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...

Skilled movements require non-apoptotic Bax/Bak pathway-mediated corticospinal circuit reorganization

PubMed Central

Gu, Zirong; Serradj, Najet; Ueno, Masaki; Liang, Mishi; Li, Jie; Baccei, Mark L.; Martin, John H.; Yoshida, Yutaka

2017-01-01

Early postnatal mammals, including human babies, can perform only basic motor tasks. The acquisition of skilled behaviors occurs later, requiring anatomical changes in neural circuitry to support the development of coordinated activation or suppression of functionally related muscle groups. How this circuit reorganization occurs during postnatal development remains poorly understood. Here we explore the connectivity between corticospinal (CS) neurons in the motor cortex and muscles in mice. Using trans-synaptic viral and electrophysiological assays, we identify the early postnatal reorganization of CS circuitry for antagonistic muscle pairs. We further show that this synaptic rearrangement requires the activity-dependent, non-apoptotic Bax/Bak-caspase signaling cascade. Adult Bax/Bak mutant mice exhibit aberrant co-activation of antagonistic muscle pairs and skilled grasping deficits but normal reaching and retrieval behaviors. Our findings reveal key cellular and molecular mechanisms driving postnatal motor circuit reorganization and the resulting impacts on muscle activation patterns and the execution of skilled movements. PMID:28472660

Job Literacy Analysis: A Practical Methodology for Use in Identifying Job-Related Literacy Skills.

ERIC Educational Resources Information Center

Norback, Judith Shaul; And Others

The Job Literacy Analysis (JLA) was developed in response to the need for analyzing the literacy requirements of various occupations in an effort to match the instruction to the job and to enhance the job relatedness of curricula. It is a systematic, comprehensive process for identifying the important literacy skills needed by workers to function…

Identifying criteria for the assessment of pharmacy students' communication skills with patients.

PubMed

Mackellar, Adele; Ashcroft, Darren M; Bell, Dawn; James, Delyth Higman; Marriott, John

2007-06-15

To identify criteria by which patients can assess the communication skills of pharmacy students. Potential assessment criteria were generated from 2 main sources: a literature review and a focus group discussion. A modified two-round Delphi survey was subsequently conducted with 35 professionals who were actively involved in teaching and assessing communication skills of pharmacy students to determine the importance and reliability of each criterion. Consensus ratings identified 7 criteria that were important measures of pharmacy students' communication skills and could be reliably assessed by patients. A modified two-round Delphi consultation survey successfully identified criteria that can be used by patients to assess the communication skills of pharmacy undergraduates. Future work will examine the feasibility of using patients as assessors of communication skills of pharmacy students, preregistration pharmacists, and qualified pharmacists.

14 CFR 65.79 - Skill requirements.

Code of Federal Regulations, 2013 CFR

2013-01-01

... CERTIFICATION: AIRMEN OTHER THAN FLIGHT CREWMEMBERS Mechanics § 65.79 Skill requirements. Each applicant for a mechanic certificate or rating must pass an oral and a practical test on the rating he seeks. The tests...

14 CFR 65.79 - Skill requirements.

Code of Federal Regulations, 2012 CFR

2012-01-01

... CERTIFICATION: AIRMEN OTHER THAN FLIGHT CREWMEMBERS Mechanics § 65.79 Skill requirements. Each applicant for a mechanic certificate or rating must pass an oral and a practical test on the rating he seeks. The tests...

14 CFR 65.79 - Skill requirements.

Code of Federal Regulations, 2014 CFR

2014-01-01

... CERTIFICATION: AIRMEN OTHER THAN FLIGHT CREWMEMBERS Mechanics § 65.79 Skill requirements. Each applicant for a mechanic certificate or rating must pass an oral and a practical test on the rating he seeks. The tests...

14 CFR 65.79 - Skill requirements.

Code of Federal Regulations, 2011 CFR

2011-01-01

... CERTIFICATION: AIRMEN OTHER THAN FLIGHT CREWMEMBERS Mechanics § 65.79 Skill requirements. Each applicant for a mechanic certificate or rating must pass an oral and a practical test on the rating he seeks. The tests...

14 CFR 65.79 - Skill requirements.

Code of Federal Regulations, 2010 CFR

2010-01-01

... CERTIFICATION: AIRMEN OTHER THAN FLIGHT CREWMEMBERS Mechanics § 65.79 Skill requirements. Each applicant for a mechanic certificate or rating must pass an oral and a practical test on the rating he seeks. The tests...

Changes in the Nature and Structure of Work: Implications for Skill Requirements and Skill Formation.

ERIC Educational Resources Information Center

Bailey, Thomas

Changes in the economy and the workplace are changing job skill requirements and the process of skill acquisition. A study analyzed occupational trends and projections, performed case studies of four industry sectors (apparel and textile, accounting, management consulting, and software development), and reviewed research on changing skill demands…

Developing the skills required for evidence-based practice.

PubMed

French, B

1998-01-01

The current health care environment requires practitioners with the skills to find and apply the best currently available evidence for effective health care, to contribute to the development of evidence-based practice protocols, and to evaluate the impact of utilizing validated research findings in practice. Current approaches to teaching research are based mainly on gaining skills by participation in the research process. Emphasis on the requirement for rigour in the process of creating new knowledge is assumed to lead to skill in the process of using research information created by others. This article reflects upon the requirements for evidence-based practice, and the degree to which current approaches to teaching research prepare practitioners who are able to find, evaluate and best use currently available research information. The potential for using the principles of systematic review as a teaching and learning strategy for research is explored, and some of the possible strengths and weakness of this approach are highlighted.

Does the Army Need a Homeland Security Skill Identifier?

DTIC Science & Technology

2011-06-10

MOS is represented in the fourth character of the warrant officer MOSC . The use of a skill qualification identifier (SQI) in the fifth character of...the MOSC creates another MOS that carries the title of the SQI. (Department of the Army 2009a, 50) Multiple Skill Position (officers). A position...training. The SQI is represented in the fifth character of the warrant officer MOSC and may be used to represent functional career tracks with an

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

One approach to curriculum review and development is to construct a matrix of the desired skills versus courses in the departmental curriculum. The matrix approach requires faculty to articulate their goals, identify specific skills, and assess where in the curriculum students will learn and practice these skills and where there are major skills gaps. Faculty members in the Geology Department at Carleton College developed a matrix of skills covered in geology courses with the following objectives: 1) Geology majors should begin their "senior integrative exercise" having practiced multiple times all of the formal steps in the research process (recognizing problems, writing proposals, carrying out a project, reporting a project in several ways); 2) Geology majors should learn and practice a variety of professional and life skills life (e.g. computer skills, field skills, lab skills, and interpretive skills).The matrix was used to identify where in the curriculum various research methods and skills were addressed and to map potential student experiences to the objectives. In Carleton's non-hierarchical curriculum, the matrix was used to verify that students have many opportunities to practice research and life skills regardless of the path they take to completion of the major. In William and Mary's more structured curriculum, the matrix was used to ensure that skills build upon each other from course to course. Faculty members in the Geology Department at the College of William and Mary first used this approach to focus on teaching quantitative skills across the geology curriculum, and later used it in terms of teaching research, communication, and information literacy skills. After articulating goals and skills, faculty members in both departments developed more specific skill lists within each category of skills, then described the current assignments and activities in each course relative to the specific components of the matrix and discussed whether to add

Development of flight experiment task requirements. Volume 2: Technical Report. Part 2: Appendix H: Tasks-skills data series

NASA Technical Reports Server (NTRS)

Hatterick, G. R.

1972-01-01

The data sheets presented contain the results of the task analysis portion of the study to identify skill requirements of space shuttle crew personnel. A comprehensive data base is provided of crew functions, operating environments, task dependencies, and task-skills applicable to a representative cross section of earth orbital research experiments.

Use of Event-Related Potentials to Identify Language and Reading Skills

ERIC Educational Resources Information Center

Molfese, Victoria J.; Molfese, Dennis L.; Beswick, Jennifer L.; Jacobi-Vessels, Jill; Molfese, Peter J.; Molnar, Andrew E.; Wagner, Mary C.; Haines, Brittany L.

2008-01-01

The extent to which oral language and emergent literacy skills are influenced by event-related potential measures of phonological processing was examined. Results revealed that event-related potential responses identify differences in letter naming but not receptive language skills.

29 CFR 1620.15 - Jobs requiring equal skill in performance.

Code of Federal Regulations, 2011 CFR

2011-07-01

.... As a simple illustration of the principle of equal skill, suppose that a man and a woman have jobs... majority of their work, whether or not these jobs require equal skill in performance will depend upon the nature of the work performed during the latter period to meet the requirements of the jobs. ...

14 CFR 63.39 - Skill requirements.

Code of Federal Regulations, 2012 CFR

2012-01-01

... simulator, or in an approved flight engineer training device, show that he can satisfactorily perform... CERTIFICATION: FLIGHT CREWMEMBERS OTHER THAN PILOTS Flight Engineers § 63.39 Skill requirements. (a) An applicant for a flight engineer certificate with a class rating must pass a practical test on the duties of...

14 CFR 63.39 - Skill requirements.

Code of Federal Regulations, 2013 CFR

2013-01-01

... simulator, or in an approved flight engineer training device, show that he can satisfactorily perform... CERTIFICATION: FLIGHT CREWMEMBERS OTHER THAN PILOTS Flight Engineers § 63.39 Skill requirements. (a) An applicant for a flight engineer certificate with a class rating must pass a practical test on the duties of...

Technical skills requirement of Indonesian construction labors to work in Malaysia

NASA Astrophysics Data System (ADS)

Adi, Henny Pratiwi

2017-03-01

Labors skills is an important part of construction projects implementation. Suitability between the skills possessed by labors with the skills needed by user is required to increase employment opportunities. Malaysia is a country that using construction labors from Indonesia. This study aims to get the kind of technical skills required by users of Indonesian constructian labors in Malaysia and also the importance level of technical skills. Data collecting in this research was conducted through interviews and questionnaires on contractors in Malaysia. The next stage was determine the importance level of technical skills in work field of carpenter, bricklayer, plumber and painters. The importance level of technical skills analyzed using the Relative Importance Index (RII). The results showed that mastering the operation of both instruments either manually or electrically is the most importance in the technical skills. Therefore, an understanding of the types of equipment for work field and the manner of operation is need to had by Indonesian construction labors who will work in Malaysia.

[Delphi study to identify the management skills of nursing executives].

PubMed

Yañez, M R; Avila, J A; Bermudez, M I; De Miguel, I; Bellver, V; Guilabert, M; Mira, J J

2016-01-01

To determine and update the skills map for the position of Nurse Administrator in hospitals and Primary Care. An observational, descriptive, cross-sectional study based on a Delphi technique was conducted in hospital and Primary Care settings. Two nominal groups with 15 nurses each were used to define the contents of the questionnaire 0 in the Delphi technique. All nurses registered in the professional associations of Alicante, Castellón and Valencia were invited to participate. The results of the Delphi study was submitted to factor analysis to identify the set of skills and, subsequently, compare them with the offer of post-graduate course in colleges and universities during the 2014-15 academic year. Forty-five competences were extracted during the Nominal groups. In total, 705 nurses replied to the first wave in the Delphi Technique, and 394 in the second (response rate of 56%). Factorial analysis grouped the skills chosen into 10 factors: managing people, conflict management, independent learning, ethics, emotional balance, commitment, self-discipline, continuous improvement, critical-thinking, and innovation. Four skills groups identified in this study (emotional balancing, commitment, self-discipline and courage) were not usually included in the post-graduate courses The nurse administrator skills should be related to relational and ethical behaviour. The training offer of the post-graduate courses must be reoriented. Copyright © 2015 SECA. Published by Elsevier Espana. All rights reserved.

Higher order thinking skills competencies required by outcomes-based education from learners.

PubMed

Chabeli, M M

2006-08-01

Outcomes-Based Education (OBE) brought about a significant paradigm shift in the education and training of learners in South Africa. OBE requires a shift from focusing on the teacher input (instruction offerings or syllabuses expressed in terms of content), to focusing on learner outcomes. OBE is moving away from 'transmission' models to constructivistic, learner-centered models that put emphasis on learning as an active process (Nieburh, 1996:30). Teachers act as facilitators and mediators of learning (Norms and Standards, Government Gazette vol 415, no 20844 of 2000). Facilitators are responsible to create the environment that is conducive for learners to construct their own knowledge, skills and values through interaction (Peters, 2000). The first critical cross-field outcome accepted by the South African Qualification Framework (SAQA) is that learners should be able to identify and solve problems by using critical and creative thinking skills. This paper seeks to explore some higher order thinking skills competencies required by OBE from learners such as critical thinking, reflective thinking, creative thinking, dialogic / dialectic thinking, decision making, problem solving and emotional intelligence and their implications in facilitating teaching and learning from the theoretical perspective. The philosophical underpinning of these higher order thinking skills is described to give direction to the study. It is recommended that a study focusing on the assessment of these intellectual concepts be made. The study may be qualitative, quantitative or mixed methods in nature (Creswell 2005).

Skills for Living: The Requirement of the 90s.

ERIC Educational Resources Information Center

Kraizer, Sherryll Kerns

Children require a variety of skills to cope with the stresses of growth and development, including the ability to think independently, to make choices, to solve problems effectively, to communicate clearly, to develop and maintain high self-esteem, and to prevent injurious events. These life skills are best learned through curriculum-centered…

BRIEF REPORT: Screening Items to Identify Patients with Limited Health Literacy Skills

PubMed Central

Wallace, Lorraine S; Rogers, Edwin S; Roskos, Steven E; Holiday, David B; Weiss, Barry D

2006-01-01

BACKGROUND Patients with limited literacy skills are routinely encountered in clinical practice, but they are not always identified by clinicians. OBJECTIVE To evaluate 3 candidate questions to determine their accuracy in identifying patients with limited or marginal health literacy skills. METHODS We studied 305 English-speaking adults attending a university-based primary care clinic. Demographic items, health literacy screening questions, and the Rapid Estimate of Adult Literacy in Medicine (REALM) were administered to patients. To determine the accuracy of the candidate questions for identifying limited or marginal health literacy skills, we plotted area under the receiver operating characteristic (AUROC) curves for each item, using REALM scores as a reference standard. RESULTS The mean age of subjects was 49.5; 67.5% were female, 85.2% Caucasian, and 81.3% insured by TennCare and/or Medicare. Fifty-four (17.7%) had limited and 52 (17.0%) had marginal health literacy skills. One screening question, “How confident are you filling out medical forms by yourself?” was accurate in detecting limited (AUROC of 0.82; 95% confidence interval [CI]=0.77 to 0.86) and limited/marginal (AUROC of 0.79; 95% CI=0.74 to 0.83) health literacy skills. This question had significantly greater AUROC than either of the other questions (P<.01) and also a greater AUROC than questions based on demographic characteristics. CONCLUSIONS One screening question may be sufficient for detecting limited and marginal health literacy skills in clinic populations. PMID:16881950

Definition of Specific Functions and Procedural Skills Required by Cuban Specialists in Intensive Care and Emergency Medicine.

PubMed

Véliz, Pedro L; Berra, Esperanza M; Jorna, Ana R

2015-07-01

INTRODUCTION Medical specialties' core curricula should take into account functions to be carried out, positions to be filled and populations to be served. The functions in the professional profile for specialty training of Cuban intensive care and emergency medicine specialists do not include all the activities that they actually perform in professional practice. OBJECTIVE Define the specific functions and procedural skills required of Cuban specialists in intensive care and emergency medicine. METHODS The study was conducted from April 2011 to September 2013. A three-stage methodological strategy was designed using qualitative techniques. By purposive maximum variation sampling, 82 professionals were selected. Documentary analysis and key informant criteria were used in the first stage. Two expert groups were formed in the second stage: one used various group techniques (focus group, oral and written brainstorming) and the second used a three-round Delphi method. In the final stage, a third group of experts was questioned in semistructured in-depth interviews, and a two-round Delphi method was employed to assess priorities. RESULTS Ultimately, 78 specific functions were defined: 47 (60.3%) patient care, 16 (20.5%) managerial, 6 (7.7%) teaching, and 9 (11.5%) research. Thirty-one procedural skills were identified. The specific functions and procedural skills defined relate to the profession's requirements in clinical care of the critically ill, management of patient services, teaching and research at the specialist's different occupational levels. CONCLUSIONS The specific functions and procedural skills required of intensive care and emergency medicine specialists were precisely identified by a scientific method. This product is key to improving the quality of teaching, research, administration and patient care in this specialty in Cuba. The specific functions and procedural skills identified are theoretical, practical, methodological and social contributions to

Identifying Requirements for Effective Human-Automation Teamwork

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

Jeffrey C. Joe; John O'Hara; Heather D. Medema

Previous studies have shown that poorly designed human-automation collaboration, such as poorly designed communication protocols, often leads to problems for the human operators, such as: lack of vigilance, complacency, and loss of skills. These problems often lead to suboptimal system performance. To address this situation, a considerable amount of research has been conducted to improve human-automation collaboration and to make automation function better as a “team player.” Much of this research is based on an understanding of what it means to be a good team player from the perspective of a human team. However, the research is often based onmore » a simplified view of human teams and teamwork. In this study, we sought to better understand the capabilities and limitations of automation from the standpoint of human teams. We first examined human teams to identify the principles for effective teamwork. We next reviewed the research on integrating automation agents and human agents into mixed agent teams to identify the limitations of automation agents to conform to teamwork principles. This research resulted in insights that can lead to more effective human-automation collaboration by enabling a more realistic set of requirements to be developed based on the strengths and limitations of all agents.« less

Identifying emotional intelligence skills of Turkish clinical nurses according to sociodemographic and professional variables.

PubMed

Kahraman, Nilgün; Hiçdurmaz, Duygu

2016-04-01

This study aimed to identify the emotional intelligence skills of Turkish clinical nurses according to sociodemographic and professional variables. Emotional intelligence is "the ability of a person to comprehend self-emotions, to show empathy towards the feelings of others, and to control self-emotions in a way that enriches life." Nurses with a higher emotional intelligence level offer more efficient and professional care, and they accomplish more in their social and professional lives. We designed a descriptive cross-sectional study. The Introductory Information Form and the Bar-On emotional intelligence Inventory were used to collect data between 20th June and 20th August 2012. The study was conducted with 312 nurses from 37 hospitals located within the borders of the metropolitan municipality in Ankara. There were no significant differences between emotional intelligence scores of the nurses according to demographic variables such as age, gender, marital status, having children. Thus, sociodemographic factors did not appear to be key factors, but some professional variables did. Higher total emotional intelligence scores were observed in those who had 10 years or longer experience, who found oneself successful in professional life, who stated that emotional intelligence is an improvable skill and who previously received self-improvement training. Interpersonal skills were higher in those with a graduate degree and in nurses working in polyclinics and paediatric units. These findings indicate which groups require improvement in emotional intelligence skills and which skills need improvement. Additionally, these results provide knowledge and create awareness about emotional intelligence skills of nurses and the distribution of these skills according to sociodemographic and professional variables. Implementation of emotional intelligence improvement programmes targeting the determined clinical nursing groups by nursing administrations can help the increase in

Identifying Noncognitive Skills That Contribute to Dental Students' Success: Dental Faculty Perspectives.

PubMed

Virtue, Shannon Myers; Pendergast, Laura; Tellez, Marisol; Waldron, Elizabeth; Ismail, Amid

2017-03-01

The aims of this study were to identify noncognitive factors that dental faculty members perceived to contribute to dental students' success and to assess dental faculty members' ratings of the relative importance of these factors to academic performance, clinical performance, and overall success. Out of 184 eligible faculty members at one U.S. dental school, 43 respondents (23.3%) completed a survey in 2015-16. The survey asked respondents to rank the importance of seven noncognitive factors to academic performance, clinical performance, and overall success. Descriptive analysis was conducted to determine the ratings on importance of each noncognitive factor. Two additional open-ended questions asked faculty members to 1) think of dental students who performed very well and list the noncognitive factors they believed contributed to those students' success and 2) identify the two most important of those factors that contributed to success. Qualitative analysis was conducted to identify themes in the open-ended responses. The respondents rated professionalism and preparedness highest in importance for overall success. Preparedness was rated highest in importance for academic performance, and communication was highest in importance for clinical performance. Six themes were identified in the open-ended responses: communication/interpersonal skills, approach to learning, personal characteristics, professionalism, diverse experiences, and technical abilities. On both open-ended items, the most frequently cited noncognitive skill was communication/interpersonal skills followed by approach to learning. In this study, dental faculty members perceived communication, preparedness, and professionalism as important skills contributing to dental students' success.

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.

Identifying nontechnical skills associated with safety in the emergency department: a scoping review of the literature.

PubMed

Flowerdew, Lynsey; Brown, Ruth; Vincent, Charles; Woloshynowych, Maria

2012-05-01

Understanding the nontechnical skills specifically applicable to the emergency department (ED) is essential to facilitate training and more broadly consider interventions to reduce error. The aim of this scoping review is to first identify and then explore in depth the nontechnical skills linked to safety in the ED. The review was conducted in 2 stages. In stage 1, online databases were searched for published empirical studies linking nontechnical skills to safety and performance in the ED. Articles were analyzed to identify key ED nontechnical skills. In stage 2, these key skills were used to generate additional key words, which enabled a second search of the literature to be undertaken and expand on the evidence available for review. In stage 1, 11 articles were retrieved for data analysis and 9 core emergency medicine nontechnical skills were identified. These were communicating, managing workload, anticipating, situational awareness, supervising and providing feedback, leadership, maintaining standards, using assertiveness, and decisionmaking. In stage 2, a secondary search, using these 9 skills and related terms, uncovered a further 21 relevant articles. Therefore, 32 articles were used to describe the main nontechnical skills linked to safety in the ED. This article highlights the challenges of reviewing a topic for which the terms are not clearly defined in the literature. A novel methodological approach is described that provides a structured and transparent process for reviewing the literature in emerging areas of interest. A series of literature reviews focusing on individual nontechnical skills will provide a clearer understanding of how the skills identified contribute to safety in the ED. Copyright © 2011 American College of Emergency Physicians. Published by Mosby, Inc. All rights reserved.

Teaching Soft Skills Employers Need

ERIC Educational Resources Information Center

Ellis, Maureen; Kisling, Eric; Hackworth, Robbie G.

2014-01-01

This study identifies the soft skills community colleges teach in an office technology course and determines whether the skills taught are congruent with the soft skills employers require in today's entry-level office work. A qualitative content analysis of a community college office technology soft skills course was performed using 23 soft skills…

Systematic Review to Identify Skill Needs for Agrifood Nanotechnology Workforce

ERIC Educational Resources Information Center

Yawson, Robert M.

2017-01-01

As nanotechnology continues to advance in food and agriculture, there is the need for pragmatic decisions as to how to prepare the workforce. A comprehensive systematic evidence review (SER) and analysis of the literature to identify skill needs for the emerging agrifood nanotechnology sector and to determine how agricultural education can…

Identifying the Financial Literacy Skills Necessary to Run a Small New Zealand Business

ERIC Educational Resources Information Center

Samkin, Grant; Pitu, Elizabeth; Low, Mary

2014-01-01

The objectives of this paper are to identify the financial skills small business owners believe necessary to be successful in business, and to establish whether there is a role for secondary school accounting in contributing to the learning of these skills. A combination of a social network website and snowball sampling technique was used to…

The definition and evaluation of the skills required to obtain a patient's history of illness: the use of videotape recordings

PubMed Central

Anderson, J.; Dowling, M. A. C.; Day, J. L.; Pettingale, K. W.

1970-01-01

Videotape recording apparatus was used to make records of case histories obtained from patients by students and doctors. These records were studied in order to identify the skills required to obtain a patient's history of illness. Each skill was defined. A questionnaire was developed in order to assess these skills and three independent observers watched the records of eighteen students and completed a questionnaire for each. The results of this were analysed for reliability and reproducibility between examiners. Moderate reliability and reproducibility were demonstrated. The questionnaire appeared to be a valid method of assessment and was capable of providing significant discrimination between students for each skill. A components analysis suggested that the marks for each skill depend on an overall impression obtained by each examiner and this overall impression is influenced by different skills for each examiner. PMID:5488220

Integrated Job Skills and Reading Skills Training System. Final Report.

ERIC Educational Resources Information Center

Sticht, Thomas G.; And Others

An exploratory study was conducted to evaluate the feasibility of determining the reading demands of navy jobs, using a methodology that identifies both the type of reading tasks performed on the job and the level of general reading skill required to perform that set of reading tasks. Next, a survey was made of the navy's job skills training…

Skill sets required for the management of military head, face and neck trauma: a multidisciplinary consensus statement.

PubMed

Breeze, John; Blanch, R; Baden, J; Monaghan, A M; Evriviades, D; Harrisson, S E; Roberts, S; Gibson, A; MacKenzie, N; Baxter, D; Gibbons, A J; Heppell, S; Combes, J G; Rickard, R F

2018-05-01

The evolution of medical practice is resulting in increasing subspecialisation, with head, face and neck (HFN) trauma in a civilian environment usually managed by a combination of surgical specialties working as a team. However, the full combination of HFN specialties commonly available in the NHS may not be available in future UK military-led operations, necessitating the identification of a group of skill sets that could be delivered by one or more deployed surgeons. A systematic review was undertaken to identify those surgical procedures performed to treat acute military head, face, neck and eye trauma. A multidisciplinary consensus group was convened following this with military HFN trauma expertise to define those procedures commonly required to conduct deployed, in-theatre HFN surgical combat trauma management. Head, face, neck and eye damage control surgical procedures were identified as comprising surgical cricothyroidotomy, cervico-facial haemorrhage control and decompression of orbital haemorrhage through lateral canthotomy. Acute in-theatre surgical skills required within 24 hours consist of wound debridement, surgical tracheostomy, decompressive craniectomy, intracranial pressure monitor placement, temporary facial fracture stabilisation for airway management or haemorrhage control and primary globe repair. Delayed in-theatre procedures required within 5 days prior to predicted evacuation encompass facial fracture fixation, delayed lateral canthotomy, evisceration, enucleation and eyelid repair. The identification of those skill sets required for deployment is in keeping with the General Medical Council's current drive towards credentialing consultants, by which a consultant surgeon's capabilities in particular practice areas would be defined. Limited opportunities currently exist for trainees and consultants to gain experience in the management of traumatic head, face, neck and eye injuries seen in a kinetic combat environment. Predeployment

Applying the ICF to identify requirements for students with Asperger syndrome in higher education.

PubMed

Adolfsson, Margareta; Simmeborn Fleischer, Ann

2015-06-01

Higher education requires more than academic skills and everyday student-life can be stressful. Students with Asperger syndrome (AS) may need support to manage their education due to difficulties in social functioning. As preparation for the development of a structured tool to guide student and coordinator dialogues at Swedish universities, this study aimed to identify ICF categories that reflect requirements in everyday student-life for students with AS. Using descriptive qualitative approach, information in documents reflecting the perspectives of university students, international classifications, user/health organisations and education authorities were linked to ICF codes. In total, 114 ICF categories were identified, most of which related to learning, tasks and demands, communication and interactions. Students with AS need varying accommodations to be successful in higher education. In the future, ICF-based code sets, including demands on student roles, can be used as checklists to describe functioning and needs for support.

Identifying training needs of logging truck drivers using a skill inventory.

PubMed

Carnahan, B J

2004-11-01

The purpose of this research was to determine if the Driver Skill Inventory (DSI) could be used to characterize the self-assessed driving performance of commercial logging truck drivers. The DSI requires respondents to subjectively evaluate their own ability in regard to 15 different driving skills. The DSI responses of 1000 logging truck drivers were collected across three southeastern states. The underlying hypothesis in the current study was that DSI responses of these drivers would have similar reliability and factor structure as those DSI responses collected from non-commercial drivers in previous studies. Factor analysis of the data confirmed this hypothesis. Statistical analysis revealed that low self-ratings on various safety skill items within the DSI inventory were associated with: (1) inconsistency in using seat belts, (2) inconsistency in performing pre-trip inspections on logging trucks, and (3) committing moving violations. Conversely, high self-ratings ratings on various perceptual-motor skill items were associated with these same at-risk behaviors. The perceptual-motor skill items were also positively associated with negative attitudes toward driving regulations and the number of moving violations incurred over a three-year period. Non-parametric statistical analysis revealed that self-assessments were lowest for DSI skills pertaining to controlling one's anger while driving and managing the truck through a skid or slide. Results of the study confirmed that the DSI can be successfully applied to commercial logging truck drivers as part of an overall comprehensive training needs assessment.

