Phonics will be one of the primary battlefields of the world economic conflict, and it is imperative that U.S. photonics technicians be skilled enough to allow the United States to remain competitive in a global marketplace. The

State Skill Standards: Furniture and Cabinetmaking

ERIC Educational Resources Information Center

Evans, Ronald; Varischetti, Barry; Alvey, Raymond; Volberding, Le; McCabe, Dave; Sanchez, Fernando; Wright, Russell

2006-01-01

The Department of Education is continuing the development of statewide skill standards for all career and technical education programs. The standards in this document are for Furniture and Cabinetmaking programs and are designed to clearly state what the student should know and be able to do upon completion of an advanced high-school program. The…

Illinois Occupational Skill Standards: Clinical Laboratory Science/Biotechnology Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

This document, which is intended to serve as a guide for workforce preparation program providers, details the Illinois Occupational Skill Standards for clinical laboratory occupations programs. The document begins with a brief overview of the Illinois perspective on occupational skill standards and credentialing, the process used to develop the…

Illinois Occupational Skill Standards: Industrial Maintenance General Maintenance Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

These skill standards for the industrial maintenance general maintenance cluster are intended to be a guide to workforce preparation program providers in defining content for their programs and to employers to establish the skills and standards necessary for job acquisition. An introduction provides the Illinois perspective; Illinois Occupational…

Comparing Determinants of Perceived and Actual Recycling Skills: The Role of Motivational, Behavioral and Dispositional Factors

ERIC Educational Resources Information Center

Passafaro, Paola; Livi, Stefano

2017-01-01

An empirical investigation assessed the role of different factors of motivational, behavioral, and dispositional nature in the prediction of both perceived and actual skills concerning household waste recycling. A structured questionnaire (measuring attitudes, social norms, perceived control, need for cognitive closure, self-reported household…

State Initiatives on Industry-Based Skill Standards and Credentials.

ERIC Educational Resources Information Center

Ganzglass, Evelyn; Simon, Martin

A study examined state initiatives for industry-based skill standards and credentials. Officials in 19 states were interviewed, case studies of programs in 3 states (Georgia, Pennsylvania, and Texas) were conducted, and focus group discussions were held with 25 individuals. State skill standards were generally found to be tied to broader efforts…

National Skill Standards Implementation Guide.

ERIC Educational Resources Information Center

National Vocational Technical Education Foundation, Washington, DC.

This guide was developed to encourage state policy makers and local school boards to implement the national skill standards formulated by the National Institute for Automotive Service Excellence (ASE) and the National Automotive Technician Education Foundation (NATEF) in high schools, technical schools, and technical and community colleges.…

Agricultural Biotechnology Technician. National Voluntary Occupational Skill Standards.

ERIC Educational Resources Information Center

National Future Farmers of America Foundation, Madison, WI.

The skill standards in this document were developed as a result of meetings between representatives of the agricultural industry and educational institutions to determine the skills and educational preparation required of an agricultural biotechnology technician, verified by technicians working in laboratories, greenhouses, animal facilities, and…

Illinois Occupational Skill Standards: Information Technology End User Applications Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

These skill standards for the information technology end user applications cluster are intended to be a guide to workforce preparation program providers in defining content for their programs and to employers to establish the skills and standards necessary for job acquisition. An introduction provides the Illinois perspective; Illinois…

Illinois Occupational Skill Standards. Collision Repair Technician Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

This document, which is intended as a guide for workforce preparation program providers, details the Illinois occupational skill standards for programs preparing students for employment in occupations in the (vehicle) collision repair technician cluster. It begins with a brief overview of the Illinois perspective on occupational skill standards…

Illinois Occupational Skill Standards: Finishing and Distribution Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

This document, which is intended as a guide for work force preparation program providers, details the Illinois occupational skill standards for programs preparing students for employment in occupations in the finishing and distribution cluster. The document begins with a brief overview of the Illinois perspective on occupational skill standards…

Effectiveness of Standardized Patient Simulations in Teaching Clinical Communication Skills to Dental Students.

PubMed

McKenzie, Carly T; Tilashalski, Ken R; Peterson, Dawn Taylor; White, Marjorie Lee

2017-10-01

The aim of this study was to investigate dental students' long-term retention of clinical communication skills learned in a second-year standardized patient simulation at one U.S. dental school. Retention was measured by students' performance with an actual patient during their fourth year. The high-fidelity simulation exercise focused on clinical communication skills took place during the spring term of the students' second year. The effect of the simulation was measured by comparing the fourth-year clinical performance of two groups: those who had participated in the simulation (intervention group; Class of 2016) and those who had not (no intervention/control group; Class of 2015). In the no intervention group, all 47 students participated; in the intervention group, 58 of 59 students participated. Both instructor assessments and students' self-assessments were used to evaluate the effectiveness of key patient interaction principles as well as comprehensive presentation of multiple treatment options. The results showed that students in the intervention group more frequently included cost during their treatment option presentation than did students in the no intervention group. The instructor ratings showed that the intervention group included all key treatment option components except duration more frequently than did the no intervention group. However, the simulation experience did not result in significantly more effective student-patient clinical communication on any of the items measured. This study presents limited evidence of the effectiveness of a standardized patient simulation to improve dental students' long-term clinical communication skills with respect to thorough presentation of treatment options to a patient.

Illinois Occupational Skill Standards: In-Store Retailing Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

This document, which is intended to serve as a guide for work force preparation program providers, details the Illinois occupational skill standards for programs preparing students for employment in occupations in the in-store retailing cluster. The document begins with a brief overview of the Illinois perspective on occupational skill standards…

Illinois Occupational Skill Standards: Agricultural Laboratory and Field Technician Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

These Illinois skill standards for the agricultural laboratory and field technician cluster are intended to serve as a guide to workforce preparation program providers as they define content for their programs and to employers as they establish the skills and standards necessary for job acquisition. They could also serve as a mechanism for…

Predicting psychopharmacological drug effects on actual driving performance (SDLP) from psychometric tests measuring driving-related skills.

PubMed

Verster, Joris C; Roth, Thomas

2012-03-01

There are various methods to examine driving ability. Comparisons between these methods and their relationship with actual on-road driving is often not determined. The objective of this study was to determine whether laboratory tests measuring driving-related skills could adequately predict on-the-road driving performance during normal traffic. Ninety-six healthy volunteers performed a standardized on-the-road driving test. Subjects were instructed to drive with a constant speed and steady lateral position within the right traffic lane. Standard deviation of lateral position (SDLP), i.e., the weaving of the car, was determined. The subjects also performed a psychometric test battery including the DSST, Sternberg memory scanning test, a tracking test, and a divided attention test. Difference scores from placebo for parameters of the psychometric tests and SDLP were computed and correlated with each other. A stepwise linear regression analysis determined the predictive validity of the laboratory test battery to SDLP. Stepwise regression analyses revealed that the combination of five parameters, hard tracking, tracking and reaction time of the divided attention test, and reaction time and percentage of errors of the Sternberg memory scanning test, together had a predictive validity of 33.4%. The psychometric tests in this test battery showed insufficient predictive validity to replace the on-the-road driving test during normal traffic.

ASK Standards: Assessment, Skills, and Knowledge Content Standards for Student Affairs Practitioners and Scholars

ERIC Educational Resources Information Center

ACPA College Student Educators International, 2011

2011-01-01

The Assessment Skills and Knowledge (ASK) standards seek to articulate the areas of content knowledge, skill and dispositions that student affairs professionals need in order to perform as practitioner-scholars to assess the degree to which students are mastering the learning and development outcomes the professionals intend. Consistent with…

National Skill Standards for Advanced High Performance Manufacturing. Version 2.1.

ERIC Educational Resources Information Center

National Coalition for Advanced Manufacturing, Washington, DC.

This document presents and discusses the national skill standards for advanced high-performance manufacturing that were developed during a project that was commissioned by the U.S. Department of Education. The introduction explains the need for national skill standards. Discussed in the next three sections are the following: benefits of national…

34 CFR 106.43 - Standards for measuring skill or progress in physical education classes.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 34 Education 1 2010-07-01 2010-07-01 false Standards for measuring skill or progress in physical... Education Programs or Activities Prohibited § 106.43 Standards for measuring skill or progress in physical education classes. If use of a single standard of measuring skill or progress in physical education classes...

Illinois Occupational Skill Standards: Occupational Therapy Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

This document, which is intended to serve as a guide for work force preparation program providers, details the Illinois occupational skill standards for programs preparing students for employment in jobs in occupational therapy. Agency partners involved in this project include: the Illinois State board of Education, Illinois Community College…

Illinois Occupational Skill Standards: Plastics Molding Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

This document, which is intended to serve as a guide for work force preparation program providers, details the Illinois occupational skill standards for programs preparing students for employment in jobs in the plastics molding industry. Agency partners involved in this project include: the Illinois State Board of Education, Illinois Community…

State Skill Standards: Housing and Interior Design

ERIC Educational Resources Information Center

Nevada Department of Education, 2008

2008-01-01

Meeting the Housing and Interior Design Standards will provide students with skills for personal family life and towards becoming a professional in the interior design field. The mission of Housing and Interior Design education is to prepare students for family life, work life, and careers in the fashion industry by creating opportunities to…

State Skill Standards: Heating, Ventilation, Air Conditioning, and Refrigeration

ERIC Educational Resources Information Center

Ball, Larry; Soukup, Dennis

2006-01-01

The Department of Education has undertaken an ambitious effort to develop statewide career and technical education skill standards. The standards in this document are for Heating, Ventilation, Air Conditioning and Refrigeration (HVAC&R) programs and are designed to clearly state what the student should know and be able to do upon completion of…

Understanding the Skills in the Common Core State Standards

ERIC Educational Resources Information Center

Blosveren, Kate

2012-01-01

As defined on the Common Core State Standards (CCSS) website, "the Common Core State Standards provide a consistent, clear understanding of what students are expected to learn... reflecting the "knowledge" and "skills" that our young people need for success in college and careers." While the "knowledge" defined within the CCSS is apparent--the…

Illinois Occupational Skill Standards: Information Technology Operate Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

This document contains Illinois Occupational Skill Standards for occupations in the Information Technology Operate Cluster (help desk support, computer maintenance and technical support technician, systems operator, application and computer support specialist, systems administrator, network administrator, and database administrator). The skill…

Utilization of standardized patients to evaluate clinical and interpersonal skills of surgical residents.

PubMed

Hassett, James M; Zinnerstrom, Karen; Nawotniak, Ruth H; Schimpfhauser, Frank; Dayton, Merril T

2006-10-01

This project was designed to determine the growth of interpersonal skills during the first year of a surgical residency. All categorical surgical residents were given a clinical skills examination of abdominal pain using standardized patients during their orientation (T1). The categorical residents were retested after 11 months (T2). The assessment tool was based on a 12-item modified version of the 5-point Likert Interpersonal Scale (IP) used on the National Board of Medical Examiners prototype Clinical Skills Examination and a 24-item, done-or-not-done, history-taking checklist. Residents' self-evaluation scores were compared to standardized patients' assessment scores. Data were analyzed using the Pearson correlation coefficient, Wilcoxon signed rank test, Student t test, and Cronbach alpha. Thirty-eight categorical residents were evaluated at T1 and T2. At T1, in the history-taking exercise, the scores of the standardized patients and residents correlated (Pearson = .541, P = .000). In the interpersonal skills exercise, the scores of the standardized patients and residents did not correlate (Pearson = -0.238, P = .150). At T2, there was a significant improvement in the residents' self-evaluation scores in both the history-taking exercise (t = -3.280, P = .002) and the interpersonal skills exercise (t = 2.506, P = 0.017). In the history-taking exercise, the standardized patients' assessment scores correlated with the residents' self-evaluation scores (Pearson = 0.561, P = .000). In the interpersonal skills exercise, the standardized patients' assessment scores did not correlate with the residents' self-evaluation scores (Pearson = 0.078, P = .646). Surgical residents demonstrate a consistently low level of self-awareness regarding their interpersonal skills. Observed improvement in resident self-evaluation may be a function of growth in self-confidence.

Raising the Standard. Electronics Technician Skills for Today and Tomorrow.

ERIC Educational Resources Information Center

Electronic Industries Foundation, Washington, DC.

This manual identifies the standard skills required of a work-ready, entry-level electronics technician. It provides a valuable resource for these groups: students considering careers as electronics technicians; for counselors, educators, and administrators; and for employers. An introduction discusses use of the standards and includes two lists…

Illinois Occupational Skill Standards: HVAC/R Technician Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

This document, which is intended to serve as a guide for work force preparation program providers, details the Illinois occupational skill standards for programs preparing students for employment in jobs in the heating, ventilation, air conditioning, and refrigeration (HVAC/R) industry. Agency partners involved in this project include: the…

Converting standard seeding rates for grasses to actual seeding rates per acre.

Treesearch

Joseph F. Pechanec

1950-01-01

Standard rates specifying the amount of grass seed to sow per acre are stated in most of the more recent publications as pounds of live pure seed (lps) to be used. For a seeding project these rates must be converted to the actual amount of seed to sow because seed as purchased from the dealer or grower is never all live pure seed. Even the best lots of seed contain...

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

Profiles of the National Industry Skills Standards Projects.

ERIC Educational Resources Information Center

Rahn, Mikala L., Comp.

In an effort to develop a more uniform and comprehensive system of national skill standards, the U.S. Departments of Education and Labor have awarded grants to 22 technical committees, composed of representatives from business, labor, and education, in a variety of industries and occupations. These projects will begin proposing national standards…

34 CFR 106.43 - Standards for measuring skill or progress in physical education classes.

Code of Federal Regulations, 2011 CFR

2011-07-01

... PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 106.43 Standards for measuring skill or progress in physical... 34 Education 1 2011-07-01 2011-07-01 false Standards for measuring skill or progress in physical...

Communication Skills in Standardized-Patient Assessment of Final-Year Medical Students: A Psychometric Study

ERIC Educational Resources Information Center

Guiton, Gretchen; Hodgson, Carol S.; Delandshere, Ginett; Wilkerson, Luann

2004-01-01

The purpose of this study is to investigate the content-specificity of communication skills. It investigates the reliability and dimensionality of standardized patient (SP) ratings of communication skills in an Objective Structured Clinical Examination(OSCE) for final year medical students. An OSCE consisting of seven standardized patient(SP)…

34 CFR 106.43 - Standards for measuring skill or progress in physical education classes.

Code of Federal Regulations, 2014 CFR

2014-07-01

... PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 106.43 Standards for measuring skill or progress in physical... 34 Education 1 2014-07-01 2014-07-01 false Standards for measuring skill or progress in physical...

34 CFR 106.43 - Standards for measuring skill or progress in physical education classes.

Code of Federal Regulations, 2012 CFR

2012-07-01

... PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 106.43 Standards for measuring skill or progress in physical... 34 Education 1 2012-07-01 2012-07-01 false Standards for measuring skill or progress in physical...

34 CFR 106.43 - Standards for measuring skill or progress in physical education classes.

Code of Federal Regulations, 2013 CFR

2013-07-01

... PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 106.43 Standards for measuring skill or progress in physical... 34 Education 1 2013-07-01 2013-07-01 false Standards for measuring skill or progress in physical...

Summative and Formative Evaluations, National Skill Standards Project. Prepared for the National Grocers Association.

ERIC Educational Resources Information Center

Hamm, Michael S.

In 1993-1996, the Grocers Research and Educational Foundation of the National Grocers Association developed entry-level skill standards for the food marketing industry. A coalition formed early in the project directed the skill standard development process and solicited input from major organizations involved in the industry. The validity of the…

Assessing BSW Student Direct Practice Skill Using Standardized Clients and Self-Efficacy Theory

ERIC Educational Resources Information Center

Rawlings, Mary A.

2012-01-01

Entering and exiting BSW students were compared on self-efficacy and on direct practice skill performance with a standardized client. Self-efficacy was tested as a predictor and as a mediator of skill performance. Ordinary least squares hierarchical regression found BSW education to be predictive of higher skill and higher self-efficacy. After…

Potential predictability and forecast skill in ensemble climate forecast: the skill-persistence rule

NASA Astrophysics Data System (ADS)

Jin, Y.; Rong, X.; Liu, Z.

2017-12-01

This study investigates the factors that impact the forecast skill for the real world (actual skill) and perfect model (perfect skill) in ensemble climate model forecast with a series of fully coupled general circulation model forecast experiments. It is found that the actual skill of sea surface temperature (SST) in seasonal forecast is substantially higher than the perfect skill on a large part of the tropical oceans, especially the tropical Indian Ocean and the central-eastern Pacific Ocean. The higher actual skill is found to be related to the higher observational SST persistence, suggesting a skill-persistence rule: a higher SST persistence in the real world than in the model could overwhelm the model bias to produce a higher forecast skill for the real world than for the perfect model. The relation between forecast skill and persistence is further examined using a first-order autoregressive model (AR1) analytically for theoretical solutions and numerically for analogue experiments. The AR1 model study shows that the skill-persistence rule is strictly valid in the case of infinite ensemble size, but can be distorted by the sampling error and non-AR1 processes.

A reverse pathway? Actual and perceived skill proficiency and physical activity.

PubMed

Barnett, Lisa M; Morgan, Philip J; Van Beurden, Eric; Ball, Kylie; Lubans, David R

2011-05-01

Motor skills are considered a prerequisite to physical activity, yet the relationship may be reciprocal and perceived sports competence might mediate associations. In 2006/2007, 215 adolescents completed motor skill proficiency (Get Skilled Get Active), perceived sport competence (Physical Self-Perception Profile) and physical activity assessments (Adolescent Physical Activity Recall Questionnaire) as part of the Physical Activity and Skills Study. Using AMOS (Version 7.0), reciprocal relationships were examined between motor skill (object control and locomotor) and moderate to vigorous physical activity (MVPA). Both models were then run in different versions to understand the role of perceived sports competence as a potential mediator. Mean age was 16.4 yr (SD=0.6), 51.6% (111/215) were females. A reciprocal relationship between object control and MVPA and a one-way relationship from MVPA to locomotor skill was found. When perceived sports competence was examined as a mediator, the best-fitting model versions explained 16% (R=0.16) MVPA variation, and 30% object control (R=0.30), and 12% locomotor skill variation (R=0.12) (reverse relationship). Perceived sports competence partially mediates the relationship between object control proficiency and physical activity for both directions and fully mediates the relationship between physical activity and locomotor skill; but only when locomotor skill is the outcome. If the relationship between object control skill and physical activity is viewed as a "positive feedback loop," skill development and increasing physical activity should simultaneously be targeted in physical activity interventions. Increasing perceived sport competence should also be an intervention focus. © 2011 by the American College of Sports Medicine

Illinois Occupational Skill Standards: Agricultural Sales and Marketing Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

This document, which is intended to serve as a guide for work force preparation program providers, details the Illinois occupational skill standards for programs preparing students for employment in jobs in agricultural sales and marketing. Agency partners involved in this project include: the Illinois State Board of Education, Illinois Community…

A biographical study of food choice capacity: standards, circumstances, and food management skills.

PubMed

Bisogni, Carole A; Jastran, Margaret; Shen, Luana; Devine, Carol M

2005-01-01

Conceptual understanding of how management of food and eating is linked to life course events and experiences. Individual qualitative interviews with adults in upstate New York. Fourteen men and 11 women with moderate to low incomes. PHENOMENON: Food choice capacity. Constant comparative method. A conceptual model of food choice capacity emerged. Food choice capacity represented participants' confidence in meeting their standards for food and eating given their food management skills and circumstances. Standards (expectations for how participants felt they should eat) were based on life course events and experiences. Food management skills (mental and physical talents to keep food costs down and prepare meals) were sources of self-esteem for many participants. Most participants had faced challenging and changing circumstances (income, employment, social support, roles, health conditions). Participants linked strong food management skills with high levels of food choice capacity, except in the case of extreme financial circumstances or the absence of strong standards. Recognizing people's experiences and perspectives in food choice is important. Characterizing food management skills as durable, adaptive resources positions them conceptually for researchers and in a way that practitioners can apply in developing programs for adults.

Analysis of the Integration of Skill Standards into Community College Curriculum

ERIC Educational Resources Information Center

Aragon, Steven R.; Woo, Hui-Jeong; Marvel, Matthew R.

2004-01-01

The utilization of skill standards in the curriculum development process has become an increasingly prominent aspect of the reform movement in career and technical education over the past 10 years. Standards are seen as a way to achieve better accountability within Career and Technical Education (CTE) systems, and improve their quality as well as…

Tech Prep Information Technology Skill Standards-Based Curriculum. Building a Foundation for Tomorrow.

ERIC Educational Resources Information Center

Bellevue Community Coll., WA. Northeast Tech Prep Consortium.

This guidebook provides the elements of curriculum that will help educators prepare students for careers in the field of information technology (IT). The introduction addresses national context, skill standards development, and educational response to the skills gap. The high school core IT curriculum is then presented, including: (1) project…

Potential predictability and forecast skill in ensemble climate forecast: a skill-persistence rule

NASA Astrophysics Data System (ADS)

Jin, Yishuai; Rong, Xinyao; Liu, Zhengyu

2017-12-01

This study investigates the factors relationship between the forecast skills for the real world (actual skill) and perfect model (perfect skill) in ensemble climate model forecast with a series of fully coupled general circulation model forecast experiments. It is found that the actual skill for sea surface temperature (SST) in seasonal forecast is substantially higher than the perfect skill on a large part of the tropical oceans, especially the tropical Indian Ocean and the central-eastern Pacific Ocean. The higher actual skill is found to be related to the higher observational SST persistence, suggesting a skill-persistence rule: a higher SST persistence in the real world than in the model could overwhelm the model bias to produce a higher forecast skill for the real world than for the perfect model. The relation between forecast skill and persistence is further proved using a first-order autoregressive model (AR1) analytically for theoretical solutions and numerically for analogue experiments. The AR1 model study shows that the skill-persistence rule is strictly valid in the case of infinite ensemble size, but could be distorted by sampling errors and non-AR1 processes. This study suggests that the so called "perfect skill" is model dependent and cannot serve as an accurate estimate of the true upper limit of real world prediction skill, unless the model can capture at least the persistence property of the observation.

The effectiveness of using standardized patients to improve community physician skills in mammography counseling and clinical breast exam.

PubMed

Costanza, M E; Luckmann, R; Quirk, M E; Clemow, L; White, M J; Stoddard, A M

1999-10-01

Traditional didactic continuing education is relatively ineffective in improving physicians' clinical skills. We hypothesized that a centralized course including small group workshops utilizing standardized patients could improve clinical skills for a reasonable cost. We designed a 5-h course aimed at improving physicians' counseling skills (re: screening mammography) and clinical breast exam (CBE) skills. The course included lectures, demonstrations, and small group skills sessions utilizing standardized patients and was offered to 156 typical community-based primary care physicians. Pre- and postcourse evaluation included in-office assessments of physician CBE and counseling performance by standardized patients and a written test of knowledge and attitudes. A total of 54.5% of eligible physicians participated. They improved modestly in only one of three areas of counseling skills measured (providing counseling appropriate to the patient's readiness to accept mammography, P = 0.01). The overall CBE score increased substantially from 24.8 to 34.7 (P < 0.0001). Knowledge in all areas measured and confidence in counseling patients also increased. The basic course cost $202 per physician trained. Most community-based primary care physicians may find small group training and in-office evaluation involving standardized patients acceptable. Such training may be more effective in improving physical exam skills than complex communication skills.

Guidelines for Implementing State Skill Standards Certificate Program in Construction.

ERIC Educational Resources Information Center

Wisconsin State Dept. of Workforce Development, Madison.

This packet contains guidelines, a student competency checklist, and student evaluation sheet for use in a Wisconsin school-to-work state skill standards certificate program in construction. The guidelines provide a planning resource for implementing the program, which was created in partnership with unions, employers, the state Department of…

Getting Started on Assessment: Developing a Voluntary System of Assessment and Certification Based on Skill Standards.

ERIC Educational Resources Information Center

National Skill Standards Board (DOL/ETA), Washington, DC.

This manual provides practical advice for voluntary partnerships that, since 1994, are part of the effort to build a voluntary national system of skill standards, assessment, and certification. Intended to be used with guidance from the National Skill Standards Board, it is designed for the voluntary partnerships that have completed the standards…

The Self-Actualizing Case Method.

ERIC Educational Resources Information Center

Gunn, Bruce

1980-01-01

Presents a case procedure designed to assist trainees in perfecting their problem-solving skills. Elements of that procedure are the rationale behind this "self-actualizing" case method; the role that the instructor, case leaders, and participants play in its execution; and the closed-loop grading system used for peer evaluation. (CT)

Business Management Occupations: Skill Standards.

ERIC Educational Resources Information Center

Vocational Technical Education Consortium of States, Decatur, GA.

This report organizes the information provided by 77 individuals in business management occupations in 12 states into skills inventories for persons in these jobs. The skills inventories contain the following sections: (1) occupation-specific knowledge (communication, mathematics, science); (2) workplace behaviors (work ethics, interpersonal…

Business Financial Occupations: Skill Standards.

ERIC Educational Resources Information Center

Vocational Technical Education Consortium of States, Decatur, GA.

This report organizes the information provided by 71 individuals in finance-related occupations in 11 states into skills inventories for persons in these jobs. The skills inventories contain the following sections: (1) occupation-specific knowledge (communication, mathematics, science); (2) workplace behaviors (work ethics, interpersonal…

The Role of National Industry-Based Skill Standards in the Development, Implementation, and Assessment of Community College Curriculum

ERIC Educational Resources Information Center

Aragon, Steven R.; Woo, Hui-Jeong; Marvel, Matthew R.

2005-01-01

Using a descriptive survey design, a nationally representative sample of community college career and technical deans were asked to complete a questionnaire that assessed awareness and implementation of industry-based skill standards. For those institutions implementing industry-based skill standards, the questionnaire sought additional…

Analysis of the Integration of Skill Standards into Community College Curriculum

ERIC Educational Resources Information Center

Aragon, Steven R.; Woo, Hui-Jeong; Marvel, Matthew R.

2005-01-01

The utilization of skill standards in the curriculum development process has become an increasingly prominent aspect of the reform movement in career and technical education (CTE) over the past 10 years. Data were collected across 10 CTE program areas from a nationally representative sample of community colleges. The authors discuss the extent to…

Acting as Standardized Patients Enhances Family Medicine Residents' Self-Reported Skills in Palliative Care

ERIC Educational Resources Information Center

Sittikariyakul, Pat; Jaturapatporn, Darin; Kirshen, A. J.

2015-01-01

Recent publications have confirmed the use of standardized patients (SPs) in improving clinical skills and enhancing competency. Little research has studied the benefits residents may themselves gain in palliative care playing the role of SPs. Nineteen Family Medicine residents were recruited as standardized patients (FMR-SPs) for a mandatory…

Does a brief suicide prevention gatekeeper training program enhance observed skills?

PubMed

Cross, Wendi; Matthieu, Monica M; Lezine, Dequincy; Knox, Kerry L

2010-01-01

Suicide is a significant public health problem worldwide that requires evidence-based prevention efforts. One approach to prevention is gatekeeper training. Gatekeeper training programs for community members have demonstrated positive changes in knowledge and attitudes about suicide. Changes in gatekeeper skills have not been well established. To assess and to predict the impact of a brief, gatekeeper training on community members' observed skills. Participants in a community gatekeeper training were employees at US universities. 50 participants were randomly selected for skills assessment and videotaped interacting with a standardized actor prior to and following training. Tapes were reliably rated for general and suicide-specific skills. Gatekeeper skills increased from pre- to posttest: 10% of participants met criteria for acceptable gatekeeper skills before training, while 54% met criteria after training. Pretraining variables did not predict increased skills. Results do not provide conclusions about the relationship between observed gatekeeper skills and actual use of those skills in the future. Gatekeeper training enhances suicide-specific skills for the majority of participants. Other strategies, such as behavioral rehearsal, may be necessary to enhance skills in the remaining participants.

Reading Speed as a Constraint of Accuracy of Self-Perception of Reading Skill

ERIC Educational Resources Information Center

Kwon, Heekyung; Linderholm, Tracy

2015-01-01

We hypothesised that college students take reading speed into consideration when evaluating their own reading skill, even if reading speed does not reliably predict actual reading skill. To test this hypothesis, we measured self-perception of reading skill, self-perception of reading speed, actual reading skill and actual reading speed to…

Crosswalk Analysis of Deeper Learning Skills to Common Core State Standards

ERIC Educational Resources Information Center

Conley, David T.

2011-01-01

The Educational Policy Improvement Center (EPIC) conducted a crosswalk between the Deeper Learning Skills (DLS) and the Common Core State Standards (CCSS). The purpose of the crosswalk was to understand the ways in which strategies for deeper learning relate to the CCSS. This comparison was not solely or simply an alignment study, although some…

An Overview of Skill Standards Systems in Education & Industry. Systems in the U.S. and Abroad. Volume I.

ERIC Educational Resources Information Center

Institute for Educational Leadership, Washington, DC.

This first volume in a four-volume study of industry- and education-driven skill standards in the United States and other countries describes current practice. Chapter I is the executive summary. Chapter II is an overview of historical and current issues that will affect a voluntary network of industry-based skill standards, competencies, and…

An Exploration of the Actual Role of the School Counselor Framed within the California Public School Counseling Standards

ERIC Educational Resources Information Center

Anderson, Deja L.

2015-01-01

The study was designed to explore the actual performance of secondary school counselors' perception of their role framed within the California State School Counseling Standards. A qualitative phenomenological narrative inquiry was conducted with counselors, detailing their experience as educators. In person interviews were conducted with eight…

A randomized trial of teaching clinical skills using virtual and live standardized patients.

PubMed

Triola, M; Feldman, H; Kalet, A L; Zabar, S; Kachur, E K; Gillespie, C; Anderson, M; Griesser, C; Lipkin, M

2006-05-01

We developed computer-based virtual patient (VP) cases to complement an interactive continuing medical education (CME) course that emphasizes skills practice using standardized patients (SP). Virtual patient simulations have the significant advantages of requiring fewer personnel and resources, being accessible at any time, and being highly standardized. Little is known about the educational effectiveness of these new resources. We conducted a randomized trial to assess the educational effectiveness of VPs and SPs in teaching clinical skills. To determine the effectiveness of VP cases when compared with live SP cases in improving clinical skills and knowledge. Randomized trial. Fifty-five health care providers (registered nurses 45%, physicians 15%, other provider types 40%) who attended a CME program. Participants were randomized to receive either 4 live cases (n=32) or 2 live and 2 virtual cases (n=23). Other aspects of the course were identical for both groups. Participants in both groups were equivalent with respect to pre-post workshop improvement in comfort level (P=.66) and preparedness to respond (P=.61), to screen (P=.79), and to care (P=.055) for patients using the skills taught. There was no difference in subjective ratings of effectiveness of the VPs and SPs by participants who experienced both (P=.79). Improvement in diagnostic abilities were equivalent in groups who experienced cases either live or virtually. Improvements in performance and diagnostic ability were equivalent between the groups and participants rated VP and SP cases equally. Including well-designed VPs has a potentially powerful and efficient place in clinical skills training for practicing health care workers.

Awareness, Use, and Perceived Impact of Selected Stakeholders toward the Implementation of Skills Standards in the State of Illinois

ERIC Educational Resources Information Center

Bragg, Debra D.; Marvel, Matthew R.

2008-01-01

This study examined differences in the awareness, use, and perceived impact of educators, employers, and workforce training providers toward skills standards implementation in the State of Illinois. Group differences were revealed on the use of skills standards, with educators displaying significantly higher levels of use than employers or…

Pilot Evaluation of a Communication Skills Training Program for Psychiatry Residents Using Standardized Patient Assessment.

PubMed

Ditton-Phare, Philippa; Sandhu, Harsimrat; Kelly, Brian; Kissane, David; Loughland, Carmel

2016-10-01

Mental health clinicians can experience difficulties communicating diagnostic information to patients and their families/carers, especially about distressing psychiatric disorders such as schizophrenia. There is evidence for the effectiveness of communication skills training (CST) for improving diagnostic discussions, particularly in specialties such as oncology, but only limited evidence exists about CST for psychiatry. This study evaluated a CST program specifically developed for psychiatry residents called ComPsych that focuses on conveying diagnostic and prognostic information about schizophrenia. The ComPsych program consists of an introductory lecture, module booklets for trainees, and exemplary skills videos, followed by small group role-plays with simulated patients (SPs) led by a trained facilitator. A standardized patient assessment (SPA) was digitally recorded pre- and post-training with a SP using a standardized scenario in a time-limited (15 min) period. Recorded SPAs were independently rated using a validated coding system (ComSkil) to identify frequency of skills used in five skills categories (agenda setting, checking, questioning, information organization, and empathic communication). Thirty trainees (15 males and 15 females; median age = 32) undertaking their vocational specialty training in psychiatry participated in ComPsych training and pre- and post-ComPsych SPAs. Skills increased post-training for agenda setting (d = -0.82), while questioning skills (d = 0.56) decreased. There were no significant differences in any other skills grouping, although checking, information organization, and empathic communication skills tended to increase post-training. A dose effect was observed for agenda setting, with trainees who attended more CST sessions outperforming those attending fewer. Findings support the generalization and translation of ComPsych CST to psychiatry.

Selective automation and skill transfer in medical robotics: a demonstration on surgical knot-tying.

PubMed

Knoll, Alois; Mayer, Hermann; Staub, Christoph; Bauernschmitt, Robert

2012-12-01

Transferring non-trivial human manipulation skills to robot systems is a challenging task. There have been a number of attempts to design research systems for skill transfer, but the level of the complexity of the actual skills transferable to the robot was rather limited, and delicate operations requiring a high dexterity and long action sequences with many sub-operations were impossible to transfer. A novel approach to human-machine skill transfer for multi-arm robot systems is presented. The methodology capitalizes on the metaphor of 'scaffolded learning', which has gained widespread acceptance in psychology. The main idea is to formalize the superior knowledge of a teacher in a certain way to generate support for a trainee. In our case, the scaffolding is constituted by abstract patterns, which facilitate the structuring and segmentation of information during 'learning by demonstration'. The actual skill generalization is then based on simulating fluid dynamics. The approach has been successfully evaluated in the medical domain for the delicate task of automated knot-tying for suturing with standard surgical instruments and a realistic minimally invasive robotic surgery system. Copyright © 2012 John Wiley & Sons, Ltd.

Examining the Learning Outcomes Included in the Turkish Science Curriculum in Terms of Science Process Skills: A Document Analysis with Standards-Based Assessment

ERIC Educational Resources Information Center

Duruk, Umit; Akgün, Abuzer; Dogan, Ceylan; Gülsuyu, Fatma

2017-01-01

Science process skills have provided a valuable chance for everyone to construct their own knowledge by means of scientific inquiry. If students are to understand what science is and how it actually works, then they should necessarily make use of their science process skills as well as scientific content knowledge compulsory to be learned in any…

Standardized Patients Provide a Reliable Assessment of Athletic Training Students' Clinical Skills

ERIC Educational Resources Information Center

Armstrong, Kirk J.; Jarriel, Amanda J.

2016-01-01

Context: Providing students reliable objective feedback regarding their clinical performance is of great value for ongoing clinical skill assessment. Since a standardized patient (SP) is trained to consistently portray the case, students can be assessed and receive immediate feedback within the same clinical encounter; however, no research, to our…

Teamwork skills in actual, in situ, and in-center pediatric emergencies: performance levels across settings and perceptions of comparative educational impact.

PubMed

Couto, Thomaz Bittencourt; Kerrey, Benjamin T; Taylor, Regina G; FitzGerald, Michael; Geis, Gary L

2015-04-01

Pediatric emergencies require effective teamwork. These skills are developed and demonstrated in actual emergencies and in simulated environments, including simulation centers (in center) and the real care environment (in situ). Our aims were to compare teamwork performance across these settings and to identify perceived educational strengths and weaknesses between simulated settings. We hypothesized that teamwork performance in actual emergencies and in situ simulations would be higher than for in-center simulations. A retrospective, video-based assessment of teamwork was performed in an academic, pediatric level 1 trauma center, using the Team Emergency Assessment Measure (TEAM) tool (range, 0-44) among emergency department providers (physicians, nurses, respiratory therapists, paramedics, patient care assistants, and pharmacists). A survey-based, cross-sectional assessment was conducted to determine provider perceptions regarding simulation training. One hundred thirty-two videos, 44 from each setting, were reviewed. Mean total TEAM scores were similar and high in all settings (31.2 actual, 31.1 in situ, and 32.3 in-center, P = 0.39). Of 236 providers, 154 (65%) responded to the survey. For teamwork training, in situ simulation was considered more realistic (59% vs. 10%) and more effective (45% vs. 15%) than in-center simulation. In a video-based study in an academic pediatric institution, ratings of teamwork were relatively high among actual resuscitations and 2 simulation settings, substantiating the influence of simulation-based training on instilling a culture of communication and teamwork. On the basis of survey results, providers favored the in situ setting for teamwork training and suggested an expansion of our existing in situ program.

Teachers' Emotion Regulation Skills Facilitate Implementation of Health-related Intentions.

PubMed

Eckert, Marcus; Ebert, David D; Lehr, Dirk; Sieland, Bernhard; Jazaieri, Hooria; Berking, Matthias

2015-11-01

Many teachers report high levels of job-related stress. Successful outcomes in stress-management trainings depend on participants actively engaging in skill-building exercises. However, despite good intentions to engage in such exercises on a regular basis, many participants ultimately fail to do so. The present study seeks to understand whether general emotion regulation (ER) skills moderate the relation between the intention to engage in skill-building exercises and actually engaging in these exercises. ER skills, the intention to engage in autonomous skill-building exercises, and the extent to which individuals actually engaged in such exercises were assessed in a sample of 119 teachers participating in stress-management training. ER skills significantly moderated the association between the intention and engagement in skill-building practice. The greater the ER skills, the more coupled was the relation between the intention and actual practices. Findings are consistent with the hypotheses. Thus, skill-building trainings should support participants scoring low in ER skills in effectively coping with aversive affective states cued through skill-building exercises.

Does a brief suicide prevention gatekeeper training program enhance observed skills?

PubMed Central

Cross, Wendi; Matthieu, Monica M.; Lezine, DeQuincy; Knox, Kerry L.

2010-01-01

Background Suicide is a significant public health problem worldwide that requires evidence-based prevention efforts. One approach to prevention is gatekeeper training. Gatekeeper training programs for community members have demonstrated positive changes in knowledge and attitudes about suicide. Changes in gatekeeper skills have not been well established. Aims To assess and predict the impact of a brief, gatekeeper training on community members’ observed skills. Methods Participants in a community gatekeeper training were employees at US universities. 50 participants were randomly selected for skills assessment and videotaped interacting with a standardized actor prior to and following training. Tapes were reliability rated for general and suicide-specific skills. Results Gatekeeper skills increased from pre- to posttest: 10% of participants met criteria for acceptable gatekeeper skills before training, while 54% met criteria after training. Pretraining variables did not predict increased skills. Limitations Results do not provide conclusions about the relationship between observed gatekeeper skills and actual use of those skills in the future. Conclusions Gatekeeper training enhances suicide-specific skills for the majority of participants. Other strategies, such as behavioral rehearsal, may be necessary to enhance skills in the remaining participants. PMID:20573609

Concordance between Self and Standardized Patient Ratings of Medical Students' Communication Skills.

PubMed

Je, Min Ji; Lee, Su Hyun; Lee, Chang Hyung; Kim, Sung Soo

2013-03-01

The purpose of this study was to examine the concordance between self and standardized patient (SP) ratings of medical students' communication skills. Forty-three students interviewed SPs. The students were asked to complete a communication skills questionnaire that comprised 2 measures (empathy and interpersonal communication) before the interview. After each student's interview with the SP, the latter completed the same questionnaire as the students. Based on Lin's concordance coefficient, there was strong disconcordance between students' self-ratings and the SPs' ratings. With regard to empathic communication, more than 50% of students who considered themselves higher than middle level were regarded by SP as low level. On interpersonal communication, 39% of students who assessed themselves as higher than middle level were scored low level by SPs. There was strong disconcordance between students' self-ratings and the SPs' ratings-students tended to overevaluate themselves regarding their communication skills. These differences might result in patient dissatisfaction and noncompliance. Further, it could become a serious hindrance to the development of a good doctor-patient relationship. Medical educators should make sincere efforts to reduce this gap by teaching medical students the importance of the patients' perception of his doctors' communication skills.

Gateway to the Future. Skill Standards for the Bioscience Industry for Technical Workers in Pharmaceutical Companies, Biotechnology Companies, and Clinical Laboratories.

ERIC Educational Resources Information Center

Education Development Center, Inc., Newton, MA.