Motor cortex is required for learning but not executing a motor skill

PubMed Central

Kawai, Risa; Markman, Timothy; Poddar, Rajesh; Ko, Raymond; Fantana, Antoniu; Dhawale, Ashesh; Kampff, Adam R.; Ölveczky, Bence P.

2018-01-01

Motor cortex is widely believed to underlie the acquisition and execution of motor skills, yet its contributions to these processes are not fully understood. One reason is that studies on motor skills often conflate motor cortex’s established role in dexterous control with roles in learning and producing task-specific motor sequences. To dissociate these aspects, we developed a motor task for rats that trains spatiotemporally precise movement patterns without requirements for dexterity. Remarkably, motor cortex lesions had no discernible effect on the acquired skills, which were expressed in their distinct pre-lesion forms on the very first day of post-lesion training. Motor cortex lesions prior to training, however, rendered rats unable to acquire the stereotyped motor sequences required for the task. These results suggest a remarkable capacity of subcortical motor circuits to execute learned skills and a previously unappreciated role for motor cortex in ‘tutoring’ these circuits during learning. PMID:25892304

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

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

PubMed

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

2016-01-01

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

Required and Possessed University Graduate Employability Skills: Perceptions of the Nigerian Employers

ERIC Educational Resources Information Center

Adebakin, Azeez B.; Ajadi, O. Timothy; Subair, S. Tayo

2015-01-01

University is a place where skilled labour is produced for societal and global consumption. This is premised on the fact that education provided at this level enhances human capital development which widens employment opportunities. However, there seems to be disparity over the skills required and those possessed by graduates from Nigerian…

Through the Eyes of Nurse Managers in Long-Term Care: Identifying Perceived Competencies and Skills.

PubMed

Dever, Kathleen H

2018-05-01

Nurse managers (NMs) in long-term care supervise health care services for individuals with high acuity levels and numerous comorbidities. There is minimal research identifying NMs' skills and competencies as unit leaders within the long-term care environment. The current mixed-methods study identified NMs' leadership skills and competencies. Nineteen NMs with ≥5 years' long-term care management experience completed the Nurse Manager Inventory Tool and were individually interviewed. They rated their clinical skills at the competent level and their financial/strategic management skills at the novice level. All other skill categories, including leadership reflective practice, diversity, human resource leadership/management, relationship management, performance improvement, and problem solving, were rated at a competent level. Emergent interview qualitative themes included their visibility on the unit, trial and error learning, a sense of "aloneness" due to the absence of other RNs, NM position being a tough job, need for peer support, role modeling, and importance of supporting the resident through their "final journey." [Journal of Gerontological Nursing, 44(5), 32-38.]. Copyright 2018, SLACK Incorporated.

Examining Preservice Science Teachers' Skills of Formulating Hypotheses and Identifying Variables

ERIC Educational Resources Information Center

Aydogdu, Bülent

2015-01-01

The aim of this study is to examine preservice science teachers' skills of formulating hypotheses and identifying variables. The research has a phenomenological research design. The data was gathered qualitatively. In this study, preservice science teachers were first given two scenarios (Scenario-1 & Scenario-2) containing two different…

Required and Possessed University Graduates Employability Skills: Perceptions of the Nigerian Employers

ERIC Educational Resources Information Center

Adebakin, Azeez B.; Ajadi, O. Timothy; Subair, S. 'Tayo

2015-01-01

University is a place where skilled labour is produced for societal and global consumption. This is premised on the fact that education provided at this level enhances human capital development, which widens employment opportunities. However, there seems to be a disparity between the skills required and those possessed by graduates from Nigerian…

Lost in translation: Cultural divides in communication skills teaching identified in the ICCH 2016 student symposium.

PubMed

Schopper, Heather K; Mohamed, Nasteha A; Seegel, Max; Gorina, Kseniya; Silverman, Jonathan; Rosenbaum, Marcy

2017-11-01

To provide a platform for learners' voices at an international conference on communication in healthcare. A group of medical students were invited to explore their experiences with communication skills learning at a symposium at the 2016 International Conference on Communication in Healthcare in Heidelberg, DE. Students from the US, Denmark, Germany, and Russia discussed their experiences with communication skills curriculum at their institutions. We identified divides that have challenged our ability to develop and maintain strong communication skills: 1) valuation of communication skills vs. other topics, 2) curricular theory vs. practice, 3) evaluation vs. feedback, 4) preclinical vs. clinical learning, and 5) the medical student vs. practicing clinician role. The points of transition we identified on the road of communication skills teaching highlight opportunities to strengthen the educational experience for students. Without an effort to address these divides, however, our communication skills may be lost in translation. Students value communication skills teaching during their medical education and there are opportunities to translate this to countries that currently lack robust curricula and to the real-life post-graduate setting. Support is necessary from students, teachers, and administrators, and focus on translation of skills during role transitions is needed. Copyright © 2017 Elsevier B.V. All rights reserved.

Job Skills of 90's Requires New Educational Model for ALL Students.

ERIC Educational Resources Information Center

Daggett, Willard R.

1992-01-01

This bulletin describes the changing nature of work and summarizes research that has sought to identify the skills that all high school graduates and adult learners should have. It challenges several common assumptions about what preparation is needed for the workplace and how effectively schools are delivering the necessary skills. It cites the…

14 CFR 65.115 - Senior parachute rigger certificate: Experience, knowledge, and skill requirements.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 14 Aeronautics and Space 2 2010-01-01 2010-01-01 false Senior parachute rigger certificate: Experience, knowledge, and skill requirements. 65.115 Section 65.115 Aeronautics and Space FEDERAL AVIATION... CREWMEMBERS Parachute Riggers § 65.115 Senior parachute rigger certificate: Experience, knowledge, and skill...

14 CFR 65.119 - Master parachute rigger certificate: Experience, knowledge, and skill requirements.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 14 Aeronautics and Space 2 2011-01-01 2011-01-01 false Master parachute rigger certificate: Experience, knowledge, and skill requirements. 65.119 Section 65.119 Aeronautics and Space FEDERAL AVIATION... CREWMEMBERS Parachute Riggers § 65.119 Master parachute rigger certificate: Experience, knowledge, and skill...

14 CFR 65.119 - Master parachute rigger certificate: Experience, knowledge, and skill requirements.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 14 Aeronautics and Space 2 2010-01-01 2010-01-01 false Master parachute rigger certificate: Experience, knowledge, and skill requirements. 65.119 Section 65.119 Aeronautics and Space FEDERAL AVIATION... CREWMEMBERS Parachute Riggers § 65.119 Master parachute rigger certificate: Experience, knowledge, and skill...

14 CFR 65.115 - Senior parachute rigger certificate: Experience, knowledge, and skill requirements.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 14 Aeronautics and Space 2 2011-01-01 2011-01-01 false Senior parachute rigger certificate: Experience, knowledge, and skill requirements. 65.115 Section 65.115 Aeronautics and Space FEDERAL AVIATION... CREWMEMBERS Parachute Riggers § 65.115 Senior parachute rigger certificate: Experience, knowledge, and skill...

Critical Thinking Skills among Elementary School Students: Comparing Identified Gifted and General Education Student Performance

ERIC Educational Resources Information Center

Kettler, Todd

2014-01-01

Education reform efforts, including the current adoption of Common Core State Standards, have increased attention to teaching critical thinking skills to all students. This study investigated the critical thinking skills of fourth-grade students from a school district in Texas, including 45 identified gifted students and 163 general education…

Changes in skill and physical fitness following training in talent-identified volleyball players.

PubMed

Gabbett, Tim; Georgieff, Boris; Anderson, Steve; Cotton, Brad; Savovic, Darko; Nicholson, Lee

2006-02-01

This study investigated the effect of a skill-based training program on measurements of skill and physical fitness in talent-identified volleyball players. Twenty-six talented junior volleyball players (mean +/- SE age, 15.5 +/- 0.2 years) participated in an 8-week skill-based training program that included 3 skill-based court sessions per week. Skills sessions were designed to develop passing, setting, serving, spiking, and blocking technique and accuracy as well as game tactics and positioning skills. Coaches used a combination of technical and instructional coaching, coupled with skill-based games to facilitate learning. Subjects performed measurements of skill (passing, setting, serving, and spiking technique and accuracy), standard anthropometry (height, standing-reach height, body mass, and sum of 7 skinfolds), lower-body muscular power (vertical jump, spike jump), upper-body muscular power (overhead medicine-ball throw), speed (5- and 10-m sprint), agility (T-test), and maximal aerobic power (multistage fitness test) before and after training. Training induced significant (p < 0.05) improvements in spiking, setting, and passing accuracy and spiking and passing technique. Compared with pretraining, there were significant (p < 0.05) improvements in 5- and 10-m speed and agility. There were no significant differences between pretraining and posttraining for body mass, skinfold thickness, lower-body muscular power, upper-body muscular power, and maximal aerobic power. These findings demonstrate that skill-based volleyball training improves spiking, setting, and passing accuracy and spiking and passing technique, but has little effect on the physiological and anthropometric characteristics of players.

Motor cortex is required for learning but not for executing a motor skill.

PubMed

Kawai, Risa; Markman, Timothy; Poddar, Rajesh; Ko, Raymond; Fantana, Antoniu L; Dhawale, Ashesh K; Kampff, Adam R; Ölveczky, Bence P

2015-05-06

Motor cortex is widely believed to underlie the acquisition and execution of motor skills, but its contributions to these processes are not fully understood. One reason is that studies on motor skills often conflate motor cortex's established role in dexterous control with roles in learning and producing task-specific motor sequences. To dissociate these aspects, we developed a motor task for rats that trains spatiotemporally precise movement patterns without requirements for dexterity. Remarkably, motor cortex lesions had no discernible effect on the acquired skills, which were expressed in their distinct pre-lesion forms on the very first day of post-lesion training. Motor cortex lesions prior to training, however, rendered rats unable to acquire the stereotyped motor sequences required for the task. These results suggest a remarkable capacity of subcortical motor circuits to execute learned skills and a previously unappreciated role for motor cortex in "tutoring" these circuits during learning. Copyright © 2015 Elsevier Inc. All rights reserved.

Skill Matches to Job Requirements. A National Vocational Education and Training Research and Evaluation Program Report

ERIC Educational Resources Information Center

Ryan, Chris; Sinning, Mathias

2009-01-01

Paying particular attention to older workers, this report examines the relationship between the skills of workers and the skill requirements of the jobs in which they work. The findings show that workers (in all age groups) with higher literacy and numeracy skills tend to use these skills more often than those with lower skill levels.…

Dynamic Assessment of Word Learning Skills: Identifying Language Impairment in Bilingual Children

ERIC Educational Resources Information Center

Kapantzoglou, Maria; Restrepo, M. Adelaida; Thompson, Marilyn S.

2012-01-01

Purpose: Bilingual children are often diagnosed with language impairment, although they may simply have fewer opportunities to learn English than English-speaking monolingual children. This study examined whether dynamic assessment (DA) of word learning skills is an effective method for identifying bilingual children with primary language…

Recommended Skill Requirements of Recent Management Information Systems Graduates for Employment: A Modified Delphi Study

ERIC Educational Resources Information Center

Strnad, Michael A., Sr.

2013-01-01

The purpose of this Modified Delphi study was to achieve a consensus and forecast a prediction from expert IT hiring managers on what skills are required of MIS graduates for employment. In doing so, guidance could be provided to academic leaders who design curricula for MIS students on the required skills for employment. This study was conducted…

Identifying and Validating Requirements of a Mobile-Based Self-Management System for People Living with HIV.

PubMed

Mehraeen, Esmaeil; Safdari, Reza; Seyedalinaghi, Seyed Ahmad; Mohammadzadeh, Niloofar; Arji, Goli

2018-01-01

Due to the widespread use of mobile technology and the low cost of this technology, implementing a mobile-based self-management system can lead to adherence to the medication regimens and promotion of the health of people living with HIV (PLWH). We aimed to identify requirements of a mobile-based self-management system, and validate them from the perspective of infectious diseases specialists. This is a mixed-methods study that carried out in two main phases. In the first phase, we identified requirements of a mobile-based self-management system for PLWH. In the second phase, identified requirements were validated using a researcher made questionnaire. The statistical population was infectious diseases specialists affiliated to Tehran University of Medical Sciences. The collected data were analyzed using SPSS statistical software (version 19), and descriptive statistics. By full-text review of selected studies, we determined requirements of a mobile-based self-management system in four categories: demographic, clinical, strategically and technical capabilities. According to the findings, 6 data elements for demographic category, 11 data elements for clinical category, 10 items for self-management strategies, and 11 features for technical capabilities were selected. Using the identified preferences, it is possible to design and implement a mobile-based self-management system for HIV-positive people. Developing a mobile-based self-management system is expected to progress the skills of self-management PLWH, improve of medication regimen adherence, and facilitate communication with healthcare providers.

State Requirements for High School Graduation: Communication Skills. Technical Note.

ERIC Educational Resources Information Center

Lawlor, Joseph

This paper contains descriptions of documents setting forth the minimum communications skills competencies required for high school graduation in seven states: Florida, Louisiana, Maryland, Massachusetts, New Mexico, and Utah. It then describes the procedures used to compile a synthesized list from those documents for use in a project to assess…

Clinical program leadership: skill requirements for contemporary leaders.

PubMed

Spallina, Joseph M

2002-01-01

With knowledge of these leadership requirements and a shrinking base of experienced managers, healthcare organizations and professional societies have little choice in their approach to prepare for the leadership development challenges of the future. Organizations will focus leadership development, training, and continuing management education on integrating business tools and skills into clinical program management. The management requirements for clinical programs will continue to grow in complexity and the number of qualified managers will continue to diminish, New approaches to solving this shortage will evolve. Professional, forprofit companies, healthcare provider organizations, and academic programs will develop clinical program management training tracks. Organizations that create solutions to this management imperative will maintain their competitive edge in the challenging times that will greet the industry in the future.

Occupational-level interactions between physical hazards and cognitive ability and skill requirements in predicting injury incidence rates.

PubMed

Ford, Michael T; Wiggins, Bryan K

2012-07-01

Interactions between occupational-level physical hazards and cognitive ability and skill requirements were examined as predictors of injury incidence rates as reported by the U. S. Bureau of Labor Statistics. Based on ratings provided in the Occupational Information Network (O*NET) database, results across 563 occupations indicate that physical hazards at the occupational level were strongly related to injury incidence rates. Also, as expected, the physical hazard-injury rate relationship was stronger among occupations with high cognitive ability and skill requirements. In addition, there was an unexpected main effect such that occupations with high cognitive ability and skill requirements had lower injury rates even after controlling for physical hazards. The main effect of cognitive ability and skill requirements, combined with the interaction with physical hazards, resulted in unexpectedly high injury rates for low-ability and low-skill occupations with low physical hazard levels. Substantive and methodological explanations for these interactions and their theoretical and practical implications are offered. Results suggest that organizations and occupational health and safety researchers and practitioners should consider the occupational level of analysis and interactions between physical hazards and cognitive requirements in future research and practice when attempting to understand and prevent injuries.

Positioning of Emotional Intelligence Skills within the Overall Skillset of Practice-Based Accountants: Employer and Graduate Requirements

ERIC Educational Resources Information Center

Coady, Peggy; Byrne, Seán; Casey, John

2018-01-01

This paper presents evidence of employer and graduate attitudes on the skill set requirements for professional accountants, and whether university accounting programs develop these skills, and in particular emotional intelligence (EI) skills. We use priority indices and strategic mapping to evaluate the positioning of 31 skills. This analysis…

An Analysis of Employee Skills Required by Employers in Wyoming.

ERIC Educational Resources Information Center

Baird, Mary; And Others

A survey of 177 employers of Wyoming vocational education graduates sought to identify skills and competencies the graduates needed. A random sample of 525 businesses both Wyoming-based and foreign (home-based outside of Wyoming) were mailed surveys; 267 survey forms were returned, but only 177 provided data for analysis. Findings indicated that…

Teamwork Skills Assessment for Cooperative Learning

ERIC Educational Resources Information Center

Strom, Paris S.; Strom, Robert D.

2011-01-01

Teamwork skills are required at work, but teacher efforts in many countries to track achievement within this context have been hindered by lack of assessment tools and input from students. The Teamwork Skills Inventory relies on peer and self-evaluation to establish accountability, identify competencies, and detect learning needs. Twenty-five…

14 CFR 65.119 - Master parachute rigger certificate: Experience, knowledge, and skill requirements.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 14 Aeronautics and Space 2 2013-01-01 2013-01-01 false Master parachute rigger certificate... CREWMEMBERS Parachute Riggers § 65.119 Master parachute rigger certificate: Experience, knowledge, and skill requirements. An applicant for a master parachute rigger certificate must meet the following requirements: (a...

14 CFR 65.119 - Master parachute rigger certificate: Experience, knowledge, and skill requirements.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 14 Aeronautics and Space 2 2014-01-01 2014-01-01 false Master parachute rigger certificate... CREWMEMBERS Parachute Riggers § 65.119 Master parachute rigger certificate: Experience, knowledge, and skill requirements. An applicant for a master parachute rigger certificate must meet the following requirements: (a...

14 CFR 65.119 - Master parachute rigger certificate: Experience, knowledge, and skill requirements.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 14 Aeronautics and Space 2 2012-01-01 2012-01-01 false Master parachute rigger certificate... CREWMEMBERS Parachute Riggers § 65.119 Master parachute rigger certificate: Experience, knowledge, and skill requirements. An applicant for a master parachute rigger certificate must meet the following requirements: (a...

Food Consumers' Views of Essential Food Knowledge and Skills for All Consumers

ERIC Educational Resources Information Center

Burton, Melissa; Riddell, Lynn; Worsley, Anthony

2018-01-01

Purpose: Food education in secondary schools can provide adolescents with essential food knowledge and skills required for healthy, independent living. The purpose of this paper is to identify food-related knowledge and skills that Australian consumers believe are required for all consumers, and to identify their demographic and psychographic…

Identifying and Assessing Interaction Knowledge, Skills, and Attributes for Future Force Soldiers

DTIC Science & Technology

2007-05-01

Research Institute for the Behavioral and Social Sciences (ARI) SBIR request, the Army Interpersonal Skills Assessment ( AISA ) battery consists of five...Army evolves over the coming years, Soldiers will be placed in positions that require increasing interaction effectiveness. The goal of the AISA is...effective interpersonal KSAs may improve performance. In Phase II of this SBIR effort, the AISA battery underwent a full development cycle

An Analysis of Skill Requirements for Operators of Amphibious Air Cushion Vehicles (ACVs).

ERIC Educational Resources Information Center

McKnight, A. James; And Others

This report describes the skills required in the operation of an amphibious air cushion vehicle (ACV) in Army tactical and logistic missions. The research involved analyzing ACV characteristics, operating requirements, environmental effects, and results of a simulation experiment. The analysis indicates that ACV operation is complicated by an…

Mathematical calculation skills required for drug administration in undergraduate nursing students to ensure patient safety: A descriptive study: Drug calculation skills in nursing students.

PubMed

Bagnasco, Annamaria; Galaverna, Lucia; Aleo, Giuseppe; Grugnetti, Anna Maria; Rosa, Francesca; Sasso, Loredana

2016-01-01

In the literature we found many studies that confirmed our concerns about nursing students' poor maths skills that directly impact on their ability to correctly calculate drug dosages with very serious consequences for patient safety. The aim of our study was to explore where students had most difficulty and identify appropriate educational interventions to bridge their mathematical knowledge gaps. This was a quali-quantitative descriptive study that included a sample of 726 undergraduate nursing students. We identified exactly where students had most difficulty and identified appropriate educational interventions to bridge their mathematical knowledge gaps. We found that the undergraduate nursing students mainly had difficulty with basic maths principles. Specific learning interventions are needed to improve their basic maths skills and their dosage calculation skills. For this purpose, we identified safeMedicate and eDose (Authentic World Ltd.), only that they are only available in English. In the near future we hope to set up a partnership to work together on the Italian version of these tools. Copyright © 2015 Elsevier Ltd. All rights reserved.

Job hunting in the UK using the Internet: finding your next information professional role in the health care sector and the skills employers require.

PubMed

Davies, Karen

2008-06-01

The aim of this article is to analyse 'professional' health information vacancies advertised on three specific websites for 6 months from 1 April 2006 (to 30 September 2006). The objectives for this research were to identify the frequency of health information vacancies advertised on three specified websites and on an e-mail discussion group. Each fortnight all health-related vacancies advertised directly by the hiring organizations were identified. The job descriptions and person specifications for relevant vacancies were either downloaded or requested from the hiring organization. The main criteria for determining the relevance of a vacancy was that a degree or higher qualification in an information-related subject was 'essential' or 'desirable with previous experience'. The core skills and experiences required from the job descriptions and person specifications for professional health information posts were identified. The results highlight the importance of the Internet in locating suitable vacancies. However, not one website listed all the potential job opportunities. The importance of information technology (IT) skills (including literature searching) and teaching skills were identified from the person specifications and job descriptions. The Internet is a useful tool for identifying health-related employment opportunities. However, to obtain a full list of vacancies, several websites must be searched.

Improving Leadership Skills.

ERIC Educational Resources Information Center

Corkle, Margaret

In today's society, educators must have leadership skills to accomplish the tasks required at the university or school district level. The education profession must provide leadership training for present and future administrators. In Situational Leadership, four styles are identified and based on three dimensions: the amount of direction a leader…

Programming Not Required: Skills and Knowledge for the Digital Library Environment

ERIC Educational Resources Information Center

Howard, Katherine

2010-01-01

Education for Library and Information professionals in managing the digital environment has been a key topic for discussion within the LIS environment for some time. However, before designing and implementing a program for digital library education, it is prudent to ensure that the skills and knowledge required to work in this environment are…

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

Triangulating Principal Effectiveness: How Perspectives of Parents, Teachers, and Assistant Principals Identify the Central Importance of Managerial Skills

ERIC Educational Resources Information Center

Grissom, Jason A.; Loeb, Susanna

2011-01-01

While the importance of effective principals is undisputed, few studies have identified specific skills that principals need to promote school success. This study draws on unique data combining survey responses from principals, assistant principals, teachers, and parents with rich administrative data to determine which principal skills correlate…

An Early Mathematical Patterning Assessment: identifying young Australian Indigenous children's patterning skills

NASA Astrophysics Data System (ADS)

Papic, Marina

2015-12-01

This paper presents an Early Mathematical Patterning Assessment (EMPA) tool that provides early childhood educators with a valuable opportunity to identify young children's mathematical thinking and patterning skills through a series of hands-on and drawing tasks. EMPA was administered through one-to-one assessment interviews to children aged 4 to 5 years in the year prior to formal school. Two hundred and seventeen assessments indicated that the young low socioeconomic and predominantly Australian Indigenous children in the study group had varied patterning and counting skills. Three percent of the study group was able to consistently copy and draw an ABABAB pattern made with coloured blocks. Fifty percent could count to six by ones and count out six items with 4 % of the total group able to identify six items presented in regular formations without counting. The integration of patterning into early mathematics learning is critical to the abstraction of mathematical ideas and relationships and to the development of mathematical reasoning in young children. By using the insights into the children's thinking that the EMPA tool provides, early childhood educators can better inform mathematics teaching and learning and so help close the persistent gap in numeracy between Indigenous and non-Indigenous children.

Basic Skills Resource Center. Part 2

DTIC Science & Technology

1985-05-01

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

Higher Education in England: Provision, Skills and Graduates

ERIC Educational Resources Information Center

Universities UK, 2016

2016-01-01

Universities and other higher education providers deliver and award hundreds of thousands of qualifications. Graduates develop a wide range of different knowledge and skills. Employers recruit graduates, matching the knowledge and skills they have with the requirements of the jobs they have on offer. This publication seeks to identify from…

The perceptions of anatomists in the US and Europe of the skills and attributes required of newly-recruited medical students.

PubMed

Moxham, Bernard J; Plaisant, Odile; Lignier, Baptiste; Brahim, Feisal

2018-05-01

Admission procedures for recruiting students to medical school vary considerably across the world. Notwithstanding such variability, it is important to know what skills and attributes (including attitudes and personality traits) are required of the students by their teachers on entering medical school. Anatomists are often the teachers who first meet the students as they enter medical school and this report analyses, by means of a paper-based questionnaire, the putative skills required of their medical students by anatomists from the U.S.A. and Europe. Questionnaires were distributed to 150 anatomists, of varying ages and teaching experience, with 108 responding with completed questionnaires (i.e. 72% returns). The findings from a questionnaire suggest that there are few differences between anatomists in the U.S.A. and Europe, even though medical students are postgraduates in the U.S.A. but undergraduates in Europe. Furthermore, the skill requirements expected of the students differed only slightly according to the gender and age of the anatomists and to whether or not they had clinical qualifications. In order of perceived importance, the most important skills and attributes required of the students were found to be: good study skills, memory/factual retention, conscientiousness, emotional stability, understanding of biology (but not chemistry, physics, mathematics, statistics, or understanding of the scientific method), life-long learning skills, ability to study independently, problem-solving abilities, readiness to be challenged, communication skills, and teamwork skills. Anatomists within the U.S.A. and Europe essentially agree on the skills and attributes initially required of their medical students, as well as those not deemed initially important. These findings are presented with the view of enhancing admission policies and procedures for admitting students into medical schools. Copyright © 2018. Published by Elsevier GmbH.

The professional psychiatric/mental health nurse: skills, competencies and supports required to adopt recovery-orientated policy in practice.

PubMed

Cusack, E; Killoury, F; Nugent, L E

2017-03-01

WHAT IS KNOWN ON THE SUBJECT?: Nationally and internationally there has been a movement away from the traditional medical model towards a more holistic recovery-oriented approach to mental health care delivery. At every level of service provision the emphasis is firmly on recovery and on facilitating active partnership working and involvement of service users, their carers and family members. WHAT THIS PAPER ADDS TO EXISTING KNOWLEDGE?: This is the first study to identify on a national level specific areas of care that are addressed most or least by psychiatric and mental health nurses in care planning for mental health service users in Ireland. In addition, this is the first study to identify nationally how the recovery approach is being implemented by psychiatric and mental health nurses in relation to current recovery-orientated policy. WHAT ARE THE IMPLICATIONS FOR PRACTICE?: Mental healthcare staff require more education on the recovery concept and this needs to be multidisciplinary team wide. Further research is required to establish how best to develop a shared approach to working with service users and their families within the mental healthcare environment. Further investigation is required to help determine how funding could be allocated appropriately for education and training and service development nationally. Introduction The restructuring of national mental health policy to an integrated recovery ethos demands a clarification in the psychiatric/mental health nurse's role, skills and competencies. Aim/Question To explore the psychiatric/mental health nurse's role and identify skills, competencies and supports required to adopt recovery-orientated policy in practice. Method An exploratory mixed methods study in multiple health services in Ireland with N = 1249 psychiatric/mental health nurses. Data collection used a survey, focus groups and written submissions. Data analysis used descriptive statistics and thematic analysis. Results The medical

Jobs of the Future and the Skills They Will Require: New Thinking on an Old Debate.

ERIC Educational Resources Information Center

Bailey, Thomas

1990-01-01

Discusses the debate over the skill level needed for jobs in the future. Explores the new body of research that suggests that jobs of the future will require more skills and education, not less. Discusses changes in the following industries: (1) apparel; (2) textiles; (3) banking; and (4) business services. (JS)

The essential skills required by librarians to support medical virtual learning programs.

PubMed

Soleymani, Mohammad Reza; Akbari, Zahra; Mojiri, Shahin

2016-01-01

Background: With the recent spread of virtual learning programs in universities, especially in the field of medical sciences, libraries play a crucial role to support these programs. This study aimed at investigating the skills required by librarians to support virtual learning programs in Isfahan University and Isfahan University of Medical Sciences. Methods: This was an applied survey study. The population of the study includes all librarians working in Isfahan University and Isfahan University of Medical Sciences. A sample of 89 librarians was selected by stratified random sampling. Data were collected by a researcher-made questionnaire, the validity of which was confirmed by specialists in the fields of librarianship and information sciences and virtual learning, and its reliability was determined to be 0.92, using Cronbach's Alpha. The questionnaire consisted of 51 items designed to evaluate the librarians' virtual learning skills using Likert scale. Descriptive and inferential statistics were used to analyze the findings. Results: The findings of this study revealed that librarians had low level of skills with respect to the online reference services, and familiarity with virtual learning environment. They also showed low and average level of skills with respect to their general information technology, communication skills, ability to teach electronic information literacy and ability to create access to electronic resources. The results revealed no significant difference between the librarians of the two universities, or between male and female librarians. However, librarians with educational background in librarianship and information sciences were significantly more skillful and competent than their colleagues. Conclusion: Despite the crucial role of libraries in supporting virtual learning programs, the librarians in Isfahan University and Isfahan University of Medical Sciences had low-level skills to play such an important role. Therefore, it is essential

The essential skills required by librarians to support medical virtual learning programs

PubMed Central

Soleymani, Mohammad Reza; Akbari, Zahra; Mojiri, Shahin

2016-01-01

Background: With the recent spread of virtual learning programs in universities, especially in the field of medical sciences, libraries play a crucial role to support these programs. This study aimed at investigating the skills required by librarians to support virtual learning programs in Isfahan University and Isfahan University of Medical Sciences. Methods: This was an applied survey study. The population of the study includes all librarians working in Isfahan University and Isfahan University of Medical Sciences. A sample of 89 librarians was selected by stratified random sampling. Data were collected by a researcher-made questionnaire, the validity of which was confirmed by specialists in the fields of librarianship and information sciences and virtual learning, and its reliability was determined to be 0.92, using Cronbach's Alpha. The questionnaire consisted of 51 items designed to evaluate the librarians' virtual learning skills using Likert scale. Descriptive and inferential statistics were used to analyze the findings. Results: The findings of this study revealed that librarians had low level of skills with respect to the online reference services, and familiarity with virtual learning environment. They also showed low and average level of skills with respect to their general information technology, communication skills, ability to teach electronic information literacy and ability to create access to electronic resources. The results revealed no significant difference between the librarians of the two universities, or between male and female librarians. However, librarians with educational background in librarianship and information sciences were significantly more skillful and competent than their colleagues. Conclusion: Despite the crucial role of libraries in supporting virtual learning programs, the librarians in Isfahan University and Isfahan University of Medical Sciences had low-level skills to play such an important role. Therefore, it is essential

Identifying 21st Century STEM Competencies Using Workplace Data

ERIC Educational Resources Information Center

Jang, Hyewon

2016-01-01

Gaps between science, technology, engineering, and mathematics (STEM) education and required workplace skills have been identified in industry, academia, and government. Educators acknowledge the need to reform STEM education to better prepare students for their future careers. We pursue this growing interest in the skills needed for STEM…

Increasing the Literacy Skills of Students Who Require AAC through Modified Direct Instruction and Specific Instructional Feedback

ERIC Educational Resources Information Center

Westover, Jennifer M.

2010-01-01

Literacy skills are fundamental for all learners. For students who require augmentative and alternative communication (AAC), strong literacy skills provide a gateway to generative communication, genuine social networking, improved access to academic opportunities, access to information technology and future employment opportunities. However, many…

Negotiation skills for clinical research professionals

PubMed Central

Hake, Sanjay; Shah, Tapankumar

2011-01-01

Negotiation as a skill is a key requirement for each and every job profile where dealing with multiple parties is involved. The important focus while negotiating should be on the interest then position. Key to every successful negotiation is advance planning, preparation, and patience as the objective is to create value and establish the terms on which parties with differing and often conflicting aims will co-operate. While preparing one should collect facts, know priorities, principles, identify common ground, decide on walk-away position, and try and identify the next best alternative. Negotiation is a set of skills that can be learned and practiced so that your ability to utilize relationship, knowledge, money, power, time, and personality to negotiate improves with each negotiation. In a successful negotiation, all parties win. Important thing to note is that not every negotiation involves money. Anytime you want something from someone else and anytime someone wants something from you, you are negotiating. Everything is negotiable and every day you negotiate with customers, suppliers, colleagues, your wife, and even your children. Negotiation is a game, and like any game it has its rules and tactics. Clinical Research professionals deal with various parties for different purposes at the same time; hence, they require excellent negotiation skills. Project Mangers and Clinical Research Associates are the two most important roles in clinical research industry who require negotiation skills as they deal with various internal and external customers and vendors. PMID:21897886

Identifying differences in early literacy skills across subgroups of language-minority children: A latent profile analysis.

PubMed

Lonigan, Christopher J; Goodrich, J Marc; Farver, JoAnn M

2018-04-01

Despite acknowledgment that language-minority children come from a wide variety of home language backgrounds and have a wide range of proficiency in their first (L1) and second (L2) languages, it is unknown whether differences across language-minority children in relative and absolute levels of proficiency in L1 and L2 predict subsequent development of literacy-related skills. The purpose of this study was to identify subgroups of language-minority children and evaluate whether differences in level and rate of growth of early literacy skills differed across subgroups. Five-hundred and twenty-six children completed measures of Spanish and English language and early literacy skills at the beginning, middle, and end of the preschool year. Latent growth models indicated that children's early literacy skills were increasing over the course of the preschool year. Latent profile analysis indicated that language-minority children could be classified into nine distinct groups, each with unique patterns of absolute and relative levels of proficiency in L1 and L2. Results of three-step mixture models indicated that profiles were closely associated with level of early literacy skills at the beginning of the preschool year. Initial level of early literacy skills was positively associated with growth in code-related skills (i.e., print knowledge, phonological awareness) and inversely associated with growth in language skills. These findings suggest that language-minority children are a diverse group with regard to their L1 and L2 proficiencies and that growth in early literacy skills is most associated with level of proficiency in the same language. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

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,…

Simulation-Based Assessment Identifies Longitudinal Changes in Cognitive Skills in an Anesthesiology Residency Training Program.

PubMed

Sidi, Avner; Gravenstein, Nikolaus; Vasilopoulos, Terrie; Lampotang, Samsun

2017-06-02

We describe observed improvements in nontechnical or "higher-order" deficiencies and cognitive performance skills in an anesthesia residency cohort for a 1-year time interval. Our main objectives were to evaluate higher-order, cognitive performance and to demonstrate that simulation can effectively serve as an assessment of cognitive skills and can help detect "higher-order" deficiencies, which are not as well identified through more traditional assessment tools. We hypothesized that simulation can identify longitudinal changes in cognitive skills and that cognitive performance deficiencies can then be remediated over time. We used 50 scenarios evaluating 35 residents during 2 subsequent years, and 18 of those 35 residents were evaluated in both years (post graduate years 3 then 4) in the same or similar scenarios. Individual basic knowledge and cognitive performance during simulation-based scenarios were assessed using a 20- to 27-item scenario-specific checklist. Items were labeled as basic knowledge/technical (lower-order cognition) or advanced cognitive/nontechnical (higher-order cognition). Identical or similar scenarios were repeated annually by a subset of 18 residents during 2 successive academic years. For every scenario and item, we calculated group error scenario rate (frequency) and individual (resident) item success. Grouped individuals' success rates are calculated as mean (SD), and item success grade and group error rates are calculated and presented as proportions. For all analyses, α level is 0.05. Overall PGY4 residents' error rates were lower and success rates higher for the cognitive items compared with technical item performance in the operating room and resuscitation domains. In all 3 clinical domains, the cognitive error rate by PGY4 residents was fairly low (0.00-0.22) and the cognitive success rate by PGY4 residents was high (0.83-1.00) and significantly better compared with previous annual assessments (P < 0.05). Overall, there was an

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…

Knowledge and Skill Requirements for Marketing Jobs in the 21st Century

ERIC Educational Resources Information Center

Schlee, Regina Pefanis; Harich, Katrin R.

2010-01-01

This study examines the skills and conceptual knowledge that employers require for marketing positions at different levels ranging from entry- or lower-level jobs to middle- and senior-level positions. The data for this research are based on a content analysis of 500 marketing jobs posted on Monster.com for Atlanta, Chicago, Los Angeles, New York…

Identifying Work Skills: International Approaches. Discussion Paper

ERIC Educational Resources Information Center

Siekmann, Gitta; Fowler, Craig

2017-01-01

The digital revolution and automation are accelerating changes in the labour market and in workplace skills, changes that are further affected by fluctuations in international and regional economic cycles and employment opportunity. These factors pose a universal policy challenge for all advanced economies and governments. In the workplace, people…

Employability and Technical Skill Required to Establish a Small Scale Automobile Workshop

ERIC Educational Resources Information Center

Olaitan, Olawale O.; Ikeh, Joshua O.

2015-01-01

The study focused on identifying the employability and technical skills needed to establish small-scale automobile workshop in Nsukka Urban of Enugu State. Five purposes of the study were stated to guide the study. Five research questions were stated and answered in line with the purpose of the study. The population for the study is 1,500…

Identifying Culturally Competent Clinical Skills in Speech-Language Pathologists in the Central Valley of California

ERIC Educational Resources Information Center

Maul, Christine A.

2010-01-01

The purpose of this research was to identify specific clinical skills in speech-language pathologists (SLPs) that may constitute cultural competency, a term which currently lacks operational definition. Through qualitative interview methods, the following research questions were addressed: (1) What dominant themes, if any, can be found in SLPs'…

Inventory of Personal Skills for Achievement: Validity and Reliability Study of an Instrument for Identifying Educationally At-Risk Junior [High] School Students.

ERIC Educational Resources Information Center

Leaseburg, Melinda G.; And Others

This paper describes the development and test of an early-warning instrument for identifying at-risk students aged 10-15. A statistically sound test to identify at-risk high school students existed in the Personal Skills Map--Adolescent version (PSMA-A). This study used a modified version of PSM-A , which was renamed Personal Skills for…

Improving the Communication Skills of IS Developers during Requirements Elicitation Using Experiential Learning

ERIC Educational Resources Information Center

Qurban, Mustafa H.; Austria, Richmond D.

2009-01-01

The improvement of communication skills among Information Systems (IS) developers can be considered as a strategy to mitigate the risk of project failure during IS design. This paper addresses issues on various communication barriers normally encountered during its requirements elicitation (RE) stage. This study aims to adopt experiential learning…

Teaching and assessing procedural skills using simulation: metrics and methodology.

PubMed

Lammers, Richard L; Davenport, Moira; Korley, Frederick; Griswold-Theodorson, Sharon; Fitch, Michael T; Narang, Aneesh T; Evans, Leigh V; Gross, Amy; Rodriguez, Elliot; Dodge, Kelly L; Hamann, Cara J; Robey, Walter C

2008-11-01

Simulation allows educators to develop learner-focused training and outcomes-based assessments. However, the effectiveness and validity of simulation-based training in emergency medicine (EM) requires further investigation. Teaching and testing technical skills require methods and assessment instruments that are somewhat different than those used for cognitive or team skills. Drawing from work published by other medical disciplines as well as educational, behavioral, and human factors research, the authors developed six research themes: measurement of procedural skills; development of performance standards; assessment and validation of training methods, simulator models, and assessment tools; optimization of training methods; transfer of skills learned on simulator models to patients; and prevention of skill decay over time. The article reviews relevant and established educational research methodologies and identifies gaps in our knowledge of how physicians learn procedures. The authors present questions requiring further research that, once answered, will advance understanding of simulation-based procedural training and assessment in EM.

Microsoft Excel®: Is It an Important Job Skill for College Graduates?

ERIC Educational Resources Information Center

Formby, Sam K.; Medlin, B. Dawn; Ellington, Virginia

2017-01-01

Several studies have found that a large percentage of middle-skilled jobs require at least a basic understanding of spreadsheets, and some even advanced level skills. A study was conducted at a four-year university to identify Excel skill sets that were determined as necessary by employers of the university's current students, advisory boards,…

Learning in context: identifying gaps in research on the transfer of medical communication skills to the clinical workplace.

PubMed

van den Eertwegh, Valerie; van Dulmen, Sandra; van Dalen, Jan; Scherpbier, Albert J J A; van der Vleuten, Cees P M

2013-02-01

In order to reduce the inconsistencies of findings and the apparent low transfer of communication skills from training to medical practice, this narrative review identifies some main gaps in research on medical communication skills training and presents insights from theories on learning and transfer to broaden the view for future research. Relevant literature was identified using Pubmed, GoogleScholar, Cochrane database, and Web of Science; and analyzed using an iterative procedure. Research findings on the effectiveness of medical communication training still show inconsistencies and variability. Contemporary theories on learning based on a constructivist paradigm offer the following insights: acquisition of knowledge and skills should be viewed as an ongoing process of exchange between the learner and his environment, so called lifelong learning. This process can neither be atomized nor separated from the context in which it occurs. Four contemporary approaches are presented as examples. The following shift in focus for future research is proposed: beyond isolated single factor effectiveness studies toward constructivist, non-reductionistic studies integrating the context. Future research should investigate how constructivist approaches can be used in the medical context to increase effective learning and transition of communication skills. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.

49 CFR 383.113 - Required skills.

Code of Federal Regulations, 2010 CFR

2010-10-01

... their vehicle group. These skills should include proper visual search methods, appropriate use of...) Ascertain, with the engine running, that the system maintains an adequate supply of compressed air; (v...

A model to teach concomitant patient communication during psychomotor skill development.

PubMed

Nicholls, Delwyn; Sweet, Linda; Muller, Amanda; Hyett, Jon

2018-01-01

Many health professionals use psychomotor or task-based skills in clinical practice that require concomitant communication with a conscious patient. Verbally engaging with the patient requires highly developed verbal communication skills, enabling the delivery of patient-centred care. Historically, priority has been given to learning the psychomotor skills essential to clinical practice. However, there has been a shift towards also ensuring competent communication with the patient during skill performance. While there is literature outlining the steps to teach and learn verbal communication skills, little is known about the most appropriate instructional approach to teach how to verbally engage with the patient when also learning to perform a task. A literature review was performed and it identified that there was no model or proven approach which could be used to integrate the learning of both psychomotor and communication skills. This paper reviews the steps to teach a communication skill and provides a suggested model to guide the acquisition and development of the concomitant -communication skills required with a patient at the time a psychomotor skill is performed. Copyright © 2017 Elsevier Ltd. All rights reserved.

Assessing Students' Technical Skill Attainment

ERIC Educational Resources Information Center

Jorgensen, Haley

2010-01-01

The Wisconsin Technical College System (WTCS) is working to comply with the Carl D. Perkins Career and Technical Education Improvement Act of 2006 (Perkins) to ensure that its graduates have mastered the technical skills needed by business and industry. The legislation requires that each state identify and approve program assessment strategies…

Identifying the Trends and Impact of Graduate Attributes on Employability: A Literature Review

ERIC Educational Resources Information Center

Osmani, Mohamad; Weerakkody, Vishanth; Hindi, Nitham M.; Al-Esmail, Rajab; Eldabi, Tillal; Kapoor, Kawaljeet; Irani, Zahir

2015-01-01

Graduate employability has become an issue since there are broad mismatches between the acquired graduate skills from university and the required skills by employers. While previous researches have outlined the salient skills that need to be embedded in graduate education, to date no studies have attempted to methodically identify and synthesize…

Universal Skills and Competencies for Geoscientists

NASA Astrophysics Data System (ADS)

Mosher, S.

2015-12-01

Geoscience students worldwide face a changing future workforce, but all geoscience work has universal cross-cutting skills and competencies that are critical for success. A recent Geoscience Employers Workshop, and employers' input on the "Future of Undergraduate Geoscience Education" survey, identified three major areas. Geoscience work requires spatial and temporal (3D & 4D) thinking, understanding that the Earth is a system of interacting parts and processes, and geoscience reasoning and synthesis. Thus, students need to be able to solve problems in the context of an open and dynamic system, recognizing that most geoscience problems have no clear, unambiguous answers. Students must learn to manage uncertainty, work by analogy and inference, and make predations with limited data. Being able to visualize and solve problems in 3D, incorporate the element of time, and understand scale is critical. Additionally students must learn how to tackle problems using real data, including understand the problems' context, identify appropriate questions to ask, and determine how to proceed. Geoscience work requires integration of quantitative, technical, and computational skills and the ability to be intellectually flexible in applying skills to new situations. Students need experience using high-level math and computational methods to solve geoscience problems, including probability and statistics to understand risk. Increasingly important is the ability to use "Big Data", GIS, visualization and modeling tools. Employers also agree a strong field component in geoscience education is important. Success as a geoscientist also requires non-technical skills. Because most work environments involve working on projects with a diverse team, students need experience with project management in team settings, including goal setting, conflict resolution, time management and being both leader and follower. Written and verbal scientific communication, as well as public speaking and

Leadership Skills.

ERIC Educational Resources Information Center

Hutchison, Cathleen; And Others

1988-01-01

Lists skills identified by the Leadership Development Task Force as being critical skills for a leader. Discussion focuses on information managing skills, including problem solving, decision making, setting goals and objectives; project management; and people managing skills, including interpersonal communications, conflict management, motivation,…

Towards identifying nurse educator competencies required for simulation-based learning: A systemised rapid review and synthesis.

PubMed

Topping, Anne; Bøje, Rikke Buus; Rekola, Leena; Hartvigsen, Tina; Prescott, Stephen; Bland, Andrew; Hope, Angela; Haho, Paivi; Hannula, Leena

2015-11-01

This paper presents the results of a systemised rapid review and synthesis of the literature undertaken to identify competencies required by nurse educators to facilitate simulation-based learning (SBL). An international collaboration undertook a protocol-based search, retrieval and critical review. Web of Science, PubMed, CINAHL Plus, PsycInfo, ERIC, the Cochrane Library and Science Direct. The search was limited to articles published in English, 2002-2012. The search terms used: nurse*, learn*, facilitator, simula*, lecturer, competence, skill*, qualificat*, educator, health care, "patient simulation", "nursing education" and "faculty". The search yielded 2156 "hits", following a review of the abstracts, 72 full-text articles were extracted. These were screened against predetermined inclusion/exclusion criteria and nine articles were retained. Following critical appraisal, the articles were analyzed using an inductive approach to extract statements for categorization and synthesis as competency statements. This review confirmed that there was a modest amount of empirical evidence on which to base a competency framework. Those papers that provided descriptions of educator preparation identified simulation-based workshops, or experiential training, as the most common approaches for enhancing skills. SBL was not associated with any one theoretical perspective. Delivery of SBL appeared to demand competencies associated with planning and designing simulations, facilitating learning in "safe" environments, expert nursing knowledge based on credible clinical realism, reference to evidence-based knowledge and demonstration of professional values and identity. This review derived a preliminary competency framework. This needs further development as a model for educators delivering SBL as part of nursing curricula. Copyright © 2015. Published by Elsevier Ltd.

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…

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)

Information Professional or IT Professional?: The Knowledge and Skills Required by Academic Librarians in the Digital Library Environment

ERIC Educational Resources Information Center

Raju, Jaya

2017-01-01

As library and information science (LIS) becomes an increasingly technology-driven profession, particularly in the academic library environment, questions arise as to the extent of information technology (IT) knowledge and skills that LIS professionals require. The purpose of this paper is to ascertain what IT knowledge and skills are needed by…

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

ERIC Educational Resources Information Center

Wells, Randall L.

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

Triangulating Principal Effectiveness: How Perspectives of Parents, Teachers, and Assistant Principals Identify the Central Importance of Managerial Skills. Working Paper 35

ERIC Educational Resources Information Center

Grissom, Jason A.; Loeb, Susanna

2009-01-01

While the importance of effective principals is undisputed, few studies have addressed what specific skills principals need to promote school success. This study draws on unique data combining survey responses from principals, assistant principals, teachers and parents with rich administrative data to identify which principal skills matter most…

The key to using a learning or skill acquisition plan.

PubMed

Nicholls, Delwyn; Sweet, Linda; Westerway, Sue Campbell; Gibbins, Annie

2014-11-01

A learning plan is a tool to guide the development of knowledge, skills and professional attitudes required for practice. A learning plan is an ideal tool for both supervisors and mentors to guide the process of teaching and learning a medical ultrasound examination. A good learning plan will state the learning goal, identify the learning activities and resources needed to achieve this goal, and highlight the outcome measures, which when achieved indicate the goal has been accomplished. A skill acquisition plan provides a framework for task acquisition and skill stratification; and is an extension of the application of the student learning plan. One unique feature of a skill acquisition plan is it requires the tutor to first undertake a task analysis. The task steps are progressively learnt in sequence, termed scaffolding. The skills to develop and use a learning or skill acquisition plan are also learnt, but are an integral component to the ultrasound tutors skill set. This paper will provide an outline of how to use and apply a learning and skill acquisition plan. We will review how these tools can be personalised to each student and skill teaching environment.

Technical and tactical skills related to performance levels in tennis: A systematic review.

PubMed

Kolman, Nikki S; Kramer, Tamara; Elferink-Gemser, Marije T; Huijgen, Barbara C H; Visscher, Chris

2018-06-11

The aim of this systematic review is to provide an overview of outcome measures and instruments identified in the literature for examining technical and tactical skills in tennis related to performance levels. Such instruments can be used to identify talent or the specific skill development training needs of particular players. Searches for this review were conducted using the PubMed, Web of Science, and PsycInfo databases. Out of 733 publications identified through these searches, 40 articles were considered relevant and included in this study. They were divided into three categories: (1) technical skills, (2) tactical skills and (3) integrated technical and tactical skills. There was strong evidence that technical skills (ball velocity and to a lesser extent ball accuracy) and tactical skills (decision making, anticipation, tactical knowledge and visual search strategies) differed among players according to their performance levels. However, integrated measurement of these skills is required, because winning a point largely hinges on a tactical decision to perform a particular stroke (i.e., technical execution). Therefore, future research should focus on examining the relationship between these skills and tennis performance and on the development of integrated methods for measuring these skills.

Reading Pictures for Story Comprehension Requires Mental Imagery Skills

PubMed Central

Boerma, Inouk E.; Mol, Suzanne E.; Jolles, Jelle

2016-01-01

We examined the role of mental imagery skills on story comprehension in 150 fifth graders (10- to 12-year-olds), when reading a narrative book chapter with alternating words and pictures (i.e., text blocks were alternated by one- or two-page picture spreads). A parallel group design was used, in which we compared our experimental book version, in which pictures were used to replace parts of the corresponding text, to two control versions, i.e., a text-only version and a version with the full story text and all pictures. Analyses showed an interaction between mental imagery and book version: children with higher mental imagery skills outperformed children with lower mental imagery skills on story comprehension after reading the experimental narrative. This was not the case for both control conditions. This suggests that children’s mental imagery skills significantly contributed to the mental representation of the story that they created, by successfully integrating information from both words and pictures. The results emphasize the importance of mental imagery skills for explaining individual variability in reading development. Implications for educational practice are that we should find effective ways to instruct children how to “read” pictures and how to develop and use their mental imagery skills. This will probably contribute to their mental models and therefore their story comprehension. PMID:27822194

The Contribution of Systems Analysis to Training Students in Cognitive Interdisciplinary Skills in Environmental Science Education

ERIC Educational Resources Information Center

Fortuin, K. P. J.; van Koppen, C. S. A.; Kroeze, C.

2013-01-01

Professionals in the environmental domain require cognitive interdisciplinary skills to be able to develop sustainable solutions to environmental problems. We demonstrate that education in environmental systems analysis allows for the development of these skills. We identify three components of cognitive interdisciplinary skills: (1) the ability…

Administration and management skills needed by physical therapist graduates in 2010: a national survey.

PubMed

Schafer, D Sue; Lopopolo, Rosalie B; Luedtke-Hoffmann, Kathleen A

2007-03-01

Administration and management (A and M) skills are essential to physical therapist practice. This study identified which A and M skills will be most critical for future Doctor of Physical Therapy (DPT) graduates to possess upon entry into clinical practice. Using a 7-point scale, 435 randomly selected American Physical Therapy Association members (physical therapists) rated 121 A and M skills based on expectation of the level of independence required by a new DPT graduate. No differences among respondents based on role, work setting, or experience were found, so the data were combined for factor analyses, producing 16 A and M skill groups. The most independence was expected in skills related to self-management, compliance with rules, ethical behavior, and insurance coding. Skills requiring the most assistance were marketing and strategic planning, financial analysis and budgeting, and environmental assessment. This study has identified the level of independence for the A and M skills needed by new DPT graduates, provided empirical evidence suggesting which A and M skills should be included in DPT curricula, and suggested a pattern of A and M skill acquisition that applies first to the new therapist and the patient, then to the organization, and finally to the health care environment.

A Skills Map: The General and Specific Competencies Required in Different Occupations. Progress Report.

ERIC Educational Resources Information Center

Gottfredson, Linda S.

To aid in assessing the employability of individuals and of various groups of individuals in different types of occupations, the general abilities and specific skills required of workers in different occupations were studied. Data on a comprehensive set of occupations were obtained from the Dictionary of Occupational Titles (DOT) job ratings and…

Identifying Work Skills: International Case Summaries. Support Document

ERIC Educational Resources Information Center

Siekmann, Gitta

2017-01-01

The Organisation for Economic Co-operation and Development (OECD) is an intergovernmental economic organisation with 35 member countries, founded in 1961 to stimulate economic progress and world trade. The Organisation for works with countries to develop skills strategies tailored to specific needs and contexts. The Organisation prepared a global…

Formulating, Identifying and Estimating the Technology of Cognitive and Noncognitive Skill Formation

ERIC Educational Resources Information Center

Cunha, Flavio; Heckman, James J.

2008-01-01

This paper estimates models of the evolution of cognitive and noncognitive skills and explores the role of family environments in shaping these skills at different stages of the life cycle of the child. Central to this analysis is identification of the technology of skill formation. We estimate a dynamic factor model to solve the problem of…

Bilingual Skills Training Program. Meat Cutting. Module 3.0: Identifying and Cutting Meat and By-Products.

ERIC Educational Resources Information Center

Northern New Mexico Community Coll., El Rito.

This module on identifying and cutting of meat and by-products is the third of three (CE 028 291-293) in the meat cutting course of a bilingual skills training program. The course is designed to furnish theoretical and laboratory experience in the cutting of beef, pork, poultry, lamb, and mutton. Module objectives are for students to develop…

Identifying and training non-technical skills for teams in acute medicine

PubMed Central

Flin, R; Maran, N

2004-01-01

The aviation domain provides a better analogy for the "temporary" teams that are found in acute medical specialities than industrial or military teamwork research based on established teams. Crew resource management (CRM) training, which emphasises portable skills (for whatever crew a pilot is rostered to on a given flight), has been recognised to have potential application in medicine, especially for teams in the operating theatre, intensive care unit, and emergency room. Drawing on research from aviation psychology that produced the behavioural marker system NOTECHS for rating European pilots' non-technical skills for teamwork on the flightdeck, this paper outlines the Anaesthetists Non-Technical Skills behavioural rating system for anaesthetists working in operating theatre teams. This taxonomy was used as the design basis for a training course, Crisis Avoidance Resource Management for Anaesthetists used to develop these skills, based in an operating theatre simulator. Further developments of this training programme for teams in emergency medicine are outlined. PMID:15465960

Skills and attributes required by clinical nurse specialists to promote evidence-based practice.

PubMed

Campbell, T Diane; Profetto-McGrath, Joanne

2013-01-01

The purposes of this article were to describe the challenges that clinical nurse specialists (CNS) face in their role and to examine how CNSs describe the skills and attributes that are needed to promote the use of evidence-based practice (EBP) in their workplaces. This article is based on findings from a dissertation regarding how CNSs promote EBP in a western Canadian province. A sequential explanatory participant selection mixed-methods design was used for this study. The study took place in a western Canadian province that has a population of 1 million people, with 42.7% of the population residing in the 2 largest cities. The sample was drawn from a provincial registered nurse database. The sample for the survey was 23, and for the interviews, there were 11 participants. The telephone survey contained 113 questions grouped into several subcategories. SPSS 18 was used to analyze the survey data. The semistructured interviews were conducted face to face, transcribed, and reviewed for recurrent themes. Interpretive description was used to analyze the themes. The major challenges faced by CNSs are role strain, lack of support and resources, and role ambiguity. The skills and attributes required to be a CNS are graduate preparation, clinical expertise, and people/communication skills. Clinical nurse specialists can improve patient outcomes by promoting EBP; to do so, they need to work in supportive contexts that give those in the CNS role a set of clear role expectations. There are challenges faced by CNSs in Canada, and there is a need to strengthen the CNS's role by standardizing the regulatory requirements at a national level.

Using Microcomputers in Vocational Education to Teach Needed Skills in Machine Shop and Related Occupations. Final Report.

ERIC Educational Resources Information Center

Mercer County Schools, Princeton, WV.

A project was undertaken to identify machine shop occupations requiring workers to use computers, identify the computer skills needed to perform machine shop tasks, and determine which software products are currently being used in machine shop programs. A search of the Dictionary of Occupational Titles revealed that computer skills will become…

20 CFR 220.133 - Skill requirements.

Code of Federal Regulations, 2011 CFR

2011-04-01

... needs little or no judgment to do simple duties that can be learned on the job in a short period of time... claimant can usually learn to do the job in 30 days, and little job training and judgment are needed. The... machines which are automatic or operated by others); or (4) Machine tending. (c) Semi-skilled work. Semi...