The Bioscience Industry Skills Standards Project (BISSP) is developing national, voluntary skill standards for technical jobs in biotechnology and pharmaceutical companies and clinical laboratories in hospitals, universities, government, and independent settings. Research with employees and educators has pinpointed three issues underscoring the…

Randomised social-skills training and parental training plus standard treatment versus standard treatment of children with attention deficit hyperactivity disorder - The SOSTRA trial protocol

PubMed Central

2011-01-01

Background Children with attention deficit hyperactivity disorder (ADHD) are hyperactive and impulsive, cannot maintain attention, and have difficulties with social interactions. Medical treatment may alleviate symptoms of ADHD, but seldom solves difficulties with social interactions. Social-skills training may benefit ADHD children in their social interactions. We want to examine the effects of social-skills training on difficulties related to the children's ADHD symptoms and social interactions. Methods/Design The design is randomised two-armed, parallel group, assessor-blinded trial. Children aged 8-12 years with a diagnosis of ADHD are randomised to social-skills training and parental training plus standard treatment versus standard treatment alone. A sample size calculation estimated that at least 52 children must be included to show a 4-point difference in the primary outcome on the Conners 3rd Edition subscale for 'hyperactivity-impulsivity' between the intervention group and the control group. The outcomes will be assessed 3 and 6 months after randomisation. The primary outcome measure is ADHD symptoms. The secondary outcome is social skills. Tertiary outcomes include the relationship between social skills and symptoms of ADHD, the ability to form attachment, and parents' ADHD symptoms. Discussion We hope that the results from this trial will show that the social-skills training together with medication may have a greater general effect on ADHD symptoms and social and emotional competencies than medication alone. Trial registration ClinicalTrials (NCT): NCT00937469 PMID:21255399

Adolescent Depression: Evaluating Pediatric Residents' Knowledge, Confidence, and Interpersonal Skills Using Standardized Patients

ERIC Educational Resources Information Center

Lewy, Colleen; Sells, C. Wayne; Gilhooly, Jennifer; McKelvey, Robert

2009-01-01

Objective: The authors aim to determine whether pediatric residents used DSM-IV criteria to diagnose major depressive disorder and how this related to residents' confidence in diagnosis and treatment skills before and after clinical training with depressed adolescents. Methods: Pediatric residents evaluated two different standardized patients…

Student Exposure to Actual Patients in the Classroom.

ERIC Educational Resources Information Center

Chisholm, Marie A.; McCall, Charles Y.; Francisco, George E., Jr.; Poirier, Sylvie

1997-01-01

Two clinical courses for first-year dental students were designed to develop students' interaction skills through actual patient case presentations and discussions and an interdisciplinary teaching approach. Results indicate students preferred the case presentations, with or without lecture, to the lecture-only approach and felt they learned more…

Machine Tool Advanced Skills Technology (MAST). Common Ground: Toward a Standards-Based Training System for the U.S. Machine Tool and Metal Related Industries. Volume 1: Executive Summary, of a 15-Volume Set of Skills Standards and Curriculum Training Materials for the Precision Manufacturing Industry.

ERIC Educational Resources Information Center

Texas State Technical Coll., Waco.

The Machine Tool Advanced Skills Technology (MAST) consortium was formed to address the shortage of skilled workers for the machine tools and metals-related industries. Featuring six of the nation's leading advanced technology centers, the MAST consortium developed, tested, and disseminated industry-specific skill standards and model curricula for…

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

Building a World-Class Front-Line Workforce: The Need for Occupational Skill Standards in State Workforce Preparation Programs. EQW Working Papers.

ERIC Educational Resources Information Center

Sheets, Robert G.

Establishment of a national-state system of world-class occupational skill standards is a first step in restructuring adult vocational-technical education and job training programs. Occupational skills standards provide the necessary foundation for addressing three major state policy issues: the state's proper role in private work-based training,…

Employer-Led Organizations and Skill Supply Chains: Linking Worker Advancement with the Skill Needs of Employers. Issue Brief.

ERIC Educational Resources Information Center

Mills, Jack; Prince, Heath

Skill supply chains apply a chain strategy to human resources to make the labor market more efficient. They link the multiple skill levels in a given labor market within a network of recruitment pathways for employers and advancement pathways for workers. Skill supply chains are based on employers' actual skill needs and on the principle that…

Small-Group Standardized Patient Encounter Improves Athletic Training Students' Psychosocial Intervention and Referral Skills

ERIC Educational Resources Information Center

Walker, Stacy E.; Weidner, Thomas G.; Thrasher, Ashley B.

2016-01-01

Context: Athletic trainers provide psychological support, counseling, intervention, and referral to patients during clinical practice. However, students are rarely exposed to real-life opportunities to develop these skills. Objective: To determine if a small-group standardized patient (SP) encounter improved athletic training students'…

A Comparison of Student Perceptions of Their Computer Skills to Their Actual Abilities

ERIC Educational Resources Information Center

Grant, Donna M.; Malloy, Alisha D.; Murphy, Marianne C.

2009-01-01

In this technology intensive society, most students are required to be proficient in computer skills to compete in today's global job market. These computer skills usually consist of basic to advanced knowledge in word processing, presentation, and spreadsheet applications. In many U.S. states, students are required to demonstrate computer…

Evaluating the short-term effects of a communication skills program for preclinical medical students.

PubMed

Lee, Young-Mee; Lee, Young Hee

2014-09-01

Regardless of the growing importance of communication skills as a core clinical competence, few studies have determined the effects of communication skills courses in undergraduate medical curricula in Asian medical schools. The purpose of this study was to examine the effectiveness of a communication skills program for preclinical medical students. A communication skills course was provided to 111 second-year medical students in a medical college in Korea. Students' self-assessed competency of communication skills was evaluated by a questionnaire survey. To examine the improvement in observed communication skills, the students' encounters with standardized patients (SPs) were assessed at the first session and at the final course assessment. A structured checklist, consisting of 25 communication skills items, was used for the assessment. Students' self-assessed competency of communication skills increased significantly after completion of the course (p<0.001). The observed communication skills scores also improved significantly at the end of the course; the mean scores of the first SPs encounters was 49.6 (standard deviation [SD], 11.1), and those of cases A and B at the final assessment were 61.5 (SD, 8.4) and 69.6 (SD, 7.8), respectively (F₆₁=269.54, p<0.001). Even a short period of medical communication skills course was beneficial in developing and improving communication skills competency in preclinical medical students. Further studies should be followed to examine whether the acquisition of communication skills during preclinical studies can be sustained into clerkship and actual practice.

Literacy Leader Fellowship Program Reports. Part I in a Series. Framework for Developing Skill Standards for Workplace Literacy.

ERIC Educational Resources Information Center

Askov, Eunice N.

This document describes two activities of the Literacy Leader Fellowship research project, which addressed the needs of adult educators for knowledge of job skills and of business and unions for information about adult literacy efforts. The first section describes the following efforts related to skill standards and other policy initiatives: (1)…

ANALYSIS OF STANDARD MULTI-PORT VS. SINGLE SITE ACCESS FOR LAPAROSCOPIC SKILLS TRAINING

PubMed Central

Cox, Daniel R; Zeng, Wenjing; Frisella, Margaret M; Brunt, L. Michael

2015-01-01

Introduction Single site access (SSA) laparoscopy is more challenging to perform than multi-port(MP) laparoscopy. We examined MP versus SSA skills training on laparoscopic performance in surgically naive individuals. Methods Forty end-of-1st year medical students were randomized into two groups. Both were trained on 4 basic laparoscopic drills (peg, rope, bean drop, pattern cutting) using a standard MP setup (Group 1) or SSA approach (Group 2). Time to proficiency and number of repetitions (reps) were recorded. Each group then crossed over to the alternate approach where the sequence was repeated. Data are mean ± SD and statistical analysis was with two-tailed, unpaired t-test. Results Total times to proficiency for the SSA and MP approaches was not significantly different between groups (Group 1 M-P 234.0 ± 114.9 min vs Group 2 SSA 216.4 ± 106.5 min, p=0.67). The MP-trained group took less time to reach proficiency on the standard MP setup than the SSA group on the SSA approach (119.1 ± 69.7 min vs 178.0 ± 93.4 min, p=0.058) with significantly fewer repetitions (77.6 ± 42.6 vs. 118.8 ± 54.3, p=0.027). The SSA-trained group took significantly less time to reach proficiency on the MP setup than the standard MP-trained group (38.4 ± 29.4 min vs. 119.1 ± 69.7 min; p=0.0013) requiring only a mean of 26.9 total repetitions. When the standard MP group crossed over to the SSA setup, they took significantly less time to reach proficiency with the SSA approach than the SSA-trained group (114.8 ± 50.5 min vs. 178.0 ± 93.4 min, p=0.026) but with more total repetitions than with the M-P approach (86.2 ± 35.2 vs 77.6 ± 42.6, p= NS). Conclusions Laparoscopic single site access skills training results in longer times and more repetitions to achieve proficiency than multi-port training, but the skills acquired transfer well to the multi-port approach. PMID:20872019

State Skill Standards: Fashion, Textiles and Design

ERIC Educational Resources Information Center

Campbell, Rene Crepaldi; Gaudy, Glenna; Green-Jobe, Victoria; Hatch, Susan; Moen, Julianne; Sheldon, Shannon; Smith, Loree; Chessell, Karen

2008-01-01

The mission of Fashion, Textiles and Design Education is to prepare students for family and community life and careers in the fashion industry by creating opportunities to develop the knowledge, skills, attitudes and behaviors needed to: (1) Examine skills needed to effectively manage clothing decisions; (2) Evaluate the use, care and production…

Administrative Support Occupations Skill Standards.

ERIC Educational Resources Information Center

Professional Secretaries International, Kansas City, MO.

This document establishes a set of performance expectations based on current practices in administrative support occupations. It is designed to assist individuals, training providers, employers, management personnel, and professional organizations in matching knowledge, abilities, and interests to knowledge and skills required for success in…

Professional Skills Needed by Our Graduates

ERIC Educational Resources Information Center

Woods, Donald R.; Briedis, Daina; Perna, Angelo

2013-01-01

Accreditation agencies have outlined professional skills that should be possessed by engineering graduates. The question this paper addresses is "What professional skills do our recent graduates actually use and value as being important?" Young engineering professionals, as well as professionals in many different professions, were asked…

Automotive Technology Skill Standards

ERIC Educational Resources Information Center

Garrett, Tom; Asay, Don; Evans, Richard; Barbie, Bill; Herdener, John; Teague, Todd; Allen, Scott; Benshoof, James

2009-01-01

The standards in this document are for Automotive Technology programs and are designed to clearly state what the student should know and be able to do upon completion of an advanced high-school automotive program. Minimally, the student will complete a three-year program to achieve all standards. Although these exit-level standards are designed…

Standardizing the Pre-Licensure Supervision Process: A Commentary on Advocating for Direct Observation of Skills

ERIC Educational Resources Information Center

Gray, Neal D.; Erickson, Paul

2013-01-01

The present paper advocates for standardized regulations and laws for supervision of pre-licensed counselors in the United States, particularly for direct observation of clinical skills. A review of regulations by the American Counseling Association (ACA) Office of Professional Affairs (2012) reveals that only two states (Arizona and North…

Investigation of standard care versus sham Reiki placebo versus actual Reiki therapy to enhance comfort and well-being in a chemotherapy infusion center.

PubMed

Catlin, Anita; Taylor-Ford, Rebecca L

2011-05-01

To determine whether provision of Reiki therapy during outpatient chemotherapy is associated with increased comfort and well-being. Double-blind, randomized clinical controlled trial. Outpatient chemotherapy center. 189 participants were randomized to actual Reiki, sham Reiki placebo, or standard care. Patients receiving chemotherapy were randomly placed into one of three groups. Patients received either standard care, a placebo, or an actual Reiki therapy treatment. A demographic tool and pre- and post-tests were given before and after chemotherapy infusion. Reiki therapy, sham Reiki placebo therapy, standard care, and self-reported levels of comfort and well-being pre- and postintervention. Although Reiki therapy was statistically significant in raising the comfort and well-being of patients post-therapy, the sham Reiki placebo also was statistically significant. Patients in the standard care group did not experience changes in comfort and well-being during their infusion session. The findings indicate that the presence of an RN providing one-on-one support during chemotherapy was influential in raising comfort and well-being levels, with or without an attempted healing energy field. An attempt by clinic nurses to provide more designated one-to-one presence and support for patients while receiving their chemotherapy infusions could increase patient comfort and well-being.

Impact of the site specialty of a continuity practice on students' clinical skills: performance with standardized patients.

PubMed

Pfeiffer, Carol A; Palley, Jane E; Harrington, Karen L

2010-07-01

The assessment of clinical competence and the impact of training in ambulatory settings are two issues of importance in the evaluation of medical student performance. This study compares the clinical skills performance of students placed in three types of community preceptors' offices (pediatrics, medicine, family medicine) on yearly clinical skills assessments with standardized patients. Our goal was to see if the site specialty impacted on clinical performance. The students in the study were completing a 3-year continuity preceptorship at a site representing one of the disciplines. Their performance on the four clinical skills assessments was compared. There was no significant difference in history taking, physical exam, communication, or clinical reasoning in any year (ANOVA p< or = .05) There was a small but significant difference in performance on a measure of interpersonal and interviewing skills during Years 1 and 2. The site specialty of an early clinical experience does not have a significant impact on performance of most of the skills measured by the assessments.

Battle of the bots: a comparison of the standard da Vinci and the da Vinci Surgical Skills Simulator in surgical skills acquisition.

PubMed

Brown, Kevin; Mosley, Natalie; Tierney, James

2017-06-01

Virtual reality simulators are increasingly used to gain robotic surgical skills. This study compared use of the da Vinci Surgical Skills Simulator (dVSSS) to the standard da Vinci (SdV) robot for skills acquisition in a prospective randomized study. Residents from urology, gynecology, and general surgery programs performed three virtual reality tasks (thread the ring, ring rail, and tubes) on the dvSSS. Participants were then randomized to one of the two study groups (dVSSS and SdV). Each participant then practiced on either the dVSSS or the SdV (depending on randomization) for 30 min per week over a 4-week time period. The dVSSS arm was not permitted to practice ring rail (due to no similar practice scenario available for the SdV group). Following 4 weeks of practice, participants performed the same three virtual reality tasks and the results were recorded and compared to baseline. Overall and percent improvement were recorded for all participants from pre-test to post-test. Two-way ANOVA analyses were used to compare the dVSSS and SdV groups and three tasks. Initially, 30 participants were identified and enrolled in the study. Randomization resulted in 15 participants in each arm. During the course of the study, four participants were unable to complete all tasks and practice sessions and were, therefore, excluded. This resulted in a total of 26 participants (15 in the dVSSS group and 11 in the SdV group) who completed the study. Overall total improvement score was found to be 23.23 and 23.48 for the SdV and dVSSS groups, respectively (p = 0.9245). The percent improvement was 60 and 47 % for the SdV and dVSSS groups respectively, which was a statistically significant difference between the two groups and three tasks. Practicing on the standard da Vinci is comparable to practicing on the da Vinci simulator for acquiring robotic surgical skills. In spite of several potential advantages, the dVSSS arm performed no better than the SdV arm in the final

The Impact of Statistical Adjustment on Conditional Standard Errors of Measurement in the Assessment of Physician Communication Skills

ERIC Educational Resources Information Center

Raymond, Mark R.; Clauser, Brian E.; Furman, Gail E.

2010-01-01

The use of standardized patients to assess communication skills is now an essential part of assessing a physician's readiness for practice. To improve the reliability of communication scores, it has become increasingly common in recent years to use statistical models to adjust ratings provided by standardized patients. This study employed ordinary…

Machine Tool Advanced Skills Technology (MAST). Common Ground: Toward a Standards-Based Training System for the U.S. Machine Tool and Metal Related Industries. Volume 13: Laser Machining, of a 15-Volume Set of Skill Standards and Curriculum Training Materials for the Precision Manufacturing Industry.

ERIC Educational Resources Information Center

Texas State Technical Coll., Waco.

This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational specialty areas within the U.S. machine tool and metals-related…

Machine Tool Advanced Skills Technology (MAST). Common Ground: Toward a Standards-Based Training System for the U.S. Machine Tool and Metal Related Industries. Volume 6: Welding, of a 15-Volume Set of Skill Standards and Curriculum Training Materials for the Precision Manufacturing Industry.

ERIC Educational Resources Information Center

Texas State Technical Coll., Waco.

This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational specialty areas within the U.S. machine tool and metals-related…

Machine Tool Advanced Skills Technology (MAST). Common Ground: Toward a Standards-Based Training System for the U.S. Machine Tool and Metal Related Industries. Volume 12: Instrumentation, of a 15-Volume Set of Skill Standards and Curriculum Training Materials for the Precision Manufacturing Industry.

ERIC Educational Resources Information Center

Texas State Technical Coll., Waco.

This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational specialty areas within the U.S. machine tool and metals-related…

Machine Tool Advanced Skills Technology (MAST). Common Ground: Toward a Standards-Based Training System for the U.S. Machine Tool and Metal Related Industries. Volume 5: Mold Making, of a 15-Volume Set of Skill Standards and Curriculum Training Materials for the Precision Manufacturing Industry.

ERIC Educational Resources Information Center

Texas State Technical Coll., Waco.

This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational speciality areas within the U.S. machine tool and metals-related…

Machine Tool Advanced Skills Technology (MAST). Common Ground: Toward a Standards-Based Training System for the U.S. Machine Tool and Metal Related Industries. Volume 3: Machining, of a 15-Volume Set of Skill Standards and Curriculum Training Materials for the Precision Manufacturing Industry.

ERIC Educational Resources Information Center

Texas State Technical Coll., Waco.

This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational specialty areas within the U.S. machine tool and metals-related…

The validity of parental reports on motor skills performance level in preschool children: a comparison with a standardized motor test.

PubMed

Zysset, Annina E; Kakebeeke, Tanja H; Messerli-Bürgy, Nadine; Meyer, Andrea H; Stülb, Kerstin; Leeger-Aschmann, Claudia S; Schmutz, Einat A; Arhab, Amar; Ferrazzini, Valentina; Kriemler, Susi; Munsch, Simone; Puder, Jardena J; Jenni, Oskar G

2018-05-01

Motor skills are interrelated with essential domains of childhood such as cognitive and social development. Thus, the evaluation of motor skills and the identification of atypical or delayed motor development is crucial in pediatric practice (e.g., during well-child visits). Parental reports on motor skills may serve as possible indicators to decide whether further assessment of a child is necessary or not. We compared parental reports on fundamental motor skills performance level (e.g., hopping, throwing), based on questions frequently asked in pediatric practice, with a standardized motor test in 389 children (46.5% girls/53.5% boys, M age = 3.8 years, SD = 0.5, range 3.0-5.0 years) from the Swiss Preschoolers' Health Study (SPLASHY). Motor skills were examined using the Zurich Neuromotor Assessment 3-5 (ZNA3-5), and parents filled in an online questionnaire on fundamental motor skills performance level. The results showed that the answers from the parental report correlated only weakly with the objectively assessed motor skills (r = .225, p < .001). Although a parental screening instrument for motor skills would be desirable, the parent's report used in this study was not a valid indicator for children's fundamental motor skills. Thus, we may recommend to objectively examine motor skills in clinical practice and not to exclusively rely on parental report. What is Known: • Early assessment of motor skills in preschool children is important because motor skills are essential for the engagement in social activities and the development of cognitive abilities. Atypical or delayed motor development can be an indicator for different developmental needs or disorders. • Pediatricians frequently ask parents about the motor competences of their child during well-child visits. What is New: • The parental report on fundamental motor skills performance level used in this study was not a reliable indicator for describing motor development in the

A Standards-Based Inventory for Assessing Perceived Importance of and Confidence in Using ASGW's Core Group Work Skills

ERIC Educational Resources Information Center

Wilson, F. Robert; Newmeyer, Mark D.

2008-01-01

Since the early 1980s, ASGW (Association for Specialists in Group Work) has promulgated standards for training group workers. Now, in their third revision, these standards establish core group work knowledge and skills to be included in all counselor training programs. To advance research on the relationship between mastery of ASGW's core…

Finnish nurses' and nursing students' pharmacological skills.

PubMed

Grandell-Niemi, Heidi; Hupli, Maija; Leino-Kilpi, Helena; Puukka, Pauli

2005-07-01

PURPOSES AND OBJECTIVES: The purposes of this study were to investigate the pharmacological skills of Finnish nurses and graduating nursing students, to determine how pharmacological skills are related to background factors and to identify differences between nurses and students and, finally, to examine how the instrument used, the Medication Calculation Skills Test, works. Pharmacology is a relevant and topical subject. In several studies, however, pharmacological skills of nurses and nursing students have been found insufficient. In addition, pharmacology as a subject is found to be difficult for both nursing students and nurses. The study was evaluative in nature; the data were collected using the Medication Calculation Skills Test, developed for the purposes of this study. The instrument was used to gather information on background factors and self-rated pharmacological and mathematical skills and to test actual skills in these areas. Results concerning pharmacological skills are reported in this paper. The maximum Medication Calculation Skills Test score was 24 points. The mean score for nurses was 18.6 and that for students 16.3. Half of (50%) the students attained a score of 67% and 57% of nurses attained a score of 79%. Nurses and students had some deficiencies in their pharmacological skills. Nurses had better pharmacological skills than students according to both self-ratings and actual performance on the test. It is vitally important that nurses have adequate pharmacological skills to administer medicines correctly. This study showed that the Medication Calculation Skills Test seems to work well in measuring pharmacological skills, even though it needs further evaluation. Findings from this study can be used when planning the nursing curriculum and further education for Registered Nurses.

Assessing skill of a global bimonthly streamflow ensemble prediction system

NASA Astrophysics Data System (ADS)

van Dijk, A. I.; Peña-Arancibia, J.; Sheffield, J.; Wood, E. F.

2011-12-01

Ideally, a seasonal streamflow forecasting system might be conceived of as a system that ingests skillful climate forecasts from general circulation models and propagates these through thoroughly calibrated hydrological models that are initialised using hydrometric observations. In practice, there are practical problems with each of these aspects. Instead, we analysed whether a comparatively simple hydrological model-based Ensemble Prediction System (EPS) can provide global bimonthly streamflow forecasts with some skill and if so, under what circumstances the greatest skill may be expected. The system tested produces ensemble forecasts for each of six annual bimonthly periods based on the previous 30 years of global daily gridded 1° resolution climate variables and an initialised global hydrological model. To incorporate some of the skill derived from ocean conditions, a post-EPS analog method was used to sample from the ensemble based on El Niño Southern Oscillation (ENSO), Indian Ocean Dipole (IOD), North Atlantic Oscillation (NAO) and Pacific Decadal Oscillation (PDO) index values observed prior to the forecast. Forecasts skill was assessed through a hind-casting experiment for the period 1979-2008. Potential skill was calculated with reference to a model run with the actual forcing for the forecast period (the 'perfect' model) and was compared to actual forecast skill calculated for each of the six forecast times for an average 411 Australian and 51 pan-tropical catchments. Significant potential skill in bimonthly forecasts was largely limited to northern regions during the snow melt period, seasonally wet tropical regions at the transition of wet to dry season, and the Indonesian region where rainfall is well correlated to ENSO. The actual skill was approximately 34-50% of the potential skill. We attribute this primarily to limitations in the model structure, parameterisation and global forcing data. Use of better climate forecasts and remote sensing

Perceived and actual noise levels in critical care units.

PubMed

White, Brittany Lynn; Zomorodi, Meg

2017-02-01

To compare the noise levels perceived by critical care nurses in the Intensive Care Unit (ICU) to actual noise levels in the ICU. Following a pilot study (n=18) and revision of the survey tool, a random sample of nurses were surveyed twice in a 3-day period (n=108). Nurses perception of noise was compared to the actual sound pressure level using descriptive statistics. Nurses perceived the ICUs to be noisier than the actual values. The ICU was louder than the recommended noise level for resotrative sleep. This finding raises the question of how we can assist nurses to reduce what they perceive to be a loud environment. Future work is needed to develop interventions specifically for nurses to raise awareness of noise in the ICU and to provide them with skills to assist in noise reduction. Copyright © 2016 Elsevier Ltd. All rights reserved.

A systematic review of wheelchair skills tests for manual wheelchair users with a spinal cord injury: towards a standardized outcome measure.

PubMed

Fliess-Douer, Osnat; Vanlandewijck, Yves C; Lubel Manor, Galia; Van Der Woude, Lucas H V

2010-10-01

To review, analyse, evaluate and critically appraise available wheelchair skill tests in the international literature and to determine the need for a standardized measurement tool of manual wheeled mobility in those with spinal cord injury. A systematic review of literature (databases PubMed, Web of Science and Cochrane Library (1970-December 2009). Hand rim wheelchair users, mainly those with spinal cord injury. Studies' content and methodology were analysed qualitatively. Study quality was assessed using the scale of Gardner and Altman. Thirteen studies fell within the inclusion criteria and were critically reviewed. The 13 studies covered 11 tests, which involved 14 different skills. These 14 skills were categorized into: wheelchair manoeuvring and basic daily living skills; obstacle-negotiating skills; wheelie tasks; and transfers. The Wheelchair Skills Test version 2.4 (WST-2.4) and Wheelchair Circuit tests scored best on the Gardner and Altman scale, the Obstacle Course Assessment of Wheelchair User Performances (OCAWUP) test was found to be the most relevant for daily needs in a wheelchair. The different tests used different measurement scales, varying from binary to ordinal and continuous. Comparison of outcomes between tests was not possible because of differences in skills assessed, measurement scales, environment and equipment selected for each test. A lack of information regarding protocols as well as differences in terminology was also detected. This systematic review revealed large inconsistencies among the current available wheelchair skill tests. This makes it difficult to compare study results and to create norms and standards for wheelchair skill performance.

Machine Tool Advanced Skills Technology (MAST). Common Ground: Toward a Standards-Based Training System for the U.S. Machine Tool and Metal Related Industries. Volume 9: Tool and Die, of a 15-Volume Set of Skill Standards and Curriculum Training Materials for the Precision Manufacturing Industry.

ERIC Educational Resources Information Center

Texas State Technical Coll., Waco.

This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational specialty areas within the U.S. machine tool and metals-related…

Machine Tool Advanced Skills Technology (MAST). Common Ground: Toward a Standards-Based Training System for the U.S. Machine Tool and Metal Related Industries. Volume 8: Sheet Metal & Composites, of a 15-Volume Set of Skill Standards and Curriculum Training Materials for the Precision Manufacturing Industry.

ERIC Educational Resources Information Center

Texas State Technical Coll., Waco.

This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational specialty areas within the U.S. machine tool and metals-related…

Machine Tool Advanced Skills Technology (MAST). Common Ground: Toward a Standards-Based Training System for the U.S. Machine Tool and Metal Related Industries. Volume 4: Manufacturing Engineering Technology, of a 15-Volume Set of Skill Standards and Curriculum Training Materials for the Precision Manufacturing Industry.

ERIC Educational Resources Information Center

Texas State Technical Coll., Waco.

This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational specialty areas within the U.S. machine tool and metals-related…

Machine Tool Advanced Skills Technology (MAST). Common Ground: Toward a Standards-Based Training System for the U.S. Machine Tool and Metal Related Industries. Volume 14: Automated Equipment Technician (CIM), of a 15-Volume Set of Skill Standards and Curriculum Training Materials for the Precision Manufacturing Industry.

ERIC Educational Resources Information Center

Texas State Technical Coll., Waco.

This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational specialty areas within the U.S. machine tool and metals-related…

Machine Tool Advanced Skills Technology (MAST). Common Ground: Toward a Standards-Based Training System for the U.S. Machine Tool and Metal Related Industries. Volume 10: Computer-Aided Drafting & Design, of a 15-Volume Set of Skill Standards and Curriculum Training Materials for the Precision Manufacturing Industry.

ERIC Educational Resources Information Center

Texas State Technical Coll., Waco.

This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational specialty areas within the U.S. machine tool and metals-related…

Machine Tool Advanced Skills Technology (MAST). Common Ground: Toward a Standards-Based Training System for the U.S. Machine Tool and Metal Related Industries. Volume 7: Industrial Maintenance Technology, of a 15-Volume Set of Skill Standards and Curriculum Training Materials for the Precision Manufacturing Industry.

ERIC Educational Resources Information Center

Texas State Technical Coll., Waco.

This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational specialty areas within the U.S. machine tool and metals-related…

Sexual History Inquiry and HIV Counseling: Improving Clinical Skills and Medical Knowledge through an Interactive Workshop Utilizing Standardized Patients

ERIC Educational Resources Information Center

Haist, Steven A.; Lineberry, Michelle J.; Griffith, Charles H.; Hoellein, Andrew R.; Talente, Gregg M.; Wilson, John F.

2008-01-01

Background: Sexual history and HIV counseling (SHHIVC) are essential clinical skills. Our project's purpose was to evaluate a standardized patient educational intervention teaching third-year medical students SHHIVC. Methods: A four-hour standardized patient workshop was delivered to one-half of the class each of three consecutive years at one…

Math: Basic Skills Content Standards

ERIC Educational Resources Information Center

CASAS - Comprehensive Adult Student Assessment Systems (NJ1), 2008

2008-01-01

This document presents content standards tables for math. [CASAS content standards tables are designed for educators at national, state and local levels to inform the alignment of content standards, instruction and assessment. The Content Standards along with the CASAS Competencies form the basis of the CASAS integrated assessment and curriculum…

Blending Common Core Standards and Functional Skills in Thematic Units for Students with Significant Intellectual Disabilities

ERIC Educational Resources Information Center

Cooper-Duffy, Karena; Hyer, Glenda

2014-01-01

Many teachers who educate students with significant intellectual disabilities struggle with the requirements for teaching academics linked to the Extended Common Core State Standards (ECCSS, 2010) while also balancing the need to teach functional skills. This article provides a practical way of creating thematic units that focuses on functional…

Does playing a sports active video game improve young children's ball skill competence?

PubMed

Johnson, Tara M; Ridgers, Nicola D; Hulteen, Ryan M; Mellecker, Robin R; Barnett, Lisa M

2016-05-01

Actual and perceived object control (commonly ball) skill proficiency is associated with higher physical activity in children and adolescents. Active video games (AVGs) encourage whole body movement to control/play the electronic gaming system and therefore provide an opportunity for screen time to become more active. The purpose of this study was to determine whether playing sports AVGs has a positive influence on young children's actual and perceived object control skills. Two group pre/post experimental design study. Thirty-six children aged 6-10 years old from one school were randomly allocated to a control or intervention condition. The Test of Gross Motor Development-3 assessed object control skill. The Pictorial Scale of Perceived Competence for Young Children assessed perceived object control skill. The intervention consisted of 6×50min lunchtime AVG sessions on the Xbox Kinect. Two to three sport games were chosen for participants to play each session. General linear models with either perceived object control or actual object control skill as the outcome variables were conducted. Each base model adjusted for intervention status and pre-score of the respective outcome variable. Additional models adjusted for potential confounding variables (sex of child and game at home). No significant differences between the control and intervention groups were observed for both outcomes. This study found that playing the Xbox Kinect does not significantly influence children's perceived or actual object control skills, suggesting that the utility of the Xbox Kinect for developing perceived and actual object control skill competence is questionable. Copyright © 2015 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

Machine Tool Advanced Skills Technology (MAST). Common Ground: Toward a Standards-Based Training System for the U.S. Machine Tool and Metal Related Industries. Volume 11: Computer-Aided Manufacturing & Advanced CNC, of a 15-Volume Set of Skill Standards and Curriculum Training Materials for the Precision Manufacturing Industry.

ERIC Educational Resources Information Center

Texas State Technical Coll., Waco.

This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational specialty areas within the U.S. machine tool and metals-related…

Machine Tool Advanced Skills Technology (MAST). Common Ground: Toward a Standards-Based Training System for the U.S. Machine Tool and Metal Related Industries. Volume 2: Career Development, General Education and Remediation, of a 15-Volume Set of Skill Standards and Curriculum Training Materials for the Precision Manufacturing Industry.

ERIC Educational Resources Information Center

Texas State Technical Coll., Waco.

This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational specialty areas within the U.S. machine tool and metals-related…

An Analysis of the Actual Processes of Physicists' Research and the Implications for Teaching Scientific Inquiry in School

ERIC Educational Resources Information Center

Park, Jongwon; Jang, Kyoung-Ae; Kim, Ikgyun

2009-01-01

Investigation of scientists' actual processes of conducting research can provide us with more realistic aspects of scientific inquiry. This study was performed to identify three aspects of scientists' actual research: their motivations for scientific inquiry, the scientific inquiry skills they used, and the main types of results obtained from…

Using standardized patients to teach disease management skills to preclinical students: a pilot project.

PubMed

Brown, Amanda; Anderson, Delia; Szerlip, Harold M

2003-01-01

Physician adherence to practice guidelines has been poor. Exposure to such guidelines is not a routine part of medical school curricula. This study was designed to determine whether standardized patients could be used to teach preclinical students the skills to manage a patient with newly diagnosed diabetes mellitus. Students were assigned a standardized patient with hyperglycemia. The students were given guidelines on the management of diabetes and told to manage the patient appropriately. Patients' charts were reviewed to determine if all cardiovascular risks were managed appropriately. Students successfully managed all cardiovascular risks according to published guidelines. Participants overwhelmingly believed this methodology was a valuable way to teach disease management. Second-year students can use practice guidelines to successfully manage patients with diabetes. The students' performance exceeded the standards of care found in the published literature. This problem-based approach may be an ideal way to teach disease management.

State Skill Standards: Foods and Nutrition

ERIC Educational Resources Information Center

Atkinson, Jeanette; Black, Sara; Capdeville, Elsie; Grover, Janice; Killion, Marlene; Martin, Jan; Mathews, Carol; Moen, Julie; Reynolds, Penny; Chessell, Karen

2008-01-01

The mission of Foods and Nutrition Education is to prepare students for family life, community life and careers in the foods and nutrition fields by creating opportunities to develop the knowledge, skills, attitudes and behaviors needed to: (1) Analyze career paths within the foods and nutrition industry; (2) Examine factors that influence food…

Using standardized patients to assess communication skills in medical and nursing students.

PubMed

Ryan, C Anthony; Walshe, Nuala; Gaffney, Robert; Shanks, Andrew; Burgoyne, Louise; Wiskin, Connie M

2010-03-17

A number of recent developments in medical and nursing education have highlighted the importance of communication and consultation skills (CCS). Although such skills are taught in all medical and nursing undergraduate curriculums, there is no comprehensive screening or assessment programme of CCS using professionally trained Standardized Patients Educators (SPE's) in Ireland. This study was designed to test the content, process and acceptability of a screening programme in CCS with Irish medical and nursing students using trained SPE's and a previously validated global rating scale for CCS. Eight tutors from the Schools of Nursing and Medicine at University College Cork were trained in the use of a validated communication skills and attitudes holistic assessment tool. A total of forty six medical students (Year 2 of 5) and sixty four nursing students (Year 2/3 of 4) were selected to under go individual CCS assessment by the tutors via an SPE led scenario. Immediate formative feedback was provided by the SPE's for the students. Students who did not pass the assessment were referred for remediation CCS learning. Almost three quarters of medical students (33/46; 72%) and 81% of nursing students (56/64) passed the CCS assessment in both communication and attitudes categories. All nursing students had English as their first language. Nine of thirteen medical students referred for enhanced learning in CCS did not have English as their first language. A significant proportion of both medical and nursing students required referral for enhanced training in CCS. Medical students requiring enhanced training were more likely not to have English as a first language.

Engineering design skills coverage in K-12 engineering program curriculum materials in the USA

NASA Astrophysics Data System (ADS)

Chabalengula, Vivien M.; Mumba, Frackson

2017-11-01

The current K-12 Science Education framework and Next Generation Science Standards (NGSS) in the United States emphasise the integration of engineering design in science instruction to promote scientific literacy and engineering design skills among students. As such, many engineering education programmes have developed curriculum materials that are being used in K-12 settings. However, little is known about the nature and extent to which engineering design skills outlined in NGSS are addressed in these K-12 engineering education programme curriculum materials. We analysed nine K-12 engineering education programmes for the nature and extent of engineering design skills coverage. Results show that developing possible solutions and actual designing of prototypes were the highly covered engineering design skills; specification of clear goals, criteria, and constraints received medium coverage; defining and identifying an engineering problem; optimising the design solution; and demonstrating how a prototype works, and making iterations to improve designs were lowly covered. These trends were similar across grade levels and across discipline-specific curriculum materials. These results have implications on engineering design-integrated science teaching and learning in K-12 settings.

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.

An Exploratory Analysis of American Indian Children's Cultural Engagement, Fluid Cognitive Skills, and Standardized Verbal IQ Scores

ERIC Educational Resources Information Center

Tsethlikai, Monica

2011-01-01

This exploratory cross-sectional study examined fluid cognitive skills and standardized verbal IQ scores in relation to cultural engagement amongst Tohono O'odham children (N = 99; ages 7 to 12 years). Guardians with higher socioeconomic status engaged their children in more cultural activities, and participation in more cultural activities…

Using the Dreyfus Model of Skill Acquisition to Describe and Interpret Skill Acquisition and Clinical Judgment in Nursing Practice and Education

ERIC Educational Resources Information Center

Benner, Patricia

2004-01-01

Three studies using the Dreyfus model of skill acquisition were conducted over a period of 21 years. Nurses with a range of experience and reported skillfulness were interviewed. Each study used nurses' narrative accounts of actual clinical situations. A subsample of participants were observed and interviewed at work. These studies extend the…

Phoneme Segmenting Alignment with the Common Core Foundational Skills Standard Two: Grades K-1. Technical Report #1227

ERIC Educational Resources Information Center

Sáez, Leilani; Irvin, P. Shawn; Alonzo, Julie; Tindal, Gerald

2012-01-01

In 2006, the easyCBM reading assessment system was developed to support the progress monitoring of phoneme segmenting, letter names and sounds recognition, word reading, passage reading fluency, and comprehension skill development in elementary schools. More recently, the Common Core Standards in English Language Arts have been introduced as a…

Assessing interpersonal and communication skills in radiation oncology residents: a pilot standardized patient program.

PubMed

Ju, Melody; Berman, Abigail T; Hwang, Wei-Ting; Lamarra, Denise; Baffic, Cordelia; Suneja, Gita; Vapiwala, Neha

2014-04-01

There is a lack of data for the structured development and evaluation of communication skills in radiation oncology residency training programs. Effective communication skills are increasingly emphasized by the Accreditation Council for Graduate Medical Education and are critical for a successful clinical practice. We present the design of a novel, pilot standardized patient (SP) program and the evaluation of communication skills among radiation oncology residents. Two case scenarios were developed to challenge residents in the delivery of "bad news" to patients: one scenario regarding treatment failure and the other regarding change in treatment plan. Eleven radiation oncology residents paired with 6 faculty participated in this pilot program. Each encounter was scored by the SPs, observing faculty, and residents themselves based on the Kalamazoo guidelines. Overall resident performance ratings were "good" to "excellent," with faculty assigning statistically significant higher scores and residents assigning lower scores. We found inconsistent inter rater agreement among faculty, residents, and SPs. SP feedback was also valuable in identifying areas of improvement, including more collaborative decision making and less use of medical jargon. The program was well received by residents and faculty and regarded as a valuable educational experience that could be used as an annual feedback tool. Poor inter rater agreement suggests a need for residents and faculty physicians to better calibrate their evaluations to true patient perceptions. High scores from faculty members substantiate the concern that resident evaluations are generally positive and nondiscriminating. Faculty should be encouraged to provide honest and critical feedback to hone residents' interpersonal skills. Copyright © 2014 Elsevier Inc. All rights reserved.

True communication skills assessment in interdepartmental OSCE stations: Standard setting using the MAAS-Global and EduG.

PubMed

Setyonugroho, Winny; Kropmans, Thomas; Murphy, Ruth; Hayes, Peter; van Dalen, Jan; Kennedy, Kieran M

2018-01-01

Comparing outcome of clinical skills assessment is challenging. This study proposes reliable and valid comparison of communication skills (1) assessment as practiced in Objective Structured Clinical Examinations (2). The aim of the present study is to compare CS assessment, as standardized according to the MAAS Global, between stations in a single undergraduate medical year. An OSCE delivered in an Irish undergraduate curriculum was studied. We chose the MAAS-Global as an internationally recognized and validated instrument to calibrate the OSCE station items. The MAAS-Global proportion is the percentage of station checklist items that can be considered as 'true' CS. The reliability of the OSCE was calculated with G-Theory analysis and nested ANOVA was used to compare mean scores of all years. MAAS-Global scores in psychiatry stations were significantly higher than those in other disciplines (p<0.03) and above the initial pass mark of 50%. The higher students' scores in psychiatry stations were related to higher MAAS-Global proportions when compared to the general practice stations. Comparison of outcome measurements, using the MAAS Global as a standardization instrument, between interdisciplinary station checklists was valid and reliable. The MAAS-Global was used as a single validated instrument and is suggested as gold standard. Copyright © 2017. Published by Elsevier B.V.

Improved staff procedure skills lead to improved managment skills: an observational study in an educational setting.