20 CFR 220.133 - Skill requirements.

Code of Federal Regulations, 2010 CFR

2010-04-01

... needs little or no judgment to do simple duties that can be learned on the job in a short period of time... claimant can usually learn to do the job in 30 days, and little job training and judgment are needed. The... machines which are automatic or operated by others); or (4) Machine tending. (c) Semi-skilled work. Semi...

20 CFR 220.133 - Skill requirements.

Code of Federal Regulations, 2014 CFR

2014-04-01

... needs little or no judgment to do simple duties that can be learned on the job in a short period of time... claimant can usually learn to do the job in 30 days, and little job training and judgment are needed. The... machines which are automatic or operated by others); or (4) Machine tending. (c) Semi-skilled work. Semi...

20 CFR 220.133 - Skill requirements.

Code of Federal Regulations, 2012 CFR

2012-04-01

... needs little or no judgment to do simple duties that can be learned on the job in a short period of time... claimant can usually learn to do the job in 30 days, and little job training and judgment are needed. The... machines which are automatic or operated by others); or (4) Machine tending. (c) Semi-skilled work. Semi...

20 CFR 220.133 - Skill requirements.

Code of Federal Regulations, 2013 CFR

2013-04-01

... needs little or no judgment to do simple duties that can be learned on the job in a short period of time... claimant can usually learn to do the job in 30 days, and little job training and judgment are needed. The... machines which are automatic or operated by others); or (4) Machine tending. (c) Semi-skilled work. Semi...

Using support vector machines to identify literacy skills: Evidence from eye movements.

PubMed

Lou, Ya; Liu, Yanping; Kaakinen, Johanna K; Li, Xingshan

2017-06-01

Is inferring readers' literacy skills possible by analyzing their eye movements during text reading? This study used Support Vector Machines (SVM) to analyze eye movement data from 61 undergraduate students who read a multiple-paragraph, multiple-topic expository text. Forward fixation time, first-pass rereading time, second-pass fixation time, and regression path reading time on different regions of the text were provided as features. The SVM classification algorithm assisted in distinguishing high-literacy-skilled readers from low-literacy-skilled readers with 80.3 % accuracy. Results demonstrate the effectiveness of combining eye tracking and machine learning techniques to detect readers with low literacy skills, and suggest that such approaches can be potentially used in predicting other cognitive abilities.

Graduate student's guide to necessary skills for nonacademic conservation careers.

PubMed

Blickley, Jessica L; Deiner, Kristy; Garbach, Kelly; Lacher, Iara; Meek, Mariah H; Porensky, Lauren M; Wilkerson, Marit L; Winford, Eric M; Schwartz, Mark W

2013-02-01

Graduate education programs in conservation science generally focus on disciplinary training and discipline-specific research skills. However, nonacademic conservation professionals often require an additional suite of skills. This discrepancy between academic training and professional needs can make it difficult for graduate students to identify the skills and experiences that will best prepare them for the conservation job market. We analyzed job advertisements for conservation-science positions and interviewed conservation professionals with experience hiring early-career conservation scientists to determine what skills employers of conservation professionals seek; whether the relative importance of skills varies by job sector (government, nonprofit, and private); and how graduate students interested in careers in conservation science might signal competency in key skills to potential employers. In job advertisements, disciplinary, interpersonal, and project-management skills were in the top 5 skills mentioned across all job sectors. Employers' needs for additional skills, like program leadership, conflict resolution and negotiation, and technical and information technology skills, varied across sectors. Our interview results demonstrated that some skills are best signaled to employers via experiences obtained outside thesis or dissertation work. Our findings suggest that graduate students who wish to be competitive in the conservation job market can benefit by gaining skills identified as important to the job sector in which they hope to work and should not necessarily expect to be competent in these skills simply by completing their chosen degree path. © 2012 Society for Conservation Biology.

Identifying student difficulties with basic scientific reasoning skills: An example from control of variables

NASA Astrophysics Data System (ADS)

Boudreaux, Andrew

2006-05-01

Current national and local standards for the science learning of K-12 students emphasize both basic concepts (such as density) and fundamental reasoning skills (such as proportional reasoning, the interpretation of graphs, and the use of control of variables). At Western Washington University (WWU) and the University of Washington (UW), an effort is underway to examine the ability of university students to apply these same concepts and skills. Populations include students in liberal arts physics courses, introductory calculus-based physics courses, and special courses for the preparation of teachers. One focus of the research has been on the idea of control of variables. This topic is studied by students at all levels, from the primary grades, in which the notion of a ``fair test,'' is sometimes used, to university courses. This talk will discuss research tasks in which students are expected to infer from experimental data whether a particular variable influences (i.e., affects) or by itself determines (i.e., predicts) a given result. Student responses will be presented to identify specific difficulties.

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

ERIC Educational Resources Information Center

Basic Skills Agency, 2007

2007-01-01

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

Survival Skills: A Basic Skills Program.

ERIC Educational Resources Information Center

Mahoney, Don

The guide describes an approach designed to promote the basic skills of hearing impaired students Basic or survival skills are identified which cover the student's daily functioning at home, school, and in the community. The guide is aimed at the 10-15 year old hearing impaired student, but techniques are expected to be applicable to both…

Analysis of students geometry skills viewed from spatial intelligence

NASA Astrophysics Data System (ADS)

Riastuti, Nova; Mardiyana, Pramudya, Ikrar

2017-12-01

Geometry is one of the difficult materials for students because students must have the ability to visualize, describe the picture, draw a figure, and know the kinds of figures. This study aimisto describe the students geometry skills in resolving geometry problems viewed from spatial intelligence. This research uses a descriptive qualitative method has aim to identify students geometry skills by 6 students in eight grade of Ngawi regency, Indonesia. The subjects were 2 students with high spatial intelligence, 2 students with medium spatial intelligence, and 2 students with low spatial intelligence. Datas were collected based on written test and interview. The result of this research showed that the students geometry skills viewed from spatial intelligence includes. The results of this study indicate that there was a correlation between students' spatial intelligence with geometric skills. Students had different geometric skills in each category of spatial intelligence, although there were similarities in some geometry skill indicators. Students with low spatial intelligence had less geometry skills, thus requiring special attention from teachers. Mathematics teachers are expected to provide more practice questions that reinforce students' geometry skills including visual skills, descriptive skills, drawing skills, logical skills, applied skills.

Use of the "Intervention Selection Profile-Social Skills" to Identify Social Skill Acquisition Deficits: A Preliminary Validation Study

ERIC Educational Resources Information Center

Kilgus, Stephen P.; von der Embse, Nathaniel P.; Scott, Katherine; Paxton, Sara

2015-01-01

The purpose of this investigation was to develop and initially validate the "Intervention Selection Profile-Social Skills" (ISP-SS), a novel brief social skills assessment method intended for use at Tier 2. Participants included 54 elementary school teachers and their 243 randomly selected students. Teachers rated students on two rating…

Career Management Skills Among Vocational Students

NASA Astrophysics Data System (ADS)

Zakaria, Normah; Yamin, Azlin; Maarof, Rosmawati

2017-08-01

Career management skills are important elements that should be present in each individual, because career selection process is crucial for school leavers. The phenomenon of students who are less knowledgeable about career at the end of school is among the main reasons they choose a career that does not fit. The situation is very worrying and poses various negative implications such as work stress and frequent swapping of jobs. In fact, research has found that most vocational students have a low level of career management. Therefore, this study is aimed to identify career management skills that students possess. The research design was a survey using a quantitative approach with a number of samples, n = 480. Data was analysed using statistical software, Statistical Package for the Social Sciences (SPSS). The results show that students’ overall career management skills are moderate. To develop human capital with the right competence, career management skills are critical requirements that can fill the gaps in industry.

Evidence-based medicine teaching requirements in the USA: taxonomy and themes.

PubMed

Shaughnessy, Allen F; Torro, John R; Frame, Kara A; Bakshi, Munish

2016-05-01

In the USA, recent changes to oversight of residency training codify the requirements for teaching evidence-based medicine and information mastery (lifelong learning) knowledge, skills, and attitudes. The goal of this project is to determine current requirements for teaching of evidence-based medicine (EBM) and information mastery (IM) in specialty residency education in the USA. The project was a qualitative thematic analysis using content analysis. The source of the requirements for EBM and IM were the "milestone" statements for all 28 major specialties and transition year programs. Milestone descriptors related to EBM/IM were extracted and codes were developed and applied to each descriptor by four researchers. The resulting codes were coalesced into themes and tested against the milestone descriptors. The coding process identified 15 content areas comprising five themes. Two themes related to the knowledge and skills of EBM and three themes related to the knowledge, skills, and attitudes of IM. EBM themes encompassed basic critical appraisal skills and knowledge of clinical epidemiology principles and statistics. IM themes centered on identifying one's information needs for patient-specific information, using information sources, and using current awareness services to remain abreast of changes in medicine. In general, they align well with the Sicily Statement on Evidence-Based Practice. No specialty required competence in all areas. New training requirements for specialties in the USA require the development of both classic EBM skills as well as skills for managing information. However, there is marked variation in the requirements among specific specialties. © 2016 Chinese Cochrane Center, West China Hospital of Sichuan University and John Wiley & Sons Australia, Ltd.

A Procedural Skills OSCE: Assessing Technical and Non-Technical Skills of Internal Medicine Residents

ERIC Educational Resources Information Center

Pugh, Debra; Hamstra, Stanley J.; Wood, Timothy J.; Humphrey-Murto, Susan; Touchie, Claire; Yudkowsky, Rachel; Bordage, Georges

2015-01-01

Internists are required to perform a number of procedures that require mastery of technical and non-technical skills, however, formal assessment of these skills is often lacking. The purpose of this study was to develop, implement, and gather validity evidence for a procedural skills objective structured clinical examination (PS-OSCE) for internal…

Towards a Methodology for Identifying Program Constraints During Requirements Analysis

NASA Technical Reports Server (NTRS)

Romo, Lilly; Gates, Ann Q.; Della-Piana, Connie Kubo

1997-01-01

Requirements analysis is the activity that involves determining the needs of the customer, identifying the services that the software system should provide and understanding the constraints on the solution. The result of this activity is a natural language document, typically referred to as the requirements definition document. Some of the problems that exist in defining requirements in large scale software projects includes synthesizing knowledge from various domain experts and communicating this information across multiple levels of personnel. One approach that addresses part of this problem is called context monitoring and involves identifying the properties of and relationships between objects that the system will manipulate. This paper examines several software development methodologies, discusses the support that each provide for eliciting such information from experts and specifying the information, and suggests refinements to these methodologies.

Examining Chemistry Students Visual-Perceptual Skills Using the VSCS Tool and Interview Data

ERIC Educational Resources Information Center

Christian, Caroline

2010-01-01

The Visual-Spatial Chemistry Specific (VSCS) assessment tool was developed to test students' visual-perceptual skills, which are required to form a mental image of an object. The VSCS was designed around the theoretical framework of Rochford and Archer that provides eight distinct and well-defined visual-perceptual skills with identified problems…

The educational needs of health information managers in an electronic environment: what information technology and health informatics skills and knowledge are required?

PubMed

Robertson, Merryn; Callen, Joanne

The profile of health information managers (HIMs) employed within one metropolitan area health service in New South Wales (NSW) was identified, together with which information technology and health informatics knowledge and skills they possess, and which ones they require in their workplace. The subjects worked in a variety of roles: 26% were employed in the area's Information Systems Division developing and implementing point-of-care clinical systems. Health information managers perceived they needed further continuing and formal education in point-of-care clinical systems, decision support systems, the electronic health record, privacy and security, health data collections, and database applications.

The Effects of Teachers' Educational Technology Skills on Their Classroom Management Skills

ERIC Educational Resources Information Center

Varank, Ilhan; Ilhan, Savas

2013-01-01

Because technology integrations require changes in instructional processes it may require different approaches for classroom management. The purpose of this study was to investigate whether teachers' educational technology skills, besides their gender and years of experiences, significantly explain their classroom management skills. The data was…

Quality and Equality: Basic Skill Requirements at the University Level.

ERIC Educational Resources Information Center

Guskin, Alan E.; Greenebaum, Ben

1979-01-01

The University of Wisconsin-Parkside's comprehensive collegiate skills program is described from proposal to implementation. Junior year students must demonstrate competence in: writing, reading, mathematics, research paper writing, and library skills. (MLW)

Peer Assessment of Soft Skills and Hard Skills

ERIC Educational Resources Information Center

Zhang, Aimao

2012-01-01

Both the information technology (IT) industry and the Accreditation Board for Engineering and Technology (ABET) demand soft-skill training in higher education and require IT graduates to demonstrate competence in interpersonal communication, teamwork, and conflict management. Group projects provide teamwork environment for soft-skill training, but…

Getting Skills Right: France

ERIC Educational Resources Information Center

OECD Publishing, 2017

2017-01-01

This report identifies effective strategies to tackle skills imbalances in France. It provides an assessment of practices and policies in the following areas: the collection and use of information on skill needs to foster a better alignment of skills acquisitions with labour market needs; policies stimulating skills demand and skills use; policies…

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,…

Identifying 21st Century STEM Competencies Using Workplace Data

NASA Astrophysics Data System (ADS)

Jang, Hyewon

2016-04-01

Gaps between science, technology, engineering, and mathematics (STEM) education and required workplace skills have been identified in industry, academia, and government. Educators acknowledge the need to reform STEM education to better prepare students for their future careers. We pursue this growing interest in the skills needed for STEM disciplines and ask whether frameworks for 21st century skills and engineering education cover all of important STEM competencies. In this study, we identify important STEM competencies and evaluate the relevance of current frameworks applied in education using the standardized job-specific database operated and maintained by the US Department of Labor. Our analysis of the importance of 109 skills, types of knowledge and work activities, revealed 18 skills, seven categories of knowledge, and 27 work activities important for STEM workers. We investigate the perspectives of STEM and non-STEM job incumbents, comparing the importance of each skill, knowledge, and work activity for the two groups. We aimed to condense dimensions of the 52 key areas by categorizing them according to the Katz and Kahn (1978) framework and testing for inter-rater reliability. Our findings show frameworks for 21st century skills and engineering education do not encompass all important STEM competencies. Implications for STEM education programs are discussed, including how they can bridge gaps between education and important workplace competencies.

Non-technical skills for obstetricians conducting forceps and vacuum deliveries: qualitative analysis by interviews and video recordings.

PubMed

Bahl, Rachna; Murphy, Deirdre J; Strachan, Bryony

2010-06-01

Non-technical skills are cognitive and social skills required in an operational task. These skills have been identified and taught in the surgical domain but are of particular relevance to obstetrics where the patient is awake, the partner is present and the clinical circumstances are acute and often stressful. The aim of this study was to define the non-technical skills of an operative vaginal delivery (forceps or vacuum) to facilitate transfer of skills from expert obstetricians to trainee obstetricians. Qualitative study using interviews and video recordings. The study was conducted at two university teaching hospitals (St. Michael's Hospital, Bristol and Ninewells Hospital, Dundee). Participants included 10 obstetricians and eight midwives identified as experts in conducting or supporting operative vaginal deliveries. Semi-structured interviews were carried out using routine clinical scenarios. The experts were also video recorded conducting forceps and vacuum deliveries in a simulation setting. The interviews and video recordings were transcribed verbatim and analysed using thematic coding. The anonymised data were independently coded by the three researchers and then compared for consistency of interpretation. The experts reviewed the coded data for respondent validation and clarification. The themes that emerged were used to identify the non-technical skills required for conducting an operative vaginal delivery. The final skills list was classified into seven main categories. Four categories (situational awareness, decision making, task management, and team work and communication) were similar to the categories identified in surgery. Three further categories unique to obstetrics were also identified (professional relationship with the woman, maintaining professional behaviour and cross-monitoring of performance). This explicitly defined skills taxonomy could aid trainees' understanding of the non-technical skills to be considered when conducting an operative

Better Skills, Better Jobs, Better Lives: A Strategic Approach to Skills Policies

ERIC Educational Resources Information Center

OECD Publishing (NJ3), 2012

2012-01-01

Recognising both the complexity of skills policies and the potential for peer learning, the OECD has developed a global Skills Strategy that helps countries to identify the strengths and weaknesses of their national skills systems, benchmark them internationally, and develop policies that can transform better skills into better jobs, economic…

Vehicle systems and payload requirements evaluation. [computer programs for identifying launch vehicle system requirements

NASA Technical Reports Server (NTRS)

Rea, F. G.; Pittenger, J. L.; Conlon, R. J.; Allen, J. D.

1975-01-01

Techniques developed for identifying launch vehicle system requirements for NASA automated space missions are discussed. Emphasis is placed on development of computer programs and investigation of astrionics for OSS missions and Scout. The Earth Orbit Mission Program - 1 which performs linear error analysis of launch vehicle dispersions for both vehicle and navigation system factors is described along with the Interactive Graphic Orbit Selection program which allows the user to select orbits which satisfy mission requirements and to evaluate the necessary injection accuracy.

Clinical Skills Assessment: The Effects of Moving Certification Requirements Into Neurology, Child Neurology, and Psychiatry Residency Training

PubMed Central

Juul, Dorthea; Brooks, Beth Ann; Jozefowicz, Ralph; Jibson, Michael; Faulkner, Larry

2015-01-01

Background A few years ago, when the American Board of Psychiatry and Neurology decided to phase out the patient-based oral examinations in its 3 primary specialties, requirements for assessing clinical skills during residency training were instituted. Objective The purpose of this report is to describe the experiences of training program directors and graduates with these new credentialing requirements (labeled CSEs) as well as other effects on the specialties. Methods Surveys were administered electronically in 2012 to all current neurology, child neurology, and psychiatry program directors, and to a convenience sample of graduates who applied for the 2012 certification examinations. Results Response rates for graduates were similar across the 3 specialties but low (28%–33%). Response rates were higher for program directors (53%–62%) and were similar across the 3 specialties. The results indicated that the CSEs were usually administered early in training, were completed toward the end, were often passed on first attempt, generally took place during routine clinical assignments, were used to assess additional competencies, almost always included feedback to the residents, and did not often lead to remediation. Furthermore, the CSEs were perceived to be useful components in the assessment of clinical skills. Conclusions The results obtained from the early implementation of the CSEs suggest that they provide an opportunity to assess clinical skills with the additional benefit of feedback to trainees. Other effects included eventual incorporation into training program requirements, milestones, and related faculty development and research efforts. PMID:26217432

Clinical Skills Assessment: The Effects of Moving Certification Requirements Into Neurology, Child Neurology, and Psychiatry Residency Training.

PubMed

Juul, Dorthea; Brooks, Beth Ann; Jozefowicz, Ralph; Jibson, Michael; Faulkner, Larry

2015-03-01

A few years ago, when the American Board of Psychiatry and Neurology decided to phase out the patient-based oral examinations in its 3 primary specialties, requirements for assessing clinical skills during residency training were instituted. The purpose of this report is to describe the experiences of training program directors and graduates with these new credentialing requirements (labeled CSEs) as well as other effects on the specialties. Surveys were administered electronically in 2012 to all current neurology, child neurology, and psychiatry program directors, and to a convenience sample of graduates who applied for the 2012 certification examinations. Response rates for graduates were similar across the 3 specialties but low (28%-33%). Response rates were higher for program directors (53%-62%) and were similar across the 3 specialties. The results indicated that the CSEs were usually administered early in training, were completed toward the end, were often passed on first attempt, generally took place during routine clinical assignments, were used to assess additional competencies, almost always included feedback to the residents, and did not often lead to remediation. Furthermore, the CSEs were perceived to be useful components in the assessment of clinical skills. The results obtained from the early implementation of the CSEs suggest that they provide an opportunity to assess clinical skills with the additional benefit of feedback to trainees. Other effects included eventual incorporation into training program requirements, milestones, and related faculty development and research efforts.

Framework of Assessment for the Evaluation of Thinking Skills of Tertiary Level Students

ERIC Educational Resources Information Center

Heng, Chan Swee; Ziguang, Yan

2015-01-01

In the 21st century, students are required to master thinking skills in order to deal with many situations that arise in the tertiary environment which later would translate into the workplace. Nowadays, thinking skills play a vital role in tertiary education. To provide an approach for teachers, this paper identifies a 4-step model that can be…

Which non-technical skills do junior doctors require to prescribe safely? A systematic review.

PubMed

Dearden, Effie; Mellanby, Edward; Cameron, Helen; Harden, Jeni

2015-12-01

Prescribing errors are a major source of avoidable morbidity and mortality. Junior doctors write most in-hospital prescriptions and are the least experienced members of the healthcare team. This puts them at high risk of error and makes them attractive targets for interventions to improve prescription safety. Error analysis has shown a background of complex environments with multiple contributory conditions. Similar conditions in other high risk industries, such as aviation, have led to an increased understanding of so-called human factors and the use of non-technical skills (NTS) training to try to reduce error. To date no research has examined the NTS required for safe prescribing. The aim of this review was to develop a prototype NTS taxonomy for safe prescribing, by junior doctors, in hospital settings. A systematic search identified 14 studies analyzing prescribing behaviours and errors by junior doctors. Framework analysis was used to extract data from the studies and identify behaviours related to categories of NTS that might be relevant to safe and effective prescribing performance by junior doctors. Categories were derived from existing literature and inductively from the data. A prototype taxonomy of relevant categories (situational awareness, decision making, communication and team working, and task management) and elements was constructed. This prototype will form the basis of future work to create a tool that can be used for training and assessment of medical students and junior doctors to reduce prescribing error in the future. © 2015 The British Pharmacological Society.

Skill Sets Required for Environmental Engineering and Where They Are Learned

ERIC Educational Resources Information Center

Reed, Kathaleen

2010-01-01

The purpose of this study was to investigate the knowledge, skills, abilities and traits environmental engineers need. Two questions were asked: what skills are considered important, and where are they learned? Dreyfus and Dreyfus' novice-to-expert model, which describes a progressive, five-step process of skill development that occurs over time…

Identifying and Assessing Gaps in Subseasonal to Seasonal Prediction Skill using the North American Multi-model Ensemble

NASA Astrophysics Data System (ADS)

Pegion, K.; DelSole, T. M.; Becker, E.; Cicerone, T.

2016-12-01

Predictability represents the upper limit of prediction skill if we had an infinite member ensemble and a perfect model. It is an intrinsic limit of the climate system associated with the chaotic nature of the atmosphere. Producing a forecast system that can make predictions very near to this limit is the ultimate goal of forecast system development. Estimates of predictability together with calculations of current prediction skill are often used to define the gaps in our prediction capabilities on subseasonal to seasonal timescales and to inform the scientific issues that must be addressed to build the next forecast system. Quantification of the predictability is also important for providing a scientific basis for relaying to stakeholders what kind of climate information can be provided to inform decision-making and what kind of information is not possible given the intrinsic predictability of the climate system. One challenge with predictability estimates is that different prediction systems can give different estimates of the upper limit of skill. How do we know which estimate of predictability is most representative of the true predictability of the climate system? Previous studies have used the spread-error relationship and the autocorrelation to evaluate the fidelity of the signal and noise estimates. Using a multi-model ensemble prediction system, we can quantify whether these metrics accurately indicate an individual model's ability to properly estimate the signal, noise, and predictability. We use this information to identify the best estimates of predictability for 2-meter temperature, precipitation, and sea surface temperature from the North American Multi-model Ensemble and compare with current skill to indicate the regions with potential for improving skill.

Communication skills of health-care professionals working in oncology--can they be improved?

PubMed

Schofield, Nicola G; Green, Claire; Creed, Francis

2008-02-01

Communication skills' training has been placed high on the agenda by the National Institute of Clinical Excellence guidelines and the National Health Service in the UK. The paper reviews the importance of good communication skills in cancer care for the patient and describes research that has identified ways in which health-care professionals (HCP) can improve their communication with patients. The evidence as to why there is a lack of facilitative skills is reviewed along with what skills are required in order to improve communication with patients. The paper describes evidence of increased facilitative skills post-training, discusses whether there is evidence of transfer of these skills into clinical practice and how this might be best achieved. To conclude, research evidence would support the fact that training in communication skills needs to provide the best possible outcomes for HCP and their patients. Patient concerns, needs and preferences need to be elicited and the impact of concerns identified, so that the HCP can appropriately tailor their information giving, advice, treatment and plan of care.

Development of flight experiment task requirements. Volume 2: Technical Report. Part 1: Program report and Appendices A-G

NASA Technical Reports Server (NTRS)

Hatterick, G. R.

1972-01-01

Activities are documented of the study to determine skills required of on-orbit crew personnel of the space shuttle. The material is presented in four sections that include: (1) methodology for identifying flight experiment task-skill requirements, (2) task-skill analysis of selected flight experiments, (3) study results and conclusions, and (4) new technology.

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

ERIC Educational Resources Information Center

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

2017-01-01

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

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.

Employers' Skill Preferences across Europe: Between Cognitive and Non-Cognitive Skills

ERIC Educational Resources Information Center

Mýtna Kureková, Lucia; Beblavý, Miroslav; Haita, Corina; Thum, Anna-Elisabeth

2016-01-01

This article analyses online job advertisements to identify skills that are demanded in selected low- and medium-skilled occupations. We explore data from the publicly administered cross-European EURES job search portal and quantify the different cognitive and non-cognitive skills requested by employers in small European economies. While we find…

"Curiouser and Curiouser'" Supporting Children's Independent Enquiry Skills

ERIC Educational Resources Information Center

Myers, Debbie; McGrory, Maria; Westgate, Cathy

2016-01-01

The best science teaching can be identified as that which sets out to support pupils' natural curiosity by equipping them with the investigative skills to make sense of the world around them. This requires a change in the way teachers think and also requires visionary leadership, agency, reflection, and enactment by participating teachers. This…

An Examination of Job Skills Posted on Internet Databases: Implications for Information Systems Degree Programs.

ERIC Educational Resources Information Center

Liu, Xia; Liu, Lai C.; Koong, Kai S.; Lu, June

2003-01-01

Analysis of 300 information technology job postings in two Internet databases identified the following skill categories: programming languages (Java, C/C++, and Visual Basic were most frequent); website development (57% sought SQL and HTML skills); databases (nearly 50% required Oracle); networks (only Windows NT or wide-area/local-area networks);…

Using the Dynamic Model to Identify Stages of Teacher Skills in Assessment

ERIC Educational Resources Information Center

Christoforidou, Margarita; Xirafidou, Elisavet

2014-01-01

The article presents the results of two cross-sectional studies that investigate teachers' skills in using various techniques of assessment in mathematics by taking into account the four phases of assessment. The five dimensions of the dynamic model are also taken into account in proposing a framework for measuring teacher skills in assessment.…

Are Skill Requirements Rising? Evidence from Production and Clerical Jobs.

ERIC Educational Resources Information Center

Cappelli, Peter

1993-01-01

Examination of production jobs in 93 manufacturing firms (1978-86) and clerical jobs in 211 firms (1978-88) suggests (1) significant upskilling within most production jobs; (2) in clerical jobs, an even split between raised and lowered skill levels; and (3) decreasing skill levels associated with office automation. (SK)

Exploring employer job requirements: An analysis of pharmacy job announcements.

PubMed

Wheeler, James S; Ngo, Tien; Cecil, Jasmine; Borja-Hart, Nancy

Postgraduate training, dual degrees, and board certifications are credentials viewed by academic pharmacy communities and professional organizations as positive assets for those seeking pharmacist jobs; however, a key question merits further investigation: do these views match employer expectations? The primary objective of this study was to identify the most common qualifications employers require as stated in job advertisements. Pharmacist job postings from the aggregate jobs website Indeed.com were evaluated for the 20 largest metropolitan areas in the United States. Search criteria included: pharmacist, full-time, and within a 50-mile radius of the metropolitan area. Positions were excluded if they were not pharmacist specific, did not require a pharmacy degree, were part-time, or were temporary. Required and preferred qualifications were collected in the following categories: practice type, experience needed, training, certification, and desired skills. Six hundred and eleven of 1356 postings met inclusion criteria. Positions were classified as community (113), health-system (264), industry (149), academia (9), or other (76). Four hundred and six (66.4%) required a minimum of a Bachelor's of Pharmacy degree, while 174 (28.4%) required a Doctor of Pharmacy degree. Experience was required for 467 positions (range of 6 months to 14 years). Postgraduate training was required for 73 positions (66 residency/7 fellowship). One job required a Master's degree, type unspecified. BPS certifications were required for 7 positions (1.1%) and preferred for 22 positions (3.6%). Certifications and skills most required by employers were verbal and written skills (248), Microsoft Office proficiency (93), immunization certifications (51), and Basic Life Support/Cardiopulmonary Resuscitation certifications (37). Postgraduate training, dual degrees, and board certification were not significant factors in the qualification criteria for the positions identified. The qualifications

Relational skill assets and anti-immigrant sentiments.