PubMed

Rüter, Anders; Vikstrom, Tore

2009-01-01

Good staff procedure skills in a management group during incidents and disasters are believed to be a prerequisite for good management of the situation. However, this has not been demonstrated scientifically. Templates for evaluation results from performance indicators during simulation exercises have previously been tested. The aim of this study was to demonstrate the possibility that these indicators can be used as a tool for studying the relationship between good management skills and good staff procedure skills. Good and structured work (staff procedure skills) in a hospital management group during simulation exercises in disaster medicine is related to good and timely decisions (good management skills). Results from 29 consecutive simulation exercises in which staff procedure skills and management skills were evaluated using quantitative measurements were included. The statistical analysis method used was simple linear regression with staff procedure skills as the response variable and management skills as the predictor variable. An overall significant relationship was identified between staff procedure skills and management skills (p(2)0.05). This study suggests that there is a relationship between staff procedure skills and management skills in the educational setting used. Future studies are needed to demonstrate if this also can be observed during actual incidents.

Development of a patient-doctor communication skills model for medical students.

PubMed

Lee, Young Hee; Lee, Young-Mee

2010-09-01

Communication is a core clinical skill that can be taught and learned. The authors intended to develop a patient-doctor communication model for teaching and assessing undergraduate medical students in Korea. To develop a model, literature reviews and an iterative process of discussion between faculty members of a communication skills course for second year medical students were conducted. The authors extracted common communication skill competencies by comparing the Kalamazoo Consensus Statement, SEGUE framework communication skills, the Calgary Cambridge Observation Guides, and previous communication skills lists that have been used by the authors. The content validity, with regard to clinical importance and feasibility, was surveyed by both faculty physicians and students. The first version of the model consisted of 36 items under 7 categories: initiating the session (8 items), building a relationship (6), gathering information (8), understanding a patient's perspectives (4), sharing information (4), reaching an agreement (3), and closing the session (3). It was used as a guide for both students and teachers in an actual communication skills course. At the end of the course, student performance was assessed using two 7-minute standardized patient interviews with a 34-item checklist. This assessment tool was modified from the first version of the model to reflect the case specificity of the scenarios. A patient-doctor communication model, which can be taught to those with limited patient care experience, was finally developed. We recommended a patient-doctor communication skills model that can be used for teaching and evaluating preclinical and clinical students. Further studies are needed to verify its validity and reliability.

Effects of robotically modulating kinematic variability on motor skill learning and motivation

PubMed Central

Reinkensmeyer, David J.

2015-01-01

It is unclear how the variability of kinematic errors experienced during motor training affects skill retention and motivation. We used force fields produced by a haptic robot to modulate the kinematic errors of 30 healthy adults during a period of practice in a virtual simulation of golf putting. On day 1, participants became relatively skilled at putting to a near and far target by first practicing without force fields. On day 2, they warmed up at the task without force fields, then practiced with force fields that either reduced or augmented their kinematic errors and were finally assessed without the force fields active. On day 3, they returned for a long-term assessment, again without force fields. A control group practiced without force fields. We quantified motor skill as the variability in impact velocity at which participants putted the ball. We quantified motivation using a self-reported, standardized scale. Only individuals who were initially less skilled benefited from training; for these people, practicing with reduced kinematic variability improved skill more than practicing in the control condition. This reduced kinematic variability also improved self-reports of competence and satisfaction. Practice with increased kinematic variability worsened these self-reports as well as enjoyment. These negative motivational effects persisted on day 3 in a way that was uncorrelated with actual skill. In summary, robotically reducing kinematic errors in a golf putting training session improved putting skill more for less skilled putters. Robotically increasing kinematic errors had no performance effect, but decreased motivation in a persistent way. PMID:25673732

Effects of robotically modulating kinematic variability on motor skill learning and motivation.

PubMed

Duarte, Jaime E; Reinkensmeyer, David J

2015-04-01

It is unclear how the variability of kinematic errors experienced during motor training affects skill retention and motivation. We used force fields produced by a haptic robot to modulate the kinematic errors of 30 healthy adults during a period of practice in a virtual simulation of golf putting. On day 1, participants became relatively skilled at putting to a near and far target by first practicing without force fields. On day 2, they warmed up at the task without force fields, then practiced with force fields that either reduced or augmented their kinematic errors and were finally assessed without the force fields active. On day 3, they returned for a long-term assessment, again without force fields. A control group practiced without force fields. We quantified motor skill as the variability in impact velocity at which participants putted the ball. We quantified motivation using a self-reported, standardized scale. Only individuals who were initially less skilled benefited from training; for these people, practicing with reduced kinematic variability improved skill more than practicing in the control condition. This reduced kinematic variability also improved self-reports of competence and satisfaction. Practice with increased kinematic variability worsened these self-reports as well as enjoyment. These negative motivational effects persisted on day 3 in a way that was uncorrelated with actual skill. In summary, robotically reducing kinematic errors in a golf putting training session improved putting skill more for less skilled putters. Robotically increasing kinematic errors had no performance effect, but decreased motivation in a persistent way. Copyright © 2015 the American Physiological Society.

Social skills programmes for schizophrenia.

PubMed

Almerie, Muhammad Qutayba; Okba Al Marhi, Muhammad; Jawoosh, Muhammad; Alsabbagh, Mohamad; Matar, Hosam E; Maayan, Nicola; Bergman, Hanna

2015-06-09

Social skills programmes (SSP) are treatment strategies aimed at enhancing the social performance and reducing the distress and difficulty experienced by people with a diagnosis of schizophrenia and can be incorporated as part of the rehabilitation package for people with schizophrenia. The primary objective is to investigate the effects of social skills training programmes, compared to standard care, for people with schizophrenia. We searched the Cochrane Schizophrenia Group's Trials Register (November 2006 and December 2011) which is based on regular searches of CINAHL, BIOSIS, AMED, EMBASE, PubMed, MEDLINE, PsycINFO, and registries of clinical trials. We inspected references of all identified studies for further trials.A further search for studies has been conducted by the Cochrane Schizophrenia Group in 2015, 37 citations have been found and are currently being assessed by review authors. We included all relevant randomised controlled trials for social skills programmes versus standard care involving people with serious mental illnesses. We extracted data independently. For dichotomous data we calculated risk ratios (RRs) and their 95% confidence intervals (CI) on an intention-to-treat basis. For continuous data, we calculated mean differences (MD) and 95% CIs. We included 13 randomised trials (975 participants). These evaluated social skills programmes versus standard care, or discussion group. We found evidence in favour of social skills programmes compared to standard care on all measures of social functioning. We also found that rates of relapse and rehospitalisation were lower for social skills compared to standard care (relapse: 2 RCTs, n = 263, RR 0.52 CI 0.34 to 0.79, very low quality evidence), (rehospitalisation: 1 RCT, n = 143, RR 0.53 CI 0.30 to 0.93, very low quality evidence) and participants' mental state results (1 RCT, n = 91, MD -4.01 CI -7.52 to -0.50, very low quality evidence) were better in the group receiving social skill programmes

Evaluation of medical record quality and communication skills among pediatric interns after standardized parent training history-taking in China.

PubMed

Yu, Mu Xue; Jiang, Xiao Yun; Li, Yi Juan; Shen, Zhen Yu; Zhuang, Si Qi; Gu, Yu Fen

2018-02-01

The effect of using standardized parent training history-taking on the quality of medical records and communication skills among pediatric interns was determined. Fifth-year interns who were undertaking a pediatric clinical practice rotation were randomized to intervention and control groups. All of the pediatric interns received history-taking training by lecture and bedside teaching. The pediatric interns in the intervention group also received standardized parent history-taking training. The following two outcome measures were used: the scores of medical records, which were written by the pediatric interns after history-taking from real parents of pediatric patients; and the communication assessment tool (CAT) assessed by real parents. The general information, history of present illness (HPI), past medical history, personal history, family history, diagnosis, diagnostic analysis, and differential diagnosis scores in the intervention group were significantly higher than the control group (p < 0.05). Assessment of the CAT indicated that the real parents were more satisfied with the pediatric interns in the intervention group. Standardized parent training history-taking is effective in improving the quality of medical records by pediatric interns. Standardized parent training history-taking is a superior teaching tool for clinical reasoning ability, as well as communication skills in clinical pediatric practice.

Using standardized patients to assess the communication skills of graduating physicians for the comprehensive osteopathic medical licensing examination (COMLEX) level 2-performance evaluation (level 2-PE).

PubMed

Weidner, Angela C; Gimpel, John R; Boulet, John R; Solomon, Mia

2010-01-01

Standardized patients can be trained to assess the communication and interpersonal skills of medical students and graduates. The purpose of this study is to present data to support the psychometric adequacy of the communication ratings provided by standardized patients. Using the data from testing of 3, 450 examinees over a 1-year period, a number of psychometric analyses were undertaken. These included a variance component analysis, the calculation of various validity coefficients, the comparison of communication ratings for select examinee cohorts and case characteristics, and the investigation of some potential sources of score invalidity. Communication skills scores are moderately correlated to other competencies (knowledge, skills) and may be influenced by candidate characteristics such as gender and English language proficiency. They are not dependant on the age of the examinees, the clinical case content, or the gender of the standardized patients. For a multistation assessment, a reasonably precise and valid estimate of a candidate's communication ability can be obtained from trained standardized patients.

National Sexuality Education Standards: Core Content and Skills, K-12. A Special Publication of the Journal of School Health. Special Report

ERIC Educational Resources Information Center

American School Health Association (NJ1), 2012

2012-01-01

The goal of this paper, "National Sexuality Education Standards: Core Content and Skills, K-12," is to provide clear, consistent and straightforward guidance on the "essential minimum, core content" for sexuality education that is developmentally and age-appropriate for students in grades K-12. The development of these standards is a result of an…

Developing Human Resources through Actualizing Human Potential

ERIC Educational Resources Information Center

Clarken, Rodney H.

2012-01-01

The key to human resource development is in actualizing individual and collective thinking, feeling and choosing potentials related to our minds, hearts and wills respectively. These capacities and faculties must be balanced and regulated according to the standards of truth, love and justice for individual, community and institutional development,…

Skill Standards. Experience in Certification Systems Shows Industry Involvement To Be Key. Report to the Chairman, Joint Economic Committee, U.S. Congress.

ERIC Educational Resources Information Center

General Accounting Office, Washington, DC. Div. of Human Resources.

In an attempt to determine their role in improving the efficiency and effectiveness of skill training programs, existing standards and certification systems in 20 selected occupations were reviewed to identify the following: their common characteristics, barriers to their development and use, benefits of standards and certification to employers…

Evaluating a nursing communication skills training course: The relationships between self-rated ability, satisfaction, and actual performance.

PubMed

Mullan, Barbara A; Kothe, Emily J

2010-11-01

Effective communication is a vital component of nursing care, however, nurses often lack the skills to communicate with patients, carers and other health care professionals. Communication skills training programs are frequently used to develop these skills. However, there is a paucity of data on how best to evaluate such courses. The aim of the current study was to evaluate the relationship between student self rating of their own ability and their satisfaction with a nurse training course as compared with an objective measure of communication skills. 209 first year nursing students completed a communication skills program. Both qualitative and quantitative data were collected and associations between measures were investigated. Paired samples t-tests showed significant improvement in self-rated ability over the course of the program. Students generally were very satisfied with the course which was reflected in both qualitative and quantitative measures. However, neither self-rated ability nor satisfaction was significantly correlated with the objective measure of performance, but self-rated ability and satisfaction were highly correlated with one another. The importance of these findings is discussed and implications for nurse education are proposed. Copyright © 2010 Elsevier Ltd. All rights reserved.

Predicting failing performance on a standardized patient clinical performance examination: the importance of communication and professionalism skills deficits.

PubMed

Chang, Anna; Boscardin, Christy; Chou, Calvin L; Loeser, Helen; Hauer, Karen E

2009-10-01

The purpose is to determine which assessment measures identify medical students at risk of failing a clinical performance examination (CPX). Retrospective case-control, multiyear design, contingency table analysis, n = 149. We identified two predictors of CPX failure in patient-physician interaction skills: low clerkship ratings (odds ratio 1.79, P = .008) and student progress review for communication or professionalism concerns (odds ratio 2.64, P = .002). No assessments predicted CPX failure in clinical skills. Performance concerns in communication and professionalism identify students at risk of failing the patient-physician interaction portion of a CPX. This correlation suggests that both faculty and standardized patients can detect noncognitive traits predictive of failing performance. Early identification of these students may allow for development of a structured supplemental curriculum with increased opportunities for practice and feedback. The lack of predictors in the clinical skills portion suggests limited faculty observation or feedback.

Family Connections: Promoting Early Literacy Skills--Ages Birth to 5

ERIC Educational Resources Information Center

Huisman, Sarah

2012-01-01

Reading, writing, and communicating, also known as literacy, are important cognitive skills to teach within society. Early literacy is knowledge about reading and writing before actually being able to read and write and is the foundation to future reading and writing skills (Ghoting & Martin-Diaz, 2006). The role of families in developing early…

Standardized Patient Training Programs: an Efficient Solution to the Call for Quality Improvement in Oncologist Communication Skills.

PubMed

Ju, Melody; Berman, Abigail T; Vapiwala, Neha

2015-09-01

Several key medical and oncologic professional societies have endorsed the importance of physician communication as a quality improvement metric. Despite this clear message, there remain substantial barriers to communication skills training (CST) in oncologic specialties. Herein, we describe the major barriers to communications training and propose standardized patient (SP) programs as efficient and strategic starting points and as expansion opportunities for new and existing CSTs.

Standardization of the Self Control and Self-Management Skills Scale (SCMS) on the Student of University of Najran

ERIC Educational Resources Information Center

Al-Smadi, Marwan Saleh; Bani-Abduh, Yahya Mohammed

2017-01-01

This study aimed to standardize self-control and self-management skills (SCMS), Mezo 2009 , on students in the university of Najran And to identify the psychometric properties of the scale in the Arab Environment the society of Najran University student by taking a number of Procedures (Validity and reliability of the Scale ) and to get the Arabic…

Investigating the Perception of Stakeholders on Soft Skills Development of Students: Evidence from South Africa

ERIC Educational Resources Information Center

Taylor, Estelle

2016-01-01

Soft skills are becoming increasingly important and will be critical for success in the Information Systems profession. Employers complain about a lack in soft skills among graduates from tertiary education institutions. No agreement exists about what these skills actually are, which are of importance, and how acquiring these soft skills should be…

Workplace Skills Enhancement Project. Final Report.

ERIC Educational Resources Information Center

Seattle-King County Private Industry Council, Seattle, WA.

The Seattle-King County Private Industry Council developed and delivered a workplace literacy program in partnership with the following agencies: Employment Opportunities Center, Refugee Federation Services Center, and Center for Career Alternatives. The program provided significant workplace literacy skills to 325 actual enrollees (266 Asian, 15…

National Occupational Skill Standards. CADD: Computer Aided Drafting and Design.

ERIC Educational Resources Information Center

National Coalition for Advanced Manufacturing, Washington, DC.

This document identifies computer-aided drafting and design (CADD) skills that companies require of training programs and future employees. The information was developed by two committees of technically knowledgeable CADD users from across the United States and validated by several hundred other CADD users. The skills are aimed at a beginner CADD…

Adults with poor reading skills: How lexical knowledge interacts with scores on standardized reading comprehension tests

PubMed Central

McKoon, Gail; Ratcliff, Roger

2016-01-01

Millions of adults in the United States lack the necessary literacy skills for most living wage jobs. For students from adult learning classes, we used a lexical decision task to measure their knowledge of words and we used a decision-making model (Ratcliff’s, 1978, diffusion model) to abstract the mechanisms underlying their performance from their RTs and accuracy. We also collected scores for each participant on standardized IQ tests and standardized reading tests used commonly in the education literature. We found significant correlations between the model’s estimates of the strengths with which words are represented in memory and scores for some of the standardized tests but not others. The findings point to the feasibility and utility of combining a test of word knowledge, lexical decision, that is well-established in psycholinguistic research, a decision-making model that supplies information about underlying mechanisms, and standardized tests. The goal for future research is to use this combination of approaches to understand better how basic processes relate to standardized tests with the eventual aim of understanding what these tests are measuring and what the specific difficulties are for individual, low-literacy adults. PMID:26550803

Adults with poor reading skills: How lexical knowledge interacts with scores on standardized reading comprehension tests.

PubMed

McKoon, Gail; Ratcliff, Roger

2016-01-01

Millions of adults in the United States lack the necessary literacy skills for most living wage jobs. For students from adult learning classes, we used a lexical decision task to measure their knowledge of words and we used a decision-making model (Ratcliff's, 1978, diffusion model) to abstract the mechanisms underlying their performance from their RTs and accuracy. We also collected scores for each participant on standardized IQ tests and standardized reading tests used commonly in the education literature. We found significant correlations between the model's estimates of the strengths with which words are represented in memory and scores for some of the standardized tests but not others. The findings point to the feasibility and utility of combining a test of word knowledge, lexical decision, that is well-established in psycholinguistic research, a decision-making model that supplies information about underlying mechanisms, and standardized tests. The goal for future research is to use this combination of approaches to understand better how basic processes relate to standardized tests with the eventual aim of understanding what these tests are measuring and what the specific difficulties are for individual, low-literacy adults. Copyright © 2015. Published by Elsevier B.V.

Standardization of Clinical Skill Evaluation in Physical/Occupational Therapist Education –Effects of Introduction of an Education System Using OSCE–

PubMed Central

Sakurai, Hiroaki; Kanada, Yoshikiyo; Sugiura, Yoshito; Motoya, Ikuo; Yamada, Masayuki; Tomita, Masao; Naka, Toru; Teranishi, Toshio; Tanabe, Shigeo; Tsujimura, Toru; Okanishi, Tetsuo

2013-01-01

[Purpose] A major issue in physical/occupational therapist education is the improvement of students' clinical techniques. In this study, we introduced an education system using an Objective Structured Clinical Examination (OSCE), and made an attempt at standardization of its evaluation. [Subjects] The subjects were 227 students in the classes of 2008 to 2010 who enrolled at our university between 2004 and 2006, before the introduction of the education system using OSCE, and 221 students in the classes of 2011 to 2013 who enrolled between 2007 and 2009, after the introduction. [Methods] Performances in attitude and skills (performance in clinical training and OSCE) were compared between before and after the introduction of OSCE. OSCE results were compared between before and after clinical trainings at each OSCE Level; and the correlation of between performances in clinical training and OSCE was examined. [Results] Performances in OSCE and clinical training (attitude, skills) were improved by the introduction of the education system using OSCE, but no significant correlation was observed in the relationship between performances in OSCE and clinical training. [Conclusion] Further studies should be conducted aiming at the standardization of clinical skill evaluation in postgraduate education to establish an education system using OSCE. PMID:24259918

Proficiency Verification Systems (PVS): Skills Indices for Language Arts. Technical Note.

ERIC Educational Resources Information Center

Humes, Ann

The procedures undertaken in developing and organizing skills indexes for use in coding elementary school language arts textbooks to determine what is actually taught are presented in this paper. The outlined procedures included performing a preliminary analysis on four language arts textbooks to compile an extensive list of skills and performance…

Cognitive Skills, Student Achievement Tests, and Schools

PubMed Central

Finn, Amy S.; Kraft, Matthew A.; West, Martin R.; Leonard, Julia A.; Bish, Crystal E.; Martin, Rebecca E.; Sheridan, Margaret A.; Gabrieli, Christopher F. O.; Gabrieli, John D. E.

2014-01-01

Cognitive skills predict academic performance, so schools that improve academic performance might also improve cognitive skills. To investigate the impact schools have on both academic performance and cognitive skills, we related standardized achievement test scores to measures of cognitive skills in a large sample (N=1,367) of 8th-grade students attending traditional, exam, and charter public schools. Test scores and gains in test scores over time correlated with measures of cognitive skills. Despite wide variation in test scores across schools, differences in cognitive skills across schools were negligible after controlling for 4th-grade test scores. Random offers of enrollment to over-subscribed charter schools resulted in positive impacts of such school attendance on math achievement, but had no impact on cognitive skills. These findings suggest that schools that improve standardized achievement tests do so primarily through channels other than cognitive skills. PMID:24434238

Cognitive skills, student achievement tests, and schools.

PubMed

Finn, Amy S; Kraft, Matthew A; West, Martin R; Leonard, Julia A; Bish, Crystal E; Martin, Rebecca E; Sheridan, Margaret A; Gabrieli, Christopher F O; Gabrieli, John D E

2014-03-01

Cognitive skills predict academic performance, so schools that improve academic performance might also improve cognitive skills. To investigate the impact schools have on both academic performance and cognitive skills, we related standardized achievement-test scores to measures of cognitive skills in a large sample (N = 1,367) of eighth-grade students attending traditional, exam, and charter public schools. Test scores and gains in test scores over time correlated with measures of cognitive skills. Despite wide variation in test scores across schools, differences in cognitive skills across schools were negligible after we controlled for fourth-grade test scores. Random offers of enrollment to oversubscribed charter schools resulted in positive impacts of such school attendance on math achievement but had no impact on cognitive skills. These findings suggest that schools that improve standardized achievement-test scores do so primarily through channels other than improving cognitive skills.

Life skills programmes for chronic mental illnesses

PubMed Central

Tungpunkom, Patraporn; Maayan, Nicola; Soares-Weiser, Karla

2014-01-01

Background Most people with schizophrenia have a cyclical pattern of illness characterised by remission and relapses. The illness can reduce the ability of self-care and functioning and can lead to the illness becoming disabling. Life skills programmes, emphasising the needs associated with independent functioning, are often a part of the rehabilitation process. These programmes have been developed to enhance independent living and quality of life for people with schizophrenia. Objectives To review the effects of life skills programmes compared with standard care or other comparable therapies for people with chronic mental health problems. Search methods We searched the Cochrane Schizophrenia Group Trials Register (June 2010). We supplemented this process with handsearching and scrutiny of references. We inspected references of all included studies for further trials. Selection criteria We included all relevant randomised or quasi-randomised controlled trials for life skills programmes versus other comparable therapies or standard care involving people with serious mental illnesses. Data collection and analysis We extracted data independently. For dichotomous data we calculated relative risks (RR) and their 95% confidence intervals (CI) on an intention-to-treat basis, based on a random-effects model. For continuous data, we calculated mean differences (MD), again based on a random-effects model. Main results We included seven randomised controlled trials with a total of 483 participants. These evaluated life skills programmes versus standard care, or support group. We found no significant difference in life skills performance between people given life skills training and standard care (1 RCT, n = 32, MD −1.10; 95% CI −7.82 to 5.62). Life skills training did not improve or worsen study retention (5 RCTs, n = 345, RR 1.16; 95% CI 0.40 to 3.36). We found no significant difference in PANSS positive, negative or total scores between life skills intervention and

Teaching Reading Comprehension Skills to a Child with Autism Using Behaviour Skills Training.

PubMed

Singh, Binita D; Moore, Dennis W; Furlonger, Brett E; Anderson, Angelika; Busacca, Margherita L; English, Derek L

2017-10-01

A multiple probe design across skills was used to examine the effects of behaviour skills training (BST) on teaching four reading comprehension skills (predicting, questioning, clarifying, and summarizing) to a 7th grade student with autism. Following baseline, the student received 12 sessions of BST during which each skill was taught to criterion. At each session, data was also collected on the accuracy of oral responses to 10 comprehension questions. BST was associated with clear gains in the participant's performance on each comprehension skill, along with concomitant gains in reading comprehension both on the daily probes and a standardized measure. Skills maintained at follow-up support the conclusion that BST was effective in improving the comprehension skills of a child with autism.

A Randomized Controlled Trial to Compare e-Feedback Versus "Standard" Face-to-Face Verbal Feedback to Improve the Acquisition of Procedural Skill.

PubMed

Al-Jundi, Wissam; Elsharif, Mohamed; Anderson, Melanie; Chan, Phillip; Beard, Jonathan; Nawaz, Shah

Constructive feedback plays an important role in learning during surgical training. Standard feedback is usually given verbally following direct observation of the procedure by a trained assessor. However, such feedback requires the physical presence of expert faculty members who are usually busy and time-constrained by clinical commitments. We aim to evaluate electronic feedback (e-feedback) after video observation of surgical suturing in comparison with standard face-to-face verbal feedback. A prospective, blinded, randomized controlled trial comparing e-feedback with standard verbal feedback was carried out in February 2015 using a validated pro formas for assessment. The study participants were 38 undergraduate medical students from the University of Sheffield, UK. They were recorded on video performing the procedural skill, completed a self-evaluation form, and received e-feedback on the same day (group 1); observed directly by an assessor, invited to provide verbal self-reflection, and then received standard verbal feedback (group 2). In both groups, the feedback was provided after performing the procedure. The participants returned 2 days later and performed the same skill again. Poststudy questionnaire was used to assess the acceptability of each feedback among the participants. Overall, 19 students in group 1 and 18 students in group 2 completed the study. Although there was a significant improvement in the overall mean score on the second performance of the task for all participants (first performance mean 11.59, second performance mean 15.95; p ≤ 0.0001), there was no difference in the overall mean improvement score between group 1 and group 2 (4.74 and 3.94, respectively; p = 0.49). The mean overall scores for the e-feedback group at baseline recorded by 2 independent investigators showed good agreement (mean overall scores of 12.84 and 11.89; Cronbach α = 0.86). Poststudy questionnaire demonstrated that both e-feedback and standard verbal feedback

Technical Skills Training for Veterinary Students: A Comparison of Simulators and Video for Teaching Standardized Cardiac Dissection.

PubMed

Allavena, Rachel E; Schaffer-White, Andrea B; Long, Hanna; Alawneh, John I

The goal of the study was to evaluate alternative student-centered approaches that could replace autopsy sessions and live demonstration and to explore refinements in assessment procedures for standardized cardiac dissection. Simulators and videos were identified as feasible, economical, student-centered teaching methods for technical skills training in medical contexts, and a direct comparison was undertaken. A low-fidelity anatomically correct simulator approximately the size of a horse's heart with embedded dissection pathways was constructed and used with a series of laminated photographs of standardized cardiac dissection. A video of a standardized cardiac dissection of a normal horse's heart was recorded and presented with audio commentary. Students were allowed to nominate a preference for learning method, and students who indicated no preference were randomly allocated to keep group numbers even. Objective performance data from an objective structure assessment criterion and student perception data on confidence and competency from surveys showed both innovations were similarly effective. Evaluator reflections as well as usage logs to track patterns of student use were both recorded. A strong selection preference was identified for kinesthetic learners choosing the simulator and visual learners choosing the video. Students in the video cohort were better at articulating the reasons for dissection procedures and sequence due to the audio commentary, and student satisfaction was higher with the video. The major conclusion of this study was that both methods are effective tools for technical skills training, but consideration should be given to the preferred learning style of adult learners to maximize educational outcomes.

Mathematics Content Standards Benchmarks and Performance Standards

ERIC Educational Resources Information Center

New Mexico Public Education Department, 2008

2008-01-01

New Mexico Mathematics Content Standards, Benchmarks, and Performance Standards identify what students should know and be able to do across all grade levels, forming a spiraling framework in the sense that many skills, once introduced, develop over time. While the Performance Standards are set forth at grade-specific levels, they do not exist as…

Schools, Skills and Risk

ERIC Educational Resources Information Center

Hartog, Joop; Vijverberg, Wim

2007-01-01

Skill development involves important choices for individuals and school designers: should individuals and schools specialize, or should they aim for an optimal combination of skills? We analyze this question by employing mean-standard deviation analysis and show how cost structure, benefit structure and risk attitudes jointly determine the optimal…

Do laparoscopic skills transfer to robotic surgery?

PubMed

Panait, Lucian; Shetty, Shohan; Shewokis, Patricia A; Sanchez, Juan A

2014-03-01

Identifying the set of skills that can transfer from laparoscopic to robotic surgery is an important consideration in designing optimal training curricula. We tested the degree to which laparoscopic skills transfer to a robotic platform. Fourteen medical students and 14 surgery residents with no previous robotic but varying degrees of laparoscopic experience were studied. Three fundamentals of laparoscopic surgery tasks were used on the laparoscopic box trainer and then the da Vinci robot: peg transfer (PT), circle cutting (CC), and intracorporeal suturing (IS). A questionnaire was administered for assessing subjects' comfort level with each task. Standard fundamentals of laparoscopic surgery scoring metric were used and higher scores indicate a superior performance. For the group, PT and CC scores were similar between robotic and laparoscopic modalities (90 versus 90 and 52 versus 47; P > 0.05). However, for the advanced IS task, robotic-IS scores were significantly higher than laparoscopic-IS (80 versus 53; P < 0.001). Subgroup analysis of senior residents revealed a lower robotic-PT score when compared with laparoscopic-PT (92 versus 105; P < 0.05). Scores for CC and IS were similar in this subgroup (64 ± 9 versus 69 ± 15 and 95 ± 3 versus 92 ± 10; P > 0.05). The robot was favored over laparoscopy for all drills (PT, 66.7%; CC, 88.9%; IS, 94.4%). For simple tasks, participants with preexisting skills perform worse with the robot. However, with increasing task difficulty, robotic performance is equal or better than laparoscopy. Laparoscopic skills appear to readily transfer to a robotic platform, and difficult tasks such as IS are actually enhanced, even in subjects naive to the technology. Copyright © 2014 Elsevier Inc. All rights reserved.

Using standardized family members to teach communication skills and ethical principles to critical care trainees.

PubMed

Downar, James; Knickle, Kerry; Granton, John T; Hawryluck, Laura

2012-06-01

We sought to determine the effectiveness of standardized family members for improving communication skills and ethical and legal knowledge of senior intensive care unit trainees. Multimodal evaluation of mixed-methods educational intervention. Postgraduate critical care medicine academic program. Postgraduate subspecialty critical care medicine trainees. Communication workshop featuring a short didactic session and four simulated family meetings using trained professionals as standardized family members. Ethical and legal knowledge and comfort with communication (before and after the workshop) and communication skill (during the workshop). Fifty-one postgraduate critical care medicine subspecialty trainees participated in the workshop over a 5-yr period. Ethical and legal knowledge and comfort scores improved significantly among trainees who participated in the workshop. Ninety percent of trainees felt that the workshop had met or exceeded their expectations and would recommend it to other trainees. Ninety-eight percent of trainees felt that the workshop had met the highest priority learning objectives they identified. Communication scores showed a trend towards improvement over the course of the workshop, although the improvements were not significant. Participants reflecting on the workshop >1 yr later overwhelmingly felt that it had prepared them for real communication challenges in training and practice. This workshop was effective for improving ethical and legal knowledge and comfort with communication among critical care medicine trainees. Participants overwhelmingly felt that it had met their learning needs and that it was an effective teaching tool that had prepared them for real communication challenges in training and practice. It could be used in a variety of contexts to address an often-neglected area of education.

The Math We Need to Know and Do in Grades 6-9: Concepts, Skills, Standards, and Assessments. Second Edition

ERIC Educational Resources Information Center

Solomon, Pearl Gold

2007-01-01

In a new edition of her standards-based math workbook, author Pearl Gold Solomon covers essential concepts and skills as defined by the National Council of Teachers of Mathematics for learners in middle schools. Designed as a comprehensive resource for planning curriculum, instruction, and assessment, The Math We Need to Know and Do in Grades 6-9,…

[Standardizing the manipulation procedure of acupuncture-moxibustion, reinforcing the training of' clinical skill: learning experience of Acupuncture-moxibustion Clinical Skills Training: Chapter of Commonly Used Needling and Moxibustion Techniques].

PubMed

Tian, Hongfang; Yang, Chao; Tang, Jie; Qin, Qiuguo; Zhao, Mingwen; Zhao, Jiping

2015-07-01

The book Acupuncture-moxibustion Clinical Skills Training is one of "Twelfth Five-Year Plan" in novative teaching materials, which is published by People's Medical Publishing House. Through learning the first half of the book commonly used needling and moxibustion techniques, it is realized that the selection of book content is reasonable and much attention is paid to needling and moxibustion techniques; the chapter arrangement is well-organized, and the form is novel, which is concise and intuitive; for every technique, great attention is paid to standardize the manipulation procedure and clarify the technique key, simultaneously the safety of acupuncture and moxibustion is also emphasized. The characteristics of the book, including innovativeness, practicability, are highlighted, and it greatly helps to improve students' clinical skills and examination ability.

Interventions to Promote Fundamental Movement Skills in Childcare and Kindergarten: A Systematic Review and Meta-Analysis.

PubMed

Wick, Kristin; Leeger-Aschmann, Claudia S; Monn, Nico D; Radtke, Thomas; Ott, Laura V; Rebholz, Cornelia E; Cruz, Sergio; Gerber, Natalie; Schmutz, Einat A; Puder, Jardena J; Munsch, Simone; Kakebeeke, Tanja H; Jenni, Oskar G; Granacher, Urs; Kriemler, Susi

2017-10-01

Proficiency in fundamental movement skills (FMS) lays the foundation for being physically active and developing more complex motor skills. Improving these motor skills may provide enhanced opportunities for the development of a variety of perceptual, social, and cognitive skills. The objective of this systematic review and meta-analysis was to assess the effects of FMS interventions on actual FMS, targeting typically developing young children. Searches in seven databases (CINAHL, Embase, MEDLINE, PsycINFO, PubMed, Scopus, Web of Science) up to August 2015 were completed. Trials with children (aged 2-6 years) in childcare or kindergarten settings that applied FMS-enhancing intervention programs of at least 4 weeks and meeting the inclusion criteria were included. Standardized data extraction forms were used. Risk of bias was assessed using a standard scoring scheme (Effective Public Health Practice Project-Quality Assessment Tool for Quantitative Studies [EPHPP]). We calculated effects on overall FMS, object control and locomotor subscales (OCS and LMS) by weighted standardized mean differences (SMD between ) using random-effects models. Certainty in training effects was evaluated using GRADE (Grading of Recommendations Assessment, Development, and Evaluation System). Thirty trials (15 randomized controlled trials and 15 controlled trials) involving 6126 preschoolers (aged 3.3-5.5 years) revealed significant differences among groups in favor of the intervention group (INT) with small-to-large effects on overall FMS (SMD between 0.46), OCS (SMD between 1.36), and LMS (SMD between 0.94). Our certainty in the treatment estimates based on GRADE is very low. Although there is relevant effectiveness of programs to improve FMS proficiency in healthy young children, they need to be interpreted with care as they are based on low-quality evidence and immediate post-intervention effects without long-term follow-up.

A Guide to Employability Skills Materials.

ERIC Educational Resources Information Center

Kromhout, Ora M.; And Others

This guide identifies existing employability skills materials and provides annotations to assist the reader in selecting materials. To assist Florida educators in relating employability skills to educational goals, Florida goals and standards are presented. A Topic Index to Titles first provides a topic outline of skills areas based on The Florida…

Standardized patient simulation versus didactic teaching alone for improving residents' communication skills when discussing goals of care and resuscitation: A randomized controlled trial.

PubMed

Downar, James; McNaughton, Nancy; Abdelhalim, Tarek; Wong, Natalie; Lapointe-Shaw, Lauren; Seccareccia, Dori; Miller, Kim; Dev, Shelly; Ridley, Julia; Lee, Christie; Richardson, Lisa; McDonald-Blumer, Heather; Knickle, Kerry

2017-02-01

Communication skills are important when discussing goals of care and resuscitation. Few studies have evaluated the effectiveness of standardized patients for teaching medical trainees to communicate about goals of care. To determine whether standardized patient simulation offers benefit over didactic sessions alone for improving skill and comfort discussing goals of care. Single-blind, randomized, controlled trial of didactic teaching plus standardized patient simulation versus didactic teaching alone. First-year internal medicine residents. Changes in communication comfort and skill between baseline and 2 months post-training assessed using the Consultation and Relational Empathy measure. We enrolled 94 residents over a 2-year period. Both groups reported a significant improvement in comfort when discussing goals of care with patients. There was no difference in Consultation and Relational Empathy scores following the workshop ( p = 0.79). The intervention group showed a significant increase in Consultation and Relational Empathy scores post-workshop compared with pre-workshop (35.0 vs 31.7, respectively; p = 0.048), whereas there was no improvement in Consultation and Relational Empathy scores in the control group (35.6 vs 36.0; p = 0.4). However, when the results were adjusted for baseline differences in Consultation and Relational Empathy scores in a multivariable regression analysis, group assignment was not associated with an improvement in Consultation and Relational Empathy score. Improvement in comfort scores and perception of benefit were not associated with improvements in Consultation and Relational Empathy scores. Simulation training may improve communication skill and comfort more than didactic training alone, but there were important confounders in this study and further studies are needed to determine whether simulation is better than didactic training for this purpose.

Finding the Common Ground: A Comparison of Writing Expectations and Outcomes between the Texas Essential Knowledge and Skills and the Common Core State Standards

ERIC Educational Resources Information Center

Jacoby, Pat; Vasinda, Sheri

2014-01-01

In the Winter 2013 edition of the "Texas Journal of Literacy Education," we announced that a special task force from the TALE board would be sharing the common ground among the Texas Essential Knowledge and Skills (TEKS), Common Core State Standards (CCSS), and the College and Career Readiness Standards (CCRS). In that first edition, we…

Mathematical Language Skills of Mathematics Prospective Teachers

ERIC Educational Resources Information Center

Gürefe, Nejla

2018-01-01

Effective mathematics teaching can be actualized only with correct use of the mathematical content language which comprises mathematical rules, concepts, symbols and terms. In this research, it was aimed to examine the mathematics prospective teachers' content language skills in some basic geometric concepts which are ray, angle, polygon,…

Microcounseling Skill Discrimination Scale: A Methodological Note

ERIC Educational Resources Information Center

Stokes, Joseph; Romer, Daniel

1977-01-01

Absolute ratings on the Microcounseling Skill Discrimination Scale (MSDS) confound the individual's use of the rating scale and actual ability to discriminate effective and ineffective counselor behaviors. This note suggests methods of scoring the MSDS that will eliminate variability attributable to response language and improve the validity of…

Hazardous Materials Management Skill Standard. Final Project Report.

ERIC Educational Resources Information Center

Center for Occupational Research and Development, Inc., Waco, Tex.

This document begins with a brief report describing how the Center for Occupational Research and Development (CORD) organized a coalition of organizations related to the hazardous materials industry to identify required skills and training for Hazardous Materials Management Technician (HMMT). CORD staff established a committee of employers,…

Effect of information literacy training course on information literacy skills of undergraduate students of Isfahan University of Medical Sciences based on ACRL standards.

PubMed

Karimi, Zohreh; Ashrafi-Rizi, Hasan; Papi, Ahmad; Shahrzadi, Leila; Hassanzadeh, Akbar

2015-01-01

Information literacy is the basis for lifelong learning. Information literacy skills, especially for student in an environment that is full of information from multiple technologies are being developed is equally important. Information literacy is a set of cognitive and practical skills and like any other science, proper training is needed, and standard-based education is definitely better and evaluation would be easier. This study aimed to determine the impact of information literacy training course on information literacy skills of Isfahan University of Medical Sciences students based on ACRL standard in 2012. The study method is semi-experience with two group design (with pre-test and post-test) and applied. The data collection toll was a questionnaire assessing student's information literacy that developed by Davarpanah and Siamak and validity was confirmed by professional librarians and reliability as measured by Cronbach's alpha, was 0.83. The sample consisted of 50 undergraduate students from Isfahan University of Medical Sciences that by random sampling method was perch in both case and control groups. Before and after the training (once a week), a questionnaire was distributed between the two groups. This training was held in a classroom equipped with computers with internet access and in addition to training using brochures and librarian presentation, interactive methods such as discussion and exercises were used. The data were analyzed using SPSS version 20 software and two level of descriptive (mean and SD) and inferential statistics (t-test and t-paired). The results showed that the students' information literacy scores before the training was lower than average, so that in the control group was 32.96 and in the case group was 33.24; while information literacy scores in the case group significantly increased after the training (46.68). Also, the effect of education, respectively had a greater impact on the ability to access information (the second

Effect of information literacy training course on information literacy skills of undergraduate students of Isfahan University of Medical Sciences based on ACRL standards

PubMed Central

Karimi, Zohreh; Ashrafi-rizi, Hasan; Papi, Ahmad; Shahrzadi, Leila; Hassanzadeh, Akbar

2015-01-01

Background: Information literacy is the basis for lifelong learning. Information literacy skills, especially for student in an environment that is full of information from multiple technologies are being developed is equally important. Information literacy is a set of cognitive and practical skills and like any other science, proper training is needed, and standard-based education is definitely better and evaluation would be easier. This study aimed to determine the impact of information literacy training course on information literacy skills of Isfahan University of Medical Sciences students based on ACRL standard in 2012. Materials and Methods: The study method is semi-experience with two group design (with pre-test and post-test) and applied. The data collection toll was a questionnaire assessing student's information literacy that developed by Davarpanah and Siamak and validity was confirmed by professional librarians and reliability as measured by Cronbach's alpha, was 0.83. The sample consisted of 50 undergraduate students from Isfahan University of Medical Sciences that by random sampling method was perch in both case and control groups. Before and after the training (once a week), a questionnaire was distributed between the two groups. This training was held in a classroom equipped with computers with internet access and in addition to training using brochures and librarian presentation, interactive methods such as discussion and exercises were used. The data were analyzed using SPSS version 20 software and two level of descriptive (mean and SD) and inferential statistics (t-test and t-paired). Results: The results showed that the students’ information literacy scores before the training was lower than average, so that in the control group was 32.96 and in the case group was 33.24; while information literacy scores in the case group significantly increased after the training (46.68). Also, the effect of education, respectively had a greater impact on the

Perception versus reality: a comparative study of the clinical judgment skills of nurses during a simulated activity.