PubMed

Lee, Naeyun; Lee, Cheol-Sung

2015-07-01

This study introduces the role of relational skill assets in accounting for attitudes toward immigrants: relational skill assets. Drawing upon stratification researchers' notion of "non-cognitive skills," we build a theoretical framework highlighting the role of occupational skill requirements in explaining anti-immigrant sentiment. Then, utilizing two occupation-specific measures, interpersonal skill requirement and instrumental skill requirement, we construct an explanatory factor, relational skill specificity. We test its effect on anti-immigrant attitudes as well as on the concentration of foreign-born workers in occupations, using the 2004 national identity module of General Social Survey. The findings confirm our argument that workers with a higher possession of interpersonal skill assets relative to instrumental skill assets are exposed to less intense competitions with immigrants, and are therefore less likely to express anti-immigrant sentiments. Our findings suggest that occupational-level relational skill assets based on sociocultural differences play an important role in shaping native workers' attitudes' toward immigrants. Copyright © 2015 Elsevier Inc. All rights reserved.

Rethinking the mental health treatment skills of primary care staff: a framework for training and research.

PubMed

Brown, Jonathan D; Wissow, Lawrence S

2012-11-01

Health care reforms may offer several opportunities to build the mental health treatment capacity of primary care. Capitalizing on these opportunities requires identifying the types of clinical skills that the primary care team requires to deliver mental health care. This paper proposes a framework that describes mental health skills for primary care receptionists, medical assistants, nurses, nurse practitioners, and physicians. These skills are organized on three levels: cross-cutting skills to build therapeutic alliance; broad-based, brief interventions for major clusters of mental health symptoms; and evidence-based interventions for diagnosis specific disorders. This framework is intended to help inform future mental health training in primary care and catalyze research that examines the impact of such training.

The Acquisition of Key Executive Skills and Attitudes Required for International Business in the Third Millennium.

ERIC Educational Resources Information Center

Satterlee, Brian

This study used a multimethod research technique to examine the acquisition of key executive skills and attitudes required for success in the international business arena. Following a review of the literature, the report presents the results of responses by a panel of 36 international business experts from Canada, Mexico, and the United States to…

Using a competency-based approach to identify the management behaviours required to manage workplace stress in nursing: a critical incident study.

PubMed

Lewis, Rachel; Yarker, Joanna; Donaldson-Feilder, Emma; Flaxman, Paul; Munir, Fehmidah

2010-03-01

To identify the specific management behaviours associated with the effective management of stress in nursing; and to build a stress management competency framework that can be integrated and compared with nurse management frameworks. Workplace stress is a significant problem in healthcare, especially within nursing. While there is a reasonable consensus regarding the sources of stress and its impact on health and well-being, little is known about the specific line manager behaviours that are associated with the effective and ineffective management of stress. Semi-structured interviews using critical incident technique were conducted with 41 employees working within 5 National Health Service (NHS) trusts within the United Kingdom. Data were transcribed and analysed using content analysis. 19 competencies (or sets of behaviour) were identified in the management of stress in employees. The 3 most frequently reported competencies: managing workload and resources, individual consideration and participative approach, are discussed in detail with illustrative quotes. Managers are vital in the reduction and management of stress at work. Importantly, the 2 of the 3 dominant competencies, managing workload and resources and individual consideration, do not feature in the UK's NHS Knowledge and Skills Framework, suggesting there are important skills gaps with regard to managing workplace stress. The implications of this approach for training and development, performance appraisal and assessment are discussed. Interventions to support managers develop effective behaviours are required to help reduce and manage stress at work. Copyright 2009 Elsevier Ltd. All rights reserved.

Life Skills for Single Parents: A Curriculum Guide.

ERIC Educational Resources Information Center

Uhlenberg, Beverly M.; Estrem, Cary E.

This curriculum guide is designed to teach everyday skills that single parents need to build strong families. The curriculum is nonsexist, has a low reading level, is activity oriented, meets the needs of single parents as identified by parents in North Dakota, may be used with individuals or groups, requires little preparation by the leader, and…

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

Autofeedback from ultrasound images provides rapid improvement in palpation skills for identifying joint swelling in rheumatoid arthritis.

PubMed

Ogasawara, Michihiro; Murayama, Go; Yamada, Yusuke; Nemoto, Takuya; Kageyama, Michiaki; Toyama, Shoko; Kusaoi, Makio; Onuma, Shin; Kon, Takayuki; Sekiya, Fumio; Sugimoto, Kaoru; Matsudaira, Ran; Matsushita, Masakazu; Tada, Kurisu; Kempe, Kazuo; Yamaji, Ken; Tamura, Naoto; Takasaki, Yoshinari

2012-06-01

Joint swelling, an important factor in the classification criteria and disease activity assessment in rheumatoid arthritis (RA), renders joint palpation a necessary skill for physicians. Ultrasound (US) examination that visualizes soft tissue abnormalities is now used to assess musculoskeletal disease. We assessed the usefulness of US assessments in enhancing physical joint examination skills. We examined 1944 joints (bilateral shoulder, elbow, wrist, metacarpophalangeal joints 1-5, and knee joints) in 108 patients with RA during April-July 2011. We first physically examined and confirmed joint swelling; subsequently, the same rheumatologist conducted US examinations and multiple assessors graded the joint swelling. When the 2 results differed, we received autofeedback from the US results to improve the physical examination skills. The sensitivities and specificities of physical examination for US-detected swollen joint, the correlation coefficient (CC) of the swollen joint counts, and the concordance rate in each patient for joint swelling sites and power Doppler (PD)-positive sites with the κ coefficients between the physical and US examinations were compared over time. We found that the sensitivity of physical examination increased by 42 percentage points (pp), while the specificity decreased by 18 pp. The average CC in June-July was greater than that in April-May. The percentage of κ coefficients > 0.8 increased from 8.8% to 17% for joint swelling and from 8.3% to 14% for PD-positive sites. Our results suggest that autofeedback from US assessment provides quick improvement in palpation skills for identifying joint swelling in patients with RA.

Provider perspectives on the enabling environment required for skilled birth attendance: a qualitative study in western Nepal.

PubMed

Morgan, Alison; Jimenez Soto, Eliana; Bhandari, Gajananda; Kermode, Michelle

2014-12-01

In Nepal, where difficult geography and an under-resourced health system contribute to poor health care access, the government has increased the number of trained skilled birth attendants (SBAs) and posted them in newly constructed birthing centres attached to peripheral health facilities that are available to women 24 h a day. This study describes their views on their enabling environment. Qualitative methods included semi-structured interviews with 22 SBAs within Palpa district, a hill district in the Western Region of Nepal; a focus group discussion with ten SBA trainees, and in-depth interviews with five key informants. Participants identified the essential components of an enabling environment as: relevant training; ongoing professional support; adequate infrastructure, equipment and drugs; and timely referral pathways. All SBAs who practised alone felt unable to manage obstetric complications because quality management of life-threatening complications requires the attention of more than one SBA. Maternal health guidelines should account for the provision of an enabling environment in addition to the deployment of SBAs. In Nepal, referral systems require strengthening, and the policy of posting SBAs alone, in remote clinics, needs to be reconsidered to achieve the goal of reducing maternal deaths through timely management of obstetric complications. © 2014 John Wiley & Sons Ltd.

Identifying management competencies for health care executives: review of a series of Delphi studies.

PubMed

Hudak, R P; Brooke, P P; Finstuen, K

2000-01-01

This analysis reviews a selected body of research that identifies the essential areas of management expertise required of future health care executives. To ensure consistency, six studies are analyzed, utilizing the Delphi technique, to query a broad spectrum of experts in different fields and sites of health care management. The analysis identifies a number of management competencies, i.e., managerial capabilities, which current and aspiring health care executives, in various settings and with differing educational backgrounds, should possess to enhance the probability of their success in current and future positions of responsibility. In addition, this review identifies the skills (technical expertise), knowledge (facts and principles) and abilities (physical, mental or legal power) required to support achievement of these competencies. Leadership and resource management, including cost and finance dimensions, are the highest-rated requisite management competencies. The dominant skills, knowledge and abilities (SKAs) are related to interpersonal skills. The lowest-rated SKAs are related to job-specific, technical skills. Recommendations include the review of this research by formal and continuing education programs to determine the content of their courses and areas for future research. Similarly, current health care executives should assess this research to assist in identifying competency gaps. Lastly, this analysis recommends that the Delphi technique, as a valid and replicable methodology, be applied toward the study of non-executive health care managers, e.g., students, clinicians, mid-level managers and integrated systems administrators, to determine their requisite management competencies and SKAs.

Student Competencies Guide: Survival Skills for a Changing World.

ERIC Educational Resources Information Center

Northwest Regional Educational Lab., Portland, OR.

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

Developing renal nurses' buttonhole cannulation skills using e-learning.

PubMed

Blackman, Ian R; Mannix, Trudi; Sinclair, Peter M

2014-03-01

It has previously been shown that nurses can learn clinical nursing skills by e-learning (online), and that many variables will influence how well nurses adopt learned clinical skills using distance education. This study aimed to identify and measure the strength of those factors which would simultaneously influence registered nurses' (RNs') beliefs about their own learning about buttonhole cannulation, using e-learning. An online Likert style survey consisting of a list of statements related to knowledge and skill domains considered crucial in the area of buttonhole cannulation was distributed to 101 RNs before and after completing an e-learning programme. Participants were required to identify their current level of self-confidence in relationship to each of the statements. Measures of RNs' self-rated abilities to assess and implement buttonhole cannulation after completing a related e-learning program were tested using a Partial Least Squares Analysis (PLS-PATH) programme. The study's results strongly identify that the nurses' ability to meet both clinical and educational outcomes of the renal e-learning module can be predicted by six variables, none of which are directly related to the participants' demographic or clinical backgrounds. These findings support the use of e-learning to teach clinical skills to RNs, and demonstrate the value of Partial Least Squares Analysis in determining influential learning factors. © 2014 European Dialysis and Transplant Nurses Association/European Renal Care Association.

Using simulation and virtual machines to identify information assurance requirements

NASA Astrophysics Data System (ADS)

Banks, Sheila B.; Stytz, Martin R.

2010-04-01

The US military is changing its philosophy, approach, and technologies used for warfare. In the process of achieving this vision for high-speed, highly mobile warfare, there are a number of issues that must be addressed and solved; issues that are not addressed by commercial systems because Department of Defense (DoD) Information Technology (IT) systems operate in an environment different from the commercial world. The differences arise from the differences in the scope and skill used in attacks upon DoD systems, the interdependencies between DoD software systems used for network centric warfare (NCW), and the need to rely upon commercial software components in virtually every DoD system. As a result, while NCW promises more effective and efficient means for employing DoD resources, it also increases the vulnerability and allure of DoD systems to cyber attack. A further challenge arises due to the rapid changes in software and information assurance (IA) requirements and technologies over the course of a project. Therefore, the four challenges that must be addressed are determining how to specify the information assurance requirements for a DoD system, minimizing changes to commercial software, incorporation of new system and IA requirements in a timely manner with minimal impact, and insuring that the interdependencies between systems do not result in cyber attack vulnerabilities. In this paper, we address all four issues. In addition to addressing the four challenges outlined above, the interdependencies and interconnections between systems indicate that the IA requirements for a system must consider two important facets of a system's IA defensive capabilities. The facets are the types of IA attacks that the system must repel and the ability of a system to insure that any IA attack that penetrates the system is contained within the system and does not spread. The IA requirements should be derived from threat assessments for the system as well as for the need to

Essential Learning Skills in Vocational Technical Education.

ERIC Educational Resources Information Center

Oregon State Dept. of Education, Salem. Div. of Vocational Education.

This document provides basic skill performance expectations for all Oregon students by the end of grade 11 to be incorporated into 15 vocational programs. (Exceptions are that in technology education, the skills identified are only for grade 8; in home economics, the identified skills are for grades 8 and 11.) The skills, which are in reading,…

AN INVESTIGATION OF THE TRAINING AND SKILL REQUIREMENTS OF INDUSTRIAL MACHINERY MAINTENANCE WORKERS. VOLUME II. FINAL REPORT.

ERIC Educational Resources Information Center

LYNN, FRANK

THE APPENDIXES FOR "AN INVESTIGATION OF THE TRAINING AND SKILL REQUIREMENTS OF INDUSTRIAL MACHINERY MAINTENANCE WORKERS, FINAL REPORT, VOLUME I" (VT 004 006) INCLUDE (1) TWO LETTERS FROM PLANT ENGINEERS STRESSING THE IMPORTANCE OF TRAINING MACHINERY MAINTENANCE WORKERS, (2) A DESCRIPTION OF THE MAINTENANCE TRAINING SURVEY, A SAMPLE QUESTIONNAIRE,…

Protocol for a scoping review to identify and map the global health personnel considered skilled attendants at birth in low and middle-income countries between 2000 and 2015.

PubMed

Hobbs, Amy J; Moller, Ann-Beth; Carvajal-Aguirre, Liliana; Amouzou, Agbessi; Chou, Doris; Say, Lale

2017-10-15

Despite progress towards the Millennium Development Goals (MDG), maternal mortality remains high in countries where there are shortages of skilled personnel able to manage and provide quality care during pregnancy and childbirth. The 'percentage of births attended by skilled health personnel' (SAB, skilled attendants at birth) was a key indicator for tracking progress since the MDGs and is part of the Sustainable Development Goal agenda. However, due to contextual differences between and within countries on the definition of SAB, a lack of clarity exists around the training, competencies, and skills they are qualified to perform. In this paper, we outline a scoping review protocol that poses to identify and map the health personnel considered SAB in low and middle-income countries (LMIC). A search will be conducted for the years 2000-2015 in PubMed/MEDLINE, EMBASE, CINAHL Complete, Cochrane Database of Systematic Reviews, POPLINE and the WHO Global Health Library. A manual search of reference lists from identified studies or systematic reviews and a hand search of the literature from international partner organisations will be done. Original studies conducted in LMIC that assessed health personnel (paid or voluntary) providing interventions during the intrapartum period will be considered for inclusion. A scoping review is a secondary analysis of published literature and does not require ethics approval. This scoping review proposes to synthesise data on the training, competency and skills of identified SAB and expands on other efforts to describe this global health workforce. The results will inform recommendations around improved coverage measurement and reporting of SAB moving forward, allowing for more accurate, consistent and timely data able to guide decisions and action around planning and implementation of maternal and newborn health programme globally. Data will be disseminated through a peer-reviewed manuscript, conferences and to key stakeholders within

Psychomotor testing predicts rate of skill acquisition for proficiency-based laparoscopic skills training.

PubMed

Stefanidis, Dimitrios; Korndorffer, James R; Black, F William; Dunne, J Bruce; Sierra, Rafael; Touchard, Cheri L; Rice, David A; Markert, Ronald J; Kastl, Peter R; Scott, Daniel J

2006-08-01

Laparoscopic simulator training translates into improved operative performance. Proficiency-based curricula maximize efficiency by tailoring training to meet the needs of each individual; however, because rates of skill acquisition vary widely, such curricula may be difficult to implement. We hypothesized that psychomotor testing would predict baseline performance and training duration in a proficiency-based laparoscopic simulator curriculum. Residents (R1, n = 20) were enrolled in an IRB-approved prospective study at the beginning of the academic year. All completed the following: a background information survey, a battery of 12 innate ability measures (5 motor, and 7 visual-spatial), and baseline testing on 3 validated simulators (5 videotrainer [VT] tasks, 12 virtual reality [minimally invasive surgical trainer-virtual reality, MIST-VR] tasks, and 2 laparoscopic camera navigation [LCN] tasks). Participants trained to proficiency, and training duration and number of repetitions were recorded. Baseline test scores were correlated to skill acquisition rate. Cutoff scores for each predictive test were calculated based on a receiver operator curve, and their sensitivity and specificity were determined in identifying slow learners. Only the Cards Rotation test correlated with baseline simulator ability on VT and LCN. Curriculum implementation required 347 man-hours (6-person team) and 795,000 dollars of capital equipment. With an attendance rate of 75%, 19 of 20 residents (95%) completed the curriculum by the end of the academic year. To complete training, a median of 12 hours (range, 5.5-21), and 325 repetitions (range, 171-782) were required. Simulator score improvement was 50%. Training duration and repetitions correlated with prior video game and billiard exposure, grooved pegboard, finger tap, map planning, Rey Figure Immediate Recall score, and baseline performance on VT and LCN. The map planning cutoff score proved most specific in identifying slow learners

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…

Data Mining Techniques for Identifying Students at Risk of Failing a Computer Proficiency Test Required for Graduation

ERIC Educational Resources Information Center

Tsai, Chih-Fong; Tsai, Ching-Tzu; Hung, Chia-Sheng; Hwang, Po-Sen

2011-01-01

Enabling undergraduate students to develop basic computing skills is an important issue in higher education. As a result, some universities have developed computer proficiency tests, which aim to assess students' computer literacy. Generally, students are required to pass such tests in order to prove that they have a certain level of computer…

Identifying Contingency Requirements using Obstacle Analysis on an Unpiloted Aerial Vehicle

NASA Technical Reports Server (NTRS)

Lutz, Robyn R.; Nelson, Stacy; Patterson-Hine, Ann; Frost, Chad R.; Tal, Doron

2005-01-01

This paper describes experience using Obstacle Analysis to identify contingency requirements on an unpiloted aerial vehicle. A contingency is an operational anomaly, and may or may not involve component failure. The challenges to this effort were: ( I ) rapid evolution of the system while operational, (2) incremental autonomy as capabilities were transferred from ground control to software control and (3) the eventual safety-criticality of such systems as they begin to fly over populated areas. The results reported here are preliminary but show that Obstacle Analysis helped (1) identify new contingencies that appeared as autonomy increased; (2) identify new alternatives for handling both previously known and new contingencies; and (3) investigate the continued validity of existing software requirements for contingency handling. Since many mobile, intelligent systems are built using a development process that poses the same challenges, the results appear to have applicability to other similar systems.

Getting Skills Right: Italy

ERIC Educational Resources Information Center

OECD Publishing, 2017

2017-01-01

This report identifies effective strategies to tackle skills imbalances in Italy. It provides an assessment of practices and policies in the following areas: the collection and use of information on skill needs to foster a better alignment of skills acquisitions with labour market needs; the design of education and training systems and their…

Ohio's Resource Guide for Voluntary Skill Standards.

ERIC Educational Resources Information Center

Springfield-Clark Joint Vocational School, Springfield, OH.

Voluntary skill standards are industry-based, industry-verified performance specifications that identify the knowledge, skills, and abilities individuals need for success in an industry. This resource guide is designed to raise awareness of voluntary skill standards, identify their benefits, and encourage stakeholder involvement in implementation…

Accounting Education and the Provision of Soft Skills: Implications of the Recent NZICA CA Academic Requirement Changes

ERIC Educational Resources Information Center

Low, Mary; Samkin, Grant; Liu, Christina

2013-01-01

This research examined the role of accounting education in the provision of soft skills to accounting graduates, and how this may be affected by the recent changes in academic requirements initiated by NZICA. A qualitative research method utilizing in-depth interviews was conducted with accounting graduates, partners of the Big4 accounting firms,…

Interprofessional non-technical skills for surgeons in disaster response: a qualitative study of the Australian perspective.

PubMed

Willems, Anneliese; Waxman, Buce; Bacon, Andrew K; Smith, Julian; Peller, Jennifer; Kitto, Simon

2013-03-01

Interprofessional non-technical skills for surgeons in disaster response have not yet been developed. The aims of this study were to identify the non-technical skills required of surgeons in disaster response and training for disaster response and to explore the barriers and facilitators to interprofessional practice in surgical teams responding to disasters. Twenty health professionals, with prior experience in natural disaster response or education, participated in semi-structured in-depth interviews. A qualitative matrix analysis design was used to thematically analyze the data. Non-technical skills for surgeons in disaster response identified in this study included skills for austere environments, cognitive strategies and interprofessional skills. Skills for austere environments were physical self-care including survival skills, psychological self-care, flexibility, adaptability, innovation and improvisation. Cognitive strategies identified in this study were "big picture" thinking, situational awareness, critical thinking, problem solving and creativity. Interprofessional attributes include communication, team-player, sense of humor, cultural competency and conflict resolution skills. "Interprofessionalism" in disaster teams also emerged as a key factor in this study and incorporated elements of effective teamwork, clear leadership, role adjustment and conflict resolution. The majority of participants held the belief that surgeons needed training in non-technical skills in order to achieve best practice in disaster response. Surgeons considerring becoming involved in disaster management should be trained in these skills, and these skills should be incorporated into disaster preparation courses with an interprofessional focus.

Technical Skill, Industry Knowledge and Experience, and Interpersonal Skill Competencies for Fashion Design Careers: A Comparison of Perspectives between Fashion Industry Professionals and Fashion Educators

ERIC Educational Resources Information Center

Yang, Eunyoung

2010-01-01

In updating fashion and apparel related design programs, many educators are striving to address the perspective of the fashion industry to obtain the career-specific skill and knowledge requirements sought by employers when hiring college or university graduates. Identifying such competencies from the view of fashion industry professionals as well…

Identifying strategies to assist final semester nursing students to develop numeracy skills: a mixed methods study.

PubMed

Ramjan, Lucie M; Stewart, Lyn; Salamonson, Yenna; Morris, Maureen M; Armstrong, Lyn; Sanchez, Paula; Flannery, Liz

2014-03-01

It remains a grave concern that many nursing students within tertiary institutions continue to experience difficulties with achieving medication calculation competency. In addition, universities have a moral responsibility to prepare proficient clinicians for graduate practice. This requires risk management strategies to reduce adverse medication errors post registration. To identify strategies and potential predictors that may assist nurse academics to tailor their drug calculation teaching and assessment methods. This project builds on previous experience and explores students' perceptions of newly implemented interventions designed to increase confidence and competence in medication calculation. This mixed method study surveyed students (n=405) enrolled in their final semester of study at a large, metropolitan university in Sydney, Australia. Tailored, contextualised interventions included online practice quizzes, simulated medication calculation scenarios developed for clinical practice classes, contextualised 'pen and paper' tests, visually enhanced didactic remediation and 'hands-on' contextualised workshops. Surveys were administered to students to determine their perceptions of interventions and to identify whether these interventions assisted with calculation competence. Test scores were analysed using SPSS v. 20 for correlations between students' perceptions and actual performance. Qualitative open-ended survey questions were analysed manually and thematically. The study reinforced that nursing students preferred a 'hands-on,' contextualised approach to learning that was 'authentic' and aligned with clinical practice. Our interventions assisted with supporting students' learning and improvement of calculation confidence. Qualitative data provided further insight into students' awareness of their calculation errors and preferred learning styles. Some of the strongest predictors for numeracy skill performance included (1) being an international student, (2

The Requirement for Vocational Skills in the Engineering Industry in the Areas of Modena and Vienna. Synthesis Report.

ERIC Educational Resources Information Center

Gatti, Mario; Mereu, Maria Grazia; Tagliaferro, Claudio; Markowitsch, Jorg; Neuberger, Robert

Requirements for vocational skills in the engineering industry in Modena, Italy, and Vienna, Austria, were studied. In Modena, employees of a representative sample of 90 small, medium, and large firms in the mechanical processing, agricultural machinery, and sports car manufacturing sectors were interviewed. In Vienna, data were collected through…

International Management Skills for Success in Asia: A Needs-Based Determination of Skills for Foreign Managers and Local Managers

ERIC Educational Resources Information Center

Neupert, Kent E.; Baughn, C. Cristopher; Dao, Thi Thanh Lam

2005-01-01

Purpose: This paper identifies skills necessary in order to succeed in Vietnam and proposes a training program to develop such skills. Design/methodology/approach: To determine necessary skills, 74 managers were interviewed using critical incident methodology to identify training needs. Critical incident approach asks respondents to describe the…

Initiating a Developmental Motor Skills Program for Identified Primary Students.

ERIC Educational Resources Information Center

Harville, Valerie Terrill

A physical education specialist at an elementary school in one of the fastest growing sections of the country developed and implemented a developmental motor skills program for primary school students. The program focused on: (1) developing a method of referring students for testing; (2) providing a specialized motor diagnostic test; (3) improving…

21st centuries skill implication on educational system

NASA Astrophysics Data System (ADS)

Wrahatnolo, T.; Munoto

2018-01-01

The purpose of this article is to identify skill needed in 21st centuries and its implication on Indonesia’s educational system. This research found that the 21st centuries skill application has more measurable benefits in some sections of life, such as critical thinking and problem solving, initiative, creativity, and entrepreneurship, communication, teamwork, metacognition (change of mindset), digital literature. This study applied qualitative data analysis. The data were taken from different sources and literature. The analysis showed that The 21st centuries education concept’s implementation can be applied in the curriculum of the required subject that is addressed to achieve learning and innovation skills competence and also technology and information media skills competence. While supporting subject group directed to achieve life and career skills competence. All subjects are the derivation from core subject 3R, which are reading, writing, and arithmetic. Based on the description above, it can be concluded that 21st centuries skill needs; (1) a life planning; (2) flexibility and adaptability; (3) initiative and self-management (4) entrepreneurship; (5) social and cultural interaction; (6) productivity and accountability; (7) leadership; (8) critical thinking, (9) problem solving; (10) communication; (11) collaboration and teamwork; (12) lifelong learning; and (13) digital literation.

Designing and implementing a skills program Using a clinically integrated, multi-professional approach: Using evaluation to drive curriculum change

PubMed Central

Carr, Sandra E.; Celenza, Antonio; Lake, Fiona

2009-01-01

The essential procedural skills that newly graduated doctors require are rarely defined, do not take into account pre-vocational employer expectations, and differ between Universities. This paper describes how one Faculty used local evaluation data to drive curriculum change and implement a clinically integrated, multi-professional skills program. A curriculum restructure included a review of all undergraduate procedural skills training by academic staff and clinical departments, resulting in a curriculum skills map. Undergraduate training was then linked with postgraduate expectations using the Delphi process to identify the skills requiring structured standardised training. The skills program was designed and implemented without a dedicated simulation center. This paper shows the benefits of an alternate model in which clinical integration of training and multi-professional collaboration encouraged broad ownership of a program and, in turn, impacted the clinical experience obtained. PMID:20165528

Teaching citizen science skills online: Implications for invasive species training programs

USGS Publications Warehouse

Newman, G.; Crall, A.; Laituri, M.; Graham, J.; Stohlgren, T.; Moore, J.C.; Kodrich, K.; Holfelder, K.A.

2010-01-01

Citizen science programs are emerging as an efficient way to increase data collection and help monitor invasive species. Effective invasive species monitoring requires rigid data quality assurances if expensive control efforts are to be guided by volunteer data. To achieve data quality, effective online training is needed to improve field skills and reach large numbers of remote sentinel volunteers critical to early detection and rapid response. The authors evaluated the effectiveness of online static and multimedia tutorials to teach citizen science volunteers (n = 54) how to identify invasive plants; establish monitoring plots; measure percent cover; and use Global Positioning System (GPS) units. Participants trained using static and multimedia tutorials provided less (p <.001) correct species identifications (63% and 67%) than did professionals (83%) across all species, but they did not differ (p =.125) between each other. However, their ability to identify conspicuous species was comparable to that of professionals. The variability in percent plant cover estimates between static (??10%) and multimedia (??13%) participants did not differ (p =.86 and.08, respectively) from those of professionals (??9%). Trained volunteers struggled with plot setup and GPS skills. Overall, the online approach used did not influence conferred field skills and abilities. Traditional or multimedia online training augmented with more rigorous, repeated, and hands-on, in-person training in specialized skills required for more difficult tasks will likely improve volunteer abilities, data quality, and overall program effectiveness. ?? Taylor & Francis Group, LLC.

Computational Skills for Biology Students

ERIC Educational Resources Information Center

Gross, Louis J.

2008-01-01

This interview with Distinguished Science Award recipient Louis J. Gross highlights essential computational skills for modern biology, including: (1) teaching concepts listed in the Math & Bio 2010 report; (2) illustrating to students that jobs today require quantitative skills; and (3) resources and materials that focus on computational skills.

Communication skills in palliative surgery: skill and effort are key.

PubMed

Miner, Thomas J

2011-04-01

Excellence as a surgeon requires not only the technical and intellectual ability to effectively take care of surgical disease but also an ability to respond to the needs and questions of patients. This article provides an overview of the importance of communication skills in optimal surgical palliation and offers suggestions for a multidisciplinary team approach, using the palliative triangle as the ideal model of communication and interpersonal skills. This article also discusses guidelines for advanced surgical decision making and outlines methods to improve communication skills. Copyright © 2011 Elsevier Inc. All rights reserved.

Training of leadership skills in medical education.

PubMed

Kiesewetter, Jan; Schmidt-Huber, Marion; Netzel, Janine; Krohn, Alexandra C; Angstwurm, Matthias; Fischer, Martin R

2013-01-01

Effective team performance is essential in the delivery of high-quality health-care. Leadership skills therefore are an important part of physicians' everyday clinical life. To date, the development of leadership skills are underrepresented in medical curricula. Appropriate training methods for equipping doctors with these leadership skills are highly desirable. The review aims to summarize the findings in the current literature regarding training in leadership skills in medicine and tries to integrate the findings to guide future research and training development. The PubMED, ERIC, and PsycArticles, PsycINFO, PSYNDEX and Academic search complete of EBSCOhost were searched for training of leadership skills in medicine in German and English. Relevant articles were identified and findings were integrated and consolidated regarding the leadership principles, target group of training and number of participants, temporal resources of the training, training content and methods, the evaluation design and trainings effects. Eight studies met all inclusion criteria and no exclusion criteria. The range of training programs is very broad and leadership skill components are diverse. Training designs implied theoretical reflections of leadership phenomena as well as discussions of case studies from practice. The duration of training ranged from several hours to years. Reactions of participants to trainings were positive, yet no behavioral changes through training were examined. More research is needed to understand the factors critical to success in the development of leadership skills in medical education and to adapt goal-oriented training methods. Requirements analysis might help to gain knowledge about the nature of leadership skills in medicine. The authors propose a stronger focus on behavioral training methods like simulation-based training for leadership skills in medical education.

Developing nurses' transformational leadership skills.

PubMed

Fischer, Shelly Ann

2017-08-16

Healthcare is a complex area with significant potential for service improvement despite the effects of increasing economic and social pressures on the quality and safety of patient care. As the largest group of healthcare professionals in direct contact with patients, nurses are well positioned to contribute to improvements in healthcare services and to the development of new policies. To influence healthcare improvements and policies effectively, nurses require leadership skills. Historically, it was thought that only nurses in management roles required leadership skills; however, the ability to influence change is a requirement at all levels of clinical practice. Transformational leadership competencies provide nurses with the skills to contribute to improvements in the quality and safety of patient care, while enhancing their career satisfaction. This article examines how nurses can apply transformational leadership to their practice. It also informs nurses how to conduct an initial self-assessment of their leadership skills and to formulate a transformational leadership development plan.

Employability Skills Center.

ERIC Educational Resources Information Center

Sweetwater Union High School District, Chula Vista, CA.

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

Identifying critical thinking indicators and critical thinker attributes in nursing practice.

PubMed

Chao, Shu-Yuan; Liu, Hsing-Yuan; Wu, Ming-Chang; Clark, Mary Jo; Tan, Jung-Ying

2013-09-01

Critical thinking is an essential skill in the nursing process. Although several studies have evaluated the critical thinking skills of nurses, there is limited information related to the indicators of critical thinking or evaluation of critical thinking in the context of the nursing process. This study investigated the potential indicators of critical thinking and the attributes of critical thinkers in clinical nursing practice. Knowledge of these indicators can aid the development of tools to assess nursing students' critical thinking skills. The study was conducted between September 2009 and August 2010. In phase 1, a literature review and four focus groups were conducted to identify the indicators of critical thinking in the context of nursing and the attributes of critical thinkers. In phase 2, 30 nursing professionals participated in a modified Delphi research survey to establish consensus and the appropriateness of each indicator and attribute identified in phase 1. We identified 37 indicators of critical thinking and 10 attributes of critical thinkers. The indicators were categorized into five subscales within the context of the nursing process toreflect nursing clinical practice: assessment, 16 indicators of ability to apply professional knowledge and skills to analyze and interpret patient problems; diagnosis, five indicators of ability to propose preliminary suppositions; planning, five indicators of ability to develop problem-solving strategies; implementation, five indicators of ability to implement planning; and evaluation, six indicators of ability to self-assess and reflect. The study operationalized critical thinking into a practical indicator suitable for nursing contexts in which critical thinking is required for clinical problem solving. Identified indicators and attributes can assist clinical instructors to evaluate student critical thought skills and development-related teaching strategies.

Investigation on Requirements of Robotic Platforms to Teach Social Skills to Individuals with Autism

NASA Astrophysics Data System (ADS)

Nikolopoulos, Chris; Kuester, Deitra; Sheehan, Mark; Dhanya, Sneha

This paper reports on some of the robotic platforms used in the project AUROSO which investigates the use of robots as educationally useful interventions to improve social interactions for individuals with Autism Spectrum Disorders (ASD). Our approach to treatment uses an educational intervention based on Socially Assistive Robotics (SAR), the DIR/Floortime intervention model and social script/stories. Requirements are established and a variety of robotic models/platforms were investigated as to the feasibility of an economical, practical and efficient means of helping teach social skills to individuals with ASD for use by teachers, families, service providers and other community organizations.

Effectiveness of Mobile Apps in Teaching Field-Based Identification Skills

ERIC Educational Resources Information Center

Thomas, Rebecca L.; Fellowes, Mark D. E.

2017-01-01

It has been suggested that few students graduate with the skills required for many ecological careers, as field-based learning is said to be in decline in academic institutions. Here, we asked if mobile technology could improve field-based learning, using ability to identify birds as the study metric. We divided a class of ninety-one undergraduate…

Transferable skills of incoming medical students and their development over the first academic year: The United Arab Emirates experience.

PubMed

McLean, Michelle; Shaban, Sami; Murdoch-Eaton, Deborah

2011-01-01

Increasingly, it is being recognised in higher and medical education that learners should be adequately prepared for the unpredictable nature of professional practice. Several generic or transferable skills or capabilities (e.g., communication, information handling) that will enable graduates to function in an ever-changing professional world have been identified. Using a validated inventory comprising six categories of transferable skills, three cohorts of incoming male and female medical students at a Gulf university documented their level of practice and confidence for 31 skills. The exercise was repeated a year later. New medical students identified computer and organisational skills and the ability to manage their learning as strengths, but scores for technical and numeracy, information handling and presentation and communication skills suggested that learners generally required guidance. A year later, despite considerable self-reported information handling and communication skills development, learners generally did not consider themselves self-sufficient. A significant gender difference emerged, with incoming males reporting less experience and confidence in many skills. This gap was reduced but did not disappear over the first academic year. An audit such as this may be useful for identifying individual skills levels as well as providing insight into shortcomings in the academic programme in terms of opportunities for transferable skills development.

Getting Skills Right: South Africa

ERIC Educational Resources Information Center

OECD Publishing, 2017

2017-01-01

This report identifies effective strategies to tackle skills imbalances in South Africa. It provides an assessment of practices and policies in the following areas: the collection and use of information on skill needs to foster a better alignment of skills acquisitions with labour market needs; education and training policies targeting skills…

Getting Skills Right: United Kingdom

ERIC Educational Resources Information Center

OECD Publishing, 2017

2017-01-01

This report identifies effective strategies to tackle skills imbalances in the United Kingdom. It provides an assessment of practices and policies in the following areas: the collection and use of information on skill needs to foster a better alignment between skills acquisition and labour market needs; education and training policies targeting…

Relationships between Time-Management Skills, Facebook Interpersonal Skills and Academic Achievement among Junior High School Students

ERIC Educational Resources Information Center

Tsai, Hsien-Chang; Liu, Shih-Hsiung

2015-01-01

Effective time-management skills and interpersonal interactions with familiar friends for learning matters on Facebook are desired characteristics for adolescents attempting to improve their academic achievements. This study identifies the relationships between time-management skills and Facebook interpersonal skills with the academic achievement…

Identifying the Transportation Preferences of a Highly Skilled Workforce : Final Report.

DOT National Transportation Integrated Search

2017-10-01

Economic development professionals cite access to a highly skilled workforce as being one of, if not the most, important factors that businesses cite when choosing where to locate. This is because the United States, including Texas, is experiencing h...

Employability Skills: Perspectives from a Knowledge-Intensive Industry

ERIC Educational Resources Information Center

Collet, Chris; Hine, Damian; du Plessis, Karen

2015-01-01

Purpose: While the global education debate remains focused on graduate skills and employability, the absence of a shared language between student, academic and industry stakeholder groups means that defining industry skills requirements is both essential and difficult. The purpose of this paper is to assess graduate skills requirements in a…

A large-scale mass casualty simulation to develop the non-technical skills medical students require for collaborative teamwork.

PubMed

Jorm, Christine; Roberts, Chris; Lim, Renee; Roper, Josephine; Skinner, Clare; Robertson, Jeremy; Gentilcore, Stacey; Osomanski, Adam

2016-03-08

There is little research on large-scale complex health care simulations designed to facilitate student learning of non-technical skills in a team-working environment. We evaluated the acceptability and effectiveness of a novel natural disaster simulation that enabled medical students to demonstrate their achievement of the non-technical skills of collaboration, negotiation and communication. In a mixed methods approach, survey data were available from 117 students and a thematic analysis undertaken of both student qualitative comments and tutor observer participation data. Ninety three per cent of students found the activity engaging for their learning. Three themes emerged from the qualitative data: the impact of fidelity on student learning, reflexivity on the importance of non-technical skills in clinical care, and opportunities for collaborative teamwork. Physical fidelity was sufficient for good levels of student engagement, as was sociological fidelity. We demonstrated the effectiveness of the simulation in allowing students to reflect upon and evidence their acquisition of skills in collaboration, negotiation and communication, as well as situational awareness and attending to their emotions. Students readily identified emerging learning opportunities though critical reflection. The scenarios challenged students to work together collaboratively to solve clinical problems, using a range of resources including interacting with clinical experts. A large class teaching activity, framed as a simulation of a natural disaster is an acceptable and effective activity for medical students to develop the non-technical skills of collaboration, negotiation and communication, which are essential to team working. The design could be of value in medical schools in disaster prone areas, including within low resource countries, and as a feasible intervention for learning the non-technical skills that are needed for patient safety.

Acceptability and Impact of a Required Palliative Care Rotation with Prerotation and Postrotation Observed Simulated Clinical Experience during Internal Medicine Residency Training on Primary Palliative Communication Skills.

PubMed

Vergo, Maxwell T; Sachs, Sharona; MacMartin, Meredith A; Kirkland, Kathryn B; Cullinan, Amelia M; Stephens, Lisa A

2017-05-01

Improving communication training for primary palliative care using a required palliative care rotation for internal medicine (IM) residents has not been assessed. To assess skills acquisition and acceptability for IM residents not selecting an elective. A consecutive, single-arm cohort underwent preobjective structured clinical examination (OSCE) with learner-centric feedback, two weeks of clinical experience, and finally a post-OSCE to crystallize learner-centric take home points. IM second year residents from Dartmouth-Hitchcock were exposed to a required experiential palliative care rotation. Pre- and post-OSCE using a standardized score card for behavioral skills, including patient-centered interviewing, discussing goals of care/code status, and responding to emotion, as well as a confidential mixed qualitative and quantitative evaluation of the experience. Twelve residents were included in the educational program (two were excluded because of shortened experiences) and showed statistically significant improvements in overall communication and more specifically in discussing code status and responding to emotions. General patient-centered interviewing skills were not significantly improved, but prerotation scores reflected pre-existing competency in this domain. Residents viewed the observed simulated clinical experience (OSCE) and required rotation as positive experiences, but wished for more opportunities to practice communication skills in real clinical encounters. A required palliative care experiential rotation flanked by OSCEs at our institution improved the acquisition of primary palliative care communication skills similarly to other nonclinical educational platforms, but may better meet the needs of the resident and faculty as well as address all required ACGME milestones.

Identifying and Exploring Factors Affecting Embodied Conversational Agent Social Presence for Interpersonal Skills Training

ERIC Educational Resources Information Center

Chuah, Joon Hao

2013-01-01

Embodied conversational agents (ECAs) have been used as virtual conversational partners in interpersonal skills training applications such as medical interviews, military decision making, and cultural training. Ideally, in interpersonal skills training users will perceive and treat the ECAs the same as they would real people. The perception and…

Kodak Skills Enhancement Program Curriculum: Applying Written Information in the Workplace. Report No. AEP-93-03.

ERIC Educational Resources Information Center

Beaudin, Bart P.; And Others

This teacher's guide is intended for use in helping Kodak Corporation employees develop the basic reading skills required in their workplace. The following topics are covered in the individual modules: identifying and summarizing key ideas; mastering four techniques for accessing information (i.e., skimming, scanning, sequencing, and identifying a…

Strategic leadership: the essential skills.

PubMed

Schoemaker, Paul J H; Krupp, Steve; Howland, Samantha

2013-01-01

The more uncertain your environment, the greater the opportunity--if you have the leadership skills to capitalize on it. Research at the Wharton school and at the authors' consulting firm, involving more than 20,000 executives to date, has identified six skills that, when mastered and used in concert, allow leaders to think strategically and navigate the unknown effectively. They are the abilities to anticipate, challenge, interpret, decide, align, and learn. This article describes the six skills in detail and includes a self-assessment that will enable you to identify the ones that most need your attention. The authors have found that strength in one skill cannot easily compensate for a deficit in another. An adaptive strategic leader has learned to apply all six at once.

Communicative Discourse in Second Language Classrooms: From Building Skills to Becoming Skillful

ERIC Educational Resources Information Center

Suleiman, Mahmoud

2013-01-01

The dynamics of the communicative discourse is a natural process that requires an application of a wide range of skills and strategies. In particular, linguistic discourse and the interaction process have a huge impact on promoting literacy and academic skills in all students especially English language learners (ELLs). Using interactive…

Fine and gross motor skills: The effects on skill-focused dual-tasks.

PubMed

Raisbeck, Louisa D; Diekfuss, Jed A

2015-10-01

Dual-task methodology often directs participants' attention towards a gross motor skill involved in the execution of a skill, but researchers have not investigated the comparative effects of attention on fine motor skill tasks. Furthermore, there is limited information about participants' subjective perception of workload with respect to task performance. To examine this, the current study administered the NASA-Task Load Index following a simulated shooting dual-task. The task required participants to stand 15 feet from a projector screen which depicted virtual targets and fire a modified Glock 17 handgun equipped with an infrared laser. Participants performed the primary shooting task alone (control), or were also instructed to focus their attention on a gross motor skill relevant to task execution (gross skill-focused) and a fine motor skill relevant to task execution (fine skill-focused). Results revealed that workload was significantly greater during the fine skill-focused task for both skill levels, but performance was only affected for the lesser-skilled participants. Shooting performance for the lesser-skilled participants was greater during the gross skill-focused condition compared to the fine skill-focused condition. Correlational analyses also demonstrated a significant negative relationship between shooting performance and workload during the gross skill-focused task for the higher-skilled participants. A discussion of the relationship between skill type, workload, skill level, and performance in dual-task paradigms is presented. Copyright © 2015 Elsevier B.V. All rights reserved.

An international survey of medical licensing requirements for immigrating physicians, focusing on communication evaluation

PubMed Central

Weedle, Rebecca; Morris, Marie; Ridgway, Paul

2016-01-01

Objectives To identify current entry requirements set by international medical licensing bodies for immigrating physicians, focusing on postgraduate level communication skills, clinical and technical skill assessments. Methods A standardised, author developed survey was administered to a selection of national, state and provincial licensing institutions across 6 continents. Representative institutions were selected from the most populated regions of each continent. Surveys were administered by email and telephone. The information was also searched by website review. Website information alone was used if no response was received by the targeted institution after 2 phone/2 email attempts. Statistical analysis of the non-parametric data was conducted using SPSS (v.21). Results Thirty-seven licensing bodies were contacted from 30 countries; verifiable information was available for 29; twenty-six responded to the communication inquiry. Sixty five 65.4% (n=17) surveyed communication skills, 100% involved language proficiency testing; 11.5% tested other forms of communication skills. For clinical and technical skills, 86.2% (n=25) assessed candidates by credential review, 72.4% (n=21) required both credential review and exam and 62.1% (n=18) used country-specific examination. A mentorship period were required by 37.9% (n=11), ranging from 3 months to 1 year. Only 2 countries identified examinations for recertification. No technical/clinical skills nor communication skill evaluation (beyond language proficiency) are routinely assessed at the postgraduate level. Conclusions International assessments of migrating physicians are heterogeneous. Communication skills, beyond language proficiency, are not routinely assessed in foreign trained physicians seeking entry. The majority of clinical and technical skills are assessed by credential review only. This study highlights the lack of standardisation of assessment internationally and the need for steps toward a global agreement

An international survey of medical licensing requirements for immigrating physicians, focusing on communication evaluation.

PubMed

Gillis, Amy; Weedle, Rebecca; Morris, Marie; Ridgway, Paul

2016-02-06

To identify current entry requirements set by international medical licensing bodies for immigrating physicians, focusing on postgraduate level communication skills, clinical and technical skill assessments. A standardised, author developed survey was administered to a selection of national, state and provincial licensing institutions across 6 continents. Representative institutions were selected from the most populated regions of each continent. Surveys were administered by email and telephone. The information was also searched by website review. Website information alone was used if no response was received by the targeted institution after 2 phone/2 email attempts. Statistical analysis of the non-parametric data was conducted using SPSS (v.21). Thirty-seven licensing bodies were contacted from 30 countries; verifiable information was available for 29; twenty-six responded to the communication inquiry. Sixty five 65.4% (n=17) surveyed communication skills, 100% involved language proficiency testing; 11.5% tested other forms of communication skills. For clinical and technical skills, 86.2% (n=25) assessed candidates by credential review, 72.4% (n=21) required both credential review and exam and 62.1% (n=18) used country-specific examination. A mentorship period were required by 37.9% (n=11), ranging from 3 months to 1 year. Only 2 countries identified examinations for recertification. No technical/clinical skills nor communication skill evaluation (beyond language proficiency) are routinely assessed at the postgraduate level. International assessments of migrating physicians are heterogeneous. Communication skills, beyond language proficiency, are not routinely assessed in foreign trained physicians seeking entry. The majority of clinical and technical skills are assessed by credential review only. This study highlights the lack of standardisation of assessment internationally and the need for steps toward a global agreement on training schemes and summative

Training of Leadership Skills in Medical Education

PubMed Central

Kiesewetter, Jan; Schmidt-Huber, Marion; Netzel, Janine; Krohn, Alexandra C.; Angstwurm, Matthias; Fischer, Martin R.

2013-01-01

Background: Effective team performance is essential in the delivery of high-quality health-care. Leadership skills therefore are an important part of physicians’ everyday clinical life. To date, the development of leadership skills are underrepresented in medical curricula. Appropriate training methods for equipping doctors with these leadership skills are highly desirable. Objective: The review aims to summarize the findings in the current literature regarding training in leadership skills in medicine and tries to integrate the findings to guide future research and training development. Method: The PubMED, ERIC, and PsycArticles, PsycINFO, PSYNDEX and Academic search complete of EBSCOhost were searched for training of leadership skills in medicine in German and English. Relevant articles were identified and findings were integrated and consolidated regarding the leadership principles, target group of training and number of participants, temporal resources of the training, training content and methods, the evaluation design and trainings effects. Results: Eight studies met all inclusion criteria and no exclusion criteria. The range of training programs is very broad and leadership skill components are diverse. Training designs implied theoretical reflections of leadership phenomena as well as discussions of case studies from practice. The duration of training ranged from several hours to years. Reactions of participants to trainings were positive, yet no behavioral changes through training were examined. Conclusions: More research is needed to understand the factors critical to success in the development of leadership skills in medical education and to adapt goal-oriented training methods. Requirements analysis might help to gain knowledge about the nature of leadership skills in medicine. The authors propose a stronger focus on behavioral training methods like simulation-based training for leadership skills in medical education. PMID:24282452

8 CFR 215.8 - Requirements for biometric identifiers from aliens on departure from the United States.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 8 Aliens and Nationality 1 2011-01-01 2011-01-01 false Requirements for biometric identifiers from... Requirements for biometric identifiers from aliens on departure from the United States. (a)(1) The Secretary of... of entry, to provide fingerprints, photograph(s) or other specified biometric identifiers...

8 CFR 215.8 - Requirements for biometric identifiers from aliens on departure from the United States.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 8 Aliens and Nationality 1 2012-01-01 2012-01-01 false Requirements for biometric identifiers from... Requirements for biometric identifiers from aliens on departure from the United States. (a)(1) The Secretary of... of entry, to provide fingerprints, photograph(s) or other specified biometric identifiers...

8 CFR 215.8 - Requirements for biometric identifiers from aliens on departure from the United States.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 8 Aliens and Nationality 1 2010-01-01 2010-01-01 false Requirements for biometric identifiers from... Requirements for biometric identifiers from aliens on departure from the United States. (a)(1) The Secretary of... of entry, to provide fingerprints, photograph(s) or other specified biometric identifiers...

8 CFR 215.8 - Requirements for biometric identifiers from aliens on departure from the United States.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 8 Aliens and Nationality 1 2013-01-01 2013-01-01 false Requirements for biometric identifiers from... Requirements for biometric identifiers from aliens on departure from the United States. (a)(1) The Secretary of... of entry, to provide fingerprints, photograph(s) or other specified biometric identifiers...

Teaching the "Soft Skills": A Professional Development Curriculum to Enhance the Employability Skills of Business Graduates

ERIC Educational Resources Information Center

Winstead, Ann S.; Adams, Barbara L.; Sillah, Marion Rogers

2009-01-01

Today's business climate requires that management recruits not only know the technical aspects of their jobs, but also possess communication, teambuilding and leadership skills. Most business school curricula, however, focus only on technical skills, and do not address the "soft skills" in a formal setting or on a consistent basis. As…

The Future Cybersecurity Workforce: Going Beyond Technical Skills for Successful Cyber Performance

PubMed Central

Dawson, Jessica; Thomson, Robert

2018-01-01

One of the challenges in writing an article reviewing the current state of cyber education and workforce development is that there is a paucity of quantitative assessment regarding the cognitive aptitudes, work roles, or team organization required by cybersecurity professionals to be successful. In this review, we argue that the people who operate within the cyber domain need a combination of technical skills, domain specific knowledge, and social intelligence to be successful. They, like the networks they operate, must also be reliable, trustworthy, and resilient. Defining the knowledge, skills, attributes, and other characteristics is not as simple as defining a group of technical skills that people can be trained on; the complexity of the cyber domain makes this a unique challenge. There has been little research devoted to exactly what attributes individuals in the cyber domain need. What research does exist places an emphasis on technical and engineering skills while discounting the important social and organizational influences that dictate success or failure in everyday settings. This paper reviews the literature on cyber expertise and cyber workforce development to identify gaps and then argues for the important contribution of social fit in the highly complex and heterogenous cyber workforce. We then identify six assumptions for the future of cybersecurity workforce development, including the requirement for systemic thinkers, team players, a love for continued learning, strong communication ability, a sense of civic duty, and a blend of technical and social skill. Finally, we make recommendations for social and cognitive metrics which may be indicative of future performance in cyber work roles to provide a roadmap for future scholars. PMID:29946276

The Future Cybersecurity Workforce: Going Beyond Technical Skills for Successful Cyber Performance.

PubMed

Dawson, Jessica; Thomson, Robert

2018-01-01

One of the challenges in writing an article reviewing the current state of cyber education and workforce development is that there is a paucity of quantitative assessment regarding the cognitive aptitudes, work roles, or team organization required by cybersecurity professionals to be successful. In this review, we argue that the people who operate within the cyber domain need a combination of technical skills, domain specific knowledge, and social intelligence to be successful. They, like the networks they operate, must also be reliable, trustworthy, and resilient. Defining the knowledge, skills, attributes, and other characteristics is not as simple as defining a group of technical skills that people can be trained on; the complexity of the cyber domain makes this a unique challenge. There has been little research devoted to exactly what attributes individuals in the cyber domain need. What research does exist places an emphasis on technical and engineering skills while discounting the important social and organizational influences that dictate success or failure in everyday settings. This paper reviews the literature on cyber expertise and cyber workforce development to identify gaps and then argues for the important contribution of social fit in the highly complex and heterogenous cyber workforce. We then identify six assumptions for the future of cybersecurity workforce development, including the requirement for systemic thinkers, team players, a love for continued learning, strong communication ability, a sense of civic duty, and a blend of technical and social skill. Finally, we make recommendations for social and cognitive metrics which may be indicative of future performance in cyber work roles to provide a roadmap for future scholars.

Using robots in "Hands-on" academic activities: a case study examining speech-generating device use and required skills.

PubMed

Adams, Kim; Cook, Al

2016-01-01

A 12-year-old girl, Emily, with complex communication needs and severe physical limitations, controlled a Lego robot from a speech-generating device (SGD) to do various "hands-on" academic activities. Emily's teacher and assistive technology (AT) team thought that controlling a robot would motivate Emily to "use her SGD more". A descriptive case study was used because the integration of communication and manipulation technologies is not yet understood. Target activities and goals were chosen by Emily's teacher and AT team. Emily performed several manipulative math activities and engaged in an "acting" activity aimed at increasing her message length. The competency skills needed to control a robot from the SGD were examined, as well as stakeholder satisfaction with the robot system. Emily generated up to 0.4 communication events and 7 robot commands per minute in the activities. Her length of utterance was usually one-word long, but she generated two- and three-word utterances during some activities. Observations of Emily informed a framework to describe the competency skills needed to use SGDs to control robots. Emily and her teacher expressed satisfaction with robot use. Robot use could motivate students to build SGD operational skills and learn educational concepts. Implications for Rehabilitation Controlling a robot from a speech-generating device (SGD) could increase students' motivation, engagement and understanding in learning educational concepts, because of the hands-on enactive approach. The robot and SGD system was acceptable to the participant and teacher and elicited positive comments from classmates. Thus, it may provide a way for children with disabilities to link with the curriculum and with other students in the classroom. Controlling a robot via SGD presents opportunities to improve augmentative and alternative communication operational, linguistic, social and strategic skills. Careful choice of activities will ensure that the activity requirements

Identifying Academic Skill and Performance Deficits: The Experimental Analysis of Brief Assessments of Academic Skills. General Articles

ERIC Educational Resources Information Center

Duhon, Gary J.; Noell, George H.; Witt, Joseph C.; Freeland, Jennifer T.; Dufrene, Brad A.; Gilbertson, Donna N.

2004-01-01

This study examined an approach for assessing and intervening with academic concerns that is conceptually derived from the distinction between skill deficits and performance deficits. A class-wide assessment was used to describe the students' functioning in the context of their peers and to help select a target concern for intervention. An…

A Study on Capabilities Required In Military Medicine to Develop Modular Training Courses: A Qualitative Study

PubMed Central

DANA, ALI; MOHAMMADIMEHR, MOJGAN

2017-01-01

Introduction: The main mission of military medicine in the world is to support the health and treatment of the military in relation to issues, risks, injuries and diseases that arise due to the specific occupational conditions. The current study was carried out with the aim of determining the required skills of military physicians to define and determine the required training modules. Methods: The study was a qualitative research. Semi-structured interviews were used to collect the data and qualitative content analysis was used to analyze the data. The study population included all the professors and experts in the field of military medicine and medical sciences at the medical universities of Tehran. Snowball sampling technique was used to sample the study participants. Results: Based on the results, the required skills of military physicians in 5 categories and 29 sub- categories were identified; then based on the identified skills, 60 training modules at two introductory and advanced levels were determined including 39 introductory levels and 21 advanced levels. Conclusion: We can conclude that some of the important skills that military physicians need and can achieved through training have not been provided in any educational program and to achieve such skills and capabilities, other programs should be developed and modular training can be one of them. PMID:28761887

8 CFR 215.8 - Requirements for biometric identifiers from aliens on departure from the United States.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 8 Aliens and Nationality 1 2014-01-01 2014-01-01 false Requirements for biometric identifiers from... Requirements for biometric identifiers from aliens on departure from the United States. (a)(1) The Secretary of... designated port of entry, to provide fingerprints, photograph(s) or other specified biometric identifiers...