PubMed

Fenske, Cynthia L; Harris, Margaret A; Aebersold, Michelle L; Hartman, Laurie S

2013-09-01

This study was conducted to determine how closely nurses' perceptions of their clinical judgment abilities matched their demonstrated clinical judgment skills during a simulation. Seventy-four registered nurses participated in a simulation using a video format. After the simulation, the nurses self-assessed their performance using the Lasater Clinical Judgment Rubric. This rubric was then used to rate the nurses' actual performance in the simulation activity. The study results showed a significant discrepancy between nurses' perceptions of their own clinical judgment abilities and their demonstrated clinical judgment skills. Age and length of nursing experience enhanced the difference between the findings of self-assessment and actual performance. Younger nurses and those with 1 year or less of nursing experience were significantly more likely to have self-assessed their abilities at a much higher level compared with their actual skills. Copyright 2013, SLACK Incorporated.

The Short-Run Behavior of Skilled Wage Differentials

ERIC Educational Resources Information Center

Walsh, William D.

1977-01-01

Develops a theory to integrate the effects of three factors--the relative supply elasticities of skilled and unskilled labor, adjustments in skilled labor hiring standards, and the presence of fixed employment costs for skilled labor--on the response of skill differentials to demand variation. (Editor/LAS)

The effects of using high-fidelity simulators and standardized patients on the thorax, lung, and cardiac examination skills of undergraduate nursing students.

PubMed

Tuzer, Hilal; Dinc, Leyla; Elcin, Melih

2016-10-01

Existing research literature indicates that the use of various simulation techniques in the training of physical examination skills develops students' cognitive and psychomotor abilities in a realistic learning environment while improving patient safety. The study aimed to compare the effects of the use of a high-fidelity simulator and standardized patients on the knowledge and skills of students conducting thorax-lungs and cardiac examinations, and to explore the students' views and learning experiences. A mixed-method explanatory sequential design. The study was conducted in the Simulation Laboratory of a Nursing School, the Training Center at the Faculty of Medicine, and in the inpatient clinics of the Education and Research Hospital. Fifty-two fourth-year nursing students. Students were randomly assigned to Group I and Group II. The students in Group 1 attended the thorax-lungs and cardiac examination training using a high-fidelity simulator, while the students in Group 2 using standardized patients. After the training sessions, all students practiced their skills on real patients in the clinical setting under the supervision of the investigator. Knowledge and performance scores of all students increased following the simulation activities; however, the students that worked with standardized patients achieved significantly higher knowledge scores than those that worked with the high-fidelity simulator; however, there was no significant difference in performance scores between the groups. The mean performance scores of students on real patients were significantly higher compared to the post-simulation assessment scores (p<0.001). Results of this study revealed that use of standardized patients was more effective than the use of a high-fidelity simulator in increasing the knowledge scores of students on thorax-lungs and cardiac examinations; however, practice on real patients increased performance scores of all students without any significant difference in two

English Skills for Engineers Required by the English Technical Writing Test

NASA Astrophysics Data System (ADS)

Kyouno, Noboru

Japanese English education has focused mainly on teaching passive skills such as reading and listening, whereas actual business activities in society require active skills such as writing and speaking in addition to the passive skills. This educational situation is estimated to be a reason Japanese engineers are less confident in writing and speaking than in reading and listening. This paper focuses on details of the English Technical Writing Test provided by the Japan Society of Technical Communication and emphasizes the importance of the active skills, mainly focusing on what skills should be taught in the future and how to develop these skills. This paper also stresses the necessity of learning rhetoric-related skills, concept of information words, as well as paragraph reading and writing skills based on the concept of the 3Cs (Correct, Clear, and Concise) as a means to develop technical writing skills for engineers.

Occupational Skill Standards. Experience Shows Industry Involvement To Be Key. Testimony before the Committee on Labor and Human Resources, U.S. Senate.

ERIC Educational Resources Information Center

Morra, Linda G.

A study reviewed eight standards and certification systems for occupations that required less than a bachelor's degree for entry-level employment. Common elements among systems included industry ownership and control, recertification requirements to keep certificate holders' skills current, national portability of credentials, and integration of…

Term Familiarity to indicate Perceived and Actual Difficulty of Text in Medical Digital Libraries.

PubMed

Leroy, Gondy; Endicott, James E

2011-10-01

With increasing text digitization, digital libraries can personalize materials for individuals with different education levels and language skills. To this end, documents need meta-information describing their difficulty level. Previous attempts at such labeling used readability formulas but the formulas have not been validated with modern texts and their outcome is seldom associated with actual difficulty. We focus on medical texts and are developing new, evidence-based meta-tags that are associated with perceived and actual text difficulty. This work describes a first tag, term familiarity , which is based on term frequency in the Google corpus. We evaluated its feasibility to serve as a tag by looking at a document corpus (N=1,073) and found that terms in blogs or journal articles displayed unexpected but significantly different scores. Term familiarity was then applied to texts and results from a previous user study (N=86) and could better explain differences for perceived and actual difficulty.

Condom use self-efficacy: effect on intended and actual condom use in adolescents.

PubMed

Baele, J; Dusseldorp, E; Maes, S

2001-05-01

To investigate aspects of adolescents' condom use self-efficacy that affect their intended and actual condom use. Four hundred twenty-four male and female sexually experienced and inexperienced adolescents with a mean age of 17.0 years filled out a questionnaire concerning condom use self-efficacy and intended and actual condom use. Specific condom use self-efficacy scales were constructed from 37 items on the basis of a principal component analysis. The effect of self-efficacy, both as a global measure and in terms of specific scales, on condom use intention and consistency was assessed using multiple hierarchic regression analyses. Six specific self-efficacy scales were constructed: Technical Skills, Image Confidence, Emotion Control, Purchase, Assertiveness, and Sexual Control. In sexually inexperienced adolescents, global self-efficacy explained 48%, the six self-efficacy scales 30%, and both together 51% of the variance in intention, after statistical control for gender, age, and education level. In the sexually experienced sample, this was 40%, 50%, and 57% for intention, and 23%, 29%, and 33% for consistency of condom use. Significant predictors of intention in the final model were gender, age, global self-efficacy and purchasing skills in the inexperienced sample, and global self-efficacy, emotion control, assertiveness, image confidence, and sexual control in the experienced sample, whereas gender, age, global self-efficacy, emotion control, assertiveness, and purchase predicted consistency of condom use in the experienced sample. Condom use self-efficacy is a multidimensional construct. Intended and actual condom use in adolescents are best predicted by self-efficacy measures that include both global and relevant specific aspects of condom use.

The impact of statistical adjustment on conditional standard errors of measurement in the assessment of physician communication skills.

PubMed

Raymond, Mark R; Clauser, Brian E; Furman, Gail E

2010-10-01

The use of standardized patients to assess communication skills is now an essential part of assessing a physician's readiness for practice. To improve the reliability of communication scores, it has become increasingly common in recent years to use statistical models to adjust ratings provided by standardized patients. This study employed ordinary least squares regression to adjust ratings, and then used generalizability theory to evaluate the impact of these adjustments on score reliability and the overall standard error of measurement. In addition, conditional standard errors of measurement were computed for both observed and adjusted scores to determine whether the improvements in measurement precision were uniform across the score distribution. Results indicated that measurement was generally less precise for communication ratings toward the lower end of the score distribution; and the improvement in measurement precision afforded by statistical modeling varied slightly across the score distribution such that the most improvement occurred in the upper-middle range of the score scale. Possible reasons for these patterns in measurement precision are discussed, as are the limitations of the statistical models used for adjusting performance ratings.

A standardized patient model to teach and assess professionalism and communication skills: the effect of personality type on performance.

PubMed

Lifchez, Scott D; Redett, Richard J

2014-01-01

Teaching and assessing professionalism and interpersonal communication skills can be more difficult for surgical residency programs than teaching medical knowledge or patient care, for which many structured educational curricula and assessment tools exist. Residents often learn these skills indirectly, by observing the behavior of their attendings when communicating with patients and colleagues. The purpose of this study was to assess the results of an educational curriculum we created to teach and assess our residents in professionalism and communication. We assessed resident and faculty prior education in delivering bad news to patients. Residents then participated in a standardized patient (SP) encounter to deliver bad news to a patient's family regarding a severe burn injury. Residents received feedback from the encounter and participated in an education curriculum on communication skills and professionalism. As a part of this curriculum, residents underwent assessment of communication style using the Myers-Briggs type inventory. The residents then participated in a second SP encounter discussing a severe pulmonary embolus with a patient's family. Resident performance on the SP evaluation correlated with an increased comfort in delivering bad news. Comfort in delivering bad news did not correlate with the amount of prior education on the topic for either residents or attendings. Most of our residents demonstrated an intuitive thinking style (NT) on the Myers-Briggs type inventory, very different from population norms. The lack of correlation between comfort in delivering bad news and prior education on the subject may indicate the difficulty in imparting communication and professionalism skills to residents effectively. Understanding communication style differences between our residents and the general population can help us teach professionalism and communication skills more effectively. With the next accreditation system, residency programs would need to

Reading Skills--What Reading Skills? The Implications of Normatively Derived Reading Skills, in Certain Occupations, for Reading Standards.

ERIC Educational Resources Information Center

Smith, Arthur De W.

The Generic Skills project is a research study being conducted in Canada to determine those overt and covert behaviors which are fundamental to the performance of many tasks and sub-tasks performed in a wide range of occupations. Data aimed at determining the needs for adult education and training have been obtained in two surveys. In the first,…

Adolescent Loneliness and Social Skills: Agreement and Discrepancies Between Self-, Meta-, and Peer-Evaluations.

PubMed

Lodder, G M A; Goossens, L; Scholte, R H J; Engels, R C M E; Verhagen, M

2016-12-01

Lonely adolescents report that they have poor social skills, but it is unknown whether this is due to an accurate perception of a social skills deficit, or a biased negative perception. This is an important distinction, as actual social skills deficits require different treatments than biased negative perceptions. In this study, we compared self-reported social skills evaluations with peer-reported social skills and meta-evaluations of social skills (i.e., adolescents' perceptions of how they believe their classmates evaluate them). Based on the social skills view, we expected negative relations between loneliness and these three forms of social skills evaluations. Based on the bias view, we expected lonely adolescents to have more negative self- and meta-evaluations compared to peer-evaluations of social skills. Participants were 1342 adolescents (48.64 % male, M age  = 13.95, SD = .54). All classmates rated each other in a round-robin design to obtain peer-evaluations. Self- and meta-evaluations were obtained using self-reports. Data were analyzed using polynomial regression analyses and response surface modeling. The results indicated that, when self-, peer- and meta-evaluations were similar, a greater sense of loneliness was related to poorer social skills. Loneliness was also related to larger discrepancies between self- and peer-evaluations of loneliness, but not related to the direction of these discrepancies. Thus, for some lonely adolescents, loneliness may be related to an actual social skills deficit, whereas for others a biased negative perception of one's own social skills or a mismatch with the environment may be related to their loneliness. This implies that different mechanisms may underlie loneliness, which has implications for interventions.

Skill Standards and Certification Issues.

ERIC Educational Resources Information Center

Leslie, Bruce

America's more than 1,200 community, technical, and junior colleges constitute the largest branch of higher education in the country. Two-year colleges are subjected to rigorous institutional accreditation standards and procedures by regional accrediting bodies. At least 80% of their students are already in the workforce, and they serve the…

Characteristics of Competency. Measurement Criteria for Entry-Level Electronics Technician Skills..

ERIC Educational Resources Information Center

Electronic Industries Foundation, Washington, DC.

This supplement to "Raising the Standard" details the knowledge and skills required to successfully achieve competence in each of the tasks identified in the standards manual. It is divided into five sections that correspond to the five skill categories for entry-level electronics technician: additional skills, desirable behavior and work habits,…

An intelligent tutoring system for the investigation of high performance skill acquisition

NASA Technical Reports Server (NTRS)

Fink, Pamela K.; Herren, L. Tandy; Regian, J. Wesley

1991-01-01

The issue of training high performance skills is of increasing concern. These skills include tasks such as driving a car, playing the piano, and flying an aircraft. Traditionally, the training of high performance skills has been accomplished through the use of expensive, high-fidelity, 3-D simulators, and/or on-the-job training using the actual equipment. Such an approach to training is quite expensive. The design, implementation, and deployment of an intelligent tutoring system developed for the purpose of studying the effectiveness of skill acquisition using lower-cost, lower-physical-fidelity, 2-D simulation. Preliminary experimental results are quite encouraging, indicating that intelligent tutoring systems are a cost-effective means of training high performance skills.

Actualizing Concepts in Home Management: Proceedings of a National Conference.

ERIC Educational Resources Information Center

American Home Economics Association, Washington, DC.

The booklet prints the following papers delivered at a national conference: Actualizing Concepts in Home Management: Decision Making, Dorothy Z. Price; Innovations in Teaching: Ergonomics, Fern E. Hunt; Relevant Concepts of Home Management: Innovations in Teaching, Kay P. Edwards; Standards in a Managerial Context, Florence S. Walker; Organizing:…

The relationship of motor skills and social communicative skills in school-aged children with autism spectrum disorder.

PubMed

MacDonald, Megan; Lord, Catherine; Ulrich, Dale A

2013-07-01

Motor skill deficits are present and persist in school-aged children with autism spectrum disorder (ASD; Staples & Reid, 2010). Yet the focus of intervention is on core impairments, which are part of the diagnostic criteria for ASD, deficits in social communication skills. The purpose of this study is to determine whether the functional motor skills, of 6- to 15-year-old children with high-functioning ASD, predict success in standardized social communicative skills. It is hypothesized that children with better motor skills will have better social communicative skills. A total of 35 children with ASD between the ages of 6-15 years participated in this study. The univariate GLM (general linear model) tested the relationship of motor skills on social communicative skills holding constant age, IQ, ethnicity, gender, and clinical ASD diagnosis. Object-control motor skills significantly predicted calibrated ASD severity (p < .05). Children with weaker motor skills have greater social communicative skill deficits. How this relationship exists behaviorally, needs to be explored further.

Relationship of Technology Skill Competencies and Reading and Math Standardized Test Scores

ERIC Educational Resources Information Center

Jordan, Stacie L.

2012-01-01

The purpose of this study was to determine if a relationship exists between technology skills and academic achievement among eighth-grade students. Previous studies investigated the relationship between the use of technology as a teaching tool and student outcomes, but none had specifically examined students' technology skill competencies with…

Using Real-World Standards to Enhance Students' Presentation Skills

ERIC Educational Resources Information Center

Pittenger, Khushwant K. S.; Miller, Mary C.; Mott, Joshua

2004-01-01

In countless surveys, employers, graduate students, academicians, and others continue to list oral and written communication among the most critical skills needed by business students today (Hynes & Bhatia, 1996; Maes, Weldy, & Icenogle, 1997; Plutsky, 1996; Wardrope, 2002). The Association to Advance Collegiate Schools of Business (AACSB)…

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…

Who is Self-Actualized?

ERIC Educational Resources Information Center

Roweton, William E.

1981-01-01

In an attempt to clarify Maslow's concept of self-actualization as it relates to human motivation, a class of educational psychology students wrote essays describing a self-actualized person and then attempted to decide whether public schools contribute to the production of self-actualized persons. Two-thirds of the students decided that schools…

Recommended observational skills training for IAEA safeguards inspections. Final report: Recommended observational skills training for IAEA safeguards inspections

DOE Office of Scientific and Technical Information (OSTI.GOV)

Toquam, J.L.; Morris, F.A.

This is the second of two reports prepared to assist the International Atomic Energy Agency (IAEA or Agency) in enhancing the effectiveness of its international safeguards inspections through inspector training in {open_quotes}Observational Skills{close_quotes}. The first (Phase 1) report was essentially exploratory. It defined Observational Skills broadly to include all appropriate cognitive, communications, and interpersonal techniques that have the potential to help IAEA safeguards inspectors function more effectively. It identified 10 specific Observational Skills components, analyzed their relevance to IAEA safeguards inspections, and reviewed a variety of inspection programs in the public and private sectors that provide training in one ormore » more of these components. The report concluded that while it should be possible to draw upon these other programs in developing Observational Skills training for IAEA inspectors, the approaches utilized in these programs will likely require significant adaption to support the specific job requirements, policies, and practices that define the IAEA inspector`s job. The overall objective of this second (Phase 2) report is to provide a basis for the actual design and delivery of Observational Skills training to IAEA inspectors. The more specific purposes of this report are to convey a fuller understanding of the potential application of Observational Skills to the inspector`s job, describe inspector perspectives on the relevance and importance of particular Observational Skills, identify the specific Observational Skill components that are most important and relevant to enhancing safeguards inspections, and make recommendations as to Observational Skills training for the IAEA`s consideration in further developing its Safeguards training program.« less

Autonomic nervous system activity during actual and mentally simulated preparation for movement.

PubMed

Bolliet, O; Collet, C; Dittmar, A

2005-03-01

The aim of this study was to compare actual versus mentally simulated preparation for a complex motor skill. Two behavioral periods are observed during weightlifting: (i) an initial phase in which the subject standing behind the bar is thought to focus his attention on forthcoming execution and (ii) a second phase between hands/bar contact and execution during which the subject is thought to increase activation. Such mental processes accompanying behavioral sequences are correlated with autonomic nervous system activity, phasic responses corresponding to allocation of attentional resources, and tonic variations related to increasing general activation. To study mental processes during preparation for action, 12 subjects performed actual and imagined preparation phases of execution. Six autonomic variables were measured continuously. Skin potential (chi2 = 0.16), skin temperature amplitude (Z = -0.66) and duration (Z = -1.78), skin blood flow amplitude (Z = -0.56) and duration (Z = -1.51), respiratory frequency amplitude (Z = -0.14) and duration (Z = -0.13), and duration of heart rate response (Z = -1.25) were shown to be comparable (p > .05), whatever the modality of preparation. However, during mentally simulated preparation, skin resistance response was shorter than in actual preparation (Z = -2.12, p < .05), thus attesting to a weaker load, whereas lower decrease in heart rate was elicited (Z = -1.96, p < .05). This may be explained by this particular experimental condition because mental preparation would not lead to actual action. Such autonomic variables could be used as feedback to improve performance.

"The Actualized Neurosurgeon": A Proposed Model of Surgical Resident Development.

PubMed

Lipsman, Nir; Khan, Osaama; Kulkarni, Abhaya V

2017-03-01

Modern neurosurgical training is both physically and emotionally demanding, posing significant challenges, new and old, to residents as well as programs attempting to train safe, competent surgeons. Models to describe resident development, such as the Accreditation Council for Graduate Medical Education competencies and milestones, address the acquisition of specific skills but largely ignore the stresses and pressures unique to each stage of resident training. We propose an alternative model of resident development adapted from the developmental psychology literature. Our model identifies the challenges that must be met at each stage of junior, intermediate, and senior and chief residency, leading ultimately to an "actualized" neurosurgeon (i.e., one who has maximized his or her potential). Failure to overcome any 1 of these challenges can lead to specific long-lasting consequences, including regret, identity crisis, incompetence, and bitterness. In contrast, the actualized surgeon is one who has successfully acquired the virtues of hope, will, purpose, fidelity, productivity, leadership, competence, and wisdom. The actualized surgeon not only functions safely, confidently, and professionally, but also successfully navigates the challenges of residency and emerges from them having fulfilled his or her maximal potential. This developmental perspective provides an individualized description of healthy surgical development. Our model allows programs to identify the basis for residents who fail to progress, counsel residents during their training, and perhaps help identify resident candidates who are better prepared to meet the developmental challenges of residency training. Copyright © 2016 Elsevier Inc. All rights reserved.

Perceived and actual academic competence in maltreated children.

PubMed

Kinard, E M

2001-01-01

The aims were twofold: 1) to determine whether maltreated and nonmaltreated children differed in the accuracy of their self-assessments of academic achievement; and 2) to determine whether discrepancies between perceived and actual academic competence were related to perceptions of social support from mothers, teachers, and peers. A sample of 195 maltreated children known to a state protective service agency was compared to a control group of 179 nonmaltreated children. The groups were matched on child's gender, age, ethnicity, and birth order; socioeconomic ranking of neighborhood; and family structure. Although maltreated children had significantly lower achievement scores than did nonmal-treated children, the two groups did not differ on perceived academic competence. With regard to discrepancies between perceived and actual competence, maltreated children were more likely than nonmaltreated children to overestimate their level of competence, particularly for reading and arithmetic. Overall, children who reported low maternal support were more likely to overestimate reading competence than were those who reported average or high maternal support. When maltreatment status was considered, maltreated children with low support seemed likely to overestimate abilities, whereas nonmaltreated children with low support seemed likely to underestimate competence. Maltreated children may overestimate their academic abilities in order to compensate for self-perceptions of low self-worth. Efforts to improve academic performance in maltreated children should focus not only on increasing academic skills but also on enhancing self-esteem.

Heating, Air-Conditioning, and Refrigeration Technician. National Skill Standards.

ERIC Educational Resources Information Center

Vocational Technical Education Consortium of States, Decatur, GA.

This guide contains information on the knowledge and skills identified by industry as essential to the job performance of heating, air-conditioning, and refrigeration technicians. It is intended to assist training providers in public and private institutions, as well as in industry, to develop and implement training that will provide workers with…

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,…

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.

Patternmaker. Apprenticeship Training Standards.

ERIC Educational Resources Information Center

Ontario Ministry of Skills Development, Toronto.

This training document outlines the apprenticeship training standards for the trade of patternmaker that have been approved by the Ontario Ministry of Skills Development. The document consists of the following: (1) skills (competencies) identified by a trade analysis development group of practicing patternmakers; (2) general performance objectives…

Savant skills in autism: psychometric approaches and parental reports

PubMed Central

Howlin, Patricia; Goode, Susan; Hutton, Jane; Rutter, Michael

2009-01-01

Most investigations of savant skills in autism are based on individual case reports. The present study investigated rates and types of savant skills in 137 individuals with autism (mean age 24 years). Intellectual ability ranged from severe intellectual impairment to superior functioning. Savant skills were judged from parental reports and specified as ‘an outstanding skill/knowledge clearly above participant's general level of ability and above the population norm’. A comparable definition of exceptional cognitive skills was applied to Wechsler test scores—requiring a subtest score at least 1 standard deviation above general population norms and 2 standard deviations above the participant's own mean subtest score. Thirty-nine participants (28.5%) met criteria for either a savant skill or an exceptional cognitive skill: 15 for an outstanding cognitive skill (most commonly block design); 16 for a savant skill based on parental report (mostly mathematical/calculating abilities); 8 met criteria for both a cognitive and parental rated savant skill. One-third of males showed some form of outstanding ability compared with 19 per cent of females. No individual with a non-verbal IQ below 50 met criteria for a savant skill and, contrary to some earlier hypotheses, there was no indication that individuals with higher rates of stereotyped behaviours/interests were more likely to demonstrate savant skills. PMID:19528018

Connections: Developing Skills for the Family of the Young Special Child, 0-5. [and] A Coordinators Guide.

ERIC Educational Resources Information Center

Mendoza, Jeanne; And Others

The program is intended to increase skills in parents of young handicapped children. The coordinator's guide traces the background and development of the parent involvement materials, presents suggestions for workshop planning and actual implementation, and discusses training approaches for developing small group facilitation skills. The companion…

Simulation-based Mastery Learning Improves Cardiac Auscultation Skills in Medical Students

PubMed Central

McGaghie, William C.; Cohen, Elaine R.; Kaye, Marsha; Wayne, Diane B.

2010-01-01

Background Cardiac auscultation is a core clinical skill. However, prior studies show that trainee skills are often deficient and that clinical experience is not a proxy for competence. Objective To describe a mastery model of cardiac auscultation education and evaluate its effectiveness in improving bedside cardiac auscultation skills. Design Untreated control group design with pretest and posttest. Participants Third-year students who received a cardiac auscultation curriculum and fourth year students who did not. Intervention A cardiac auscultation curriculum consisting of a computer tutorial and a cardiac patient simulator. All third-year students were required to meet or exceed a minimum passing score (MPS) set by an expert panel at posttest. Measurements Diagnostic accuracy with simulated heart sounds and actual patients. Results Trained third-year students (n = 77) demonstrated significantly higher cardiac auscultation accuracy compared to untrained fourth year students (n = 31) in assessment of simulated heart sounds (93.8% vs. 73.9%, p < 0.001) and with real patients (81.8% vs. 75.1%, p = 0.003). USMLE scores correlated modestly with a computer-based multiple choice assessment using simulated heart sounds but not with bedside skills on real patients. Conclusions A cardiac auscultation curriculum consisting of deliberate practice with a computer-based tutorial and a cardiac patient simulator resulted in improved assessment of simulated heart sounds and more accurate examination of actual patients. PMID:20339952

Hospitality and Tourism Education Skill Standards: Grade 12

ERIC Educational Resources Information Center

Underwood, Ryan; Spann, Lynda; Erickson, Karin; Povilaitis, Judy; Menditto, Louis; Jones, Terri; Sario, Vivienne; Verbeck, Kimberlee; Jacobi, Katherine; Michnal, Kenneth; Shelton-Meader, Sheree; Richens, Greg; Jones, Karin Erickson; Tighe, Denise; Wilhelm, Lee; Scott, Melissa

2010-01-01

The standards in this document are for Hospitality and Tourism programs and are designed to clearly state what the student should know and be able to do upon completion of an advanced high-school program. Minimally, the student will complete a two-year program to achieve all standards. The Hospitality and Tourism Standards Writing Team followed…

40 CFR 63.5335 - How do I determine the actual HAP loss?

Code of Federal Regulations, 2010 CFR

2010-07-01

... operation type. (2) Chemical Inventory Mass Balance. Determine the actual monthly HAP loss from your... operation. (2) For facilities using add-on emission control devices, the finish inventory log and the... National Emission Standards for Hazardous Air Pollutants for Leather Finishing Operations Compliance...

Critical Thinking Skills of United States Dental Hygiene Students

ERIC Educational Resources Information Center

Notgarnie, Howard M.

2011-01-01

The complexity of decision-making in dental hygienists' practice requires critical thinking skills. Interest in raising educational standards for entry into the dental hygiene profession is a response to the demand for enhanced professional skills, including critical thinking skills. No studies found in the course of literature review compared…

Learning clinical communication skills: outcomes of a program for professional practitioners.

PubMed

Carvalho, Irene P; Pais, Vanessa G; Almeida, Susana S; Ribeiro-Silva, Raquel; Figueiredo-Braga, Margarida; Teles, Ana; Castro-Vale, Ivone; Mota-Cardoso, Rui

2011-07-01

To assess the effects of a communication skills program on professional practitioners' performance and self-confidence in clinical interviewing. Twenty-five health professionals took 3 months of basic communication skills followed by 3 months of advanced communication skills. An additional quarter dealt with self-awareness and communication in special situations. Participants' performances were evaluated in clinical interviews with standardized patients before, during and after the program by external observers and standardized patients, using standardized instruments. Participants assessed their own confidence in their communication skills before and after the program. Data were analysed using GLM repeated-measures procedures in SPSS. Basic communication skills and self-confidence improved throughout the 6 months; competencies declined but self-confidence continued to increase 4 months later. Compared with taking no course, differences were statistically significant after the 6 months (external observers only) and 4 months later (external observers and participants). The program effectively improved communication skills, although significantly only when assessed by external observers. Four months later, effects were significant in communication skills (external observers), despite the decline and in self-confidence. While periodical enrollment in programs for the practice of communication skills may help maintain performance, more knowledge on communication and self-awareness may enhance self-confidence. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

Fundamental movement skills and habitual physical activity in young children.

PubMed

Fisher, Abigail; Reilly, John J; Kelly, Louise A; Montgomery, Colette; Williamson, Avril; Paton, James Y; Grant, Stan

2005-04-01

To test for relationships between objectively measured habitual physical activity and fundamental movement skills in a relatively large and representative sample of preschool children. Physical activity was measured over 6 d using the Computer Science and Applications (CSA) accelerometer in 394 boys and girls (mean age 4.2, SD 0.5 yr). Children were scored on 15 fundamental movement skills, based on the Movement Assessment Battery, by a single observer. Total physical activity (r=0.10, P<0.05) and percent time spent in moderate to vigorous physical activity (MVPA) (r=0.18, P<0.001) were significantly correlated with total movement skills score. Time spent in light-intensity physical activity was not significantly correlated with motor skills score (r=0.02, P>0.05). In this sample and setting, fundamental movement skills were significantly associated with habitual physical activity, but the association between the two variables was weak. The present study questions whether the widely assumed relationships between motor skills and habitual physical activity actually exist in young children.

The Impact of Sub-Skills and Item Content on Students' Skills with Regard to the Control-of-Variables Strategy

ERIC Educational Resources Information Center

Schwichow, Martin; Christoph, Simon; Boone, William J.; Härtig, Hendrik

2016-01-01

The so-called control-of-variables strategy (CVS) incorporates the important scientific reasoning skills of designing controlled experiments and interpreting experimental outcomes. As CVS is a prominent component of science standards appropriate assessment instruments are required to measure these scientific reasoning skills and to evaluate the…

A novel critical skills curriculum for surgical interns incorporating simulation training improves readiness for acute inpatient care.

PubMed

Antonoff, Mara B; Shelstad, Ryan C; Schmitz, Connie; Chipman, Jeffrey; D'Cunha, Jonathan

2009-01-01

Surgical interns encounter complex, acute care situations often managed with limited supervision. Furthermore, medical school training does not adequately prepare students for special surgical considerations. Using simulation training, we implemented a course aimed at improving surgical intern readiness for responding to unique, life-threatening issues encountered in daily surgical care. Twenty University of Minnesota surgical interns participated in the 3-week course. The first session consisted of interactive didactics and simulation covering hypoxia, shock, and metabolic disturbances; the second session addressed cardiopulmonary emergencies, including ventricular assist device and pacemaker use. Electronic simulation scenarios comprised the third session, allowing learners to demonstrate learned/practiced skills. The outcomes were assessed objectively (pretest and posttest) and subjectively (standardized feedback evaluations). Fifteen learners completed the pretest and posttest. The mean absolute score increase was 14% with average relative score improvement of 43%. Twenty learners completed feedback evaluations using a standard 5-point Likert scale. Respondents scored the first 2 sessions on topic importance (5 = very important), giving the first session 4.90 (+/- 0.31) and the second session 4.45 (+/- 0.89). Respondents ranked their confidence in executing practiced skills on actual patients (5 = very confident) as 4.24 (+/- 0.71). There was uniform support for the value of the electronic simulation scenarios as enhanced learning tools. We developed a course for surgical interns incorporating didactics and simulation. Learners demonstrated objective improvement in testing and reported that the course topics were highly important. After course completion, learners provided feedback indicating a high level of confidence in executing practiced skills, suggesting improved preparation for acute surgical care.

(De)Grading the Standardized Test: Can Standardized Testing Evaluate Schools?

ERIC Educational Resources Information Center

Simmons, Nicola E.

2004-01-01

Standardized testing is an assessment strategy that evaluates all students and all schools on the same basic skills and, therefore, might reasonably indicate which schools are high performers and which are not. Standardized testing is not a new strategy for providing this proof. The United States has produced reams of articles criticizing…

Mapping Generic Skills Curricula: Outcomes and Discussion

ERIC Educational Resources Information Center

Robley, Will; Whittle, Sue; Murdoch-Eaton, Deborah

2005-01-01

Generic skills development is increasingly being embedded into UK higher education curricula to improve the employability and lifelong learning skills of graduates. At the same time universities are being required to benchmark their curricular outcomes against national and employer standards. This paper presents and discusses the results of a…

The Asthma Dialogues: A Model of Interactive Education for Skills

ERIC Educational Resources Information Center

Morrow, Robert; Fletcher, Jason; Mulvihill, Michael; Park, Heidi

2007-01-01

Introduction: A gap exists between asthma guidelines and actual care delivered. We developed an educational intervention using simulated physician-patient encounters as part of a project to improve asthma management by community-based primary care providers. We hypothesized that this type of skills-based interactive training would improve…

Can Regular-Fat Meat Products Actually Be Good for You?

ERIC Educational Resources Information Center

Ong, Chee Syen

2005-01-01

One of the core competencies in the new IFT Education standards is for students to achieve competency in communication skills (that is, oral and written communication, listening, interviewing, and so on). According to the IFT guidelines, by the time students graduate, they should not only be able to search for and condense information, but also be…

An obesity educational intervention for medical students addressing weight bias and communication skills using standardized patients.

PubMed

Kushner, Robert F; Zeiss, Dinah M; Feinglass, Joseph M; Yelen, Marsha

2014-03-18

In order to manage the increasing worldwide problem of obesity, medical students will need to acquire the knowledge and skills necessary to assess and counsel patients with obesity. Few educational intervention studies have been conducted with medical students addressing stigma and communication skills with patients who are overweight or obese. The purpose of this study was to evaluate changes in students' attitudes and beliefs about obesity, and their confidence in communication skills after a structured educational intervention that included a clinical encounter with an overweight standardized patient (SP). First year medical students (n = 127, 47% female) enrolled in a communications unit were instructed to discuss the SPs' overweight status and probe about their perceptions of being overweight during an 8 minute encounter. Prior to the session, students were asked to read two articles on communication and stigma as background information. Reflections on the readings and their performance with the SP were conducted prior to and after the encounter when students met in small groups. A newly constructed 16 item questionnaire was completed before, immediately after and one year after the session. Scale analysis was performed based on a priori classification of item intent. Three scales emerged from the questionnaire: negative obesity stereotyping (7 items), empathy (3 items), and counseling confidence (3 items). There were small but significant immediate post-intervention improvements in stereotyping (p = .002) and empathy (p < .0001) and a very large mean improvement in confidence (p < .0001). Significant improvement between baseline and immediate follow-up responses were maintained for empathy and counseling at one year after the encounter but stereotyping reverted to the baseline mean. Percent of students with improved scale scores immediately and at one year follow up were as follows: stereotyping 53.1% and 57.8%; empathy 48.4% and 47.7%; and confidence

Value of medium range weather forecasts in the improvement of seasonal hydrologic prediction skill

DOE Office of Scientific and Technical Information (OSTI.GOV)

Shukla, Shraddhanand; Voisin, Nathalie; Lettenmaier, D. P.

2012-08-15

We investigated the contribution of medium range weather forecasts with lead times up to 14 days to seasonal hydrologic prediction skill over the Conterminous United States (CONUS). Three different Ensemble Streamflow Prediction (ESP)-based experiments were performed for the period 1980-2003 using the Variable Infiltration Capacity (VIC) hydrology model to generate forecasts of monthly runoff and soil moisture (SM) at lead-1 (first month of the forecast period) to lead-3. The first experiment (ESP) used a resampling from the retrospective period 1980-2003 and represented full climatological uncertainty for the entire forecast period. In the second and third experiments, the first 14 daysmore » of each ESP ensemble member were replaced by either observations (perfect 14-day forecast) or by a deterministic 14-day weather forecast. We used Spearman rank correlations of forecasts and observations as the forecast skill score. We estimated the potential and actual improvement in baseline skill as the difference between the skill of experiments 2 and 3 relative to ESP, respectively. We found that useful runoff and SM forecast skill at lead-1 to -3 months can be obtained by exploiting medium range weather forecast skill in conjunction with the skill derived by the knowledge of initial hydrologic conditions. Potential improvement in baseline skill by using medium range weather forecasts, for runoff (SM) forecasts generally varies from 0 to 0.8 (0 to 0.5) as measured by differences in correlations, with actual improvement generally from 0 to 0.8 of the potential improvement. With some exceptions, most of the improvement in runoff is for lead-1 forecasts, although some improvement in SM was achieved at lead-2.« less

An Exploration of Changes in First-Year College Students' Writing Skills between High School and the Conclusion of the Composition Course

ERIC Educational Resources Information Center

Prior, Susan Vivienne

2012-01-01

Effective writing skills are important for success in college, work, and for society. Although there is little argument about the importance of communication skills, there is more debate about whether or not students and graduates are actually attaining these skills. An examination of the impact of completing the college composition course on…

The Promotion of Critical Thinking Skills in School-Based Assessment (SBA)

ERIC Educational Resources Information Center

Kamarulzaman, Wirawani; Kamarulzaman, Wirawahida

2016-01-01

The new curriculum introduced in the Malaysian primary students; the Primary School Standard Curriculum (Kurikulum Standard Sekolah Rendah-KSSR) together with the school-based assessment (SBA) is a step taken by the Malaysian government to encourage thinking skills to students, specifically critical thinking skills. The study explores teachers'…

Development and Standardization of a Test for Pragmatic Language Skills in Egyptian Arabic: The Egyptian Arabic Pragmatic Language Test (EAPLT).

PubMed

Khodeir, Mona S; Hegazi, Mona A; Saleh, Marwa M

2018-03-19

The aim of this study was to standardize an Egyptian Arabic Pragmatic Language Test (EAPLT) using linguistically and socially suitable questions and pictures in order to be able to address specific deficits in this language domain. Questions and pictures were designed for the EAPLT to assess 3 pragmatic language subsets: pragmatic skills, functions, and factors. Ten expert phoniatricians were asked to review the EAPLT and complete a questionnaire to assess the validity of the test items. The EAPLT was applied in 120 typically developing Arabic-speaking Egyptian children (64 females and 56 males) randomly selected by inclusion and exclusion criteria in the age range between 2 years, 1 month, 1 day and 9 years, 12 months, 31 days. Children's scores were used to calculate the means and standard deviations and the 5th and 95th percentiles to determine the age of the pragmatic skills acquisition. All experts have mostly agreed that the EAPLT gives a general idea about children's pragmatic language development. Test-retest reliability analysis proved the high reliability and internal consistency of the EAPLT subsets. A statistically significant correlation was found between the test subsets and age. The EAPLT is a valid and reliable Egyptian Arabic test that can be applied in order to detect a pragmatic language delay. © 2018 S. Karger AG, Basel.

Innovative approach to teaching communication skills to nursing students.

PubMed

Zavertnik, Jean Ellen; Huff, Tanya A; Munro, Cindy L

2010-02-01

This study assessed the effectiveness of a learner-centered simulation intervention designed to improve the communication skills of preprofessional sophomore nursing students. An innovative teaching strategy in which communication skills are taught to nursing students by using trained actors who served as standardized family members in a clinical learning laboratory setting was evaluated using a two-group posttest design. In addition to current standard education, the intervention group received a formal training session presenting a framework for communication and a 60-minute practice session with the standardized family members. Four domains of communication-introduction, gathering of information, imparting information, and clarifying goals and expectations-were evaluated in the control and intervention groups in individual testing sessions with a standardized family member. The intervention group performed better than the control group in all four tested domains related to communication skills, and the difference was statistically significant in the domain of gathering information (p = 0.0257). Copyright 2010, SLACK Incorporated.

Lack of sensitivity of staffing for 8-hour sessions to standard deviation in daily actual hours of operating room time used for surgeons with long queues.

PubMed

Pandit, Jaideep J; Dexter, Franklin

2009-06-01

At multiple facilities including some in the United Kingdom's National Health Service, the following are features of many surgical-anesthetic teams: i) there is sufficient workload for each operating room (OR) list to almost always be fully scheduled; ii) the workdays are organized such that a single surgeon is assigned to each block of time (usually 8 h); iii) one team is assigned per block; and iv) hardly ever would a team "split" to do cases in more than one OR simultaneously. We used Monte-Carlo simulation using normal and Weibull distributions to estimate the times to complete lists of cases scheduled into such 8 h sessions. For each combination of mean and standard deviation, inefficiencies of use of OR time were determined for 10 h versus 8 h of staffing. When the mean actual hours of OR time used averages < or = 8 h 25 min, 8 h of staffing has higher OR efficiency than 10 h for all combinations of standard deviation and relative cost of over-run to under-run. When mean > or = 8 h 50 min, 10 h staffing has higher OR efficiency. For 8 h 25 min < mean < 8 h 50 min, the economic break-even point depends on conditions. For example, break-even is: (a) 8 h 27 min for Weibull, standard deviation of 60 min and relative cost of over-run to under-run of 2.0 versus (b) 8 h 48 min for normal, standard deviation of 0 min and relative cost ratio of 1.50. Although the simplest decision rule would be to staff for 8 h if the mean workload is < or = 8 h 40 min and to staff for 10 h otherwise, performance was poor. For example, for the Weibull distribution with mean 8 h 40 min, standard deviation 60 min, and relative cost ratio of 2.00, the inefficiency of use of OR time would be 34% larger if staffing were planned for 8 h instead of 10 h. For surgical teams with 8 h sessions, use the following decision rule for anesthesiology and OR nurse staffing. If actual hours of OR time used averages < or = 8 h 25 min, plan 8 h staffing. If average > or = 8 h 50 min, plan 10 h staffing

Training Family Medicine Residents in Effective Communication Skills While Utilizing Promotoras as Standardized Patients in OSCEs: A Health Literacy Curriculum.

PubMed

Pagels, Patti; Kindratt, Tiffany; Arnold, Danielle; Brandt, Jeffrey; Woodfin, Grant; Gimpel, Nora

2015-01-01

Introduction. Future health care providers need to be trained in the knowledge and skills to effectively communicate with their patients with limited health literacy. The purpose of this study is to develop and evaluate a curriculum designed to increase residents' health literacy knowledge, improve communication skills, and work with an interpreter. Materials and Methods. Family Medicine residents (N = 25) participated in a health literacy training which included didactic lectures and an objective structured clinical examination (OSCE). Community promotoras acted as standardized patients and evaluated the residents' ability to measure their patients' health literacy, communicate effectively using the teach-back and Ask Me 3 methods, and appropriately use an interpreter. Pre- and postknowledge, attitudes, and postdidactic feedback were obtained. We compared OSCE scores from the group that received training (didactic group) and previous graduates. Residents reported the skills they used in practice three months later. Results. Family Medicine residents showed an increase in health literacy knowledge (p = 0.001) and scored in the adequately to expertly performed range in the OSCE. Residents reported using the teach-back method (77.8%) and a translator more effectively (77.8%) three months later. Conclusions. Our innovative health literacy OSCE can be replicated for medical learners at all levels of training.

Training Family Medicine Residents in Effective Communication Skills While Utilizing Promotoras as Standardized Patients in OSCEs: A Health Literacy Curriculum

PubMed Central

Pagels, Patti; Kindratt, Tiffany; Arnold, Danielle; Brandt, Jeffrey; Woodfin, Grant; Gimpel, Nora

2015-01-01

Introduction. Future health care providers need to be trained in the knowledge and skills to effectively communicate with their patients with limited health literacy. The purpose of this study is to develop and evaluate a curriculum designed to increase residents' health literacy knowledge, improve communication skills, and work with an interpreter. Materials and Methods. Family Medicine residents (N = 25) participated in a health literacy training which included didactic lectures and an objective structured clinical examination (OSCE). Community promotoras acted as standardized patients and evaluated the residents' ability to measure their patients' health literacy, communicate effectively using the teach-back and Ask Me 3 methods, and appropriately use an interpreter. Pre- and postknowledge, attitudes, and postdidactic feedback were obtained. We compared OSCE scores from the group that received training (didactic group) and previous graduates. Residents reported the skills they used in practice three months later. Results. Family Medicine residents showed an increase in health literacy knowledge (p = 0.001) and scored in the adequately to expertly performed range in the OSCE. Residents reported using the teach-back method (77.8%) and a translator more effectively (77.8%) three months later. Conclusions. Our innovative health literacy OSCE can be replicated for medical learners at all levels of training. PMID:26491565

Using the Interpersonal Skills tool to assess interpersonal skills of internationally educated nurses.

PubMed

Shen, Jay J; Xu, Yu; Staples, Shelley; Bolstad, Anne L

2014-07-01

To assess interpersonal skills of internationally educated nurses (IEN) while interacting with standardized patients. Participants included 52 IEN at two community hospitals in the southwestern region of the USA. Standardized patients were used to create patient-nurse encounter. Seventeen items in four domains ("skills in interviewing and collecting information"; "skills in counseling and delivering information"; "rapport"; and "personal manner") in an Interpersonal Skills (IPS) instrument were measured by a Likert scale 1-4 with 4 indicating the best performance. The average composite score per domain and scores of the 17 items were compared across the domains. On 10 of the 17 items, the nurses received scores under 3. Counseling with an average score of 2.10 and closure with an average score of 2.44 in domain 2, small talk with an average score of 2.06 in domain 3, and physical exam with average score of 2.21 in domain 4 were below 2.5. The average composite score of domain 1 was 3.54, significantly higher than those of domains 2-4 (2.77, 2.81, and 2.71, respectively). Age was moderately related to the average score per domain with every 10 year increase in age resulting in a 0.1 increase in the average score. Sex and country of origin showed mixed results. The interpersonal skills of IEN in three of the four domains need improvement. Well-designed educational programs may facilitate the improvement, especially in areas of small talk, counseling, closure, and physical exam. Future research should examine relationships between the IPS and demographics factors. © 2013 The Authors. Japan Journal of Nursing Science © 2013 Japan Academy of Nursing Science.

Dutch courage? Effects of acute alcohol consumption on self-ratings and observer ratings of foreign language skills.

PubMed

Renner, Fritz; Kersbergen, Inge; Field, Matt; Werthmann, Jessica

2018-01-01

A popular belief is that alcohol improves the ability to speak in a foreign language. The effect of acute alcohol consumption on perceived foreign language performance and actual foreign language performance in foreign language learners has not been investigated. The aim of the current study was to test the effects of acute alcohol consumption on self-rated and observer-rated verbal foreign language performance in participants who have recently learned this language. Fifty native German speakers who had recently learned Dutch were randomized to receive either a low dose of alcohol or a control beverage that contained no alcohol. Following the experimental manipulation, participants took part in a standardized discussion in Dutch with a blinded experimenter. The discussion was audio-recorded and foreign language skills were subsequently rated by two native Dutch speakers who were blind to the experimental condition (observer-rating). Participants also rated their own individual Dutch language skills during the discussion (self-rating). Participants who consumed alcohol had significantly better observer-ratings for their Dutch language, specifically better pronunciation, compared with those who did not consume alcohol. However, alcohol had no effect on self-ratings of Dutch language skills. Acute alcohol consumption may have beneficial effects on the pronunciation of a foreign language in people who have recently learned that language.

The importance of the eyes: communication skills in infants of blind parents.

PubMed

Senju, Atsushi; Tucker, Leslie; Pasco, Greg; Hudry, Kristelle; Elsabbagh, Mayada; Charman, Tony; Johnson, Mark H

2013-06-07

The effects of selectively different experience of eye contact and gaze behaviour on the early development of five sighted infants of blind parents were investigated. Infants were assessed longitudinally at 6-10, 12-15 and 24-47 months. Face scanning and gaze following were assessed using eye tracking. In addition, established measures of autistic-like behaviours and standardized tests of cognitive, motor and linguistic development, as well as observations of naturalistic parent-child interaction were collected. These data were compared with those obtained from a larger group of sighted infants of sighted parents. Infants with blind parents did not show an overall decrease in eye contact or gaze following when they observed sighted adults on video or in live interactions, nor did they show any autistic-like behaviours. However, they directed their own eye gaze somewhat less frequently towards their blind mothers and also showed improved performance in visual memory and attention at younger ages. Being reared with significantly reduced experience of eye contact and gaze behaviour does not preclude sighted infants from developing typical gaze processing and other social-communication skills. Indeed, the need to switch between different types of communication strategy may actually enhance other skills during development.

Developing of method for primary frequency control droop and deadband actual values estimation

NASA Astrophysics Data System (ADS)

Nikiforov, A. A.; Chaplin, A. G.

2017-11-01

Operation of thermal power plant generation equipment, which participates in standardized primary frequency control (SPFC), must meet specific requirements. These requirements are formalized as nine algorithmic criteria, which are used for automatic monitoring of power plant participation in SPFC. One of these criteria - primary frequency control droop and deadband actual values estimation is considered in detail in this report. Experience shows that existing estimation method sometimes doesn’t work properly. Author offers alternative method, which allows estimating droop and deadband actual values more accurately. This method was implemented as a software application.

Educational Assessment Knowledge and Skills for Teachers

ERIC Educational Resources Information Center

Brookhart, Susan M.

2011-01-01

The 1990 Standards for Teacher Competence in Educational Assessment of Students (AFT, NCME, & NEA, 1990) made a documentable contribution to the field. However, the Standards have become a bit dated, most notably in two ways: (1) the Standards do not consider current conceptions of formative assessment knowledge and skills, and (2) the Standards…

Evaluation of graduate nursing students' information literacy self-efficacy and applied skills.

PubMed

Robertson, D Susie; Felicilda-Reynaldo, Rhea Faye D

2015-03-01

Maintaining evidence-based nursing practice requires information literacy (IL) skills that should be established prior to completing an undergraduate nursing degree. Based on Bandura's social cognitive theory, this cross-sectional descriptive correlational study assessed the perceived and applied IL skills of graduate nursing students from two family nurse practitioner (FNP) programs in the midwestern United States. Results showed that although the 26 newly admitted FNP students demonstrated a high level of confidence in their IL skills, the students did not perform well in the actual IL skills test. According to Bandura, the students' confidence in their IL knowledge should allow students to be engaged in course activities requiring IL skills. Nurse educators teaching in undergraduate or graduate programs are in key positions to incorporate IL experiences into class activities to allow for skill assessment and further practice. Further research is needed on nursing students' IL self-efficacy and performance. Copyright 2015, SLACK Incorporated.

Assessment of Clinical Skills in Medical Practice

ERIC Educational Resources Information Center

Scoles, Peter V.; Hawkins, Richard E.; LaDuca, Anthony

2003-01-01

The introduction of a clinical skills examination (CSE) to Step 2 of the U.S. Medical Licensing Examination (USMLE) has focused attention on the design and delivery of large-scale standardized tests of clinical skills and raised the question of the appropriateness of evaluation of these competencies across the span of a physician's career. This…

A national survey to explore the willingness of Japanese standardized patients to participate in teaching physical examination skills to undergraduate medical students.

PubMed

Abe, Keiko; Suzuki, Tomio; Fujisaki, Kazuhiki; Ban, Nobutaro

2009-07-01

Standardized patients (SPs) are an increasingly prevalent resource in medical education and evaluation. There is a variety of clinical skills training programs including courses designed to teach and assess communication skills as well as physical examination (PE) skills. In Japan, SPs have contributed enormously to help medical students improve their communication skills. However, there are few SPs who participate in physical examination training and the use of SPs for physical examination is rarely considered as a useful educational resource. The purpose is to explore SPs' perceptions about participating in PE training. A 27-item questionnaire was used to survey 532 SPs in Japan. The response rate was 62% (n = 332). The ratio of females to males was 4:1. SPs perceived PE training using SPs was effective in teaching students physical examination. Eighty percent of SPs were willing to have PE of head, arms, and legs. Twenty-five percent were willing to have PE on their chest, back, and abdomen. Willingness varied by gender and age. SPs perceived that including SPs in physical examination was valuable. Males or people over 50 years old are more willing to participate than females or people under 50. Reluctance to participate in PE may decrease through experience or improved knowledge of PE training and by beginning with examination of head, neck, and legs, then gradually moving to chest, back, and abdomen.

Perceptual-cognitive skill and the in situ performance of soccer players.

PubMed

van Maarseveen, Mariëtte J J; Oudejans, Raôul R D; Mann, David L; Savelsbergh, Geert J P

2018-02-01

Many studies have shown that experts possess better perceptual-cognitive skills than novices (e.g., in anticipation, decision making, pattern recall), but it remains unclear whether a relationship exists between performance on those tests of perceptual-cognitive skill and actual on-field performance. In this study, we assessed the in situ performance of skilled soccer players and related the outcomes to measures of anticipation, decision making, and pattern recall. In addition, we examined gaze behaviour when performing the perceptual-cognitive tests to better understand whether the underlying processes were related when those perceptual-cognitive tasks were performed. The results revealed that on-field performance could not be predicted on the basis of performance on the perceptual-cognitive tests. Moreover, there were no strong correlations between the level of performance on the different tests. The analysis of gaze behaviour revealed differences in search rate, fixation duration, fixation order, gaze entropy, and percentage viewing time when performing the test of pattern recall, suggesting that it is driven by different processes to those used for anticipation and decision making. Altogether, the results suggest that the perceptual-cognitive tests may not be as strong determinants of actual performance as may have previously been assumed.

Quantifying Eye Tracking Between Skilled Nurses and Nursing Students in Intravenous Injection.

PubMed

Maekawa, Yasuko; Majima, Yukie; Soga, Masato

2016-01-01

In nursing education, it is important that nursing students acquire the appropriate nursing knowledge and skills which include the empirical tacit knowledge of the skilled nurses. Verbalizing them is difficult. We paid attention to the eye tracking at the time of the skill enforcement of expert nurses and the nursing students. It is said that the sight accounts for 70% higher than of all sense information. For the purpose of the learning support of the tacit nursing skill, we analyzed the difference of both including the gaze from an actual measured value with the eye mark recorder. In the results the nurses particularly address the part related to inserting a needle among the other actions, they should move their eyes safely, surely, and economically along with the purposes of their tasks.

Mathematical skill in individuals with Williams Syndrome: Evidence from a standardized mathematics battery

PubMed Central

O’Hearn, Kirsten; Landau, Barbara

2007-01-01

Williams syndrome (WS) is a developmental disorder associated with relatively spared verbal skills and severe visuospatial deficits. It has also been reported that individuals with WS are impaired at mathematics. We examined mathematical skills in persons with WS using the second edition of the Test of Early Mathematical Ability (TEMA-2), which measures a wide range of skills. We administered the TEMA-2 to 14 individuals with WS and 14 children matched individually for mental age on the matrices subtest of the Kaufman Brief Intelligence Test. There were no differences between groups on the overall scores on the TEMA-2. However, an item-by-item analysis revealed group differences. Participants with WS performed more poorly than controls when reporting which of two numbers was closest to a target number, a task thought to utilize a mental number line subserved by the parietal lobe, consistent with previous evidence showing parietal abnormalities in people with WS. In contrast, people with WS performed better than the control group at reading numbers, suggesting that verbal math skills may be comparatively strong in WS. These findings add to evidence that components of mathematical knowledge may be differentially damaged in developmental disorders. PMID:17482333

Mathematical skill in individuals with Williams syndrome: evidence from a standardized mathematics battery.

PubMed

O'Hearn, Kirsten; Landau, Barbara

2007-08-01

Williams syndrome (WS) is a developmental disorder associated with relatively spared verbal skills and severe visuospatial deficits. It has also been reported that individuals with WS are impaired at mathematics. We examined mathematical skills in persons with WS using the second edition of the Test of Early Mathematical Ability (TEMA-2), which measures a wide range of skills. We administered the TEMA-2 to 14 individuals with WS and 14 children matched individually for mental-age on the matrices subtest of the Kaufman Brief Intelligence Test. There were no differences between groups on the overall scores on the TEMA-2. However, an item-by-item analysis revealed group differences. Participants with WS performed more poorly than controls when reporting which of two numbers was closest to a target number, a task thought to utilize a mental number line subserved by the parietal lobe, consistent with previous evidence showing parietal abnormalities in people with WS. In contrast, people with WS performed better than the control group at reading numbers, suggesting that verbal math skills may be comparatively strong in WS. These findings add to evidence that components of mathematical knowledge may be differentially damaged in developmental disorders.

North Dakota Visual Arts Content Standards.

ERIC Educational Resources Information Center

Shaw-Elgin, Linda; Kurkowski, Bob; Jackson, Jane; Syvertson, Karen; Whitney, Linda; Riehl, Lori

The standards in this document are based on previous North Dakota standards, national standards, and standards from other states. The purpose of these standards is to provide a framework from which teachers in North Dakota can design their visual arts curriculum. The expectations for the knowledge and skills that students should acquire are…

Essential Skills for Principals.

ERIC Educational Resources Information Center

Terry, Paul M.

1999-01-01

No matter what standards they follow, principals must be skilled team builders, instructional leaders, and visionary risk-takers. There are five emerging roles: historian, cheerleader, lightning rod, landscaper (environmental scanner), and anthropologist. To succeed, principals must be empowered by districts, become authentic leaders, and make…

Using Thinking Skills as a Bridge between ELA and Science Teaching Strategies

ERIC Educational Resources Information Center

Harris, Robin Lee

2008-01-01

This article presents five activities that demonstrate developing thinking skills in students, uses comparable ELA and science skills. The thinking skills of Blooms Taxonomy are the organizer. Skills and processes gleaned from NYS ELA and Science Standards included in the article are: categorizing, comparing, following procedures, sequencing,…

Validation of the ArthroS virtual reality simulator for arthroscopic skills.

PubMed

Stunt, J J; Kerkhoffs, G M M J; van Dijk, C N; Tuijthof, G J M

2015-11-01

Virtual reality simulator training has become important for acquiring arthroscopic skills. A new simulator for knee arthroscopy ArthroS™ has been developed. The purpose of this study was to demonstrate face and construct validity, executed according to a protocol used previously to validate arthroscopic simulators. Twenty-seven participants were divided into three groups having different levels of arthroscopic experience. Participants answered questions regarding general information and the outer appearance of the simulator for face validity. Construct validity was assessed with one standardized navigation task. Face validity, educational value and user friendliness were further determined by giving participants three exercises and by asking them to fill out the questionnaire. Construct validity was demonstrated between experts and beginners. Median task times were not significantly different for all repetitions between novices and intermediates, and between intermediates and experts. Median face validity was 8.3 for the outer appearance, 6.5 for the intra-articular joint and 4.7 for surgical instruments. Educational value and user friendliness were perceived as nonsatisfactory, especially because of the lack of tactile feedback. The ArthroS™ demonstrated construct validity between novices and experts, but did not demonstrate full face validity. Future improvements should be mainly focused on the development of tactile feedback. It is necessary that a newly presented simulator is validated to prove it actually contributes to proficiency of skills.

Development of a Standardized Kalamazoo Communication Skills Assessment Tool for Radiologists: Validation, Multisource Reliability, and Lessons Learned.

PubMed

Brown, Stephen D; Rider, Elizabeth A; Jamieson, Katherine; Meyer, Elaine C; Callahan, Michael J; DeBenedectis, Carolynn M; Bixby, Sarah D; Walters, Michele; Forman, Sara F; Varrin, Pamela H; Forbes, Peter; Roussin, Christopher J

2017-08-01

The purpose of this study was to develop and test a standardized communication skills assessment instrument for radiology. The Delphi method was used to validate the Kalamazoo Communication Skills Assessment instrument for radiology by revising and achieving consensus on the 43 items of the preexisting instrument among an interdisciplinary team of experts consisting of five radiologists and four nonradiologists (two men, seven women). Reviewers assessed the applicability of the instrument to evaluation of conversations between radiology trainees and trained actors portraying concerned parents in enactments about bad news, radiation risks, and diagnostic errors that were video recorded during a communication workshop. Interrater reliability was assessed by use of the revised instrument to rate a series of enactments between trainees and actors video recorded in a hospital-based simulator center. Eight raters evaluated each of seven different video-recorded interactions between physicians and parent-actors. The final instrument contained 43 items. After three review rounds, 42 of 43 (98%) items had an average rating of relevant or very relevant for bad news conversations. All items were rated as relevant or very relevant for conversations about error disclosure and radiation risk. Reliability and rater agreement measures were moderate. The intraclass correlation coefficient range was 0.07-0.58; mean, 0.30; SD, 0.13; and median, 0.30. The range of weighted kappa values was 0.03-0.47; mean, 0.23; SD, 0.12; and median, 0.22. Ratings varied significantly among conversations (χ 2 6 = 1186; p < 0.0001) and varied significantly by viewing order, rater type, and rater sex. The adapted communication skills assessment instrument is highly relevant for radiology, having moderate interrater reliability. These findings have important implications for assessing the relational competencies of radiology trainees.

Teacher (Mis)Perceptions of Preschoolers’ Academic Skills: Predictors and Associations With Longitudinal Outcomes

PubMed Central

Baker, Courtney N.; Tichovolsky, Marianne H.; Kupersmidt, Janis B.; Voegler-Lee, Mary Ellen; Arnold, David H.

2014-01-01

Preschool teachers have important impacts on children’s academic outcomes, and teachers’ misperceptions of children’s academic skills could have negative consequences, particularly for low-income preschoolers. This study utilized data gathered from 123 preschool teachers and their 760 preschoolers from 70 low-income, racially diverse centers. Hierarchical linear modeling was utilized to account for the nested data structure. Even after controlling for children’s actual academic skill, older children, children with stronger social skills, and children with fewer inattentive symptoms were perceived to have stronger academic abilities. Contrary to hypotheses, preschoolers with more behavior problems were perceived by teachers to have significantly better pre-academic abilities than they actually had. Teachers’ perceptions were not associated with child gender or child race/ethnicity. Although considerable variability was due to teacher-level characteristics, child characteristics explained 42% of the variability in teachers’ perceptions about children’s language and pre-literacy ability and 41% of the variability in teachers’ perceptions about mathability. Notably, these perceptions appear to have important impacts over time. Controlling for child baseline academic skill and child characteristics, teacher perceptions early in the preschool year were significantly associated with child academic outcomes during the spring for both language and pre-literacy and math. Study implications with regard to the achievement gap are discussed. PMID:26538767

Differences between Workers on Different Shifts in Rating of Client Skills.

ERIC Educational Resources Information Center

Gampel, Ezra S.

The study sought to determine if there are differences between shifts of workers in Intermediate Care Facilities in their ratings of the daily living skills of mentally retarded residents, and whether these differences reflect actual differences in performance by the residents. Staff were interviewed concerning the level of prompt required to…

29 CFR 1620.15 - Jobs requiring equal skill in performance.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 29 Labor 4 2012-07-01 2012-07-01 false Jobs requiring equal skill in performance. 1620.15 Section... EQUAL PAY ACT § 1620.15 Jobs requiring equal skill in performance. (a) In general. The jobs to which the equal pay standard is applicable are jobs requiring equal skill in their performance. Where the amount...

29 CFR 1620.15 - Jobs requiring equal skill in performance.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 29 Labor 4 2013-07-01 2013-07-01 false Jobs requiring equal skill in performance. 1620.15 Section... EQUAL PAY ACT § 1620.15 Jobs requiring equal skill in performance. (a) In general. The jobs to which the equal pay standard is applicable are jobs requiring equal skill in their performance. Where the amount...

29 CFR 1620.15 - Jobs requiring equal skill in performance.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 29 Labor 4 2014-07-01 2014-07-01 false Jobs requiring equal skill in performance. 1620.15 Section... EQUAL PAY ACT § 1620.15 Jobs requiring equal skill in performance. (a) In general. The jobs to which the equal pay standard is applicable are jobs requiring equal skill in their performance. Where the amount...

29 CFR 1620.15 - Jobs requiring equal skill in performance.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 29 Labor 4 2010-07-01 2010-07-01 false Jobs requiring equal skill in performance. 1620.15 Section... EQUAL PAY ACT § 1620.15 Jobs requiring equal skill in performance. (a) In general. The jobs to which the equal pay standard is applicable are jobs requiring equal skill in their performance. Where the amount...

Actual competence, rather than perceived competence, is a better predictor of physical activity in children aged 6-9 years.

PubMed

McIntyre, Fleur; Parker, Helen; Chivers, Paola; Hands, Beth

2018-07-01

There is a limited understanding about the relative importance of perceived and actual competence on emergent physical activity levels in children and whether there is a difference in their development and strength between boys and girls. This study used a single-cohort, multiple age group design to monitor physical activity, actual motor competence (AMC) and perceived competence (PC) on four occasions over 18 months in 6-to 9-year-old boys and girls (N = 201). Physical activity was measured by 7-day daily step counts (pedometer) and activity diary. AMC was assessed by mastery of skill criteria for 4 motor skills; run, overhand throw, standing broad jump, and line walk. PC was measured with the Self Description Questionnaire-I. Linear Mixed Model analysis revealed that AMC, Gender and School significantly impacted physical activity levels longitudinally in these children. AMC made a greater contribution (9-30%) to physical activity levels than PC (0-5%), and at an earlier age in boys (7 years) than girls (9 years). The need to acknowledge these developing distinctions in considering emergent physical activity levels has important implications for childhood learning environments and physical activity interventions.

Auditory sequence analysis and phonological skill

PubMed Central

Grube, Manon; Kumar, Sukhbinder; Cooper, Freya E.; Turton, Stuart; Griffiths, Timothy D.

2012-01-01

This work tests the relationship between auditory and phonological skill in a non-selected cohort of 238 school students (age 11) with the specific hypothesis that sound-sequence analysis would be more relevant to phonological skill than the analysis of basic, single sounds. Auditory processing was assessed across the domains of pitch, time and timbre; a combination of six standard tests of literacy and language ability was used to assess phonological skill. A significant correlation between general auditory and phonological skill was demonstrated, plus a significant, specific correlation between measures of phonological skill and the auditory analysis of short sequences in pitch and time. The data support a limited but significant link between auditory and phonological ability with a specific role for sound-sequence analysis, and provide a possible new focus for auditory training strategies to aid language development in early adolescence. PMID:22951739

Skill of a global seasonal ensemble streamflow forecasting system

NASA Astrophysics Data System (ADS)

Candogan Yossef, Naze; Winsemius, Hessel; Weerts, Albrecht; van Beek, Rens; Bierkens, Marc

2013-04-01

Forecasting of water availability and scarcity is a prerequisite for managing the risks and opportunities caused by the inter-annual variability of streamflow. Reliable seasonal streamflow forecasts are necessary to prepare for an appropriate response in disaster relief, management of hydropower reservoirs, water supply, agriculture and navigation. Seasonal hydrological forecasting on a global scale could be valuable especially for developing regions of the world, where effective hydrological forecasting systems are scarce. In this study, we investigate the forecasting skill of the global seasonal streamflow forecasting system FEWS-World, using the global hydrological model PCR-GLOBWB. FEWS-World has been setup within the European Commission 7th Framework Programme project Global Water Scarcity Information Service (GLOWASIS). Skill is assessed in historical simulation mode as well as retroactive forecasting mode. The assessment in historical simulation mode used a meteorological forcing based on observations from the Climate Research Unit of the University of East Anglia and the ERA-40 reanalysis of the European Center for Medium-Range Weather Forecasts (ECMWF). We assessed the skill of the global hydrological model PCR-GLOBWB in reproducing past discharge extremes in 20 large rivers of the world. This preliminary assessment concluded that the prospects for seasonal forecasting with PCR-GLOBWB or comparable models are positive. However this assessment did not include actual meteorological forecasts. Thus the meteorological forcing errors were not assessed. Yet, in a forecasting setup, the predictive skill of a hydrological forecasting system is affected by errors due to uncertainty from numerical weather prediction models. For the assessment in retroactive forecasting mode, the model is forced with actual ensemble forecasts from the seasonal forecast archives of ECMWF. Skill is assessed at 78 stations on large river basins across the globe, for all the months of

Contributions of Morphological Skill to Children's Essay Writing

PubMed Central

Northey, Mary; McCutchen, Deborah; Sanders, Elizabeth A.

2015-01-01

Morphological skills have previously been found to reliably predict reading skill, including word reading, vocabulary, and comprehension. However, less is known about how morphological skills might contribute to writing skill, aside from its well-documented role in the development of spelling. This correlational study examines whether morphological skill, as measured by a sentence generation task tapping both derivational morphology and meta-syntactic skills, predicts performance on a standardized essay writing task for fifth- and eighth-grade U.S. students (N = 233), after controlling for grade level, comprehension, and writing fluency. Multilevel analyses indicated that morphological skill and writing fluency were each uniquely predictive of essay quality, and this finding was consistent regardless of whether accurate spelling was required in the morphological task. Our results suggest that morphological skills play an important role in writing, as has been previously documented in reading and spelling. PMID:26957783

Human Services. Georgia Core Standards for Occupational Clusters.

ERIC Educational Resources Information Center

Georgia Univ., Athens. Dept. of Occupational Studies.

This document lists core standards and occupational knowledge and skills that have been identified and validated by industry as necessary to all Georgia students in secondary-level human services occupations programs. First, foundation skills are grouped as follows: basic skills (reading, writing, arithmetic/mathematics, listening, speaking);…

Technical/Engineering. Georgia Core Standards for Occupational Clusters.

ERIC Educational Resources Information Center

Georgia Univ., Athens. Dept. of Occupational Studies.

This document lists core standards and occupational knowledge and skills that have been identified and validated by industry as necessary to all Georgia students in secondary-level technical/engineering programs. First, foundation skills are grouped as follows: basic skills (reading, writing, arithmetic/mathematics, listening, speaking); thinking…

Health Care. Georgia Core Standards for Occupational Clusters.

ERIC Educational Resources Information Center

Georgia Univ., Athens. Dept. of Occupational Studies.

This document lists core standards and occupational knowledge and skills that have been identified/validated by industry as necessary to all Georgia students in secondary-level health care occupations programs. First, foundation skills are grouped as follows: basic skills (reading, writing, arithmetic/mathematics, listening, speaking); thinking…

Enhancing clinical skills education: University of Virginia School of Medicine's Clerkship Clinical Skills Workshop Program.

PubMed

Corbett, Eugene C; Payne, Nancy J; Bradley, Elizabeth B; Maughan, Karen L; Heald, Evan B; Wang, Xin Qun

2007-07-01

In 1993, the University of Virginia School of Medicine began a clinical skills workshop program in an effort to improve the preparation of all clerkship students to participate in clinical care. This program involved the teaching of selected basic clinical skills by interested faculty to small groups of third-year medical students. Over the past 14 years, the number of workshops has increased from 11 to 31, and they now involve clerkship faculty from family medicine, internal medicine, and pediatrics. Workshops include a variety of common skills from the communication, physical examination, and clinical test and procedure domains such as pediatric phone triage, shoulder examination, ECG interpretation, and suturing. Workshop sessions allow students to practice skills on each other, with standardized patients, or with models, with the goal of improving competence and confidence in the performance of basic clinical skills. Students receive direct feedback from faculty on their skill performance. The style and content of these workshops are guided by an explicit set of educational criteria.A formal evaluation process ensures that faculty receive regular feedback from student evaluation comments so that adherence to workshop criteria is continuously reinforced. Student evaluations confirm that these workshops meet their skill-learning needs. Preliminary outcome measures suggest that workshop teaching can be linked to student assessment data and may improve students' skill performance. This program represents a work-in-progress toward the goal of providing a more comprehensive and developmental clinical skills curriculum in the school of medicine.

Taking things apart: ovario-hysterectomy--textbook knowledge and actual practice in veterinary surgery.

PubMed

Woodgate, Dawn

2006-06-01

Veterinary surgery provides an interesting context in which to address important questions about the links between formal 'book' learning and actual, personal experience of the phenomena in question, and to examine the processes through which these links are forged. Participant observation of surgical procedures suggests that surgeons initially learn about anatomy from books, pictures and demonstrations, and become skilled 'operators' through the application of enhancement and reduction procedures that have the effect of transforming the living body into something more closely resembling anatomical pictures of it. Some of these procedures can be seen as a set of formalized 'rules' for performing operations, and like most rules, they appear to decrease in importance as a surgeon gains experience. They may, however, regain importance when a practitioner meets with an anatomical variant that he or she has not previously encountered. Other practices appear to be less formalized, requiring creative, constructive use of visual aids or language practices outside formal textbook knowledge. The links between actual bodies (and operations) and textbook representations of them are thus formed within a community of 'operators'.

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.

Interactive Multimedia Package in Ameliorating Communicative Skill in English

ERIC Educational Resources Information Center

Singaravelu, G.

2011-01-01

The study enlightens the effectiveness of Interactive-Multimedia Package in developing communicative skill in English at standard VI. Present methods of developing communicative skill are ineffective to the students in improving their communicative competencies in English. Challenging interactive Multimedia Package helps to enhance the…

Hand skill measurement: a gauge for treatment.

PubMed

Bell, E; Jurek, K; Wilson, T

1976-02-01

Objective measurements of performance are vital with the increasing necessity to justify the need for occupational therapy services, and to conduct studies that measure the effectiveness of treatment procedures. This paper reports on a measurement of hand skill that was standardized by comparing hand skill performance among the able-bodied, or normal, population. The performance on this test o patients with various types of disabilities and the implications for treatment are discussed. For the paraplegic, the hand skill test indicates the need for occupational therapy services; for the quadriplegic, the test measures the effectiveness of functional orthotic devices; and for the hemiplegic, the hand skill test determines the potential for success in one aspect of self-care, dressing.

Generalization of Skills through the Addition of Individualized Coaching: Development and Evaluation of a Social Skills Training Program in a Rural Setting

ERIC Educational Resources Information Center

Gottlieb, Jennifer D.; Pryzgoda, Jayde; Neal, Andrea; Schuldberg, David

2005-01-01

There has been recent interest in adding interventions that aid in skill generalization to standard social skills training programs for schizophrenia. Some of these adjunctive interventions are very comprehensive and clearly promising (e.g., IVAST; Liberman, Glynn, Blair, Ross, & Marder, 2002), but their overall cost-effectiveness and feasibility…

A Consensus Statement on Practical Skills in Medical School – a position paper by the GMA Committee on Practical Skills

PubMed Central

Schnabel, Kai P.; Boldt, Patrick D.; Breuer, Georg; Fichtner, Andreas; Karsten, Gudrun; Kujumdshiev, Sandy; Schmidts, Michael; Stosch, Christoph

2011-01-01

Introduction: Encouraged by the change in licensing regulations the practical professional skills in Germany received a higher priority and are taught in medical schools therefore increasingly. This created the need to standardize the process more and more. On the initiative of the German skills labs the German Medical Association Committee for practical skills was established and developed a competency-based catalogue of learning objectives, whose origin and structure is described here. Goal of the catalogue is to define the practical skills in undergraduate medical education and to give the medical schools a rational planning basis for the necessary resources to teach them. Methods: Building on already existing German catalogues of learning objectives a multi-iterative process of condensation was performed, which corresponds to the development of S1 guidelines, in order to get a broad professional and political support. Results: 289 different practical learning goals were identified and assigned to twelve different organ systems with three overlapping areas to other fields of expertise and one area of across organ system skills. They were three depths and three different chronological dimensions assigned and the objectives were matched with the Swiss and the Austrian equivalent. Discussion: This consensus statement may provide the German faculties with a basis for planning the teaching of practical skills and is an important step towards a national standard of medical learning objectives. Looking ahead: The consensus statement may have a formative effect on the medical schools to teach practical skills and plan the resources accordingly. PMID:22205916

Study Skills of Arts and Science College Students

ERIC Educational Resources Information Center

Sekar, J. Master Arul; Rajendran, K. K.

2015-01-01

The main objective of this study is to find out the level of study skills of arts and science college students. Study Skills Check List developed and standardized by Virginia University, Australia (2006) is used to collect the relevant data. The sample consists of 216 Government arts and science college students of Tiruchirappalli district, Tamil…

Using Video Feedback to Improve Horseback-Riding Skills

ERIC Educational Resources Information Center

Kelley, Heather; Miltenberger, Raymond G.

2016-01-01

This study used video feedback to improve the horseback-riding skills of advanced beginning riders. We focused on 3 skill sets: those used in jumping over obstacles, dressage riding on the flat, and jumping position riding on the flat. Baseline consisted of standard lesson procedures. Intervention consisted of video feedback in which a recorded…

Decision-making skills and deliberate practice in elite association football referees.

PubMed

MacMahon, Clare; Helsen, Werner F; Starkes, Janet L; Weston, Matthew

2007-01-01

We examined sport expertise as a function of role. In study 1, referees were better than players in a video-based decision-making task. This provides evidence that there are role-specific skills within one domain or sport. In study 2, we examined the training activities that could be influential in the development of skills in sports officials. Elite association football (soccer) referees retrospectively reported time spent in and perceptions of training activities for three periods: their first year of formal refereeing, 1998 (before formal training programmes were available), and the current year (2003). This allowed us to examine an area of skill with a limited culture of practice, where performance simulations with direct feedback are usually not feasible. The results showed that referees specialize early and, as they develop, they engage in greater volumes and types of training. Competitive match refereeing is considered a relevant activity for skill acquisition that does not fit Ericsson and colleagues' (1993) original definition of deliberate practice. Our findings indicate that actual performance is a significant activity for skill acquisition and refinement.

Assessing Teamwork Skills for Assurance of Learning Using CATME Team Tools

ERIC Educational Resources Information Center

Loughry, Misty L.; Ohland, Matthew W.; Woehr, David J.

2014-01-01

Colleges of business must meet assurance of learning requirements to gain or maintain AACSB accreditation under the new standards adopted April 8, 2013. Team skills are among the most important skills desired by recruiters, yet employers and scholars perceive that team skills are frequently deficient in college graduates. This article describes…

Standardization of Course Plan and Design of Objective Structured Field Examination (OSFE) for the Assessment of Pharm.D. Student’s Community Pharmacy Clerkship Skills

PubMed Central

Monajjemzadeh, Farnaz; Shokri, Javad; Mohajel Nayebi, Ali Reza; Nemati, Mahboob; Azarmi, Yadollah; Charkhpour, Mohammad; Najafi, Moslem

2014-01-01

Purpose: This study was aimed to design Objective Structured Field Examination (OSFE) and also standardize the course plan of community pharmacy clerkship at Pharmacy Faculty of Tabriz University of Medical Sciences (Iran). Methods: The study was composed of several stages including; evaluation of the old program, standardization and implementation of the new course plan, design and implementation of OSFE, and finally results evaluation. Results: Lack of a fair final assessment protocol and proper organized educating system in various fields of community pharmacy clerkship skills were assigned as the main weaknesses of the old program. Educational priorities were determined and student’s feedback was assessed to design the new curriculum consisting of sessions to fulfill a 60-hour training course. More than 70% of the students were satisfied and successfulness and efficiency of the new clerkship program was significantly greater than the old program (P<0.05). In addition, they believed that OSFE was a suitable testing method. Conclusion: The defined course plan was successfully improved different skills of the students and OSFE was concluded as a proper performance based assessment method. This is easily adoptable by pharmacy faculties to improve the educational outcomes of the clerkship course. PMID:24511477

Teaching Advanced Leadership Skills in Community Service (ALSCS) to medical students.

PubMed

Goldstein, Adam O; Calleson, Diane; Bearman, Rachel; Steiner, Beat D; Frasier, Pamela Y; Slatt, Lisa

2009-06-01

Inadequate access to health care, lack of health insurance, and significant health disparities reflect crises in health care affecting all of society. Training U.S. physicians to possess not only clinical expertise but also sufficient leadership skills is essential to solve these problems and to effectively improve health care systems. Few models in the undergraduate medical curriculum exist for teaching students how to combine needed leadership competencies with actual service opportunities.The Advanced Leadership Skills in Community Service (ALSCS) selective developed in response to the shortage of leadership models and leadership training for medical students. The ALSCS selective is designed specifically to increase students' leadership skills, with an emphasis on community service. The selective integrates classroom-based learning, hands-on application of learned skills, and service learning. More than 60 medical students have participated in the selective since inception. Short-term outcomes demonstrate an increase in students' self-efficacy around multiple dimensions of leadership skills (e.g., fundraising, networking, motivating others). Students have also successfully completed more than a dozen leadership and community service projects. The selective offers an innovative model of a leadership-skills-based course that can have a positive impact on leadership skill development among medical school students and that can be incorporated into the medical school curriculum.

Pressure standards and sensors up to 3 GPa, actual state and development trends

NASA Astrophysics Data System (ADS)

Wisniewski, Roland; Molinar, Gianfranco

1999-04-01

Metrological problems connected with pressure standards and sensors up to 3 GPa as an introduction to the pressure measurements in the so-called “GIGAPASCAL REGION”, 1-100 GPa, are discussed. Re-examination of Bi I-Bi II phase transition pressure as a fixed point of the International Practical Pressure Scale and correction of the NaCl Pressure Scale is proposed. Well-established sensors as candidates for secondary pressure standards up to 3 GPa are briefly presented.

Crowd-sourced assessment of technical skills: an opportunity for improvement in the assessment of laparoscopic surgical skills.

PubMed

Deal, Shanley B; Lendvay, Thomas S; Haque, Mohamad I; Brand, Timothy; Comstock, Bryan; Warren, Justin; Alseidi, Adnan

2016-02-01

Objective, unbiased assessment of surgical skills remains a challenge in surgical education. We sought to evaluate the feasibility and reliability of Crowd-Sourced Assessment of Technical Skills. Seven volunteer general surgery interns were given time for training and then testing, on laparoscopic peg transfer, precision cutting, and intracorporeal knot-tying. Six faculty experts (FEs) and 203 Amazon.com Mechanical Turk crowd workers (CWs) evaluated 21 deidentified video clips using the Global Objective Assessment of Laparoscopic Skills validated rating instrument. Within 19 hours and 15 minutes we received 662 eligible ratings from 203 CWs and 126 ratings from 6 FEs over 10 days. FE video ratings were of borderline internal consistency (Krippendorff's alpha = .55). FE ratings were highly correlated with CW ratings (Pearson's correlation coefficient = .78, P < .001). We propose the use of Crowd-Sourced Assessment of Technical Skills as a reliable, basic tool to standardize the evaluation of technical skills in general surgery. Copyright © 2016 Elsevier Inc. All rights reserved.

Do resident's leadership skills relate to ratings of technical skill?