The Relationship among ICT Skills, Traditional Reading Skills and Online Reading Ability

ERIC Educational Resources Information Center

Liu, I-Fang; Ko, Hwa-Wei

2016-01-01

Perspectives from reading and information fields have identified similar skills belong to two different kind of literacy being online reading abilities and ICT skills. It causes a conflict between two research fields and increase difficult of integrating study results. The purpose of this study was to determine which views are suitable for…

Reflective teaching practices: an approach to teaching communication skills in a small-group setting.

PubMed

Fryer-Edwards, Kelly; Arnold, Robert M; Baile, Walter; Tulsky, James A; Petracca, Frances; Back, Anthony

2006-07-01

Small-group teaching is particularly suited for complex skills such as communication. Existing work has identified the basic elements of small-group teaching, but few descriptions of higher-order teaching practices exist in the medical literature. Thus the authors developed an empirically driven and theoretically grounded model for small-group communication-skills teaching. Between 2002 and 2005, teaching observations were collected over 100 hours of direct contact time between four expert facilitators and 120 medical oncology fellows participating in Oncotalk, a semiannual, four-day retreat focused on end-of-life communication skills. The authors conducted small-group teaching observations, semistructured interviews with faculty participants, video or audio recording with transcript review, and evaluation of results by faculty participants. Teaching skills observed during the retreats included a linked set of reflective, process-oriented teaching practices: identifying a learning edge, proposing and testing hypotheses, and calibrating learner self-assessments. Based on observations and debriefings with facilitators, the authors developed a conceptual model of teaching that illustrates an iterative loop of teaching practices aimed at enhancing learners' engagement and self-efficacy. Through longitudinal, empirical observations, this project identified a set of specific teaching skills for small-group settings with applicability to other clinical teaching settings. This study extends current theory and teaching practice prescriptions by describing specific teaching practices required for effective teaching. These reflective teaching practices, while developed for communication skills training, may be useful for teaching other challenging topics such as ethics and professionalism.

The Effects of L2 Reading Skills on L1 Reading Skills through Transfer

ERIC Educational Resources Information Center

Altmisdort, Gonca

2016-01-01

This study investigated whether transfer from L2 to L1 in reading occurs, and if so, which reading sub-skills are transferred into L1 reading. The aim is to identify the role of second language reading skills in L1 reading skills by means of transfer. In addition, the positive effects of the second language transfer to the first language in the…

Skills Needed to Survive and Thrive as a Scholar in the 21st Century: Information, Knowledge, and Publication Management

ERIC Educational Resources Information Center

Conceição, Simone C. O.

2013-01-01

The changes in the way our work is created, published, and disseminated have implications for our own professional development and require us to be aware of the necessary skills. In this article, I identify three important skills scholars need to have and tools to be effective, efficient, and productive scholars in the 21st century: information…

49 CFR 383.110 - General requirement.

Code of Federal Regulations, 2011 CFR

2011-10-01

... STANDARDS; REQUIREMENTS AND PENALTIES Required Knowledge and Skills § 383.110 General requirement. All drivers of CMVs must have the knowledge and skills necessary to operate a CMV safely as contained in this subpart. The specific types of items that a State must include in the knowledge and skills tests that it...

[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.

A new approach to assessing skill needs of senior managers.

PubMed

Griffith, John R; Warden, Gail L; Neighbors, Kamilah; Shim, Beth

2002-01-01

Management of health care organizations must improve to meet the well-documented challenges of quality improvement and cost control. Other industries have developed the tools--entry education, mentoring, planned mid-career formal education and experience, and special programs for senior management. The purpose of this paper is to pilot test an alternative method to identify competencies and performance of health care executives. We propose using formal lists of technical, interpersonal, and strategic competencies and specific real events chosen by the respondent to identify and prioritize competencies. Results of a trial with 30 large health care system CEOs and 15 early careerists demonstrate that the method reveals useful depth and detail about managers' educational needs. The results suggest that current thinking about managerial education and learning patterns may be seriously inadequate in several respects. The continued improvement of U.S. health care is a pressing national concern. Quality of care is highly variable and substantially deficient in many institutions (Chassin and Galvin 1998; Committee on Quality of Health Care in America 2001). "Quality improvement should be the essential business strategy for healthcare in the 21st century (Kizer 2001)." Productivity improvements will be essential to balance cost pressures from an aging population and growing technology (Heffler, et al. 2002). Skillful management is necessary to improve quality and productivity. Teams of dozens of caregivers are often required to improve a patient's health. The organizations that provide care have grown larger in response to the greater cost, complexity of operation and finance, and evidence of the success of scale in other industries. While many small professional practices, hospitals, and nursing homes remain, consolidation has created a few dozen provider and intermediary organizations exceeding a billion dollars a year in expenditures. These large health care

The Evolution of General Education Requirements at Prince George's Community College.

ERIC Educational Resources Information Center

Barshay, Robert; Cant, Catherine

In August 1981, a task force was created at Maryland's Prince George's Community College (PGCC) to analyze the college's General Education (GE) requirements in terms of their appropriateness as a major component of Associate Degree (AD) programs. Rather than increase the number of GE requirements, the task force sought to identify the skills,…

Health care administration in the year 2000: practitioners' views of future issues and job requirements.

PubMed

Hudak, R P; Brooke, P P; Finstuen, K; Riley, P

1993-01-01

This research identifies the most important domains in health care administration (HCA) from now to the year 2000 and differentiates job skill, knowledge, and ability requirements necessary for successful management. Fellows of the American College of Healthcare Executives from about half of the United States responded to two iterations of a Delphi mail inquiry. Fellows identified 102 issues that were content-analyzed into nine domains by an HCA expert panel. Domains, in order of ranked importance, were cost/finance, leadership, professional staff interactions, health care delivery concepts, accessibility, ethics, quality/risk management, technology, and marketing. In the second Delphi iteration, Fellows reviewed domain results and rated job requirements on required job importance. Results indicated that while a business orientation is needed for organizational survival, an equal emphasis on person-oriented skills, knowledge, and abilities is required.

Construction of a Physician Skills Inventory

ERIC Educational Resources Information Center

Richard, George V.; Zarconi, Joseph; Savickas, Mark L.

2012-01-01

The current study applied Holland's RIASEC typology to develop a "Physician Skills Inventory". We identified the transferable skills and abilities that are critical to effective performance in medicine and had 140 physicians in 25 different specialties rate the importance of those skills. Principal component analysis of their responses produced…

Identifying context factors explaining physician's low performance in communication assessment: an explorative study in general practice.

PubMed

Essers, Geurt; van Dulmen, Sandra; van Weel, Chris; van der Vleuten, Cees; Kramer, Anneke

2011-12-13

Communication is a key competence for health care professionals. Analysis of registrar and GP communication performance in daily practice, however, suggests a suboptimal application of communication skills. The influence of context factors could reveal why communication performance levels, on average, do not appear adequate. The context of daily practice may require different skills or specific ways of handling these skills, whereas communication skills are mostly treated as generic. So far no empirical analysis of the context has been made. Our aim was to identify context factors that could be related to GP communication. A purposive sample of real-life videotaped GP consultations was analyzed (N = 17). As a frame of reference we chose the MAAS-Global, a widely used assessment instrument for medical communication. By inductive reasoning, we analyzed the GP behaviour in the consultation leading to poor item scores on the MAAS-Global. In these cases we looked for the presence of an intervening context factor, and how this might explain the actual GP communication behaviour. We reached saturation after having viewed 17 consultations. We identified 19 context factors that could potentially explain the deviation from generic recommendations on communication skills. These context factors can be categorized into doctor-related, patient-related, and consultation-related factors. Several context factors seem to influence doctor-patient communication, requiring the GP to apply communication skills differently from recommendations on communication. From this study we conclude that there is a need to explicitly account for context factors in the assessment of GP (and GP registrar) communication performance. The next step is to validate our findings.

Identifying Differences in Early Mathematical Skills among Children in Head Start

ERIC Educational Resources Information Center

Wu, Qiong; Lei, Pui-wa; DiPerna, James C.; Morgan, Paul L.; Reid, Erin E.

2015-01-01

The purpose of this study was to examine early mathematical skill differences among preschool children in US Head Start classrooms. Latent class analysis based on six early mathematical subtest scores (i.e. counting aloud, measurement, counting objects, numbers and shapes, pattern recognition, and grouping) from a sample of 279 Head Start children…

Identifying Child-Staff Ratios That Promote Peer Skills in Child Care

ERIC Educational Resources Information Center

Iluz, Reli; Adi-Japha, Esther; Klein, Pnina S.

2016-01-01

Research Findings: Early child care policy and practice are grounded in a growing understanding of the importance of the first years of life. In earlier studies, associations between child-staff ratios and peer skills yielded inconsistent findings. The current study used data from the National Institute of Child Health and Human Development Study…

Identifying the Real Technology Skills Gap: A Qualitative Look across Disciplines

ERIC Educational Resources Information Center

Schirf, Evan; Serapiglia, Anthony

2017-01-01

Every year several survey inventories are performed throughout the IT industry by trade magazines and research groups that attempt to gauge the current state of the industry as it relates to trends. Many of these highlight a technology skills gap between job expectations and potential employees. While many job openings exist and educational…

A prospective study evaluating cochlear implant management skills: development and validation of the Cochlear Implant Management Skills survey.

PubMed

Bennett, R J; Jayakody, D M P; Eikelboom, R H; Taljaard, D S; Atlas, M D

2016-02-01

To investigate the ability of cochlear implant (CI) recipients to physically handle and care for their hearing implant device(s) and to identify factors that may influence skills. To assess device management skills, a clinical survey was developed and validated on a clinical cohort of CI recipients. Survey development and validation. A prospective convenience cohort design study. Specialist hearing implant clinic. Forty-nine post-lingually deafened, adult CI recipients, at least 12 months postoperative. Survey test-retest reliability, interobserver reliability and responsiveness. Correlations between management skills and participant demographic, audiometric, clinical outcomes and device factors. The Cochlear Implant Management Skills survey was developed, demonstrating high test-retest reliability (0.878), interobserver reliability (0.972) and responsiveness to intervention (skills training) [t(20) = -3.913, P = 0.001]. Cochlear Implant Management Skills survey scores range from 54.69% to 100% (mean: 83.45%, sd: 12.47). No associations were found between handling skills and participant factors. This is the first study to demonstrate a range in cochlear implant device handling skills in CI recipients and offers clinicians and researchers a tool to systematically and objectively identify shortcomings in CI recipients' device handling skills. © 2015 John Wiley & Sons Ltd.

Implementing a Just Culture: Perceptions of Nurse Managers of Required Knowledge, Skills and Attitudes.

PubMed

Freeman, Michelle; Morrow, Linda A; Cameron, Margo; McCullough, Karen

2016-01-01

Healthcare organizations have been challenged to create a just culture as part of their culture of safety. To explore perceptions of nurse managers in developing personal competencies in order to enable them to effectively implement a just culture in their units. Qualitative content analysis of semi-structured interviews with nine nurse managers identified themes. Data were independently analyzed by three members of the research team. Analysis of interview transcripts identified the following four themes: need for education of managers and employees, need for a variety of new skills for nurse managers, need to change attitudes from the long-standing punitive culture and fault of individual and challenges in implementation because of time constraints. Implementing a just culture is complex. Education of nurse managers is crucial. A series of educational strategies is recommended. Findings support the need for new competencies to enable nurse managers to effectively implement a just culture in their units.

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…

Ecosystem Model Skill Assessment. Yes We Can!

PubMed

Olsen, Erik; Fay, Gavin; Gaichas, Sarah; Gamble, Robert; Lucey, Sean; Link, Jason S

2016-01-01

Accelerated changes to global ecosystems call for holistic and integrated analyses of past, present and future states under various pressures to adequately understand current and projected future system states. Ecosystem models can inform management of human activities in a complex and changing environment, but are these models reliable? Ensuring that models are reliable for addressing management questions requires evaluating their skill in representing real-world processes and dynamics. Skill has been evaluated for just a limited set of some biophysical models. A range of skill assessment methods have been reviewed but skill assessment of full marine ecosystem models has not yet been attempted. We assessed the skill of the Northeast U.S. (NEUS) Atlantis marine ecosystem model by comparing 10-year model forecasts with observed data. Model forecast performance was compared to that obtained from a 40-year hindcast. Multiple metrics (average absolute error, root mean squared error, modeling efficiency, and Spearman rank correlation), and a suite of time-series (species biomass, fisheries landings, and ecosystem indicators) were used to adequately measure model skill. Overall, the NEUS model performed above average and thus better than expected for the key species that had been the focus of the model tuning. Model forecast skill was comparable to the hindcast skill, showing that model performance does not degenerate in a 10-year forecast mode, an important characteristic for an end-to-end ecosystem model to be useful for strategic management purposes. We identify best-practice approaches for end-to-end ecosystem model skill assessment that would improve both operational use of other ecosystem models and future model development. We show that it is possible to not only assess the skill of a complicated marine ecosystem model, but that it is necessary do so to instill confidence in model results and encourage their use for strategic management. Our methods are applicable

The Mental Health Nurse Incentive Program: desirable knowledge, skills and attitudes from the perspective of nurses.

PubMed

Happell, Brenda; Palmer, Christine; Tennent, Rebeka

2011-03-01

To enhance the understanding of the skills and attitudes of mental health nurses working in the Australian Mental Health Nurse Incentive Program. The Mental Health Nurse Incentive Program places qualified mental health nurses alongside community-based general practitioners, private psychiatric practices and other appropriate organisations to provide clients with mental health conditions with a more integrated treatment plan. An exploratory, qualitative approach was undertaken, given the paucity of relevant research in this area. Exploratory individual interviews were conducted with ten mental health nurses working in this scheme. Data analysis was organised and managed using QSR NVivo qualitative analysis software. Respondents identified specific skills and attitudes required for practice under the Mental Health Nurse Incentive Program. Eight areas of skill and attitude were identified as essential for mental health nurses working in this field. This study highlights that many of these skills and attitudes are specific to the setting where mental health nurses are working. Mental health nurses working under this programme have a role to play in the dissemination of knowledge about their practice. More needs to be done by governments and other institutions to ensure that general practitioners and other health professionals understand the role played by mental health nurses in the provision of care. The extent to which the Mental Health Nurse Incentive Program becomes a sustainable strategy to promote quality and accessible mental health care will depend to some degree on the capacity to identify the skills and attitudes necessary for practice. The findings presented in this paper provide a significant contribution to articulating the essential characteristics required for this area of practice. © 2011 Blackwell Publishing Ltd.

Using the Entrustable Professional Activities Framework in the Assessment of Procedural Skills.

PubMed

Pugh, Debra; Cavalcanti, Rodrigo B; Halman, Samantha; Ma, Irene W Y; Mylopoulos, Maria; Shanks, David; Stroud, Lynfa

2017-04-01

The entrustable professional activity (EPA) framework has been identified as a useful approach to assessment in competency-based education. To apply an EPA framework for assessment, essential skills necessary for entrustment to occur must first be identified. Using an EPA framework, our study sought to (1) define the essential skills required for entrustment for 7 bedside procedures expected of graduates of Canadian internal medicine (IM) residency programs, and (2) develop rubrics for the assessment of these procedural skills. An initial list of essential skills was defined for each procedural EPA by focus groups of experts at 4 academic centers using the nominal group technique. These lists were subsequently vetted by representatives from all Canadian IM training programs through a web-based survey. Consensus (more than 80% agreement) about inclusion of each item was sought using a modified Delphi exercise. Qualitative survey data were analyzed using a framework approach to inform final assessment rubrics for each procedure. Initial lists of essential skills for procedural EPAs ranged from 10 to 24 items. A total of 111 experts completed the national survey. After 2 iterations, consensus was reached on all items. Following qualitative analysis, final rubrics were created, which included 6 to 10 items per procedure. These EPA-based assessment rubrics represent a national consensus by Canadian IM clinician educators. They provide a practical guide for the assessment of procedural skills in a competency-based education model, and a robust foundation for future research on their implementation and evaluation.

Auditing and Mapping Key Skills within University Curricula

ERIC Educational Resources Information Center

Tariq, Vicki N.; Scott, Eileen M.; Cochrane, A. Clive; Lee, Maria; Ryles, Linda

2004-01-01

Universities are encouraged to embed key skills in their undergraduate curricula, yet there is often little support on how to identify skills development and progression. This paper describes a tool that facilitates colleagues in auditing key skills and career/employability skills within individual modules and mapping these skills across degree…

Motor skill depends on knowledge of facts.

PubMed

Stanley, Jason; Krakauer, John W

2013-01-01

Those in 20th century philosophy, psychology, and neuroscience who have discussed the nature of skilled action have, for the most part, accepted the view that being skilled at an activity is independent of knowing facts about that activity, i.e., that skill is independent of knowledge of facts. In this paper we question this view of motor skill. We begin by situating the notion of skill in historical and philosophical context. We use the discussion to explain and motivate the view that motor skill depends upon knowledge of facts. This conclusion seemingly contradicts well-known results in cognitive science. It is natural, on the face of it, to take the case of H.M., the seminal case in cognitive neuroscience that led to the discovery of different memory systems, as providing powerful evidence for the independence of knowledge and skill acquisition. After all, H.M. seems to show that motor learning is retained even when previous knowledge about the activity has been lost. Improvements in skill generally require increased precision of selected actions, which we call motor acuity. Motor acuity may indeed not require propositional knowledge and has direct parallels with perceptual acuity. We argue, however, that reflection on the specifics of H.M.'s case, as well as other research on the nature of skill, indicates that learning to become skilled at a motor task, for example tennis, depends also on knowledge-based selection of the right actions. Thus skilled activity requires both acuity and knowledge, with both increasing with practice. The moral of our discussion ranges beyond debates about motor skill; we argue that it undermines any attempt to draw a distinction between practical and theoretical activities. While we will reject the independence of skill and knowledge, our discussion leaves open several different possible relations between knowledge and skill. Deciding between them is a task to be resolved by future research.

Motor skill depends on knowledge of facts

PubMed Central

Stanley, Jason; Krakauer, John W.

2013-01-01

Those in 20th century philosophy, psychology, and neuroscience who have discussed the nature of skilled action have, for the most part, accepted the view that being skilled at an activity is independent of knowing facts about that activity, i.e., that skill is independent of knowledge of facts. In this paper we question this view of motor skill. We begin by situating the notion of skill in historical and philosophical context. We use the discussion to explain and motivate the view that motor skill depends upon knowledge of facts. This conclusion seemingly contradicts well-known results in cognitive science. It is natural, on the face of it, to take the case of H.M., the seminal case in cognitive neuroscience that led to the discovery of different memory systems, as providing powerful evidence for the independence of knowledge and skill acquisition. After all, H.M. seems to show that motor learning is retained even when previous knowledge about the activity has been lost. Improvements in skill generally require increased precision of selected actions, which we call motor acuity. Motor acuity may indeed not require propositional knowledge and has direct parallels with perceptual acuity. We argue, however, that reflection on the specifics of H.M.'s case, as well as other research on the nature of skill, indicates that learning to become skilled at a motor task, for example tennis, depends also on knowledge-based selection of the right actions. Thus skilled activity requires both acuity and knowledge, with both increasing with practice. The moral of our discussion ranges beyond debates about motor skill; we argue that it undermines any attempt to draw a distinction between practical and theoretical activities. While we will reject the independence of skill and knowledge, our discussion leaves open several different possible relations between knowledge and skill. Deciding between them is a task to be resolved by future research. PMID:24009571

A study on fine motor skills of Iranian children with attention deficit/hyper activity disorder aged from 6 to 11 years.

PubMed

Lavasani, Negar Miri; Stagnitti, Karen

2011-06-01

The aim of this study was to compare the fine motor skills of two groups of Iranian children. Of the 55 male Tehranian children aged 6 to 10 years, 29 children were typically developing and 26 were identified as attention deficit hyperactivity disorder (ADHD) using the Diagnostic and Statistical Manual of Mental Disorder. All children were assessed using the Raven Intelligence Test and nine fine motor tasks. There were no significant differences between the groups based on intelligence. In eight of the fine motor tasks, there was a significant difference between the groups. These tasks were cutting, placing dots in a grid pattern without direction, threading beads, drawing a line within 1 and 2 minutes, finger movements and Purdue pegboard. Boys who have been identified as ADHD have poorer fine motor skills compared to typically developing boys of the same age. Children aged 6 to 10 years who have been identified as ADHD will require more attention to their fine motor skill performance to enable greater participation in daily living tasks in Tehran such as writing, fine arts and dressing which require fast and quick hand motor skills. There are still limitations in this area; therefore, research in fine motor skills and ADHD children are recommended for future research. Copyright © 2010 John Wiley & Sons, Ltd.

Long-Term Stability of Core Language Skill in Children with Contrasting Language Skills

PubMed Central

Bornstein, Marc H.; Hahn, Chun-Shin; Putnick, Diane L.

2016-01-01

This four-wave longitudinal study evaluated stability of core language skill in 421 European American and African American children, half of whom were identified as low (n = 201) and half of whom were average-to-high (n = 220) in later language skill. Structural equation modeling supported loadings of multivariate age-appropriate multisource measures of child language on single latent variables of core language skill at 15 and 25 months and 5 and 11 years. Significant stability coefficients were obtained between language latent variables for children of low and average-to-high language skill, even accounting for child positive social interaction and nonverbal intelligence, maternal education and language, and family home environment. Prospects for children with different language skills and intervention implications are discussed. PMID:26998572

Skill mix in the health care workforce: reviewing the evidence.

PubMed Central

Buchan, James; Dal Poz, Mario R.

2002-01-01

This paper discusses the reasons for skill mix among health workers being important for health systems. It examines the evidence base (identifying its limitations), summarizes the main findings from a literature review, and highlights the evidence on skill mix that is available to inform health system managers, health professionals, health policy-makers and other stakeholders. Many published studies are merely descriptive accounts or have methodological weaknesses. With few exceptions, the published analytical studies were undertaken in the USA, and the findings may not be relevant to other health systems. The results from even the most rigorous of studies cannot necessarily be applied to a different setting. This reflects the basis on which skill mix should be examined--identifying the care needs of a specific patient population and using these to determine the required skills of staff. It is therefore not possible to prescribe in detail a "universal" ideal mix of health personnel. With these limitations in mind, the paper examines two main areas in which investigating current evidence can make a significant contribution to a better understanding of skill mix. For the mix of nursing staff, the evidence suggests that increased use of less qualified staff will not be effective in all situations, although in some cases increased use of care assistants has led to greater organizational effectiveness. Evidence on the doctor-nurse overlap indicates that there is unrealized scope in many systems for extending the use of nursing staff. The effectiveness of different skill mixes across other groups of health workers and professions, and the associated issue of developing new roles remain relatively unexplored. PMID:12163922

Long-Term Stability of Core Language Skill in Children with Contrasting Language Skills

ERIC Educational Resources Information Center

Bornstein, Marc H.; Hahn, Chun-Shin; Putnick, Diane L.

2016-01-01

This 4-wave longitudinal study evaluated stability of core language skill in 421 European American and African American children, half of whom were identified as low (n = 201) and half of whom were average-to-high (n = 220) in later language skill. Structural equation modeling supported loadings of multivariate age-appropriate multisource measures…

Michigan Consumer Education Skills.

ERIC Educational Resources Information Center

Michigan State Consumers Council, Lansing.

The booklet identifies consumer skills which a committee of the Michigan Consumers Council believes are essential for students to master prior to graduation from high school. The purpose of the document is to give direction to school districts and teachers on which consumer education skills are needed. The booklet does not contain teaching methods…

Critical Learning Skills for Business Students

ERIC Educational Resources Information Center

Jance, Marsha; Morgan, Anita

2013-01-01

A survey addressing critical skills for business students was developed and disseminated. Sixteen critical skills (such as critical thinking and time management) were identified as skills that need to be acquired in order for business students to be successful in their advanced courses and careers. The survey was disseminated and taken by several…

Leadership skills for the California electric utility industry: A qualitative study

NASA Astrophysics Data System (ADS)

Hubbell, Michael

The purpose of this qualitative study was to determine the skills and knowledge necessary for leaders in the California electric utility industry in 2020. With rapid industry changes, skills to effectively lead and stay competitive are undetermined. Leaders must manage an increasingly hostile social and political environment, incorporate new technology, and deal with an aging workforce and infrastructure. Methodology. This study utilized a qualitative case study design to determine the factors that influence the skills leaders will require in 2020. It incorporated the perspectives of current electric utility leaders while looking with a future lens. Findings. Interviews were conducted with transmission and distribution (T&D) directors at 3 investor-owned public electric utilities headquartered in California. The questions followed an open-ended format to gather responses as perceived by electric utility leaders for each research question category: overall skills, aging workforce, regulation, technology, and leading younger generations. The research resulted in 18 major themes: 5 for overall skills, 3 for aging workforce, 4 for regulation, 3 for technology, and 3 for leading younger generations. Conclusions. The study identified leadership skills including the ability to embrace, leverage, and stay current with technology; understand and provide a clear vision for the future; increase creativity; manage the next set of workers; motivate during a time of great change; prepare for knowledge transfer and change in workforce culture; manage regulatory expectations; expand potential utility opportunities; leverage "big data"; allow worker collaboration; and understand what drives younger generations. Recommendations. California-based electric utility leaders can remain effective by implementing key strategies identified herein. Further research could examine perspectives of additional utility leaders who lead in organizational units outside of T&D, expand the research to

Identification of Essential Food Skills for Skill-Based Healthful Eating Programs in Secondary Schools

ERIC Educational Resources Information Center

Fordyce-Voorham, Sandra

2011-01-01

Objective: To identify the food skills deemed essential to include in skill-based healthful eating programs in secondary schools. Methods: Fifty-one food experts including home economics educators, chefs, nutritionists and dietitians, community educators, homemakers, and young people were recruited by invitation, mail, and advertising. Data were…

Communication skills training in orthopaedics.

PubMed

Lundine, Kristopher; Buckley, Richard; Hutchison, Carol; Lockyer, Jocelyn

2008-06-01

Communication skills play a key role in many aspects of both medical education and clinical patient care. The objectives of this study were to identify the key components of communication skills from the perspectives of both orthopaedic residents and their program directors and to understand how these skills are currently taught. This study utilized a mixed methods design. Quantitative data were collected with use of a thirty-item questionnaire distributed to all Canadian orthopaedic residents. Qualitative data were collected through focus groups with orthopaedic residents and semistructured interviews with orthopaedic program directors. One hundred and nineteen (37%) of 325 questionnaires were completed, twelve residents participated in two focus groups, and nine of sixteen program directors from across the country were interviewed. Both program directors and residents identified communication skills as being the accurate and appropriate use of language (i.e., content skills), not how the communication was presented (i.e., process skills). Perceived barriers to effective communication included time constraints and the need to adapt to the many personalities and types of people encountered daily in the hospital. Residents rarely have explicit training in communication skills. They rely on communication training implicitly taught through observation of their preceptors and clinical experience interacting with patients, peers, and other health-care professionals. Orthopaedic residents and program directors focus on content and flexibility within communication skills as well as on the importance of being concise. They value the development of communication skills in the clinical environment through experiential learning and role modeling. Education should focus on developing residents' process skills in communication. Care should be taken to avoid large-group didactic teaching sessions, which are perceived as ineffective.

The Effects of Cover, Copy, and Compare, Performance Feedback and Rewards on the Mathematical Calculation Skills of Students Identified with Math Difficulty

ERIC Educational Resources Information Center

Benson, Geetal

2013-01-01

This study examined the isolated effects of Cover, Copy and Compare (CCC) and the effects of CCC paired with performance feedback (CCC + PF) and rewards (CCC + RW) on the mathematical calculation skills of first grade students identified with math difficulty. Four research questions were addressed in this study. 1. Does Cover, Copy, and Compare…

Identifying external nutrient reduction requirements and potential in the hypereutrophic Lake Taihu Basin, China.

PubMed

Peng, Jiao-Ting; Zhu, Xiao-Dong; Sun, Xiang; Song, Xiao-Wei

2018-04-01

Reducing external nutrient loads is the first step for controlling eutrophication. Here, we identified external nutrient reduction requirements and potential of strategies for achieving reductions to remediate a eutrophic water body, Lake Taihu, China. A mass balance approach based on the entire lake was used to identify nutrient reduction requirements; an empirical export coefficient approach was introduced to estimate the nutrient reduction potential of the overall program on integrated regulation of Taihu Lake Basin (hereafter referred to as the "Guideline"). Reduction requirements included external total nitrogen (TN) and total phosphorus (TP) loads, which should be reduced by 41-55 and 25-50%, respectively, to prevent nutrient accumulation in Lake Taihu and to meet the planned water quality targets. In 2010, which is the most seriously polluted calendar year during the 2008-2014 period, the nutrient reduction requirements were estimated to be 36,819 tons of N and 2442 tons of P, and the potential nutrient reduction strategies would reduce approximately 25,821 tons of N and 3024 tons of P. Since there is a net N remaining in the reduction requirements, it should be the focus and deserves more attention in identifying external nutrient reduction strategies. Moreover, abatement measures outlined in the Guideline with high P reduction potential required large monetary investments. Achieving TP reduction requirement using the cost-effective strategy costs about 80.24 million USD. The design of nutrient reduction strategies should be enacted according to regional and sectoral differences and the cost-effectiveness of abatement measures.