PubMed

Gannon, Samantha J; Law, Katherine E; Ray, Rebecca D; Nathwani, Jay N; DiMarco, Shannon M; D'Angelo, Anne-Lise D; Pugh, Carla M

2016-12-01

This study sought to compare general surgery research residents' survey information regarding self-efficacy ratings to their observed performance during a simulated small bowel repair. Their observed performance ratings were based on their leadership skills in directing their assistant. Participants were given 15 min to perform a bowel repair using bovine intestines with standardized injuries. Operative assistants were assigned to help assist with the repair. Before the procedure, participants were asked to rate their expected skills decay, task difficulty, and confidence in addressing the small bowel injury. Interactions were coded to identify the number of instructions given by the participants to the assistant during the repair. Statistical analyses assessed the relationship between the number of directional instructions and participants' perceptions self-efficacy measures. Directional instructions were defined as any dialog by the participant who guided the assistant to perform an action. Thirty-six residents (58.3% female) participated in the study. Participants who rated lower levels of decay in their intraoperative decision-making and small bowel repair skills were noted to use their assistant more by giving more instructions. Similarly, a higher number of instructions correlated with lower perceived difficulty in selecting the correct suture, suture pattern, and completing the entire surgical task. General surgery research residents' intraoperative leadership skills showed significant correlations to their perceptions of skill decay and task difficulty during a bowel repair. Evaluating resident's directional instructions may provide an additional individualized intraoperative assessment metric. Further evaluation relating to operative performance outcomes is warranted. Copyright © 2016 Elsevier Inc. All rights reserved.

The savant syndrome: intellectual impairment and exceptional skill.

PubMed

Miller, L K

1999-01-01

Occasionally, people with developmental disability display skills at a level inconsistent with their general intellectual functioning, so-called "savant" behavior. Studies of savant behavior are reviewed to determine their relevance to notions about the importance of general intellective functions in the development of exceptional skill. It is concluded that (a) the skill exhibited by savants shares many characteristics with that in people without disability, (b) the skill is usually accompanied by normative levels of performance on at least some subtests of standardized measures of cognitive achievement, and (c) it is unclear whether savants have distinctive cognitive strengths or motivational dispositions, though their relative prevalence among people with certain kinds of disability suggests predisposing constraints. The author proposes that these skills typically reflect highly elaborated preconceptual representational systems.

49 CFR 383.135 - Passing knowledge and skills tests.

Code of Federal Regulations, 2013 CFR

2013-10-01

... 49 Transportation 5 2013-10-01 2013-10-01 false Passing knowledge and skills tests. 383.135... COMMERCIAL DRIVER'S LICENSE STANDARDS; REQUIREMENTS AND PENALTIES Tests § 383.135 Passing knowledge and skills tests. (a) Knowledge tests. (1) To achieve a passing score on each of the knowledge tests, a...

49 CFR 383.135 - Passing knowledge and skills tests.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 49 Transportation 5 2011-10-01 2011-10-01 false Passing knowledge and skills tests. 383.135... COMMERCIAL DRIVER'S LICENSE STANDARDS; REQUIREMENTS AND PENALTIES Tests § 383.135 Passing knowledge and skills tests. (a) Knowledge tests. (1) To achieve a passing score on each of the knowledge tests, a...

49 CFR 383.135 - Passing knowledge and skills tests.

Code of Federal Regulations, 2014 CFR

2014-10-01

... 49 Transportation 5 2014-10-01 2014-10-01 false Passing knowledge and skills tests. 383.135... COMMERCIAL DRIVER'S LICENSE STANDARDS; REQUIREMENTS AND PENALTIES Tests § 383.135 Passing knowledge and skills tests. (a) Knowledge tests. (1) To achieve a passing score on each of the knowledge tests, a...

Key Skills Portfolio Assessment: Good Practice Guide

ERIC Educational Resources Information Center

Rolfe, Martin; Wilson, Lorraine

2007-01-01

This guide offers advice and guidance to key skills managers, coordinators and other practitioners who are responsible for ensuring that the standards of portfolio assessment in their center are consistent across the center and with national standards. It describes and offers advice and guidance on the stages of assessment and internal moderation…

Subitizing and Early Mathematics Standards: A Winning Combination

ERIC Educational Resources Information Center

Conderman, Greg; Jung, Myoungwhon; Hartman, Paula

2014-01-01

In early childhood and primary (PreK-2) grades, subitizing is a critical skill that helps children meet early mathematics standards. Discover ways teachers can infuse this critical skill into their math curriculum.

Shifting Gears: Standards, Assessments, Curriculum, & Instruction.

ERIC Educational Resources Information Center

Dougherty, Eleanor

This book is designed to help educators move from a system that measures students against students to one that values mastery of central concepts and skills, striving for proficiency in publicly acknowledged standards of academic performance. It aims to connect the operative parts of standards-based education (standards, assessment, curriculum,…

Targeting clinical outcomes: Endovascular simulation improves diagnostic coronary angiography skills.

PubMed

Schimmel, Daniel R; Sweis, Ranya; Cohen, Elaine R; Davidson, Charles; Wayne, Diane B

2016-02-15

The purpose of this study is to determine the effects of simulation-based medical education (SBME) on the skills required to perform coronary angiography in the cardiac catheterization laboratory. Cardiovascular fellows commonly learn invasive procedures on patients. Because this approach is not standardized, it can result in inconsistent skill acquisition through exclusion of concepts and skills. Also, the learning curve varies between trainees yielding variability in skill acquisition. Therefore, coronary angiography skills are an excellent target for SBME in an environment in which direct patient care is not jeopardized. From January 2013 to June 2013, 14 cardiovascular fellows entering the cardiac catheterization laboratory at a tertiary care teaching hospital were tested on an endovascular simulator to assess baseline skills. All fellows subsequently underwent didactic teaching and preceptor-lead training on the endovascular simulator. Topics included basic catheterization skills and a review of catheterization laboratory systems. Following training, all fellows underwent a post-training assessment on the endovascular simulator. Paired t tests were used to compare items on the skills checklist and simulator defined variables. Cardiovascular fellows scored significantly higher on a diagnostic coronary angiography skills checklist following SBME using an endovascular simulator. The mean pretest score was 66.6% (SD = 9.7%) compared to 86.0% (SD = 6.3%) following simulator training (P < 0.001). Additional findings include significant reduction in procedure time and use of cine-fluoroscopy at posttest. SBME significantly improved cardiovascular fellows' performance of simulated coronary angiography skills. Standardized simulation-based education is a valuable adjunct to traditional clinical education for cardiovascular fellows. © 2015 Wiley Periodicals, Inc.

Addressing Perceived Skill Deficiencies in Student Affairs Graduate Preparation Programs

ERIC Educational Resources Information Center

Cooper, Jay; Mitchell, Donald, Jr.; Eckerle, Kayle; Martin, Kyle

2016-01-01

This article explores existing literature on perceived skill deficiencies among entry-level student affairs practitioners. Through a review of recent literature, seven perceived skill deficiencies were identified, including budgeting and financial management, strategic planning, research and assessment, legal knowledge and standards, supervision,…

Marijuana and actual driving performance

DOT National Transportation Integrated Search

1993-11-01

This report concerns the effects of marijuana smoking on actual driving performance. It presents the results of one pilot and three actual driving studies. The pilot study's major purpose was to establish the THC dose current marijuana users smoke to...

Identifying Students' Difficulties When Learning Technical Skills via a Wireless Sensor Network

ERIC Educational Resources Information Center

Wang, Jingying; Wen, Ming-Lee; Jou, Min

2016-01-01

Practical training and actual application of acquired knowledge and techniques are crucial for the learning of technical skills. We established a wireless sensor network system (WSNS) based on the 5E learning cycle in a practical learning environment to improve students' reflective abilities and to reduce difficulties for the learning of technical…

Evaluation of the skill of North-American Multi-Model Ensemble (NMME) Global Climate Models in predicting average and extreme precipitation and temperature over the continental USA

NASA Astrophysics Data System (ADS)

Slater, Louise J.; Villarini, Gabriele; Bradley, Allen A.

2016-08-01

This paper examines the forecasting skill of eight Global Climate Models from the North-American Multi-Model Ensemble project (CCSM3, CCSM4, CanCM3, CanCM4, GFDL2.1, FLORb01, GEOS5, and CFSv2) over seven major regions of the continental United States. The skill of the monthly forecasts is quantified using the mean square error skill score. This score is decomposed to assess the accuracy of the forecast in the absence of biases (potential skill) and in the presence of conditional (slope reliability) and unconditional (standardized mean error) biases. We summarize the forecasting skill of each model according to the initialization month of the forecast and lead time, and test the models' ability to predict extended periods of extreme climate conducive to eight `billion-dollar' historical flood and drought events. Results indicate that the most skillful predictions occur at the shortest lead times and decline rapidly thereafter. Spatially, potential skill varies little, while actual model skill scores exhibit strong spatial and seasonal patterns primarily due to the unconditional biases in the models. The conditional biases vary little by model, lead time, month, or region. Overall, we find that the skill of the ensemble mean is equal to or greater than that of any of the individual models. At the seasonal scale, the drought events are better forecast than the flood events, and are predicted equally well in terms of high temperature and low precipitation. Overall, our findings provide a systematic diagnosis of the strengths and weaknesses of the eight models over a wide range of temporal and spatial scales.

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…

Gauging Skills of Hospital Security Personnel: a Statistically-driven, Questionnaire-based Approach.

PubMed

Rinkoo, Arvind Vashishta; Mishra, Shubhra; Rahesuddin; Nabi, Tauqeer; Chandra, Vidha; Chandra, Hem

2013-01-01

This study aims to gauge the technical and soft skills of the hospital security personnel so as to enable prioritization of their training needs. A cross sectional questionnaire based study was conducted in December 2011. Two separate predesigned and pretested questionnaires were used for gauging soft skills and technical skills of the security personnel. Extensive statistical analysis, including Multivariate Analysis (Pillai-Bartlett trace along with Multi-factorial ANOVA) and Post-hoc Tests (Bonferroni Test) was applied. The 143 participants performed better on the soft skills front with an average score of 6.43 and standard deviation of 1.40. The average technical skills score was 5.09 with a standard deviation of 1.44. The study avowed a need for formal hands on training with greater emphasis on technical skills. Multivariate analysis of the available data further helped in identifying 20 security personnel who should be prioritized for soft skills training and a group of 36 security personnel who should receive maximum attention during technical skills training. This statistically driven approach can be used as a prototype by healthcare delivery institutions worldwide, after situation specific customizations, to identify the training needs of any category of healthcare staff.

Teachers' Conceptualization and Actual Practice in the Student Evaluation Process at the Upper Secondary School Level in Japan, Focusing on Problem Solving Skills.

ERIC Educational Resources Information Center

Wai, Nu Nu; Hirakawa, Yukiko

2001-01-01

Studied the participation and performance of upper secondary school teachers in Japan through surveys completed by 360 Geography teachers. Findings suggest that the importance of developing problem-solving skills is widely recognized among these teachers. Implementing training in such skills is much more difficult. Developing effective teaching…

Performance of advanced resuscitation skills by pediatric housestaff.

PubMed

White, J R; Shugerman, R; Brownlee, C; Quan, L

1998-12-01

To describe pediatric housestaff resuscitation experience and their ability to perform key resuscitation skills. Cohort study of 63 pediatric residents in a university-based training program. Investigators observed, scored, and timed resident performance on 4 key resuscitation skills. Cognitive ability was tested with 4 written scenarios. Housestaff provided self-reports of the number of months since their last American Heart Association Pediatric Advanced Life Support course, number of mock and actual codes attended, number of times skills were performed, and self-confidence with respect to resuscitation. A total of 45 pediatric residents (71%) participated. Median cognitive score was 5 (range, 1-5). Of all residents, 44 (97%) successfully bag mask-ventilated the mannequin; 24 (53%) and 36 (80%) used the correct bag and mask size, respectively. Thirty-nine residents (87%) placed a tube in the mannequin trachea, 12 (27%) checked that suction was working prior to intubation, and 30 (67%) chose the correct endotracheal tube size. Forty residents (89%) discharged the defibrillator, and 25 (56%) and 32 (71%) correctly chose asynchronous mode and infant paddles, respectively. Thirty-eight residents (84%) inserted an intraosseous line; 35 (78%) had correct placement. Median times for successful skill completion were 83 seconds for bag mask ventilation, 136 seconds for intubation, 149 seconds for defibrillation, and 68 seconds for intraosseous line placement. Pediatric housestaff previously trained in pediatric advanced life support were generally able to reach the end point of 4 key resuscitation skills but less frequently performed the specific subcomponents of each skill. This poor performance and the prolonged time to skill completion suggest the need for greater attention to detail during training.

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.

7 CFR 1437.101 - Actual production history.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 10 2010-01-01 2010-01-01 false Actual production history. 1437.101 Section 1437.101... Determining Yield Coverage Using Actual Production History § 1437.101 Actual production history. Actual production history (APH) is the unit's record of crop yield by crop year for the APH base period. The APH...

7 CFR 1437.101 - Actual production history.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 7 Agriculture 10 2012-01-01 2012-01-01 false Actual production history. 1437.101 Section 1437.101... Determining Yield Coverage Using Actual Production History § 1437.101 Actual production history. Actual production history (APH) is the unit's record of crop yield by crop year for the APH base period. The APH...

7 CFR 1437.101 - Actual production history.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 7 Agriculture 10 2014-01-01 2014-01-01 false Actual production history. 1437.101 Section 1437.101... Determining Yield Coverage Using Actual Production History § 1437.101 Actual production history. Actual production history (APH) is the unit's record of crop yield by crop year for the APH base period. The APH...

7 CFR 1437.101 - Actual production history.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 7 Agriculture 10 2013-01-01 2013-01-01 false Actual production history. 1437.101 Section 1437.101... Determining Yield Coverage Using Actual Production History § 1437.101 Actual production history. Actual production history (APH) is the unit's record of crop yield by crop year for the APH base period. The APH...

7 CFR 1437.101 - Actual production history.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 10 2011-01-01 2011-01-01 false Actual production history. 1437.101 Section 1437.101... Determining Yield Coverage Using Actual Production History § 1437.101 Actual production history. Actual production history (APH) is the unit's record of crop yield by crop year for the APH base period. The APH...

Looking beyond satisfaction: evaluating the value and impact of information skills training.

PubMed

Raynor, Michael; Craven, Jenny

2015-03-01

In this feature guest writers Michael Raynor and Jenny Craven from the National Institute for Health and Care Excellence (NICE) present an overview of their evaluative research study on the value and impact of the information skills training courses they provide at NICE. In particular, this small study used a combination of qualitative and quantitative data to look beyond satisfaction and confidence levels and identify whether learning had actually taken place as a result of attending the sessions, and how new skills were used by the attendees in their day-to-day work. H.S. © 2015 Health Libraries Journal.

Efficacy of standardized training on a virtual reality simulator to advance knee and shoulder arthroscopic motor skills.

PubMed

Rahm, Stefan; Wieser, Karl; Bauer, David E; Waibel, Felix Wa; Meyer, Dominik C; Gerber, Christian; Fucentese, Sandro F

2018-05-16

Most studies demonstrated, that training on a virtual reality based arthroscopy simulator leads to an improvement of technical skills in orthopaedic surgery. However, how long and what kind of training is optimal for young residents is unknown. In this study we tested the efficacy of a standardized, competency based training protocol on a validated virtual reality based knee- and shoulder arthroscopy simulator. Twenty residents and five experts in arthroscopy were included. All participants performed a test including knee -and shoulder arthroscopy tasks on a virtual reality knee- and shoulder arthroscopy simulator. The residents had to complete a competency based training program. Thereafter, the previously completed test was retaken. We evaluated the metric data of the simulator using a z-score and the Arthroscopic Surgery Skill Evaluation Tool (ASSET) to assess training effects in residents and performance levels in experts. The residents significantly improved from pre- to post training in the overall z-score: - 9.82 (range, - 20.35 to - 1.64) to - 2.61 (range, - 6.25 to 1.5); p < 0.001. The overall ASSET score improved from 55 (27 to 84) percent to 75 (48 to 92) percent; p < 0.001. The experts, however, achieved a significantly higher z-score in the shoulder tasks (p < 0.001 and a statistically insignificantly higher z-score in the knee tasks with a p = 0.921. The experts mean overall ASSET score (knee and shoulder) was significantly higher in the therapeutic tasks (p < 0.001) compared to the residents post training result. The use of a competency based simulator training with this specific device for 3-5 h is an effective tool to advance basic arthroscopic skills of resident in training from 0 to 5 years based on simulator measures and simulator based ASSET testing. Therefore, we conclude that this sort of training method appears useful to learn the handling of the camera, basic anatomy and the triangulation with instruments.

Skill Learning and Skill Transfer Mediated by Cooperative Haptic Interaction.

PubMed

Avila Mireles, Edwin Johnatan; Zenzeri, Jacopo; Squeri, Valentina; Morasso, Pietro; De Santis, Dalia

2017-07-01

It is known that physical coupling between two subjects may be advantageous in joint tasks. However, little is known about how two people mutually exchange information to exploit the coupling. Therefore, we adopted a reversed, novel perspective to the standard one that focuses on the ability of physically coupled subjects to adapt to cooperative contexts that require negotiating a common plan: we investigated how training in pairs on a novel task affects the development of motor skills of each of the interacting partners. The task involved reaching movements in an unstable dynamic environment using a bilateral non-linear elastic tool that could be used bimanually or dyadically. The main result is that training with an expert leads to the greatest performance in the joint task. However, the performance in the individual test is strongly affected by the initial skill level of the partner. Moreover, practicing with a peer rather than an expert appears to be more advantageous for a naive; and motor skills can be transferred to a bimanual context, after training with an expert, only if the non-expert subject had prior experience of the dynamics of the novel task.

Feasibility Standards for Communicative Skills: Final Report for the U.S. Army Training and Doctrine Command

DTIC Science & Technology

1992-01-27

was found for the interrelatedness of these skills (the "whole language" approach). However, it is a complex relationship , and there remain...the comprehensive annotated bibliography. It does not include discussions of writing or speaking anxiety; psychomotor skills ; or potential bias, such... relationship and how the communicative skills program will be implemented. The only way to determine that which is useful from that which is not is

New Work Systems and Skill Requirements.

ERIC Educational Resources Information Center

Cappelli, Peter; Rogovsky, Nikolai

1994-01-01

The relationship between production systems, work organization, and skills has become a policy consideration in many industrialized countries seeking to improve competitiveness without reducing wage standards. Decision makers should weigh the costs of making these changes. (JOW)

Empirical-theoretical Survey of the Variety of Peculiarities and Anomalies in the Atmospheres Enveloping Actual Stars

NASA Technical Reports Server (NTRS)

1983-01-01

Phenomena observed in actual stellar atmospheres which contradict the speculative, standard thermal atmospheric model are discussed. Examples of stellar variability, emission line peculiarity, symbiotic stars and phenomena, extended atmosphere stars, superionization, and superthermic velocity are examined.

Employment training for disadvantaged or dependent populations.

PubMed

Stern, H

1982-01-01

The vocational rehabilitation process is viewed as having two dominant work-related components: the actual work-training experience and employability skills. The paper argues that both components are critical and must be integrated. The major role of the vocational rehabilitation agency is viewed as that of provider of employability (or job-seeking) skills programs. These programs consist of: (1) employability skills courses, (2) work performance demand standard setting, and (3) on-the-job rotational task schemes. Actual work skills can only be provided in the "real world" of work. Centralized work-training programs are viewed as creating inappropriate socialization and only moderately transferable skills.

[Critical thinking skills in the nursing diagnosis process].

PubMed

Bittencourt, Greicy Kelly Gouveia Dias; Crossetti, Maria da Graça Oliveira

2013-04-01

The aim of this study was to identify the critical thinking skills utilized in the nursing diagnosis process. This was an exploratory descriptive study conducted with seven nursing students on the application of a clinical case to identify critical thinking skills, as well as their justifications in the nursing diagnosis process. Content analysis was performed to evaluate descriptive data. Six participants reported that analysis, scientific and technical knowledge and logical reasoning skills are important in identifying priority nursing diagnoses; clinical experience was cited by five participants, knowledge about the patient and application of standards were mentioned by three participants; Furthermore, discernment and contextual perspective were skills noted by two participants. Based on these results, the use of critical thinking skills related to the steps of the nursing diagnosis process was observed. Therefore, that the application of this process may constitute a strategy that enables the development of critical thinking skills.

Games To Enhance Social and Emotional Skills: Sixty-Six Games That Teach Children, Adolescents, and Adults Skills Crucial to Success in Life.

ERIC Educational Resources Information Center

Malouff, John; Schutte, Nicola S.

By using a game-centered approach, mental health professionals can help teach social and emotional skills to their clients. The 66 games described in this book are presented using a standard format that includes suggestions for how to help players use their skills in daily life. The games were field tested using an evaluation strategy that focused…

Development of Junior Pupils Research Skills in Interrelation with Universal Learning Activities

ERIC Educational Resources Information Center

Sabirova, Elvira G.; Zakirova, Venera G.; Masalimova, Alfiya R.

2016-01-01

Actuality of the studied problem is stipulated by the fact that the learning activity is the leading one for pupils and it defines development of main cognitive particularities of evolving personality. As the result of this activity becomes formation of cognitive motives, research skills, subjectively new knowledge and ways of activity for pupils.…

ComOn Coaching: Study protocol of a randomized controlled trial to assess the effect of a varied number of coaching sessions on transfer into clinical practice following communication skills training.

PubMed

Niglio de Figueiredo, Marcelo; Rudolph, Bärbel; Rodolph, Bärbel; Bylund, Carma L; Goelz, Tanja; Heußner, Pia; Sattel, Heribert; Fritzsche, Kurt; Wuensch, Alexander

2015-07-07

Communication skills training has proven to be an effective means to enhance communication of health care professionals in oncology. These effects are well studied in standardized settings. The question of transferring these skills into clinical consultations remains open. We build up on a previous developed training concept consisting of a workshop and coaching. This training achieved a medium effect size in two studies with standardized patients. In the current study, we expanded and manualized the coaching concept, and we will evaluate effects of a varied number of coaching sessions on real clinical consultations. Our aim is to determine how much coaching oncologists need to transfer communication skills into clinical practice. Physicians of two German medical centers will participate in a workshop for communication skills and will be randomized to either a group with one coaching session or a group with four coaching sessions following the workshop. The participation is voluntary and the physicians will receive medical education points. Consultations held by the participating physicians with actual patients who gave their informed consent will be filmed at three time points. These consultations will be evaluated by blinded raters using a checklist based on the training content (primary outcome). Secondary outcomes will be the self-evaluated communication competence by physicians and an evaluation of the consultations by both physicians and patients. We will evaluate our communication training concept on three levels - rater, physician and patient - and concentrate on the transfer of communication skills into real life situations. As we emphasize the external validity in this study design, limitations will be expected due to heterogeneity of data. With this study we aim to gain data on how to improve communication skills training that will result in better patient outcomes. German Clinical Trials Register DRKS00004385 .

Non-technical skills assessment in surgery.

PubMed

Sharma, Bharat; Mishra, Amit; Aggarwal, Rajesh; Grantcharov, Teodor P

2011-09-01

Adverse events in surgery have highlighted the importance of non-technical skills, such as communication, decision-making, teamwork, situational awareness and leadership, to effective organizational performance. These skills carry particular importance to surgical oncology, as members of a multidisciplinary team must work cohesively to formulate effective patient care plans. Several non-technical skills evaluation tools have been developed for use in surgery, without adequate comparison and consensus on which should be standard for training. Eleven articles describing the use of three non-technical evaluation tools related to surgery: NOTSS (Non Technical Skills for Surgeons), NOTECHS (Non Technical Skills) and OTAS (Observational Teamwork Assessment for Surgery) were analyzed with respect to scale formulation, validity, reliability and feasibility. Furthermore, their use in training thus far and the future of non-technical rating scales in surgical curricula was discussed. Future work should focus on incorporating these assessment tools into training and into a real operating room setting to provide formative evaluations for surgical residents. Copyright © 2010 Elsevier Ltd. All rights reserved.

Information use skills in the engineering programme accreditation criteria of four countries

NASA Astrophysics Data System (ADS)

Bradley, Cara

2014-01-01

The need for twenty-first century information skills in engineering practice, combined with the importance for engineering programmes to meet accreditation requirements, suggests that it may be worthwhile to explore the potential for closer alignment between librarians and their work with information literacy competencies to assist in meeting accreditation standards and graduating students with high-level information skills. This article explores whether and how information use skills are reflected in engineering programme accreditation standards of four countries: Canada, the USA, the UK, and Australia. Results indicate that there is significant overlap between the information use skills required of students by engineering accreditation processes and librarians' efforts to develop information literacy competencies in students, despite differences in terms used to describe these skills. Increased collaboration between engineering faculty and librarians has the potential to raise student information literacy levels and fulfil the information use-related requirements of accreditation processes.

Visual and skill effects on soccer passing performance, kinematics, and outcome estimations

PubMed Central

Basevitch, Itay; Tenenbaum, Gershon; Land, William M.; Ward, Paul

2015-01-01

The role of visual information and action representations in executing a motor task was examined from a mental representations approach. High-skill (n = 20) and low-skill (n = 20) soccer players performed a passing task to two targets at distances of 9.14 and 18.29 m, under three visual conditions: normal, occluded, and distorted vision (i.e., +4.0 corrective lenses, a visual acuity of approximately 6/75) without knowledge of results. Following each pass, participants estimated the relative horizontal distance from the target as the ball crossed the target plane. Kinematic data during each pass were also recorded for the shorter distance. Results revealed that performance on the motor task decreased as a function of visual information and task complexity (i.e., distance from target) regardless of skill level. High-skill players performed significantly better than low-skill players on both the actual passing and estimation tasks, at each target distance and visual condition. In addition, kinematic data indicated that high-skill participants were more consistent and had different kinematic movement patterns than low-skill participants. Findings contribute to the understanding of the underlying mechanisms required for successful performance in a self-paced, discrete and closed motor task. PMID:25784886

An examination of wilderness first aid knowledge, self-efficacy, and skill retention.

PubMed

Schumann, Scott A; Schimelpfenig, Tod; Sibthorp, Jim; Collins, Rachel H

2012-09-01

The purpose of this study was to examine the retention of wilderness first aid (WFA) knowledge, self-efficacy beliefs, and skills over time in a sample of WFA course participants. Seventy-two open enrollment (volunteer) WFA course participants were assessed at 4 months, 8 months, or 12 months after training. Changes in WFA knowledge and self-efficacy were assessed by written instruments after the course and at the follow-up interval (4, 8, or 12 months). The WFA skills were assessed by a scored medical scenario at the follow-up interval. As the time interval increased, WFA knowledge, self-efficacy, and skill proficiency decreased. The WFA knowledge and self-efficacy beliefs were not highly correlated with skill performance. Without additional training, regular use of the course content, or efforts to refresh thinking on key topics, the ability of WFA students to effectively apply their learning will likely decrease as time from training increases. With respect to these WFA courses, student scores on written tests did not accurately reflect competence in performing practical skills related to a medical scenario. In addition, student self-confidence in the ability to perform such skills did not strongly correlate with actual skills and ability. Copyright © 2012 Wilderness Medical Society. Published by Elsevier Inc. All rights reserved.

Introducing Information Literacy Competency Standards for Nursing.

PubMed

Phelps, Sue F; Hyde, Loree; Planchon Wolf, Julie

2015-01-01

The Association for College and Research Libraries published the Information Literacy Competency Standards for Nursing (ILCSN) in January 2014, written by a task force of the Health Sciences Interest Group of the American Library Association. The ILCSN describes skills ranging from basic to advanced information research competencies for students enrolled in nursing programs at all levels and for professional nurses. This article guides administrators and faculty in use of the standards to design programs and coursework in information skills to support evidence-based practice.

Following the Template: Transferring Modeling Skills to Nonstandard Problems

ERIC Educational Resources Information Center

Tyumeneva, Yu. A.; Goncharova, M. V.

2017-01-01

This study seeks to analyze how students apply a mathematical modeling skill that was previously learned by solving standard word problems to the solution of word problems with nonstandard contexts. During the course of an experiment involving 106 freshmen, we assessed how well they were able to transfer the mathematical modeling skill that is…

Influence of Writing Ability and Computation Skill on Mathematics Writing

ERIC Educational Resources Information Center

Powell, Sarah R.; Hebert, Michael A.

2016-01-01

Mathematics standards expect students to communicate about mathematics using oral and written methods, and some high-stakes assessments ask students to answer mathematics questions by writing. Assumptions about mathematics communication via writing include (a) students possess writing skill, (b) students can transfer this writing skill to…

Teaching and Assessing Communication Skills in Medical Undergraduate Training.

PubMed

Modi, Jyoti Nath; Anshu, -; Chhatwal, Jugesh; Gupta, Piyush; Singh, Tejinder

2016-06-08

Good communication skills are essential for an optimal doctor-patient relationship, and also contribute to improved health outcomes. Although the need for training in communication skills is stated as a requirement in the 1997 Graduate Medical Education Regulations of the Medical Council of India, formal training in these skills has been fragmentary and non-uniform in most Indian curricula. The Vision 2015 document of the Medical Council of India reaffirms the need to include training in communication skills in the MBBS curriculum. Training in communication skills needs approaches which are different from that of teaching other clinical subjects. It is also a challenge to ensure that students not only imbibe the nuances of communication and interpersonal skills, but adhere to them throughout their careers. This article addresses the possible ways of standardizing teaching and assessment of communication skills and integrating them into the existing curriculum.

A Conceptual Model for the Design and Delivery of Explicit Thinking Skills Instruction

ERIC Educational Resources Information Center

Kassem, Cherrie L.

2005-01-01

Developing student thinking skills is an important goal for most educators. However, due to time constraints and weighty content standards, thinking skills instruction is often embedded in subject matter, implicit and incidental. For best results, thinking skills instruction requires a systematic design and explicit teaching strategies. The…

Non-technical skills of surgical trainees and experienced surgeons.

PubMed

Gostlow, H; Marlow, N; Thomas, M J W; Hewett, P J; Kiermeier, A; Babidge, W; Altree, M; Pena, G; Maddern, G

2017-05-01

In addition to technical expertise, surgical competence requires effective non-technical skills to ensure patient safety and maintenance of standards. Recently the Royal Australasian College of Surgeons implemented a new Surgical Education and Training (SET) curriculum that incorporated non-technical skills considered essential for a competent surgeon. This study sought to compare the non-technical skills of experienced surgeons who completed their training before the introduction of SET with the non-technical skills of more recent trainees. Surgical trainees and experienced surgeons undertook a simulated scenario designed to challenge their non-technical skills. Scenarios were video recorded and participants were assessed using the Non-Technical Skills for Surgeons (NOTSS) scoring system. Participants were divided into subgroups according to years of experience and their NOTSS scores were compared. For most NOTSS elements, mean scores increased initially, peaking around the time of Fellowship, before decreasing roughly linearly over time. There was a significant downward trend in score with increasing years since being awarded Fellowship for six of the 12 NOTSS elements: considering options (score -0·015 units per year), implementing and reviewing decisions (-0·020 per year), establishing a shared understanding (-0·014 per year), setting and maintaining standards (-0·024 per year), supporting others (-0·031 per year) and coping with pressure (-0·015 per year). The drop in NOTSS score was unexpected and highlights that even experienced surgeons are not immune to deficiencies in non-technical skills. Consideration should be given to continuing professional development programmes focusing on non-technical skills, regardless of the level of professional experience. © 2017 BJS Society Ltd Published by John Wiley & Sons Ltd.

State Skill Standards: Digital Video & Broadcast Production

ERIC Educational Resources Information Center

Bullard, Susan; Tanner, Robin; Reedy, Brian; Grabavoi, Daphne; Ertman, James; Olson, Mark; Vaughan, Karen; Espinola, Ron

2007-01-01

The standards in this document are for digital video and broadcast production programs and are designed to clearly state what the student should know and be able to do upon completion of an advanced high-school program. Digital Video and Broadcast Production is a program that consists of the initial fundamentals and sequential courses that prepare…

Gauging Skills of Hospital Security Personnel: a Statistically-driven, Questionnaire-based Approach

PubMed Central

Rinkoo, Arvind Vashishta; Mishra, Shubhra; Rahesuddin; Nabi, Tauqeer; Chandra, Vidha; Chandra, Hem

2013-01-01

Objectives This study aims to gauge the technical and soft skills of the hospital security personnel so as to enable prioritization of their training needs. Methodology A cross sectional questionnaire based study was conducted in December 2011. Two separate predesigned and pretested questionnaires were used for gauging soft skills and technical skills of the security personnel. Extensive statistical analysis, including Multivariate Analysis (Pillai-Bartlett trace along with Multi-factorial ANOVA) and Post-hoc Tests (Bonferroni Test) was applied. Results The 143 participants performed better on the soft skills front with an average score of 6.43 and standard deviation of 1.40. The average technical skills score was 5.09 with a standard deviation of 1.44. The study avowed a need for formal hands on training with greater emphasis on technical skills. Multivariate analysis of the available data further helped in identifying 20 security personnel who should be prioritized for soft skills training and a group of 36 security personnel who should receive maximum attention during technical skills training. Conclusion This statistically driven approach can be used as a prototype by healthcare delivery institutions worldwide, after situation specific customizations, to identify the training needs of any category of healthcare staff. PMID:23559904

Does medical students’ clinical performance affect their actual performance during medical internship?

PubMed Central

Han, Eui-Ryoung; Chung, Eun-Kyung

2016-01-01

INTRODUCTION This study examines the relationship between the clinical performance of medical students and their performance as doctors during their internships. METHODS This retrospective study involved 63 applicants of a residency programme conducted at Chonnam National University Hospital, South Korea, in November 2012. We compared the performance of the applicants during their internship with their clinical performance during their fourth year of medical school. The performance of the applicants as interns was periodically evaluated by the faculty of each department, while their clinical performance as fourth-year medical students was assessed using the Clinical Performance Examination (CPX) and the Objective Structured Clinical Examination (OSCE). RESULTS The performance of the applicants as interns was positively correlated with their clinical performance as fourth-year medical students, as measured by the CPX and OSCE. The performance of the applicants as interns was moderately correlated with the patient-physician interaction items addressing communication and interpersonal skills in the CPX. CONCLUSION The clinical performance of medical students during their fourth year in medical school was related to their performance as medical interns. Medical students should be trained to develop good clinical skills through actual encounters with patients or simulated encounters using manikins, to enable them to become more competent doctors. PMID:26768172

Does medical students' clinical performance affect their actual performance during medical internship?

PubMed

Han, Eui-Ryoung; Chung, Eun-Kyung

2016-02-01

This study examines the relationship between the clinical performance of medical students and their performance as doctors during their internships. This retrospective study involved 63 applicants to a residency programme conducted at the Chonnam National University Hospital, South Korea, in November 2012. We compared the performance of the applicants during their internship with the clinical performance of the applicants during their fourth year of medical school. The performance of the applicants as interns was periodically evaluated by the faculty of each department, while the clinical performance of the applicants as fourth year medical students was assessed using the Clinical Performance Examination (CPX) and the Objective Structured Clinical Examination (OSCE). The performance of the applicants as interns was positively correlated with their clinical performance as fourth year medical students, as measured by CPX and OSCE. The performance of the applicants as interns was moderately correlated with the patient-physician interactions items addressing communication and interpersonal skills in the CPX. The clinical performance of medical students during their fourth year in medical school was related to their performance as medical interns. Medical students should be trained to develop good clinical skills, through actual encounters with patients or simulated encounters using manikins, so that they are able to become competent doctors. Copyright © Singapore Medical Association.

[Actual status of laparoscopic cholecystectomy].

PubMed

Chousleb Mizrahi, Elias; Chousleb Kalach, Alberto; Shuchleib Chaba, Samuel

2004-08-01

Since the first laparoscopic cholecystectomy in 1988, the management of gall-bladder disease has changed importantly. This technique was rapidly popularized in the U.S. as well as in Europe. Multiple studies have proved its feasibility, safeness and great advantages. Analyze usefulness and recent advances of endoscopic surgery in the management of gallbladder disease. We did a review of the recent medical literature to determine the actual status of laparoscopic cholecystectomy. Laparoscopic cholecystectomy is the most common surgical procedure performed in the digestive tract. During the year 2001, 1,100,000 cholecystectomies were done in the U.S., 85% were done laparoscopically. In Mexico cholecystectomy in government hospitals is done laparoscopically in 50% of the cases, while in private hospitals it reaches 90%. There are multiple prospective controlled studies showing superiority of laparoscopic cholecystectomy in times of recovery, costs, return to normal activity, pain, morbidity, esthetics among other advantages. Laparoscopic cholecystectomy is the gold standard for the treatment of the great majority of cases of gallbladder disease, nevertheless in developing countries open cholecystectomy is still done frequently.

Environmental and Agricultural Sciences. Georgia Core Standards for Occupational Clusters.

ERIC Educational Resources Information Center

Georgia Univ., Athens. Dept. of Occupational Studies.

This document lists core standards and occupational knowledge amd skills that have been identified/validated by industry as necessary to all Georgia students in secondary-level environmental and agricultural sciences programs. First, foundation skills are grouped as follows: basic skills (reading, writing, arithmetic/mathematics, listening,…

North Dakota Music Content Standards.

ERIC Educational Resources Information Center

Koppang, Angie; Loe, Linda; Neumann, Scott; Stordalen, Emilie; Vranna, Jeff; Hagen, Sarah; Odegaard, Denese

The standards in this document are intended to provide every student in North Dakota's public schools with a set of skills that will enable him or her to participate in lifelong leisure, avocational, or professional music pursuits. To help all students achieve the standards outlined in the booklet, North Dakota educators must continue to ensure…

Preparing Students for the 21st Century: Exploring the Effect of Afterschool Participation on Students' Collaboration Skills, Oral Communication Skills, and Self-Efficacy. CRESST Report 777

ERIC Educational Resources Information Center

Huang, Denise; Leon, Seth; Hodson, Cheri; La Torre, Deborah; Obregon, Nora; Rivera, Gwendelyn

2010-01-01

This study addressed key questions about LA's BEST afterschool students' self-efficacy, collaboration, and communication skills. We compared student perceptions of their own 21st century skills to external outcome measures including the California Standardized Test (CST), attendance, and teacher ratings. We found a substantial relationship…

Designing the Information Literacy Competency Standards for nursing.

PubMed

Phelps, Sue F

2013-01-01

This column documents the rationale for creating information literacy competency standards for nursing based on the Association of College and Research Libraries (ACRL) "Information Literacy Competency Standards for Higher Education" and the three documents from the American Association of Colleges of Nursing (AACN) on essential skills for nurses in baccalaureate, masters, and doctoral level education and practice. It chronicles the process of the task force which is designing the discipline specific skills and predicts the value of their use, once they are published.

Developing Air Defense Artillery Warrant Officers Cognitive Skills: An Analysis of Training Needs

DTIC Science & Technology

2018-02-01

statement of actions, conditions, and standards. The lesson descriptions were compared to the action verbs used in the lesson action text and standards...performance and compared these findings to the training WOs receive in formal courses during their career progression. Findings indicated differing...are all required cognitive skills for ADA WOs, decision- making and planning skills are the most prevalent. A comparative analysis identified three

Are Our Standards Slipping? Debates Over Literacy and Numeracy Standards in New Zealand since 1945

ERIC Educational Resources Information Center

Openshaw, Roger; Walshaw, Margaret

2010-01-01

In a number of Western nations, concern over literacy and numeracy standards has put huge political pressure on education systems to improve the situation. Here in New Zealand, the government has recently introduced literacy and numeracy standards designed to improve basic skills in these key fields of achievement. What is perhaps less evident is…

Gross motor skill development of kindergarten children in Japan.

PubMed

Aye, Thanda; Kuramoto-Ahuja, Tsugumi; Sato, Tamae; Sadakiyo, Kaori; Watanabe, Miyoko; Maruyama, Hitoshi

2018-05-01

[Purpose] The purposes of this study were to assess and explore the gender-based differences in gross motor skill development of 5-year-old Japanese children. [Subjects and Methods] This cross-sectional study recruited 60 healthy 5-year-old (third-year kindergarten, i.e., nencho ) children (34 boys, 26 girls) from one local private kindergarten school in Otawara city, Tochigi Prefecture, Japan. Gross motor skills, including six locomotor and six object control skills, were assessed using the test of gross motor development, second edition (TGMD-2). All subjects performed two trials of each gross motor skill, and the performances were video-recorded and scored. Assessment procedures were performed according to the standardized guidelines of the TGMD-2. [Results] The majority of subjects had an average level of overall gross motor skills. Girls had significantly better locomotor skills. Boys had significantly better object control skills. [Conclusion] The gross motor skill development of 5-year-old Japanese children involves gender-based differences in locomotor and object control skills. This study provided valuable information that can be used to establish normative references for the gross motor skills of 5-year-old Japanese children.

Gross motor skill development of kindergarten children in Japan

PubMed Central

Aye, Thanda; Kuramoto-Ahuja, Tsugumi; Sato, Tamae; Sadakiyo, Kaori; Watanabe, Miyoko; Maruyama, Hitoshi

2018-01-01

[Purpose] The purposes of this study were to assess and explore the gender-based differences in gross motor skill development of 5-year-old Japanese children. [Subjects and Methods] This cross-sectional study recruited 60 healthy 5-year-old (third-year kindergarten, i.e., nencho) children (34 boys, 26 girls) from one local private kindergarten school in Otawara city, Tochigi Prefecture, Japan. Gross motor skills, including six locomotor and six object control skills, were assessed using the test of gross motor development, second edition (TGMD-2). All subjects performed two trials of each gross motor skill, and the performances were video-recorded and scored. Assessment procedures were performed according to the standardized guidelines of the TGMD-2. [Results] The majority of subjects had an average level of overall gross motor skills. Girls had significantly better locomotor skills. Boys had significantly better object control skills. [Conclusion] The gross motor skill development of 5-year-old Japanese children involves gender-based differences in locomotor and object control skills. This study provided valuable information that can be used to establish normative references for the gross motor skills of 5-year-old Japanese children. PMID:29765187

Cognitive coping skills and depression vulnerability among cigarette smokers.

PubMed

Haaga, David A F; Thorndike, Frances P; Friedman-Wheeler, Dara G; Pearlman, Michelle Y; Wernicke, Rachel A

2004-08-01

Cigarette smokers vulnerable to depression experience considerable difficulty in quitting smoking, possibly because they use smoking to manage negative affect and possess underdeveloped alternative coping skills for doing so. Efforts to adapt cognitive behavior therapy (CBT) of depression to the treatment of depression-vulnerable smokers have achieved inconsistent results. This research tested one possible explanation for these mixed results, the possibility that depression-vulnerable smokers are not actually deficient in the skills taught in CBT. Regular smokers with a history of major depression, but not currently in a depressive episode (n = 66), scored worse than did the never-depressed smokers (n = 68) on the Ways of Responding [WOR; Behav. Assess. 14 (1992) 93] test of skills for coping with negative moods and automatic thoughts. Results were similar in analyses using self-rated depression proneness, rather than interview-based diagnosis of past major depression, as the marker of depression vulnerability. Results were (nonsignificantly) stronger for Caucasian (n = 54) than for African-American (n = 73) smokers. Implications for future research on cognitive coping, CBT, and smoking are discussed.

Step Up-Not On-The Step 2 Clinical Skills Exam: Directors of Clinical Skills Courses (DOCS) Oppose Ending Step 2 CS.

PubMed

Ecker, David J; Milan, Felise B; Cassese, Todd; Farnan, Jeanne M; Madigosky, Wendy S; Massie, F Stanford; Mendez, Paul; Obadia, Sharon; Ovitsh, Robin K; Silvestri, Ronald; Uchida, Toshiko; Daniel, Michelle

2018-05-01

Recently, a student-initiated movement to end the United States Medical Licensing Examination Step 2 Clinical Skills and the Comprehensive Osteopathic Medical Licensing Examination Level 2-Performance Evaluation has gained momentum. These are the only national licensing examinations designed to assess clinical skills competence in the stepwise process through which physicians gain licensure and certification. Therefore, the movement to end these examinations and the ensuing debate merit careful consideration. The authors, elected representatives of the Directors of Clinical Skills Courses, an organization comprising clinical skills educators in the United States and beyond, believe abolishing the national clinical skills examinations would have a major negative impact on the clinical skills training of medical students, and that forfeiting a national clinical skills competency standard has the potential to diminish the quality of care provided to patients. In this Perspective, the authors offer important additional background information, outline key concerns regarding the consequences of ending these national clinical skills examinations, and provide recommendations for moving forward: reducing the costs for students, exploring alternatives, increasing the value and transparency of the current examinations, recognizing and enhancing the strengths of the current examinations, and engaging in a national dialogue about the issue.

Practical skills of the future innovator

NASA Astrophysics Data System (ADS)

Kaurov, Vitaliy

2015-03-01

Physics graduates face and often are disoriented by the complex and turbulent world of startups, incubators, emergent technologies, big data, social network engineering, and so on. In order to build the curricula that foster the skills necessary to navigate this world, we will look at the experiences at the Wolfram Science Summer School that gathers annually international students for already more than a decade. We will look at the examples of projects and see the development of such skills as innovative thinking, data mining, machine learning, cloud technologies, device connectivity and the Internet of things, network analytics, geo-information systems, formalized computable knowledge, and the adjacent applied research skills from graph theory to image processing and beyond. This should give solid ideas to educators who will build standard curricula adapted for innovation and entrepreneurship education.

Important Competencies for Future Health and Wellness Professionals: An Investigation of Employer Desired Skills

ERIC Educational Resources Information Center

Becker, Craig; Loy, Marty

2004-01-01

This study was designed to investigate the validity of the professional competencies developed by the Association of Worksite Health Promotion (AWHP) Professional Standards Task Force. The Task Force identified a competency framework that included business skills, program coordination skills, and human resource skills with corresponding…

Undergraduate Skills Laboratories at Sonoma State University

NASA Astrophysics Data System (ADS)

Gill, Amandeep; Zack, K.; Mills, H.; Cunningham, B.; Jackowski, S.

2014-01-01

Due to the current economic climate, funding sources for many laboratory courses have been cut from university budgets. However, it is still necessary for undergraduates to master laboratory skills to be prepared and competitive applicants when entering the professional world and/or graduate school. In this context, student-led programs may be able to compensate for this lack of formal instruction and reinforce concepts from lecture by applying research techniques to develop hands-on comprehension. The Sonoma State University Chapter of Society of Physics Students has established a peer-led skills lab to teach research techniques in the fields of astronomy and physics. The goal is to alleviate the pressures of both independently learning and efficiently applying techniques to junior and senior-level research projects. These skill labs are especially valuable for nontraditional students who, due to work or family duties, may not get a chance to fully commit to research projects. For example, a topic such as Arduino programming has a multitude of applications in both astronomy and physics, but is not taught in traditional university courses. Although some programming and electronics skills are taught in (separate) classes, they are usually not applied to actual research projects, which combined expertise is needed. For example, in astronomy, there are many situations involving programming telescopes and taking data with electronic cameras. Often students will carry out research using these tools but when something goes wrong, the students will not have the skills to trouble shoot and fix the system. Another astronomical topic to be taught in the skills labs is the analysis of astronomical data, including running remote telescopes, analyzing photometric variability, and understanding the concepts of star magnitudes, flat fields, and biases. These workshops provide a setting in which the student teacher may strengthen his or her understanding of the topic by presenting

An Initiative to Standardize the Identification of and Acute Response to Postoperative Lower-Extremity Neurological Deficits: Effects on Provider Knowledge, Confidence, and Communication Skills.

PubMed

Derman, Peter B; Iyer, Sravisht; Garner, Matthew; Orr, Steven; Felix, Karla J; Goldberg, Allison; Ologhobo, Titilayo; Wu, Minlun; Robbins, Laura; Cornell, Charles

2016-12-07

Although relatively uncommon, neurological deficits following hip and knee arthroplasty can have permanent and debilitating consequences. This study was conducted to quantify the effectiveness of an educational curriculum aimed at standardizing the identification of and acute response to postoperative neurological deficits in the inpatient setting, specifically with respect to improvements in clinician knowledge, confidence levels, and communication skills. A multidisciplinary committee at a single, high-volume academic institution created an algorithm delineating the appropriate clinical actions and escalation procedures in the setting of a postoperative neurological deficit for each clinical practitioner involved in care for patients who undergo arthroplasty. An educational curriculum composed of online learning modules and an in-person "boot camp" featuring simulations with standardized patients was developed, along with assessments of clinician knowledge, confidence levels, and communication skills. Nurses, physical therapists, physician assistants, residents, fellows, and attending surgeons were encouraged to participate. The intervention spanned a 5-month period in 2015 with a mean time of 18.4 weeks between baseline assessments and the time of the latest follow-up. Online modules were completed by 322 individuals, boot camp was completed by 70 individuals, and latest assessments were completed by 38 individuals. The percentage correct on the knowledge assessment increased from 74.5% before the learning modules to 89.5% immediately after (p < 0.001) but degraded over time such that there was no significant difference between baseline and the latest follow-up scores (p = 0.11). Over the course of the boot camp, physician assistants and residents successfully performed approximately 91% of the indicated actions on the scoring rubric; physical therapists and nurses successfully performed 78%. Scores on the communication skills assessment showed a significant

Efficacy of communication skills training for giving bad news and discussing transitions to palliative care.

PubMed

Back, Anthony L; Arnold, Robert M; Baile, Walter F; Fryer-Edwards, Kelly A; Alexander, Stewart C; Barley, Gwyn E; Gooley, Ted A; Tulsky, James A

2007-03-12

Few studies have assessed the efficacy of communication skills training for postgraduate physician trainees at the level of behaviors. We designed a residential communication skills workshop (Oncotalk) for medical oncology fellows. The intervention design built on existing successful models by teaching specific communication tasks linked to the patient's trajectory of illness. This study evaluated the efficacy of Oncotalk in changing observable communication behaviors. Oncotalk was a 4-day residential workshop emphasizing skills practice in small groups. This preintervention and postintervention cohort study involved 115 medical oncology fellows from 62 different institutions during a 3-year study. The primary outcomes were observable participant communication skills measured during standardized patient encounters before and after the workshop in giving bad news and discussing transitions to palliative care. The standardized patient encounters were audiorecorded and assessed by blinded coders using a validated coding system. Before-after comparisons were made using each participant as his or her own control. Compared with preworkshop standardized patient encounters, postworkshop encounters showed that participants acquired a mean of 5.4 bad news skills (P<.001) and a mean of 4.4 transitions skills (P<.001). Most changes in individual skills were substantial; for example, in the bad news encounter, 16% of participants used the word "cancer" when giving bad news before the workshop, and 54% used it after the workshop (P<.001). Also in the bad news encounter, blinded coders were able to identify whether a standardized patient encounter occurred before or after the workshop in 91% of the audiorecordings. Oncotalk represents a successful teaching model for improving communication skills for postgraduate medical trainees.

The effect of a multifaceted evidence-based practice programme for nurses on knowledge, skills, attitudes, and perceived barriers: A cohort study.

PubMed

van der Goot, Wieke E; Keers, Joost C; Kuipers, Ruud; Nieweg, Roos M B; de Groot, Martijn

2018-04-01

The Dutch professional nursing standard of 2012 stipulates that Dutch nursing practices are to be evidence-based. Not all practicing nurses can satisfy these requirements, therefore, an educational programme about Evidence-Based Practice (EBP) was developed for a Dutch teaching hospital. The aim of this study was to measure the effects of a six month in-house EBP programme on knowledge, skills, attitudes, and perceived barriers of nurses (four European Credits equals two US Credit Hours). A multiple-cohort study was conducted with a pre-post-test design. In the period of 2011-2015, a total of 58 nurses (9 cohorts) followed the programme. Baseline and follow-up assessments consisted of three questionnaires each: the Dutch Modified Fresno, the two subscales of the McColl questionnaire, and the BARRIER scale to assess knowledge and skills, attitudes, and perceived barriers, respectively. Fifty nurses completed both assessments. The results demonstrated that actual knowledge and skills significantly increased by approximately 40%. Self-perceived knowledge increased significantly, while attitudes towards EBP remained (moderately) positive. Perceived barriers did not notably change except for the Research subscale which received many "no opinion" responses prior to the programme but fewer afterwards. Our multifaceted in-house EBP programme led to a significant improvement of approximately 40% in EBP knowledge and skills of participating nurses. Most nurses who followed the EBP programme are currently applying their knowledge and skills in practice. Managerial support and allocated time for EBP are important facilitators for its implementation. Furthermore, to maintain and expand nurses' EBP knowledge and skills and translate them into practice, follow-up interventions, such as journal clubs, may well be beneficial. Based on the positive results of our programme, we will implement it throughout the hospital with an emphasis on training more groups of nurses. Copyright �

49 CFR 384.202 - Test standards.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 49 Transportation 5 2011-10-01 2011-10-01 false Test standards. 384.202 Section 384.202... COMMERCIAL DRIVER'S LICENSE PROGRAM Minimum Standards for Substantial Compliance by States § 384.202 Test... driving skills test for the operation of a CMV in accordance with part 383 of this title. ...

Pushing Critical Thinking Skills With Multiple-Choice Questions: Does Bloom's Taxonomy Work?

PubMed

Zaidi, Nikki L Bibler; Grob, Karri L; Monrad, Seetha M; Kurtz, Joshua B; Tai, Andrew; Ahmed, Asra Z; Gruppen, Larry D; Santen, Sally A

2018-06-01

Medical school assessments should foster the development of higher-order thinking skills to support clinical reasoning and a solid foundation of knowledge. Multiple-choice questions (MCQs) are commonly used to assess student learning, and well-written MCQs can support learner engagement in higher levels of cognitive reasoning such as application or synthesis of knowledge. Bloom's taxonomy has been used to identify MCQs that assess students' critical thinking skills, with evidence suggesting that higher-order MCQs support a deeper conceptual understanding of scientific process skills. Similarly, clinical practice also requires learners to develop higher-order thinking skills that include all of Bloom's levels. Faculty question writers and examinees may approach the same material differently based on varying levels of knowledge and expertise, and these differences can influence the cognitive levels being measured by MCQs. Consequently, faculty question writers may perceive that certain MCQs require higher-order thinking skills to process the question, whereas examinees may only need to employ lower-order thinking skills to render a correct response. Likewise, seemingly lower-order questions may actually require higher-order thinking skills to respond correctly. In this Perspective, the authors describe some of the cognitive processes examinees use to respond to MCQs. The authors propose that various factors affect both the question writer and examinee's interaction with test material and subsequent cognitive processes necessary to answer a question.

Mindful movement and skilled attention

PubMed Central

Clark, Dav; Schumann, Frank; Mostofsky, Stewart H.

2015-01-01

Bodily movement has long been employed as a foundation for cultivating mental skills such as attention, self-control or mindfulness, with recent studies documenting the positive impacts of mindful movement training, such as yoga and tai chi. A parallel “mind-body connection” has also been observed in many developmental disorders. We elaborate a spectrum of mindfulness by considering ADHD, in which deficient motor control correlates with impaired (disinhibited) behavioral control contributing to defining features of excessive distractibility and impulsivity. These data provide evidence for an important axis of variation for wellbeing, in which skillful cognitive control covaries with a capacity for skillful movement. We review empirical and theoretical literature on attention, cognitive control, mind wandering, mindfulness and skill learning, endorsing a model of skilled attention in which motor plans, attention, and executive goals are seen as mutually co-defining aspects of skilled behavior that are linked by reciprocal inhibitory and excitatory connections. Thus, any movement training should engage “higher-order” inhibition and selection and develop a repertoire of rehearsed procedures that coordinate goals, attention and motor plans. However, we propose that mindful movement practice may improve the functional quality of rehearsed procedures, cultivating a transferrable skill of attention. We adopt Langer’s spectrum of mindful learning that spans from “mindlessness” to engagement with the details of the present task and contrast this with the mental attitudes cultivated in standard mindfulness meditation. We particularly follow Feldenkrais’ suggestion that mindful learning of skills for organizing the body in movement might transfer to other forms of mental activity. The results of mindful movement training should be observed in multiple complementary measures, and may have tremendous potential benefit for individuals with ADHD and other

Skill qualifications in pediatric minimally invasive surgery.

PubMed

Iwanaka, Tadashi; Morikawa, Yasuhide; Yamataka, Atsuyuki; Nio, Masaki; Segawa, Osamu; Kawashima, Hiroshi; Sato, Masahito; Terakura, Hirotsugu; Take, Hiroshi; Hirose, Ryuichiro; Yagi, Makoto

2011-07-01

In 2006, The Japanese Society of Pediatric Endoscopic Surgeons devised a plan to develop a pediatric endoscopic surgical skill qualification (ESSQ) system. This system is controlled by The Japan Society for Endoscopic Surgery. The standard requirement for skills qualification is the ability of each applicant to complete common types of laparoscopic surgery. The main goal of the system is to decrease complications of laparoscopic surgery by evaluating the surgical skills of each applicant and subsequently certify surgeons with adequate skills to perform laparoscopic operations safely. A committee of pediatric ESSQ created a checklist to assess the applicant's laparoscopic surgical skills. Skills are assessed in a double-blinded fashion by evaluating an unedited video recording of a fundoplication for pediatric gastroesophageal reflux disease. The initial pediatric ESSQ system was started in 2008. In 2008 and 2009, respectively, 9 out of 17 (53%) and 6 out of 12 (50%) applicants were certified as expert pediatric laparoscopic surgeons. Our ultimate goal is to provide safe and appropriate pediatric minimally invasive procedures and to avoid severe complications. To prove the predictive validity of this system, a survey of the outcomes of operations performed by certified pediatric surgeons is required.

Testing a Model of Undergraduate Competence in Employability Skills and Its Implications for Stakeholders

ERIC Educational Resources Information Center

Jackson, Denise

2014-01-01

Despite the development of employability skills being firmly entrenched in higher education's strategic agenda worldwide; recent graduates' standards in certain skills are not meeting industry expectations. This paper presents and tests a model of undergraduate competence in employability skills. It highlights those factors which impact on…

Computerized Training in Critical Thinking (CT)2: A Skill-Based Program for Army Personnel

DTIC Science & Technology

2008-06-01

15-minute break, and then completed the Skill 8 posttest . After completing the Skill 8 pretest , the experimental group completed the Skill training...including pretests , training modules, and posttests for each of eight CT skills. The pretests and training modules are highly interactive, include...usability evaluations .....................................26 Table 6: Pretest and posttest means and standard deviations by group, investigation 1

Wisconsin Model Academic Standards for Social Studies.

ERIC Educational Resources Information Center

Wisconsin State Dept. of Public Instruction, Madison.

Students at all grade levels in Wisconsin are required to learn about the principles and ideals upon which the United States is founded, and understand the world in which they live. Students at all levels should develop skills and understandings in all five strands found in the Wisconsin standards for social studies. These skills and…

Do physician communication skills influence screening mammography utilization?

PubMed

Meguerditchian, Ari-Nareg; Dauphinee, Dale; Girard, Nadyne; Eguale, Tewodros; Riedel, Kristen; Jacques, André; Meterissian, Sarkis; Buckeridge, David L; Abrahamowicz, Michal; Tamblyn, Robyn

2012-07-25

The quality of physician communication skills influences health-related decisions, including use of cancer screening tests. We assessed whether patient-physician communication examination scores in a national, standardized clinical skills examination predicted future use of screening mammography (SM). Cohort study of 413 physicians taking the Medical Council of Canada clinical skills examination between 1993 and 1996, with follow up until 2006. Administrative claims for SM performed within 12 months of a comprehensive health maintenance visit for women 50-69 years old were reviewed. Multivariable regression was used to estimate the relationship between physician communication skills exam score and patients' SM use while controlling for other factors. Overall, 33.8 % of 96,708 eligible women who visited study physicians between 1993 and 2006 had an SM in the 12 months following an index visit. Patient-related factors associated with increased SM use included higher income, non-urban residence, low Charlson co-morbidity index, prior benign breast biopsy and an interval >12 months since the previous mammogram. Physician-related factors associated with increased use of SM included female sex, surgical specialty, and higher communication skills score. After adjusting for physician and patient-related factors, the odds of SM increased by 24 % for 2SD increase in communication score (OR: 1.24, 95 % CI: 1.11 - 1.38). This impact was even greater in urban areas (OR 1.30, 95 % CI: 1.16, 1.46) and did not vary with practice experience (interaction p-value 0.74). Physicians with better communication skills documented by a standardized licensing examination were more successful at obtaining SM for their patients.

Evaluation of cardiac auscultation skills in pediatric residents.

PubMed

Kumar, Komal; Thompson, W Reid

2013-01-01

Auscultation skills are in decline, but few studies have shown which specific aspects are most difficult for trainees. We evaluated individual aspects of cardiac auscultation among pediatric residents using recorded heart sounds to determine which elements pose the most difficulty. Auscultation proficiency was assessed among 34 trainees following a pediatric cardiology rotation using an open-set format evaluation module, similar to the actual clinical auscultation description process. Diagnostic accuracy for distinguishing normal from abnormal cases was 73%. Findings most commonly correctly identified included pathological systolic and diastolic murmurs and widely split second heart sounds. Those least likely to be identified included continuous murmurs and clicks. Accuracy was low for identifying specific diagnoses. Given time constraints for clinical skills teaching, this suggests that focusing on distinguishing normal from abnormal heart sounds and murmurs instead of making specific diagnoses may be a more realistic goal for pediatric resident auscultation training.

Skills for Innovation and Research

ERIC Educational Resources Information Center

OECD Publishing (NJ3), 2011

2011-01-01

Innovation holds the key to ongoing improvements in living standards, as well as to solving pressing social challenges. Skilled people play a crucial role in innovation through the new knowledge they generate, how they adopt and develop existing ideas, and through their ability to learn new competencies and adapt to a changing environment. This…

Assessing 21st Century Skills: A Guide to Evaluating Mastery and Authentic Learning

ERIC Educational Resources Information Center

Greenstein, Laura

2012-01-01

The Common Core State Standards clearly define the skills students need for success in college and the 21st century workplace. The question is, how can you measure student mastery of skills like creativity, problem solving, and use of technology? Laura Greenstein demonstrates how teachers can teach and assess 21st century skills using authentic…

Validation of Physics Standardized Test Items

NASA Astrophysics Data System (ADS)

Marshall, Jill

2008-10-01

The Texas Physics Assessment Team (TPAT) examined the Texas Assessment of Knowledge and Skills (TAKS) to determine whether it is a valid indicator of physics preparation for future course work and employment, and of the knowledge and skills needed to act as an informed citizen in a technological society. We categorized science items from the 2003 and 2004 10th and 11th grade TAKS by content area(s) covered, knowledge and skills required to select the correct answer, and overall quality. We also analyzed a 5000 student sample of item-level results from the 2004 11th grade exam using standard statistical methods employed by test developers (factor analysis and Item Response Theory). Triangulation of our results revealed strengths and weaknesses of the different methods of analysis. The TAKS was found to be only weakly indicative of physics preparation and we make recommendations for increasing the validity of standardized physics testing..

Besting Testing Hysteria: Reasonable Preparation for Standardized Tests.

ERIC Educational Resources Information Center

Field, Sherry L.

2000-01-01

Explores the content of the Iowa Test of Basic Skills (ITBS) and describes similarities between the ITBS and the National Council for the Social Studies (NCSS) standards. Addresses three NCSS standards and how each may be represented on a standardized test. Provides eight confidence-boosting principles. (CMK)

The impact of sub-skills and item content on students' skills with regard to the control-of-variables strategy

NASA Astrophysics Data System (ADS)

Schwichow, Martin; Christoph, Simon; Boone, William J.; Härtig, Hendrik

2016-01-01

The so-called control-of-variables strategy (CVS) incorporates the important scientific reasoning skills of designing controlled experiments and interpreting experimental outcomes. As CVS is a prominent component of science standards appropriate assessment instruments are required to measure these scientific reasoning skills and to evaluate the impact of instruction on CVS development. A detailed review of existing CVS instruments suggests that they utilize different, and only a few of the four, critical CVS sub-skills in the item development. This study presents a new CVS assessment instrument (CVS Inventory, CVSI) and investigates the validity of student measures derived from this instrument utilizing Rasch analyses. The results indicate that the CVSI produces reliable and valid student measures with regard to CVS. Furthermore, the results show that the item difficulty depends on the CVS sub-skills utilized in item development, but not on the item content. Accordingly, previous instruments that are restricted to a few CVS sub-skills tend to over- or underestimate students' CVS skills. In addition, these results indicate that students are able to use CVS as a domain general strategy in multiple content areas. Consequences for science instruction and assessment are discussed.

Implementing and Evaluating a National Certification Technical Skills Examination: The Colorectal Objective Structured Assessment of Technical Skill.

PubMed

de Montbrun, Sandra; Roberts, Patricia L; Satterthwaite, Lisa; MacRae, Helen

2016-07-01

To implement the Colorectal Objective Structured Assessment of Technical skill (COSATS) into American Board of Colon and Rectal Surgery (ABCRS) certification and build evidence of validity for the interpretation of the scores of this high stakes assessment tool. Currently, technical skill assessment is not a formal component of board certification. With the technical demands of surgical specialties, documenting competence in technical skill at the time of certification with a valid tool is ideal. In September 2014, the COSATS was a mandatory component of ABCRS certification. Seventy candidates took the examination, with their performance evaluated by expert colorectal surgeons using a task-specific checklist, global rating scale, and overall performance scale. Passing scores were set and compared using 2 standard setting methodologies, using a compensatory and conjunctive model. Inter-rater reliability and the reliability of the pass/fail decision were calculated using Cronbach alpha and Subkoviak methodology, respectively. Overall COSATS scores and pass/fail status were compared with results on the ABCRS oral examination. The pass rate ranged from 85.7% to 90%. Inter-rater reliability (0.85) and reliability of the pass/fail decision (0.87 and 0.84) were high. A low positive correlation (r= 0.25) was seen between the COSATS and oral examination. All individuals who failed the COSATS passed the ABCRS oral examination. COSATS is the first technical skill examination used in national surgical board certification. This study suggests that the current certification process may be failing to identify individuals who have demonstrated technical deficiencies on this standardized assessment tool.

Schooling, Cognitive Skills, and the Latin American Growth Puzzle. NBER Working Paper No. 15066

ERIC Educational Resources Information Center

Hanushek, Eric A.; Woessmann, Ludger

2009-01-01

Economic development in Latin America has trailed most other world regions over the past four decades despite its relatively high initial development and school attainment levels. This puzzle can be resolved by considering the actual learning as expressed in tests of cognitive skills, on which Latin American countries consistently perform at the…

Using gamification to develop academic writing skills in dental undergraduate students.

PubMed

El Tantawi, Maha; Sadaf, Shazia; AlHumaid, Jehan

2018-02-01

To assess the satisfaction of first-year dental students with gamification and its effect on perceived and actual improvement of academic writing. Two first-year classes of dental undergraduate students were recruited for the study which extended over 4 months and ended in January 2015. A pre-intervention assessment of students' academic writing skills was performed using criteria to evaluate writing. The same criteria were used to evaluate the final writing assignment after the intervention. Students' satisfaction with game aspects was assessed. The per cent change in writing score was regressed on scores of satisfaction with game aspects controlling for gender. Perceived improvement in writing was also assessed. Data from 87 (94.6%) students were available for analysis. Students' overall satisfaction with the gamified experience was modest [mean (SD) = 5.9 (2.1)] and so was their overall perception of improvement in writing [mean (SD) = 6.0 (2.2)]. The per cent score of the first assignment was 35.6 which improved to 80 in the last assignment. Satisfaction with playing the game was significantly associated with higher percentage of improvement in actual writing skills [regression coefficient (95% confidence interval) = 21.1 (1.9, 40.2)]. Using gamification in an obligatory course for first-year dental students was associated with an improvement in academic writing skills although students' satisfaction with game aspects was modest and their willingness to use gamification in future courses was minimal. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

High School Class for Gifted Pupils in Physics and Sciences and Pupils' Skills Measured by Standard and Pisa Test

NASA Astrophysics Data System (ADS)

Djordjevic, G. S.; Pavlovic-Babic, D.

2010-01-01

The "High school class for students with special abilities in physics" was founded in Nis, Serbia (www.pmf.ni.ac.yu/f_odeljenje) in 2003. The basic aim of this project has been introducing a broadened curriculum of physics, mathematics, computer science, as well as chemistry and biology. Now, six years after establishing of this specialized class, and 3 years after the previous report, we present analyses of the pupils' skills in solving rather problem oriented test, as PISA test, and compare their results with the results of pupils who study under standard curricula. More precisely results are compared to the progress results of the pupils in a standard Grammar School and the corresponding classes of the Mathematical Gymnasiums in Nis. Analysis of achievement data should clarify what are benefits of introducing in school system track for gifted students. Additionally, item analysis helps in understanding and improvement of learning strategies' efficacy. We make some conclusions and remarks that may be useful for the future work that aims to increase pupils' intrinsic and instrumental motivation for physics and sciences, as well as to increase the efficacy of teaching physics and science.

Analyzing the Cognitive Skills and Inquiry

ERIC Educational Resources Information Center

Stafford, Tish

2011-01-01

The Common Core Standards (CCS) movement represents a double-edged sword for school librarians. On the one hand, it gives prominence to inquiry skills and interdisciplinary collaboration, reinforcing the profession's efforts to infuse inquiry into the curriculum through collaborative planning and co-instruction between classroom teachers and…

Related Core Academic Knowledge and Skills. Georgia Core Standards for Occupational Clusters.

ERIC Educational Resources Information Center

Georgia Univ., Athens. Dept. of Occupational Studies.

This document lists the industry-identified core academic knowledge and skills that should be possessed by all Georgia students who are enrolled in occupational cluster programs and are preparing to enter the work force or continue their occupational specialization at the postsecondary level. First, 63 related communications competencies are…

Colorado Model Content Standards: Science

ERIC Educational Resources Information Center

Colorado Department of Education, 2007

2007-01-01

The Colorado Model Content Standards for Science specify what all students should know and be able to do in science as a result of their school studies. Specific expectations are given for students completing grades K-2, 3-5, 6-8, and 9-12. Five standards outline the essential level of science knowledge and skills needed by Colorado citizens to…

Brief Report: Adaptive Behavior and Cognitive Skills for Toddlers on the Autism Spectrum

ERIC Educational Resources Information Center

Ray-Subramanian, Corey E.; Huai, Nan; Weismer, Susan Ellis

2011-01-01

This study examined adaptive behavior and cognitive skills for 125 toddlers on the autism spectrum using the recently updated Vineland-II and Bayley-III. Delays in adaptive skills were apparent at 2 years of age. As a group, toddlers on the autism spectrum had a profile of Vineland-II standard scores in which Motor Skills greater than Daily Living…

Construction Upgrade. A Pack To Improve Communication, Numerical and IT Skills for NVQ.

ERIC Educational Resources Information Center

Rylands, Judy

This pack of materials is designed to help students working to improve their basic skills as part of their carpentry and joinery course. An introduction lists relevant core skills units and basic skills standards. The six individual sections of the pack are divided into task sheets and fact sheets. The fact sheets give information and teaching…

Applying your corporate compliance skills to the HIPAA security standard.

PubMed

Carter, P I

2000-01-01

Compliance programs are an increasingly hot topic among healthcare providers. These programs establish policies and procedures covering billing, referrals, gifts, confidentiality of patient records, and many other areas. The purpose is to help providers prevent and detect violations of the law. These programs are voluntary, but are also simply good business practice. Any compliance program should now incorporate the Health Insurance Portability and Accountability Act (HIPAA) security standard. Several sets of guidelines for development of compliance programs have been issued by the federal government, and each is directed toward a different type of healthcare provider. These guidelines share certain key features with the HIPAA security standard. This article examines the common areas between compliance programs and the HIPAA security standard to help you to do two very important things: (1) Leverage your resources by combining compliance with the security standard with other legal and regulatory compliance efforts, and (2) apply the lessons learned in developing your corporate compliance program to developing strategies for compliance with the HIPAA security standard.

Standardized approach to training for cataract surgery skill evaluation.

PubMed

Pittner, Andrew; Nolan, Michael; Traish, Aisha; Farooq, Asim; Feder, Robert; Hill, Geoff; Dwarakanathan, Surendar; McGaghie, William; Bouchard, Charles

2016-06-01

To assess interrater reliability in grading cataract surgery performance of ophthalmology residents and attending physicians before and after rater skill training. Metropolitan Chicago, Illinois, USA. Prospective interventional test design. Video versions of a previously validated scoring key for rating cataract surgery were created for participant training. All participants received 2 frame-of-reference training sessions lasting 2 hours each. Participants graded 4 videorecorded cataract surgeries before training (pretest) and 4 more after training (posttest). Intraclass correlation coefficients (ICCs), which measured the degree of rater agreement, were calculated before and after training. Participants completed a subjective confidence questionnaire at the beginning and at the end of the study. The study participants included 9 postgraduate year (PGY)-3 residents, 8 PGY-4 residents, and 5 ophthalmology attending physicians from 4 medical centers in metropolitan Chicago. The rater training sessions had the greatest increase in ICCs among PGY-3 residents. The ICC improvement between the PGY-4 residents and attending physicians was uneven. After training, all residents felt more confident about their ability to rate and to perform cataract surgery. Learning to effectively grade performance of cataract surgery by reviewing video clips has the potential to be an important part of ophthalmology residency education. The benefit of such a protocol was greatest in the early stages of residency education and might provide a guideline for quality assessment that accelerates surgical skill development. None of the authors has a financial or proprietary interest in any material or method mentioned. Copyright © 2016 ASCRS and ESCRS. Published by Elsevier Inc. All rights reserved.

Learning cardiopulmonary resuscitation skills: does the type of mannequin make a difference?

PubMed

Noordergraaf, G J; Van Gelder, J M; Van Kesteren, R G; Diets, R F; Savelkoul, T J

1997-12-01

Resuscitation (CPR) courses stress acquisition of psychomotor skills. The number of mannequins may limit the 'hands-on' time available for each trainee to practise CPR and impede acquisition of skill. This may occur because expensive, sophisticated mannequins are favoured over individual, simple mannequins. In a blind, prospective, controlled study we compared one-rescuer CPR skills of 165 trainees in two cohorts using their own individual light-weight torso mannequins (Actar 911 and Laerdal Little Anne) and a control cohort with four to five trainees sharing a sophisticated mannequin (Laerdal Recording Resusci Anne). No major significant differences (p = 0.18) were found when using the 'Berden scoring system'. Both the Actar 911 and the Little Anne were compatible with the Recording Resusci Anne. Trainees preferred the individual mannequins. We conclude that the results indicate that the use of individual mannequins in conjunction with a sophisticated mannequin neither results in trainees learning incorrect skills nor in significant improvement. Further analysis of the actual training in lay person CPR training courses and evaluation of course didactics to optimize training time appear indicated.

Business, Marketing, and Information Management. Georgia Core Standards for Occupational Clusters.

ERIC Educational Resources Information Center

Georgia Univ., Athens. Dept. of Occupational Studies.

This document lists core standards and occupational knowledge and skills that have been identified and validated by industry as necessary to all Georgia students in business, marketing, and information management programs. First, foundation skills are grouped as follows: basic skills (reading, writing, arithmetic/mathematics, listening, speaking);…

The Standardized Letter of Recommendation: Implications for Selection. Research Report. ETS RR-07-38

ERIC Educational Resources Information Center

Liu, Ou Lydia; Minsky, Jennifer; Ling, Guangming; Kyllonen, Patrick

2007-01-01

In an effort to standardize academic application procedures, the Standardized Letter of Recommendation (SLR) was developed to capture important cognitive and noncognitive qualities of graduate school candidates. The SLR consists of seven scales ("knowledge," "analytical skills," "communication skills,"…

Decadal prediction skill in the ocean with surface nudging in the IPSL-CM5A-LR climate model

NASA Astrophysics Data System (ADS)

Mignot, Juliette; García-Serrano, Javier; Swingedouw, Didier; Germe, Agathe; Nguyen, Sébastien; Ortega, Pablo; Guilyardi, Eric; Ray, Sulagna

2016-08-01

Two decadal prediction ensembles, based on the same climate model (IPSL-CM5A-LR) and the same surface nudging initialization strategy are analyzed and compared with a focus on upper-ocean variables in different regions of the globe. One ensemble consists of 3-member hindcasts launched every year since 1961 while the other ensemble benefits from 9 members but with start dates only every 5 years. Analysis includes anomaly correlation coefficients and root mean square errors computed against several reanalysis and gridded observational fields, as well as against the nudged simulation used to produce the hindcasts initial conditions. The last skill measure gives an upper limit of the predictability horizon one can expect in the forecast system, while the comparison with different datasets highlights uncertainty when assessing the actual skill. Results provide a potential prediction skill (verification against the nudged simulation) beyond the linear trend of the order of 10 years ahead at the global scale, but essentially associated with non-linear radiative forcings, in particular from volcanoes. At regional scale, we obtain 1 year in the tropical band, 10 years at midlatitudes in the North Atlantic and North Pacific, and 5 years at tropical latitudes in the North Atlantic, for both sea surface temperature (SST) and upper-ocean heat content. Actual prediction skill (verified against observational or reanalysis data) is overall more limited and less robust. Even so, large actual skill is found in the extratropical North Atlantic for SST and in the tropical to subtropical North Pacific for upper-ocean heat content. Results are analyzed with respect to the specific dynamics of the model and the way it is influenced by the nudging. The interplay between initialization and internal modes of variability is also analyzed for sea surface salinity. The study illustrates the importance of two key ingredients both necessary for the success of future coordinated decadal

Resident Ratings of Communication Skills Using the Kalamazoo Adapted Checklist.

PubMed

Porcerelli, John H; Brennan, Simone; Carty, Jennifer; Ziadni, Maisa; Markova, Tsveti

2015-09-01

The Kalamazoo Essential Elements Communication Checklist-Adapted (KEECC-A) is a well-regarded instrument for evaluating communication and interpersonal skills. To date, little research has been conducted that assesses the accuracy of resident self-ratings of their communication skills. To assess whether residents can accurately self-rate communication skills, using the KEECC-A, during an objective structured clinical examination (OSCE). A group of 104 residents from 8 specialties completed a multistation OSCE as part of an institutional communication skills curriculum conducted at a single institution. Standardized patients (SPs) and observers were trained in rating communication skills using the KEECC-A. Standardized patient ratings and resident self-ratings were completed immediately following each OSCE encounter, and trained observers rated archived videotapes of the encounters. Resident self-ratings and SP ratings using the KEECC-A were significantly correlated (r104  = 0.238, P = .02), as were resident self-ratings and observer ratings (r104  = 0.284, P = .004). The correlation between the SP ratings and observer (r104  = 0.378, P = .001) ratings were larger in magnitude, but not significantly different (P > .05) from resident/SP or resident/observer correlations. The results suggest that residents, with a modicum of training using the KEECC-A, can accurately rate their own communication and interpersonal skills during an OSCE. Using trained observers to rate resident communication skills provides a unique opportunity for evaluating SP and resident self-ratings. Our findings also lend further support for the reliability and validity of the KEECC-A.

Central neuronal motor behaviour in skilled and less skilled novices - Approaching sports-specific movement techniques.

PubMed

Vogt, Tobias; Kato, Kouki; Schneider, Stefan; Türk, Stefan; Kanosue, Kazuyuki

2017-04-01

Research on motor behavioural processes preceding voluntary movements often refers to analysing the readiness potential (RP). For this, decades of studies used laboratory setups with controlled sports-related actions. Further, recent applied approaches focus on athlete-non-athlete comparisons, omitting possible effects of training history on RP. However, RP preceding real sport-specific movements in accordance to skill acquisition remains to be elucidated. Therefore, after familiarization 16 right-handed males with no experience in archery volunteered to perform repeated sports-specific movements, i.e. 40 arrow-releasing shots at 60s rest on a 15m distant standard target. Continuous, synchronised EEG and right limb EMG recordings during arrow-releasing served to detect movement onsets for RP analyses over distinct cortical motor areas. Based on attained scores on target, archery novices were, a posteriori, subdivided into a skilled and less skilled group. EMG results for mean values revealed no significant changes (all p>0.05), whereas RP amplitudes and onsets differed between groups but not between motor areas. Arrow-releasing preceded larger RP amplitudes (p<0.05) and later RP onsets (p<0.05) in skilled compared to less skilled novices. We suggest this to reflect attentional orienting and greater effort that accompanies central neuronal preparatory states of a sports-specific movement. Copyright © 2017 Elsevier B.V. All rights reserved.

Descriptors for Competence: Towards an International Standard Classification for Skills and Competences

ERIC Educational Resources Information Center

Markowitsch, Jorg; Plaimauer, Claudia

2009-01-01

Purpose: The purpose of this paper is to investigate the potential of already existing skills and competence ontologies to benefit European transparency tools and especially the implementation of the European Qualification Framework. Furthermore, it asks whether any of them could serve as a starting point to develop an International Standard…

Creating Trails: Tool for Real-Time Assessment of Information Literacy Skills

ERIC Educational Resources Information Center

Schloman, Barbara F.; Gedeon, Julie A.

2007-01-01

This article describes Tool for Real-time Assessment of Information Literacy Skills (TRAILS), a freely available, online tool designed to measure the information literacy skills of high school students. It is based on information literacy competencies for ninth-graders found in the "Ohio Academic Content Standards" (Ohio Department of Education…

Basic Science Process Skills. An Inservice Workshop Kit: Outlines and Activities.

ERIC Educational Resources Information Center

Rowland, Paul; And Others

A science process skill project was developed to help elementary teachers meet competency standards in New Mexico for teaching the process approach in their science classes. An outline of the process skills along with recommended activities are presented in this document. Performance objectives are identified and a sample activity form is…

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.

Lining up: The Relationship between the Common Core State Standards and Five Sets of Comparison Standards

ERIC Educational Resources Information Center

Conley, David T.; Drummond, Kathryn V.; de Gonzalez, Alicia; Seburn, Mary; Stout, Odile; Rooseboom, Jennifer

2011-01-01

In June 2010, the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Offices (CCSSO) released the Common Core State Standards. The stated aim of the Common Core standards is to define the knowledge and skills students should achieve in order to graduate from high school ready to succeed in a…

The Virginia History Standards and the Cold War

ERIC Educational Resources Information Center

Altschuler, Glenn C.; Rauchway, Eric

2002-01-01

President George W. Bush's approach to education policy has earned him cautious plaudits from otherwise hostile critics, who see much to admire in the implementation of standards for education. However useful such standards for testing students' technical skills like arithmetic and reading, they create problems for less-standardized processes like…

Workplace skills and the skills gaps related to employee critical thinking ability and science education curriculum

NASA Astrophysics Data System (ADS)

Alexander, William A.

In recent years, business and industry have been vocal critics of education. Critics complain the American workforce, particularly young people, are deficient in workplace skills. A survey of 500 randomly selected Ohio businesses was used to determine opinions of respondents related to workplace skills gaps, rising skill levels, and level and type of critical thinking used on the job by all employees and entry-level employees. Four of 18 science outcomes promoted by the Ohio Department of Education had an application in business and these required critical-thinking skills to complete. These four formed the foundation in the survey because they provided a connection between thinking skills required on the Ohio 12 th Grade Proficiency Test and those required on the job. Pearson correlation coefficient was used to identify correlation between responses. The alpha level was p ≤ .05. Stepwise multiple linear regression analysis was conducted to identify significant (p ≤ .05) relationships between variables as represented by responses. In addition, one version of the Science Section of the Ohio 12th Grade Proficiency Test was analyzed for use of critical thinking using the SCAN's critical-thinking attributes as a standard. There were several findings related to workplace skills and critical thinking. Only 17.1% of respondents indicated dissatisfaction with the basic academic skill level of their employees. A majority (71.1%) of responding businesses perceived a lack of work ethic as more important than deficient academic skills. Only 17.1% of respondents reported the skill level of their entry-level employees was rising. Approximately 1/3 of responding businesses required no critical thinking at all from their entry-level employees. Small businesses were significantly more likely to require higher levels of critical thinking from their entry level employees than larger businesses. Employers who reported rising skill levels in entry-level employees required all of

Cognitive training for technical and non-technical skills in robotic surgery: a randomised controlled trial.

PubMed

Raison, Nicholas; Ahmed, Kamran; Abe, Takashige; Brunckhorst, Oliver; Novara, Giacomo; Buffi, Nicolò; McIlhenny, Craig; van der Poel, Henk; van Hemelrijck, Mieke; Gavazzi, Andrea; Dasgupta, Prokar

2018-05-07

To investigate the effectiveness of motor imagery (MI) for technical skill and non-technical skill (NTS) training in minimally invasive surgery (MIS). A single-blind, parallel-group randomised controlled trial was conducted at the Vattikuti Institute of Robotic Surgery, King's College London. Novice surgeons were recruited by open invitation in 2015. After basic robotic skills training, participants underwent simple randomisation to either MI training or standard training. All participants completed a robotic urethrovesical anastomosis task within a simulated operating room. In addition to the technical task, participants were required to manage three scripted NTS scenarios. Assessment was performed by five blinded expert surgeons and a NTS expert using validated tools for evaluating technical skills [Global Evaluative Assessment of Robotic Skills (GEARS)] and NTS [Non-Technical Skills for Surgeons (NOTSS)]. Quality of MI was assessed using a revised Movement Imagery Questionnaire (MIQ). In all, 33 participants underwent MI training and 29 underwent standard training. Interrater reliability was high, Krippendorff's α = 0.85. After MI training, the mean (sd) GEARS score was significantly higher than after standard training, at 13.1 (3.25) vs 11.4 (2.97) (P = 0.03). There was no difference in mean NOTSS scores, at 25.8 vs 26.4 (P = 0.77). MI training was successful with significantly higher imagery scores than standard training (mean MIQ score 5.1 vs 4.5, P = 0.04). Motor imagery is an effective training tool for improving technical skill in MIS even in novice participants. No beneficial effect for NTS was found. © 2018 The Authors BJU International © 2018 BJU International Published by John Wiley & Sons Ltd.

A Systems Approach to Scaffold Communication Skills Development

PubMed Central

Er, Nelson L.

2008-01-01

Objectives To implement a communication skills development (CSD) system and evaluate its effectiveness in a clinical communications course. Design Students conducted baseline interviews and wrote SOAP notes, and based on faculty, patient, self- and peer assessments, set goals for improvement of their communication skills. Students participated in various activities to scaffold their learning, several of which took place in a web-based environment to enhance access and function for both students and faculty members. Quantitative and qualitative analyses were performed. Assessment Students' communication skills improved as evidenced by assessment scores. Student and faculty comments offered additional evidence of the effectiveness of standardized patient interviews, learning strategies, and assessment methods. Conclusion The CSD system effectively integrated various types of learning activities and feedback processes. The use of scaffolding strategies appeared to enhance the development of students' communication skills. PMID:18483601

Collecting standards: teaching botanical skills in Sweden, 1850-1950.

PubMed

Beckman, Jenny

2011-06-01

Standards of botanical practice in Sweden between 1850 and 1950 were set, not only in schools and universities, but also in naturalist societies and botanical exchange clubs, and were articulated in handbooks and manuals produced for schoolboys. These standards were maintained among volunteer naturalists in the environmental movement in the 1970s, long after the decline and disappearance of collecting from the curriculum. School science provides a link between the laboratory, the classroom, and the norms and practices of everyday life: between the various insides" and "outsides" of educational and research settings.

Evaluation of a Standardized Program for Training Practicing Anesthesiologists in Ultrasound-Guided Regional Anesthesia Skills.

PubMed

Mariano, Edward R; Harrison, T Kyle; Kim, T Edward; Kan, Jack; Shum, Cynthia; Gaba, David M; Ganaway, Toni; Kou, Alex; Udani, Ankeet D; Howard, Steven K

2015-10-01

Practicing anesthesiologists have generally not received formal training in ultrasound-guided perineural catheter insertion. We designed this study to determine the efficacy of a standardized teaching program in this population. Anesthesiologists in practice for 10 years or more were recruited and enrolled to participate in a 1-day program: lectures and live-model ultrasound scanning (morning) and faculty-led iterative practice and mannequin-based simulation (afternoon). Participants were assessed and recorded while performing ultrasound-guided perineural catheter insertion at baseline, at midday (interval), and after the program (final). Videos were scored by 2 blinded reviewers using a composite tool and global rating scale. Participants were surveyed every 3 months for 1 year to report the number of procedures, efficacy of teaching methods, and implementation obstacles. Thirty-two participants were enrolled and completed the program; 31 of 32 (97%) completed the 1-year follow-up. Final scores [median (10th-90th percentiles)] were 21.5 (14.5-28.0) of 30 points compared to 14.0 (9.0-20.0) at interval (P < .001 versus final) and 12.0 (8.5-17.5) at baseline (P < .001 versus final), with no difference between interval and baseline. The global rating scale showed an identical pattern. Twelve of 26 participants without previous experience performed at least 1 perineural catheter insertion after training (P < .001). However, there were no differences in the monthly average number of procedures or complications after the course when compared to baseline. Practicing anesthesiologists without previous training in ultrasound-guided regional anesthesia can acquire perineural catheter insertion skills after a 1-day standardized course, but changing clinical practice remains a challenge. © 2015 by the American Institute of Ultrasound in Medicine.

The Effects of Development Team Skill on Software Product Quality

NASA Technical Reports Server (NTRS)

Beaver, Justin M.; Schiavone, Guy A.

2006-01-01

This paper provides an analysis of the effect of the skill/experience of the software development team on the quality of the final software product. A method for the assessment of software development team skill and experience is proposed, and was derived from a workforce management tool currently in use by the National Aeronautics and Space Administration. Using data from 26 smallscale software development projects, the team skill measures are correlated to 5 software product quality metrics from the ISO/IEC 9126 Software Engineering Product Quality standard. in the analysis of the results, development team skill is found to be a significant factor in the adequacy of the design and implementation. In addition, the results imply that inexperienced software developers are tasked with responsibilities ill-suited to their skill level, and thus have a significant adverse effect on the quality of the software product. Keywords: software quality, development skill, software metrics

Applying Systems Design and Item Response Theory to the Problem of Measuring Information Literacy Skills.

ERIC Educational Resources Information Center

O'Connor, Lisa G.; Radcliff, Carolyn J.; Gedeon, Julie A.

2002-01-01

Reports on the development of the Standardized Assessment of Information Literacy Skills (SAILS) at Kent State University (Ohio) for programmatic-level assessment of information literacy skills. Once validated, the instrument will be used to assess entry skills upon admission and longitudinally to ascertain whether there is significant change in…

Fine Motor Skills and Executive Function Both Contribute to Kindergarten Achievement

ERIC Educational Resources Information Center

Cameron, Claire E.; Brock, Laura L.; Murrah, William M.; Bell, Lindsay H.; Worzalla, Samantha L.; Grissmer, David; Morrison, Frederick J.

2012-01-01

This study examined the contribution of executive function (EF) and multiple aspects of fine motor skills to achievement on 6 standardized assessments in a sample of middle-socioeconomic status kindergarteners. Three- and 4-year-olds' (n = 213) fine and gross motor skills were assessed in a home visit before kindergarten, EF was measured at fall…

National Standards for History. Basic Edition.

ERIC Educational Resources Information Center

National Center for History in the Schools, Los Angeles, CA.

This revised guide is intended for teachers to aid in development of history curriculum in the schools and explains what students should know and be able to do in each of the grade levels. The book addresses two types of standards: (1) historical thinking skills; and (2) historical understandings. Standards in history for grades K-4 include: (1)…

Aiming for a holistic integrated service for men diagnosed with prostate cancer - Definitions of standards and skill sets for nurses and allied healthcare professionals.

PubMed

Lamb, Alastair D; Thompson, Sue; Kinsella, Netty; Gerbitz, Ingmar; Chapman, Elaine; Putt, Lisa; Bennett, Sophie; Thankappannair, Vineetha; Geoghegan, Lisa; Wright, Naomi; Stirton-Croft, Alison; Nixon, Penny; Styling, Andrew; Whitney, Diane; Hodgson, Lindsay; Punt, Lisa; Longmore, Jenny; Carter, Mike; Petch, Bill; Rimmer, Yvonne; Russell, Simon; Hughes-Davies, Luke; Mazhar, Danish; Shah, Nimish C; Gnanapragasam, Vincent J; Doble, Andrew; Bratt, Ola; Kastner, Christof

2017-08-01

To establish a comprehensive set of recommendations for the service structure and skill set of nurses and allied healthcare professionals in prostate cancer care. Using components of formal consensus methodology, a 30-member multidisciplinary panel produced 53 items for discussion relating to the provision of care for prostate cancer patients by specialist nurses and allied healthcare professionals. Items were developed by two rounds of email correspondence in which, first, items were generated and, second, items refined to form the basis of a consensus meeting which constituted the third round of review. The fourth and final round was an email review of the consensus output. The panel agreed on 33 items that were appropriate for recommendations to be made. These items were grouped under categories of "Environment" and "Patient Pathway" and included comments on training, leadership, communication and quality assessment as well as specific items related to prostate diagnosis clinics, radical treatment clinics and follow-up survivor groups. Specialist nurses and allied healthcare professionals play a vital role alongside urologists and oncologists to provide care to men with prostate cancer and their families. We present a set of standards and consensus recommendations for the roles and skill-set required for these practitioners to provide gold-standard prostate cancer care. These recommendations could form the basis for development of comprehensive integrated prostate cancer pathways in prostate cancer centres as well as providing guidance for any units treating men with prostate cancer. Copyright © 2017. Published by Elsevier Ltd.

Choosing to Learn or Chosen to Learn: The Experience of "Skills for Life" Learners

ERIC Educational Resources Information Center

O'Grady, Anne; Atkin, Chris

2006-01-01

It has been estimated that as many as one in five adults in England have difficulties with literacy or numeracy skills. Raising the standards of language, literacy and numeracy (LLN) skills amongst all adults of working age in England has become one of the government's highest priorities. Following the launch of the "Skills for Life"…

Development of fine motor skills in preterm infants.

PubMed

Bos, Arend F; Van Braeckel, Koenraad N J A; Hitzert, Marrit M; Tanis, Jozien C; Roze, Elise

2013-11-01

Fine motor skills are related to functioning in daily life and at school. We reviewed the status of knowledge, in preterm children, on the development of fine motor skills, the relation with gross motor skills, and risk factors for impaired fine motor skills. We searched the past 15 years in PubMed, using ['motor skills' or 'fine motor function' and 'preterm infant'] as the search string. Impaired gross and fine motor skills are among the most frequently occurring problems encountered by preterm children who do not develop cerebral palsy. The prevalence is around 40% for mild to moderate impairment and 20% for moderate impairment. Fine motor skill scores on the Movement Assessment Battery for Children are about 0.62 of a standard deviation lower compared with term children. Risk factors for fine motor impairments include moderately preterm birth (odds ratio [OR] 2.0) and, among very preterm children (<32 wk gestation), intra-uterine growth restriction (ORs 2-3), inflammatory conditions (late-onset sepsis and necrotizing enterocolitis, ORs 3-5), and dexamethasone therapy for bronchopulmonary dysplasia (OR 2.7). A better understanding of factors that play a role in the development of and recovery from brain injury could guide future intervention attempts aimed at improving fine motor skills of preterm children. © The Authors. Developmental Medicine & Child Neurology © 2013 Mac Keith Press.

The Association between Preschool Children's Social Functioning and Their Emergent Academic Skills

ERIC Educational Resources Information Center

Arnold, David H.; Kupersmidt, Janis B.; Voegler-Lee, Mary Ellen; Marshall, Nastassja A.

2012-01-01

This study examined the relationship between social functioning and emergent academic development in a sample of 467 preschool children (M=55.9 months old, SD=3.8). Teachers reported on children's aggression, attention problems, and prosocial skills. Preliteracy, language, and early mathematics skills were assessed with standardized tests. Better…

Exemplary Science PreK-4: Standards-Based Success Stories

ERIC Educational Resources Information Center

Yager, Robert E., Ed.; Enger, Sandra

2006-01-01

Since their release in 1996, the National Science Education Standards have provided the vision for science education reform. But has that reform actually taken hold in elementary school? "Yes!," reports Robert Yager, editor of Exemplary Science in Grades PreK-4: Standards-Based Success Stories. "Probably the Standards have done more to change…

Personal Skills. Facilitator's Skill Packets 1-7. Social Skills Training.

ERIC Educational Resources Information Center

Model Classrooms, Bellevue, WA.

This document contains the following seven facilitators' skill packets on personal skills: (1) personal hygiene; (2) personal appearance; (3) locker hygiene; (4) dorm cleanliness; (5) punctuality and attendance; (6) responding to supervision; and (7) teamwork. Each packet contains the following sections: definition of personal skills; objective;…

Teaching Group Counseling Skills: Problems and Solutions.

ERIC Educational Resources Information Center

Furr, Susan R.; Barret, Bob

2000-01-01

Discusses the challenges involved in meeting the standards established by the American Counseling Association's Council for the Accreditation of Counseling and Related Education Programs for teaching principles, theories, leadership skills, and group counseling methods for effective group practice. Presents a model involving two courses allowing…

Precision Teaching a Foundational Motor Skill to a Child with Autism

ERIC Educational Resources Information Center

Fabrizio, Michael A.; Schirmer, Kristin; King, Amy; Diakite, Ami; Stovel, Leah

2007-01-01

Since the early work of Anne Desjardin (1980) and others, Precision Teachers have developed Big 6+6 skills in their students' repertoires when needed. In this article, the authors present the Standard Celeration Chart (SCC) which documents how they analyzed the Big 6+6 skill of "squeeze" in terms of arranging sequences of instruction. The SCC…

Reviewing to Learn: Graduate Student Participation in the Professional Peer-Review Process to Improve Academic Writing Skills

ERIC Educational Resources Information Center

Chittum, Jessica R.; Bryant, Lauren H.

2014-01-01

Although expectations for graduate students' writing abilities are high, their actual writing skills are often subpar (Cuthbert & Spark, 2008; Singleton-Jackson, Lumsden, & Newson, 2009), even though academic writing is considered integral to graduate education and necessary for career preparedness (e.g., Mullen, 2006; Stevens, 2005).…

Evaluating verbal and non-verbal communication skills, in an ethnogeriatric OSCE.

PubMed

Collins, Lauren G; Schrimmer, Anne; Diamond, James; Burke, Janice

2011-05-01

Communication during medical interviews plays a large role in patient adherence, satisfaction with care, and health outcomes. Both verbal and non-verbal communication (NVC) skills are central to the development of rapport between patients and healthcare professionals. The purpose of this study was to assess the role of non-verbal and verbal communication skills on evaluations by standardized patients during an ethnogeriatric Objective Structured Clinical Examination (OSCE). Interviews from 19 medical students, residents, and fellows in an ethnogeriatric OSCE were analyzed. Each interview was videotaped and evaluated on a 14 item verbal and an 8 item non-verbal communication checklist. The relationship between verbal and non-verbal communication skills on interview evaluations by standardized patients were examined using correlational analyses. Maintaining adequate facial expression (FE), using affirmative gestures (AG), and limiting both unpurposive movements (UM) and hand gestures (HG) had a significant positive effect on perception of interview quality during this OSCE. Non-verbal communication skills played a role in perception of overall interview quality as well as perception of culturally competent communication. Incorporating formative and summative evaluation of both verbal and non-verbal communication skills may be a critical component of curricular innovations in ethnogeriatrics, such as the OSCE. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

Thermal Performance of Cryogenic Piping Multilayer Insulation in Actual Field Installations

NASA Technical Reports Server (NTRS)

Fesmire, J.; Augustnynowicz, S.; Thompson, K. (Technical Monitor)

2002-01-01

A standardized way of comparing the thermal performance of different pipelines in different sizes is needed. Vendor data for vacuum-insulated piping are typically given in heat leak rate per unit length (W/m) for a specific diameter pipeline. An overall k-value for actual field installations (k(sub oafi)) is therefore proposed as a more generalized measure for thermal performance comparison and design calculation. The k(sub oafi) provides a direct correspondence to the k-values reported for insulation materials and illustrates the large difference between ideal multilayer insulation (MLI) and actual MLI performance. In this experimental research study, a section of insulated piping was tested under cryogenic vacuum conditions, including simulated spacers and bending. Several different insulation systems were tested using a 1-meter-long cylindrical cryostat test apparatus. The simulated spacers tests showed significant degradation in the thermal performance of a given insulation system. An 18-meter-long pipeline test apparatus is now in operation at the Cryogenics Test Laboratory, NASA Kennedy Space Center, for conducting liquid nitrogen thermal performance tests.

Computer Technology Standards of Learning for Virginia's Public Schools

ERIC Educational Resources Information Center

Virginia Department of Education, 2005

2005-01-01

The Computer/Technology Standards of Learning identify and define the progressive development of essential knowledge and skills necessary for students to access, evaluate, use, and create information using technology. They provide a framework for technology literacy and demonstrate a progression from physical manipulation skills for the use of…

Improving Pharmacy Student Communication Outcomes Using Standardized Patients.

PubMed

Gillette, Chris; Rudolph, Michael; Rockich-Winston, Nicole; Stanton, Robert; Anderson, H Glenn

2017-08-01

Objective. To examine whether standardized patient encounters led to an improvement in a student pharmacist-patient communication assessment compared to traditional active-learning activities within a classroom setting. Methods. A quasi-experimental study was conducted with second-year pharmacy students in a drug information and communication skills course. Student patient communication skills were assessed using high-stakes communication assessment. Results. Two hundred and twenty students' data were included. Students were significantly more likely to have higher scores on the communication assessment when they had higher undergraduate GPAs, were female, and taught using standardized patients. Similarly, students were significantly more likely to pass the assessment on the first attempt when they were female and when they were taught using standardized patients. Conclusion. Incorporating standardized patients within a communication course resulted in improved scores as well as first-time pass rates on a communication assessment than when using different methods of active learning.

Assessing students' communication skills: validation of a global rating.

PubMed

Scheffer, Simone; Muehlinghaus, Isabel; Froehmel, Annette; Ortwein, Heiderose

2008-12-01

Communication skills training is an accepted part of undergraduate medical programs nowadays. In addition to learning experiences its importance should be emphasised by performance-based assessment. As detailed checklists have been shown to be not well suited for the assessment of communication skills for different reasons, this study aimed to validate a global rating scale. A Canadian instrument was translated to German and adapted to assess students' communication skills during an end-of-semester-OSCE. Subjects were second and third year medical students at the reformed track of the Charité-Universitaetsmedizin Berlin. Different groups of raters were trained to assess students' communication skills using the global rating scale. Validity testing included concurrent validity and construct validity: Judgements of different groups of raters were compared to expert ratings as a defined gold standard. Furthermore, the amount of agreement between scores obtained with this global rating scale and a different instrument for assessing communication skills was determined. Results show that communication skills can be validly assessed by trained non-expert raters as well as standardised patients using this instrument.

The Generic Skills Subcommittee Final Report to the Academic Plan Steering Committee. General Education Task Force.

ERIC Educational Resources Information Center

George Brown Coll., Toronto (Ontario).

Ontario's College Standards and Accreditation Council (CSAC) devised a plan to enhance three dimensions of college education: general education, generic skills; and vocational or professional education. The CSAC designates generic skills as practical life skills essential for both personal and career success, defining these practical, portable…

A Coordinated Approach to Curricular Review and Development in Undergraduate Geoscience Programs: Using a Matrix to Identify and Track Skills and Skill Development

NASA Astrophysics Data System (ADS)

MacDonald, R.; Savina, M. E.

2003-12-01

assignment or activities. We have found that much conversation among faculty and change within courses happens simply as a result of compiling the matrix. One effect of the use of the matrix is that faculty in the department know fairly specifically what skills students are learning and practicing in their other geology courses. Moreover, some faculty members are better suited by background or inclination to teach certain sets of skills. This coordinated approach avoids unnecessary duplication and allows faculty to build on skills and topics developed in previous courses. The matrix can also be used as a planning tool to identify gaps in the curriculum. In our experience, the skills matrix is a powerful organizational and communication tool. The skills matrix is a representation of what the department believes actually happens in the curriculum. Thus, development of a skills matrix provides a basis for departmental discussions of student learning goals and objectives as well as for describing the existing curriculum. The matrix is also a graphic representation, to college administrators and outside evaluators, of the "intentionality" of an entire curriculum, going beyond single courses and their syllabi. It can be used effectively to engage administration in discussions of departmental planning and needs analysis.

Mathematical Skills and Motor Life Skills in Toddlers: Do Differences in Mathematical Skills Reflect Differences in Motor Skills?

ERIC Educational Resources Information Center

Reikerås, Elin; Moser, Thomas; Tønnessen, Finn Egil

2017-01-01

This study examines possible relations between early mathematical skills and motor life skills in 450 toddlers aged two years and nine months. The study employs baseline data from the longitudinal Stavanger Project--The Learning Child. The children's mathematical skills and motor life skills were assessed by structured observation in the natural…

Improvements in fundamental movement skill competency mediate the effect of the SCORES intervention on physical activity and cardiorespiratory fitness in children.

PubMed

Cohen, Kristen E; Morgan, Philip J; Plotnikoff, Ronald C; Barnett, Lisa M; Lubans, David R

2015-01-01

Numerous studies have identified a positive association between fundamental movement skill (FMS) competency and physical activity in children; however, the causal pathways have not been established. The aim of this study is to determine if changes in FMS competency mediated the effect of the Supporting Children's Outcomes using Rewards, Exercise and Skills (SCORES) intervention on physical activity and cardiorespiratory fitness in children. Eight primary schools (25 classes) and 460 children (aged 8.5 ± 0.6, 54% girls) were randomised to the SCORES intervention or control group for the 12-month study. The outcomes were accelerometer-determined moderate-to-vigorous physical activity (MVPA) and cardiorespiratory fitness. The hypothesised mediators were actual FMS competency and perceived sport competence. Mediation analyses were conducted using multilevel linear analysis in MPlus. From the original sample, 138 (30.0%) and 370 (80.4%) children provided useable physical activity and cardiorespiratory fitness data at post-test assessments. There were significant treatment effects for locomotor skills and overall FMSs. Changes in MVPA were associated with changes in object-control skills, overall FMSs and perceived competence. The overall FMSs had a significant mediating effect on MVPA (AB = 2.09, CI = 0.01-4.55). Overall FMSs (AB = 1.19, CI = 0.002-2.79) and locomotor skills (AB = 0.74, CI = 0.01-1.69) had a significant mediating effect on cardiorespiratory fitness. The results of this study conclude that actual but not perceived movement skill competency mediated the effect of the SCORES intervention on physical activity and cardiorespiratory fitness.

Robotic virtual reality simulation plus standard robotic orientation versus standard robotic orientation alone: a randomized controlled trial.

PubMed

Vaccaro, Christine M; Crisp, Catrina C; Fellner, Angela N; Jackson, Christopher; Kleeman, Steven D; Pavelka, James

2013-01-01

The objective of this study was to compare the effect of virtual reality simulation training plus robotic orientation versus robotic orientation alone on performance of surgical tasks using an inanimate model. Surgical resident physicians were enrolled in this assessor-blinded randomized controlled trial. Residents were randomized to receive either (1) robotic virtual reality simulation training plus standard robotic orientation or (2) standard robotic orientation alone. Performance of surgical tasks was assessed at baseline and after the intervention. Nine of 33 modules from the da Vinci Skills Simulator were chosen. Experts in robotic surgery evaluated each resident's videotaped performance of the inanimate model using the Global Rating Scale (GRS) and Objective Structured Assessment of Technical Skills-modified for robotic-assisted surgery (rOSATS). Nine resident physicians were enrolled in the simulation group and 9 in the control group. As a whole, participants improved their total time, time to incision, and suture time from baseline to repeat testing on the inanimate model (P = 0.001, 0.003, <0.001, respectively). Both groups improved their GRS and rOSATS scores significantly (both P < 0.001); however, the GRS overall pass rate was higher in the simulation group compared with the control group (89% vs 44%, P = 0.066). Standard robotic orientation and/or robotic virtual reality simulation improve surgical skills on an inanimate model, although this may be a function of the initial "practice" on the inanimate model and repeat testing of a known task. However, robotic virtual reality simulation training increases GRS pass rates consistent with improved robotic technical skills learned in a virtual reality environment.

Assessing Hourly Precipitation Forecast Skill with the Fractions Skill Score

NASA Astrophysics Data System (ADS)

Zhao, Bin; Zhang, Bo

2018-02-01

Statistical methods for category (yes/no) forecasts, such as the Threat Score, are typically used in the verification of precipitation forecasts. However, these standard methods are affected by the so-called "double-penalty" problem caused by slight displacements in either space or time with respect to the observations. Spatial techniques have recently been developed to help solve this problem. The fractions skill score (FSS), a neighborhood spatial verification method, directly compares the fractional coverage of events in windows surrounding the observations and forecasts. We applied the FSS to hourly precipitation verification by taking hourly forecast products from the GRAPES (Global/Regional Assimilation Prediction System) regional model and quantitative precipitation estimation products from the National Meteorological Information Center of China during July and August 2016, and investigated the difference between these results and those obtained with the traditional category score. We found that the model spin-up period affected the assessment of stability. Systematic errors had an insignificant role in the fraction Brier score and could be ignored. The dispersion of observations followed a diurnal cycle and the standard deviation of the forecast had a similar pattern to the reference maximum of the fraction Brier score. The coefficient of the forecasts and the observations is similar to the FSS; that is, the FSS may be a useful index that can be used to indicate correlation. Compared with the traditional skill score, the FSS has obvious advantages in distinguishing differences in precipitation time series, especially in the assessment of heavy rainfall.

Inquiry with Seeds to Meet the Science Education Standards

ERIC Educational Resources Information Center

Krantz, Patrick D.; Barrow, Lloyd H.

2006-01-01

The "National Science Education Standards" provide a vision and standard of science instruction that includes not only the factual, content-rich history of science but also an understanding of the processes and skills necessary to "do" science. Moreover, the "Standards" provide the framework for science instruction that embodies the use of…

The LBI Standard for Library Binding: The Glossary.

ERIC Educational Resources Information Center

Parisi, Paul A.; Terrill-Oldham, Jan

1986-01-01

Contains a glossary of 33 terms for book preservation intended for use with the text of the eighth edition of "Library Binding Institute Standard for Library Binding." It defines words not easily understood by laypersons that actually appear in the standards and should be used along with the illustrations. (EM)

Re-counting 'illiteracy': literacy skills in the sociology of social inequality.

PubMed

Payne, Geoff

2006-06-01

Recent media reports have repeated claims that there are very large numbers of illiterate people in Britain, seven million adults being the most common figure. The moral panic this engendered has helped to justify educational initiatives and greater public spending on basic skills. However, a closer investigation of definitions and measurements of illiteracy in major national studies reveals the peculiarity of this social construction of illiteracy. Not least, it is argued that the numbers actually suffering significant literacy deficits are much lower than reported. Partly because British sociology has given literacy little attention (despite the advent of the 'New Literacy Studies'), official accounts of illiteracy remain unduly 'normative', seriously under-estimating cultural differences like gender, ethnicity and class. A new classification of low literacy skills is proposed, with the intention of demonstrating connections with structural accounts of social inequality and sociological theory. Low levels of literacy skill remain important because they are related to other forms of social inequality, even when the number of people disadvantaged in this way is much smaller than previously claimed.

The Vise/Vice of Standardized Testing: National Depreciation by Quantification.

ERIC Educational Resources Information Center

Farrell, Edmund J.

Current uses of standardized English tests are adversely affecting students, misleading lay people, and having a pernicious effect on the English profession. These tests are severely limited, incapable of assessing speaking skill and effectiveness, reading interests, appreciation of literature, listening skill, understanding and appreciation of…

[ACTUAL QUESTIONS OF TEACHING PALLIATIVE CARE IN A SYSTEM OF FURTHER PROFESSIONAL EDUCATION.

PubMed

Sizova, Zh M; Nevzorova, D V; Beloborodova, A V; Abuzarova, G R; Sonkina, A A; Tyazhelnikov, A A; Zakharova, V L

2016-07-01

In response to the introduction ofpalliative care as a new kind of medical care in Russian Federation (Federal law No.323 from 21.11.2011), Russian Federation Health Ministry has taskedfurther educational institutions with teaching doctors about this new kind of care. I.M Sechenov First Moscow State Medical University has answered this plea in 2015 by introducing a new course focused on palliative care. The program of education was prepared in accordance with rec- ommendations of World Health Organization (WHO) and European Association for Palliative Care (EAPC). A special attention was paid to the pain relief communication skills and organization ofpalliative care for adults in ambulatory and stationary treatment. The program integrates different teaching methods including eLearning, trainings on pain relief and practical trainings on communication skills for interaction with palliative patients and their relatives using the technology of <standardized patient>.

Evaluation of advanced laparoscopic skills tasks for validity evidence.

PubMed

Nepomnayshy, Dmitry; Whitledge, James; Birkett, Richard; Delmonico, Theodore; Ruthazer, Robin; Sillin, Lelan; Seymour, Neal E

2015-02-01

Since fundamentals of laparoscopic surgery (FLS) represents a minimum proficiency standard for laparoscopic surgery, more advanced proficiency standards are required to address the needs of current surgical training. We wanted to evaluate the acceptance and discriminative ability of a novel set of skills building on the FLS model that could represent a more advanced proficiency standard-advanced laparoscopic surgery (ALS). Qualitative and quantitative analyses were employed. Quantitative analysis involved comparison of expert (PGY 5+), intermediate (PGY 3-4) and novice (PGY 1-2) surgeons on FLS and ALS tasks. Composite scores included time and errors. Standard FLS errors were added to task time to create the composite score. Qualitative analysis involved thematic review of open-ended questions provided to experts participating in the study. Out of 48 participants, there were 15 (31 %) attendings, 3 (6 %) fellows and 30 (63 %) residents. By specialty, 54 % were general/MIS/bariatric/colorectal (GMBC) and 46 % were other (urology and gynecology). There was no difference between experience level and performance on FLS and ALS tasks for the entire cohort. However, looking at the GMBC subgroup, experts performed better than novices (p = 0.012) and intermediates performed better than novices (p = 0.057) on ALS tasks. There was no difference for the same group in FLS performance. Also, GMBC subgroup performed significantly better on FLS (p = 0.0035) and ALS (p = 0.0027) than the other subgroup. Thematic analysis revealed that the majority of experts felt that ALS was more realistic, challenging and clinically relevant for specific situations compared to FLS. For GMBC surgeons, we were able to show evidence of validity for a series of advanced laparoscopic tasks and their relationship to surgeon skill level. This study may represent the first step in the development of an advanced laparoscopic skills curriculum. Given the high degree of specialization in surgery, different

Simulations for the Assessment of Counselling Skills.

ERIC Educational Resources Information Center

Smit, Gertrude N.; van der Molen, Henk T.

1996-01-01

A Dutch undergraduate course in professional counseling skills uses simulation to test students' ability to conduct an initial client interview, using standardized case histories. A study investigated the effectiveness of the method with 160 course participants, 77 non-participants, and 12 professional counselors and found it useful for…

Hypochondria as an actual neurosis.

PubMed

Nissen, Bernd

2017-09-27

Freud defined hypochondria as an actual neurosis. In this paper the actual neurosis will be interpreted as unbound traumatic elements which threaten the self. In severe hypochondria, breakdowns have occurred, as outlined by Winnicott. The nameless traumatic elements of the breakdown have been encapsulated. The moment these encapsulated elements are liberated, an actual dynamic takes place which threatens the self with annihilation. Projective identification is not possible because no idea of containment exists. The self tries to evacuate these elements projectively, thus triggering a disintegrative regression. However, the object of this projection, which becomes a malign introject, is felt to remove the remaining psychical elements, forcing the worthless residue back into the self. In a final re-introjection, the self is threatened by unintegration. To save the self, these elements are displaced into an organ which becomes hypochondriacal, an autistoid object, protecting itself against unintegration and decomposition. An autistoid dynamic develops between the hypochondriac organ, the ego and the introject. Two short clinical vignettes illustrate the regressive dynamical and metapsychological considerations. Copyright © 2017 Institute of Psychoanalysis.

Cloud-Based Collaborative Writing and the Common Core Standards

ERIC Educational Resources Information Center

Yim, Soobin; Warschauer, Mark; Zheng, Binbin; Lawrence, Joshua F.

2014-01-01

The Common Core State Standards emphasize the integration of technology skills into English Language Arts (ELA) instruction, recognizing the demand for technology-based literacy skills to be college- and career- ready. This study aims to examine how collaborative cloud-based writing is used in in a Colorado school district, where one-to-one…

Job Grading Standard for Blocker and Bracer WG-4602.

ERIC Educational Resources Information Center

Civil Service Commission, Washington, DC. Bureau of Policies and Standards.

The standard is used to grade nonsupervisor's work involved in blocking, bracing, staying, and securing cargo for shipment by land, sea, or air. It requires skill in constructing, placing, and installing wooden blocks, wedges, bracing structures and other staying devices, as well as skill in securing items using wires, ropes, chains, cables,…

Internet skills performance tests: are people ready for eHealth?

PubMed

van Deursen, Alexander J A M; van Dijk, Jan A G M

2011-04-29

Despite the amount of online health information, there are several barriers that limit the Internet's adoption as a source of health information. One of these barriers is highlighted in conceptualizations of the digital divide which include the differential possession of Internet skills, or "eHealth literacy". Most measures of Internet skills among populations at large use self-assessments. The research discussed here applies a multifaceted definition of Internet skills and uses actual performance tests. The purpose of this study was to assess how ready a sample of the general population is for eHealth. More specifically, four types of Internet skills were measured in a performance test in which subjects had to complete health-related assignments on the Internet. From November 1, 2009, through February 28, 2010, 88 subjects participated in the study. Subjects were randomly selected from a telephone directory. A selective quota sample was used divided over equal subsamples of gender, age, and education. Each subject had to accomplish assignments on the Internet. The Internet skills accounted for were categorized as operational (basic skills to use the Internet), formal (navigation and orientation), information (finding information), and strategic (using the information for personal benefits). The tests took approximately 1.5 hours and were conducted in a University office, making the setting equally new for all. Successful completion and time spent on the assignments-the two main outcomes-were directly measured by the test leader. The subjects successfully completed an average of 73% (5.8/8) of the operational Internet skill tasks and an average of 73% (2.9/4) of the formal Internet skill tasks. Of the information Internet skills tasks, an average of 50% (1.5/3) was completed successfully and, of the strategic Internet skills tasks, 35% (0.7/2). Only 28% (25/88) of the subjects were able to successfully complete all operational skills tasks, 39% (34/88), all formal

Internet Skills Performance Tests: Are People Ready for eHealth?

PubMed Central

van Dijk, Jan A G M

2011-01-01

Background Despite the amount of online health information, there are several barriers that limit the Internet’s adoption as a source of health information. One of these barriers is highlighted in conceptualizations of the digital divide which include the differential possession of Internet skills, or “eHealth literacy”. Most measures of Internet skills among populations at large use self-assessments. The research discussed here applies a multifaceted definition of Internet skills and uses actual performance tests. Objective The purpose of this study was to assess how ready a sample of the general population is for eHealth. More specifically, four types of Internet skills were measured in a performance test in which subjects had to complete health-related assignments on the Internet. Methods From November 1, 2009, through February 28, 2010, 88 subjects participated in the study. Subjects were randomly selected from a telephone directory. A selective quota sample was used divided over equal subsamples of gender, age, and education. Each subject had to accomplish assignments on the Internet. The Internet skills accounted for were categorized as operational (basic skills to use the Internet), formal (navigation and orientation), information (finding information), and strategic (using the information for personal benefits). The tests took approximately 1.5 hours and were conducted in a University office, making the setting equally new for all. Successful completion and time spent on the assignments—the two main outcomes—were directly measured by the test leader. Results The subjects successfully completed an average of 73% (5.8/8) of the operational Internet skill tasks and an average of 73% (2.9/4) of the formal Internet skill tasks. Of the information Internet skills tasks, an average of 50% (1.5/3) was completed successfully and, of the strategic Internet skills tasks, 35% (0.7/2). Only 28% (25/88) of the subjects were able to successfully complete all

Developing Standards of Professional Performance in Public Relations.

ERIC Educational Resources Information Center

Cameron, Glen T.; And Others

1996-01-01

Surveys 598 public relations professionals to assess the extent to which a professional standard exists for each of 24 elements of professional performance. Finds respondents believed ethical guidelines, accreditation, and writing/editing skills enjoy established standards, but that licensing, location of public relations on the organizational…

Using Student Success Skills to Address ASCA Behavior Standards in Grades K-3

ERIC Educational Resources Information Center

Abel, Nicholas R.; Oliver, Brandie M.; Keller, Thomas J.; McAulay, Andrew; Piatek, Lisa

2016-01-01

This study evaluated relationships between a school counselor's implementation of the Student Success Skills (SSS) program with 203 students in grades K-3 and teacher ratings of student competency on five learning behaviors from the ASCA Mindsets & Behaviors for Student Success (American School Counselor Association, 2014). Using a paired…

Just the Facts: Common Core State Standards

ERIC Educational Resources Information Center

Williams, Cheryl Scott

2012-01-01

In this article, the author talks about the Common Core State Standards and what they mean to teachers and their students. The Common Core State Standards Initiative provides an opportunity for classroom practitioners across the nation to hone their skills, focus on student learning, and ensure that all the students they serve will be working…

Job Grading Standard for Machinist, WG 3414.

ERIC Educational Resources Information Center

Civil Service Commission, Washington, DC. Bureau of Policies and Standards.

The standard covers nonsupervisory work involved in the manufacture and repair of parts and items of equipment which require the use of various types of standard and special machine tools and their attachments to machine metals, metal alloys, and other materials. The work requires skills ranging from initial planning of necessary work sequences to…

The Common Core State Standards for Mathematics

ERIC Educational Resources Information Center

Akkus, Murat

2016-01-01

The Common Core State Standards for Mathematics (CCSSM) was published in 2010 and includes a complete collection of standards that are published and reviewed as a "common core" in which math skills have been extensively adopted. The recommendations provided have been entirely or partially adapted by more than 47 states of the US.…

Perception of Secondary School Teachers on Teaching Reading Skills in Content Areas

ERIC Educational Resources Information Center

Faulk, Stephen L.

2013-01-01

Reading is an essential skill in education and the current technologically-driven workforce, yet it is a skill that is not mastered by all. Secondary students in a school district in central Alabama have demonstrated a low mastery rate on the reading portion of a standardized test. This quantitative research study used a non-experimental…

Getting Skills Right: Skills for Jobs Indicators

ERIC Educational Resources Information Center

OECD Publishing, 2017

2017-01-01

This report describes the construction of the database of skill needs indicators, i.e. the OECD Skills for Jobs Database, and presents initial results and analysis. It identifies the existing knowledge gaps concerning skills imbalances, providing the rationale for the development of the new skill needs and mismatch indicators. Moreover, it…