Pharmacist Computer Skills and Needs Assessment Survey

PubMed Central

Jewesson, Peter J

2004-01-01

Background To use technology effectively for the advancement of patient care, pharmacists must possess a variety of computer skills. We recently introduced a novel applied informatics program in this Canadian hospital clinical service unit to enhance the informatics skills of our members. Objective This study was conducted to gain a better understanding of the baseline computer skills and needs of our hospital pharmacists immediately prior to the implementation of an applied informatics program. Methods In May 2001, an 84-question written survey was distributed by mail to 106 practicing hospital pharmacists in our multi-site, 1500-bed, acute-adult-tertiary care Canadian teaching hospital in Vancouver, British Columbia. Results Fifty-eight surveys (55% of total) were returned within the two-week study period. The survey responses reflected the opinions of licensed BSc and PharmD hospital pharmacists with a broad range of pharmacy practice experience. Most respondents had home access to personal computers, and regularly used computers in the work environment for drug distribution, information management, and communication purposes. Few respondents reported experience with handheld computers. Software use experience varied according to application. Although patient-care information software and e-mail were commonly used, experience with spreadsheet, statistical, and presentation software was negligible. The respondents were familiar with Internet search engines, and these were reported to be the most common method of seeking clinical information online. Although many respondents rated themselves as being generally computer literate and not particularly anxious about using computers, the majority believed they required more training to reach their desired level of computer literacy. Lack of familiarity with computer-related terms was prevalent. Self-reported basic computer skill was typically at a moderate level, and varied depending on the task. Specifically

Teaching clinical skills in developing countries: are clinical skills centres the answer?

PubMed

Stark, Patsy; Fortune, F

2003-11-01

There is growing international interest in teaching clinical skills in a variety of contexts, one of which is Clinical Skills Centres. The drivers for change making Skills Centres an important adjunct to ward and ambulatory teaching come both from within and outside medical education. Educationally, self-directed learning is becoming the accepted norm, encouraging students to seek and maximize learning opportunities. There are global changes in health care practice, increased consumerism and increasing student numbers. In some countries, professional recommendations influence what is taught. Increasingly, core skills curricula and outcome objectives are being defined. This explicit definition encourages assessment of the core skills. In turn, all students require equal opportunities to learn how to practise the skills safely and competently. The moves towards interprofessional education make joint learning in a"neutral" setting, like a Clinical Skills Centre, appear particularly attractive. To discuss the potential role of Clinical Skills Centres in skills training in developing countries and to consider alternative options. Many developing countries seek to establish Clinical Skills Centres to ensure effective and reliable skills teaching. However, the model may not be appropriate,because fully equipped Clinical Skills Centres are expensive to set up, staff; and run. They are not the only way to achieve high quality clinical teaching. Suggested options are based on the philosophy and teaching methods successfully developed in Clinical Skills Centres that may fulfil the local needs to achieve low cost and high quality clinical teaching which is reflective of the local health needs and cultural expectations.

Ecosystem Model Skill Assessment. Yes We Can!

PubMed Central

Olsen, Erik; Fay, Gavin; Gaichas, Sarah; Gamble, Robert; Lucey, Sean; Link, Jason S.

2016-01-01

Need to Assess the Skill of Ecosystem Models Accelerated changes to global ecosystems call for holistic and integrated analyses of past, present and future states under various pressures to adequately understand current and projected future system states. Ecosystem models can inform management of human activities in a complex and changing environment, but are these models reliable? Ensuring that models are reliable for addressing management questions requires evaluating their skill in representing real-world processes and dynamics. Skill has been evaluated for just a limited set of some biophysical models. A range of skill assessment methods have been reviewed but skill assessment of full marine ecosystem models has not yet been attempted. Northeast US Atlantis Marine Ecosystem Model We assessed the skill of the Northeast U.S. (NEUS) Atlantis marine ecosystem model by comparing 10-year model forecasts with observed data. Model forecast performance was compared to that obtained from a 40-year hindcast. Multiple metrics (average absolute error, root mean squared error, modeling efficiency, and Spearman rank correlation), and a suite of time-series (species biomass, fisheries landings, and ecosystem indicators) were used to adequately measure model skill. Overall, the NEUS model performed above average and thus better than expected for the key species that had been the focus of the model tuning. Model forecast skill was comparable to the hindcast skill, showing that model performance does not degenerate in a 10-year forecast mode, an important characteristic for an end-to-end ecosystem model to be useful for strategic management purposes. Skill Assessment Is Both Possible and Advisable We identify best-practice approaches for end-to-end ecosystem model skill assessment that would improve both operational use of other ecosystem models and future model development. We show that it is possible to not only assess the skill of a complicated marine ecosystem model, but that

Management Knowledge and Skills Required in the Health Care System of the Federation Bosnia and Herzegovina

PubMed Central

Slipicevic, Osman; Masic, Izet

2012-01-01

Extremely complex health care organizations, by their structure and organization, operate in a constantly changing business environment, and such situation implies and requires complex and demanding health management. Therefore, in order to manage health organizations in a competent manner, health managers must possess various managerial skills and be familiar with problems in health care. Research, identification, analysis, and assessment of health management education and training needs are basic preconditions for the development and implementation of adequate programs to meet those needs. Along with other specific activities, this research helped to determine the nature, profile, and level of top-priority needs for education. The need for knowledge of certain areas in health management, as well as the need for mastering concrete managerial competencies has been recognized as top-priorities requiring additional improvement and upgrading. PMID:23922519

Technical parameters for specifying imagery requirements

NASA Technical Reports Server (NTRS)

Coan, Paul P.; Dunnette, Sheri J.

1994-01-01

Providing visual information acquired from remote events to various operators, researchers, and practitioners has become progressively more important as the application of special skills in alien or hazardous situations increases. To provide an understanding of the technical parameters required to specify imagery, we have identified, defined, and discussed seven salient characteristics of images: spatial resolution, linearity, luminance resolution, spectral discrimination, temporal discrimination, edge definition, and signal-to-noise ratio. We then describe a generalizing imaging system and identified how various parts of the system affect the image data. To emphasize the different applications of imagery, we have constrasted the common television system with the significant parameters of a televisual imaging system for technical applications. Finally, we have established a method by which the required visual information can be specified by describing certain technical parameters which are directly related to the information content of the imagery. This method requires the user to complete a form listing all pertinent data requirements for the imagery.

How Volunteering Helps Students to Develop Soft Skills

ERIC Educational Resources Information Center

Khasanzyanova, Albina

2017-01-01

It is widely recognised that tertiary education does not provide all of the knowledge and skills required to succeed in modern societies. Personal and interpersonal skills--so-called "soft skills"--are also needed to complement professional skills and expertise, and become an essential part of an individual's personality. One way of…

Competency-based achievement system: using formative feedback to teach and assess family medicine residents' skills.

PubMed

Ross, Shelley; Poth, Cheryl N; Donoff, Michel; Humphries, Paul; Steiner, Ivan; Schipper, Shirley; Janke, Fred; Nichols, Darren

2011-09-01

Family medicine residency programs require innovative means to assess residents' competence in "soft" skills (eg, patient-centred care, communication, and professionalism) and to identify residents who are having difficulty early enough in their residency to provide remedial training. To develop a method to assess residents' competence in various skills and to identify residents who are having difficulty. The Competency-Based Achievement System (CBAS) was designed to measure competence using 3 main principles: formative feedback, guided self-assessment, and regular face-to-face meetings. The CBAS is resident driven and provides a framework for meaningful interactions between residents and advisors. Residents use the CBAS to organize and review their feedback, to guide their own assessment of their progress, and to discern their future learning needs. Advisors use the CBAS to monitor, guide, and verify residents' knowledge of and competence in important skills. By focusing on specific skills and behaviour, the CBAS enables residents and advisors to make formative assessments and to communicate their findings. Feedback indicates that the CBAS is a user-friendly and helpful system to assess competence.

Basic Skills Support in Business and Industry.

ERIC Educational Resources Information Center

Byatt, Janet; Davies, Karen

This guide is designed as a tool for English and Welsh businesses wanting to provide basic skills training for their employees. It provides practical solutions to the problems of identifying employees' basic skills needs and selecting the best model of training delivery to address identified training needs. The introductory section discusses basic…

Impact of postgraduate training on communication skills teaching: a controlled study.

PubMed

Junod Perron, Noelle; Nendaz, Mathieu; Louis-Simonet, Martine; Sommer, Johanna; Gut, Anne; Cerutti, Bernard; van der Vleuten, Cees P; Dolmans, Diana

2014-04-14

Observation of performance followed by feedback is the key to good teaching of communication skills in clinical practice. The fact that it occurs rarely is probably due to clinical supervisors' perceived lack of competence to identify communication skills and give effective feedback. We evaluated the impact of a faculty development programme on communication skills teaching on clinical supervisors' ability to identify residents' good and poor communication skills and to discuss them interactively during feedback. We conducted a pre-post controlled study in which clinical supervisors took part to a faculty development program on teaching communication skills in clinical practice. Outcome measures were the number and type of residents' communication skills identified by supervisors in three videotaped simulated resident-patient encounters and the number and type of communication skills discussed interactively with residents during three feedback sessions. 48 clinical supervisors (28 intervention group; 20 control group) participated. After the intervention, the number and type of communication skills identified did not differ between both groups. There was substantial heterogeneity in the number and type of communication skills identified. However, trained participants engaged in interactive discussions with residents on a significantly higher number of communication items (effect sizes 0.53 to 1.77); communication skills items discussed interactively included both structural and patient-centered elements that were considered important to be observed by expert teachers. The faculty development programme did not increase the number of communication skills recognised by supervisors but was effective in increasing the number of communication issues discussed interactively in feedback sessions. Further research should explore the respective impact of accurate identification of communication skills and effective teaching skills on achieving more effective communication

Skills for Children Entering Kindergarten

ERIC Educational Resources Information Center

Tindal, Gerald; Irvin, P. Shawn; Nese, Joseph F. T.; Slater, Steve

2015-01-01

Assessing kindergarten entry skills is complex, requiring attention to skill proficiency and interactive behaviors deemed critical for learning to occur. In our analysis of a state initiative, pilot data were collected on early literacy and numeracy and 2 aspects of important student interactions in the classroom (social and task behaviors) within…

Communication Skills for Workplace Assessors.

ERIC Educational Resources Information Center

Corbett, Deborah

This document is designed to help develop the communication skills of individuals training for the position of workplace assessor in Australia's National Training Framework and practicing workplace assessors who require additional assistance with on-the-job communication skills. The document consists of 11 units of study that each contain some or…

Student-selected projects: can they enhance lifelong learning skills?

PubMed

Whittle, Sue R; Murdoch-Eaton, Deborah G

2002-01-01

Student-selected projects with clearly identified transferable skill objectives have been introduced in Year 1, to help students focus on developing their lifelong learning skills. This study aimed to assess the impact of this innovation on students' perceptions of their skills, and to compare these views with those of students from the previous course. Students' views of their skill abilities were assessed by questionnaire at the beginning and end of the first year, and at the end of each project. Students report improvements, particularly in their IT and presentation skills, but an overall decrease in confidence in their transferable skills at the end of the year compared with the previous cohort. Students appear to recognize development of new skills, but seem less able to identify improvement in existing skills. Increased emphasis on skills development, together with practice of self-evaluation, has reduced students' self-confidence, probably to a more realistic level.

Identification of the Critical Nontechnical Skills for Surgeons Needed for High Performance in a Variable-resource Context (NOTSS-VRC).

PubMed

Scott, John W; Lin, Yihan; Ntakiyiruta, Georges; Mutabazi, Zeta; Davis, William A; Morris, Megan A; Smink, Douglas S; Riviello, Robert; Yule, Steven

2018-05-17

To identify the critical nontechnical skills (NTS) required for high performance in variable-resource contexts (VRC). As surgical training and capacity increase in low- and middle-income countries (LMICs), new strategies for improving surgical education and care in these settings are required. NTS are critical for high performance in surgery around the world. However, the essential NTS used by surgeons operating in LMICs to overcome the challenges specific to their contexts have never been described. Using a constructivist grounded theory approach, 52 intraoperative team observations as well as 34 critical incident interviews with surgical providers (surgeons, anesthetists, and nurses) were performed at the 4 tertiary referral hospitals in Rwanda. Interview transcripts and field notes from observations were analyzed using line-by-line coding to identify emerging themes until thematic saturation was achieved. Four skill categories of situation awareness, decision-making, communication/teamwork, and leadership emerged. This provided the framework for a contextually informed skills taxonomy consisting of 12 skill elements with examples of specific behaviors indicative of high performance. While the main skill categories were consistent with those encountered in high-income countries, the specific behaviors associated with these skills often focused on overcoming the frequently encountered variability in resources, staff, systems support, and language in this context. This is the first description of the critical nontechnical skills, and associated example behaviors, used by surgeons in a VRC to overcome common challenges to safe and effective surgical patient care. Improvements in the NTS used by surgeons operating in VRCs have the potential to improve surgical care delivery worldwide.

Creativity in clinical communication: from communication skills to skilled communication.

PubMed

Salmon, Peter; Young, Bridget

2011-03-01

Medical Education 2011: 45: 217-226 Objectives  The view that training in communication skills produces skilled communication is sometimes criticised by those who argue that communication is individual and intuitive. We therefore examine the validity of the concept of communication as a skill and identify alternative principles to underpin future development of this field. Methods  We critically examine research evidence about the nature of clinical communication, and draw from theory and evidence concerning education and evaluation, particularly in creative disciplines. Results  Skilled communication cannot be fully described using the concept of communication skills. Attempts to do so risk constraining and distorting pedagogical development in communication. Current education practice often masks the difficulties with the concept by introducing subjectivity into the definition and assessment of skills. As all clinical situations differ to some extent, clinical communication is inherently creative. Because it is rarely possible to attribute specific effects to specific elements of communication, communication needs to be taught and evaluated holistically. Conclusions  For communication teaching to be pedagogically and clinically valid in supporting the inherent creativity of clinical communication, it will need to draw from education theory and practice that have been developed in explicitly creative disciplines. © Blackwell Publishing Ltd 2011.

Coordination for the Improvement of Basic Skills.

ERIC Educational Resources Information Center

Roberts, Jane M. E.

The Title II Basic Skills legislation, which is part of the Educational Amendments of 1978, requires coordination of basic skills improvement among related federally-supported programs. Coordination, while essential, is made difficult by the proliferation of agencies and bureaus concerned with basic skills and by the need for autonomy among…

49 CFR 383.117 - Requirements for passenger endorsement.

Code of Federal Regulations, 2011 CFR

2011-10-01

... COMMERCIAL DRIVER'S LICENSE STANDARDS; REQUIREMENTS AND PENALTIES Required Knowledge and Skills § 383.117... following additional knowledge and skills test requirements. (a) Knowledge test. All applicants for the... procedures not otherwise specified. (b) Skills test. To obtain a passenger endorsement applicable to a...

Competency-Based Employability Skills Program.

ERIC Educational Resources Information Center

North Carolina State Dept. of Public Instruction, Raleigh. Div. of Vocational Education.

This guide is intended for use in incorporating competency-based employability skills curricula into vocational and technical education programs. The guide is divided into five sections. The first is a competency listing that includes the competencies identified as necessary for students participating in an employability skills program and a…

Communication skills for behaviour change in dietetic consultations.

PubMed

Whitehead, K; Langley-Evans, S C; Tischler, V; Swift, J A

2009-12-01

Both the UK's National Health Service (NHS) and the National Institute of health and Clinical Excellence (NICE) have recommended increased training for health professionals in communication skills. There is evidence to suggest that communication skills are important in helping people to change health-related behaviour, which is a key role for dietitians. This study investigated the views of UK dietitians about their training needs and experience in relation to communication skills in dietetic practice. In October 2007, a cross-sectional survey was mailed to all British Dietetic Association members (n = 6013). The survey gathered quantitative data and free-text comments to ascertain the level, type and effect of communication skills training received by dietitians at both the pre- and post-registration level. There were 1158 respondents; a response rate of 19.3%. Ninety-eight percent (n = 1117) rated communication skills as either very or extremely important in client consultations. Post-registration training had been undertaken by 73% (n = 904). Of these, over 90% of respondents perceived that post-registration training had led to improvements in their relationships with patients, their confidence in client interviews and their ability to cope with challenging clients. However, 248 (21.4%) felt time keeping in interviews had worsened. Lack of time for client interviews was also the most commonly identified barrier (19%, n = 216) to implementing the skills. This study has explored an important and under-researched area. Respondents strongly endorsed the importance of good communication skills and the benefits of post-registration training in this area. Some felt that good communication was time consuming but others felt that time management had improved. Further research and training is required to support the implementation of these skills into dietetic practice.

49 CFR Appendix to Subpart G of... - Required Knowledge and Skills-Sample Guidelines

Code of Federal Regulations, 2010 CFR

2010-10-01

... knowledge and skills tests that it administers to CDL applicants. This appendix closely follows the... discretion provided their CDL program tests for the general areas of knowledge and skill specified in §§ 383.111 and 383.113. Examples of specific knowledge elements (a) Safe operations regulations. Driver...

iPad applications that required a range of motor skills promoted motor coordination in children commencing primary school.

PubMed

Axford, Caitlin; Joosten, Annette V; Harris, Courtenay

2018-04-01

Children are reported to spend less time engaged in outdoor activity and object-related play than in the past. The increased use and mobility of technology, and the ease of use of tablet devices are some of the factors that have contributed to these changes. Concern has been raised that the use of such screen and surface devices in very young children is reducing their fine motor skill development. We examined the effectiveness of iPad applications that required specific motor skills designed to improve fine motor skills. We conducted a two-group non-randomised controlled trial with two pre-primary classrooms (53 children; 5-6 years) in an Australian co-educational school, using a pre- and post-test design. The effectiveness of 30 minutes daily use of specific iPad applications for 9 weeks was compared with a control class. Children completed the Beery Developmental Test of Visual Motor Integration (VMI) and observation checklist, the Shore Handwriting Screen, and self-care items from the Hawaii Early Learning Profile. On post testing, the experimental group made a statistically and clinically significant improvement on the VMI motor coordination standard scores with a moderate clinical effect size (P < 0.001; d = 0.67). Children's occupational performance in daily tasks also improved. Preliminary evidence was gained for using the iPad, with these motor skill-specific applications as an intervention in occupational therapy practice and as part of at home or school play. © 2018 Occupational Therapy Australia.

Generalization of Social Skills: Strategies and Results of a Training Program in Problem Solving Skills.

ERIC Educational Resources Information Center

Paraschiv, Irina; Olley, J. Gregory

This paper describes the "Problem Solving for Life" training program which trains adolescents and adults with mental retardation in skills for solving social problems. The program requires group participants to solve social problems by practicing two prerequisite skills (relaxation and positive self-statements) and four problem solving steps: (1)…

Frontloading and intensity of skilled home health visits: a state of the science.

PubMed

O'Connor, Melissa; Bowles, Kathryn H; Feldman, Penny H; St Pierre, Mary; Jarrín, Olga; Shah, Shivani; Murtaugh, Christopher M

2014-01-01

Frontloading of skilled nursing visits is one way home health providers have attempted to reduce hospital readmissions among skilled home health patients. Upon review of the frontloading evidence, visit intensity emerged as being closely related. This state of the science presents a critique and synthesis of the published empirical evidence related to frontloading and visit intensity. OVID/Medline, PubMed, and Scopus were searched. Seven studies were eligible for inclusion. Further research is required to define frontloading and visit intensity, identify patients most likely to benefit, and to provide a better understanding of how home health agencies can best implement these strategies.

A Comparative Study of the Perceptions of Accounting Educators and Accountants on Skills Required of Accounting Education Graduates in Automated Offices

ERIC Educational Resources Information Center

Nwokike, Felicia Ogonnia; Eya, Gloria Mgboyibo

2015-01-01

The study dealt with perception of accounting educators and senior accountants on skills required of accounting education graduates for effective job performance in automated offices. The study adopted a descriptive research design.The population consisted of 149 respondents, made up of 80 accounting educators in public tertiary institutions and…

Passion Trumps Pay: A Study of the Future Skills Requirements of Information Professionals in Galleries, Libraries, Archives and Museums in Australia

ERIC Educational Resources Information Center

Howard, Katherine; Partridge, Helen; Hughes, Hilary; Oliver, Gillian

2016-01-01

Introduction: This paper explores the current and future skills and knowledge requirements of contemporary information professionals in a converged gallery, library, archive and museum sector (also referred to as the GLAM sector) in Australia. This research forms part of a larger study that investigated the education needs of information…

Estimating Manpower, Personnel, and Training Requirements Early in the Weapon System Acquisition Process: An Application of the HARDMAN Methodology to the Army’s Division Support Weapon System

DTIC Science & Technology

1984-02-01

identifies the supply of personnel and training resources that can be expected at critical dates in the conceptual weapon system’s acquisition schedule...impact analysis matches demand to supply and identifies shortfalls in skills, new skill requirements, and high resource drivers. The tradeoff analysis...system. Step 5 - Conduct Impact Analysis The Impact Analysis determines the Army’s supply of those personnel and training resources required by the

7 CFR 70.56 - Grading requirements of poultry and rabbits identified with official identification.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 3 2011-01-01 2011-01-01 false Grading requirements of poultry and rabbits identified... AND THE EGG PRODUCTS INSPECTION ACT (CONTINUED) VOLUNTARY GRADING OF POULTRY PRODUCTS AND RABBIT PRODUCTS Grading of Poultry Products and Rabbit Products Identifying and Marking Products § 70.56 Grading...

7 CFR 70.56 - Grading requirements of poultry and rabbits identified with official identification.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 3 2010-01-01 2010-01-01 false Grading requirements of poultry and rabbits identified... AND THE EGG PRODUCTS INSPECTION ACT (CONTINUED) VOLUNTARY GRADING OF POULTRY PRODUCTS AND RABBIT PRODUCTS Grading of Poultry Products and Rabbit Products Identifying and Marking Products § 70.56 Grading...

Impact of postgraduate training on communication skills teaching: a controlled study

PubMed Central

2014-01-01

Background Observation of performance followed by feedback is the key to good teaching of communication skills in clinical practice. The fact that it occurs rarely is probably due to clinical supervisors’ perceived lack of competence to identify communication skills and give effective feedback. We evaluated the impact of a faculty development programme on communication skills teaching on clinical supervisors’ ability to identify residents’ good and poor communication skills and to discuss them interactively during feedback. Methods We conducted a pre-post controlled study in which clinical supervisors took part to a faculty development program on teaching communication skills in clinical practice. Outcome measures were the number and type of residents’ communication skills identified by supervisors in three videotaped simulated resident-patient encounters and the number and type of communication skills discussed interactively with residents during three feedback sessions. Results 48 clinical supervisors (28 intervention group; 20 control group) participated. After the intervention, the number and type of communication skills identified did not differ between both groups. There was substantial heterogeneity in the number and type of communication skills identified. However, trained participants engaged in interactive discussions with residents on a significantly higher number of communication items (effect sizes 0.53 to 1.77); communication skills items discussed interactively included both structural and patient-centered elements that were considered important to be observed by expert teachers. Conclusions The faculty development programme did not increase the number of communication skills recognised by supervisors but was effective in increasing the number of communication issues discussed interactively in feedback sessions. Further research should explore the respective impact of accurate identification of communication skills and effective teaching

Practical Skills of Rhythmic Gymnastics Judges

PubMed Central

Fernandez-Villarino, Maria A.; Bobo-Arce, Marta; Sierra-Palmeiro, Elena

2013-01-01

The aim of this study was to analyze the practical skills of rhythmic gymnastics judges and to identify how their degree and experience influence the assessment of these skills. Sixty one rhythmic gymnastics judges participated in the study. A questionnaire was used for data collection. This tool was composed of 28 questions and divided into six categories: identification, experience, initial training, continuing education, skills and training needs. The results suggest that the most valued skills are those related to the sport’s technical parameters and the ability to adapt to any level of competition with self-confidence and self-assuredness. Significant differences were found regarding the variables for: the ability to communicate (p = 0.002) and for the ability to observe, identify and register performance (p = 0.005). The results showed that experience was not a decisive factor in assessing skills. This study thus presents evidence that rhythmic gymnastics judges must implement and optimise a set of skills that contribute to the effectiveness of the assessment process. These findings might help in the design of programs and training models that contribute to effective professional development. PMID:24511360

A Strategy for Skills to meet the demands of Nuclear Decommissioning and Clean-up in the UK

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

Brownridge, M.; Ensor, B.

The NDA remit as set out within the Energy Act includes - 'to ensure the availability of skills required to deliver the overall decommissioning and nuclear clean-up mission'. The NDA approach to meeting their statutory obligation is by: - finding the best ways of re-training, re-skilling or re-deploying people in a way that encourages a more flexible workforce; - identifying and communicating the skills and workforce requirements to deliver the mission; and - developing the infrastructure and capability initiatives in line with long term needs, for example, a National Skills Academy for Nuclear, Nuclear Institute, National Graduate Scheme, and -more » developing locally specific provision. Firstly, NDA has set the requirement for nuclear sites to write down within the Life Time Plans (LTP), at a high level, their Site Skills Strategies; furthermore, a National Skills Working Group has been established to develop tactical cross sector solutions to support the NDA's Skills Strategy. In support of the short, medium and long term needs to meet demands of the NDA sites and the nuclear decommissioning sector, as well as being aware of the broader nuclear sector, investments have been made in infrastructure and skills programmes such as: - A National Skills Academy for Nuclear - including UK wide representation of the whole nuclear sector; - A Nuclear Institute in partnership with the University of Manchester focussing on world class research and skills in Radiation Sciences and Decommissioning Engineering; - Post Graduate sponsorship for decommissioning related projects; - A National Graduate Scheme partnership with nuclear related employers; - Vocational qualifications and Apprenticeship Schemes - Engaging 14-19 year old students to encourage the take up of Science related subjects; and - A sector wide 'Skills Passport'. In conclusion: The skills challenge has many dimensions but requires addressing due to the clear link to improved business performance and the

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

ERIC Educational Resources Information Center

New York State Education Dept., Albany.

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

7 CFR 56.40 - Grading requirements of shell eggs identified with grademarks.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 3 2010-01-01 2010-01-01 false Grading requirements of shell eggs identified with... (CONTINUED) REGULATIONS AND STANDARDS UNDER THE AGRICULTURAL MARKETING ACT OF 1946 AND THE EGG PRODUCTS INSPECTION ACT (CONTINUED) VOLUNTARY GRADING OF SHELL EGGS Grading of Shell Eggs Prerequisites to Packaging...

7 CFR 56.40 - Grading requirements of shell eggs identified with grademarks.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 3 2011-01-01 2011-01-01 false Grading requirements of shell eggs identified with... (CONTINUED) REGULATIONS AND STANDARDS UNDER THE AGRICULTURAL MARKETING ACT OF 1946 AND THE EGG PRODUCTS INSPECTION ACT (CONTINUED) VOLUNTARY GRADING OF SHELL EGGS Grading of Shell Eggs Prerequisites to Packaging...

Strategies for Developing a High-Skilled Workforce

ERIC Educational Resources Information Center

Sleezer, Catherine M.; Denny, Dan

2004-01-01

This article focuses on the human performance improvement and human resource development task of providing an organization with a skilled workforce. We begin by describing the U.S. demographic trends and the changing job skill requirements that will lead to a shortage of skilled workers and that highlight the importance of considering the various…

A Comparison of Student Skill Knowledge Estimates

ERIC Educational Resources Information Center

Ayers, Elizabeth; Nugent, Rebecca; Dean, Nema

2009-01-01

A fundamental goal of educational research is identifying students' current stage of skill mastery (complete/partial/none). In recent years a number of cognitive diagnosis models have become a popular means of estimating student skill knowledge. However, these models become difficult to estimate as the number of students, items, and skills grows.…

Grade-School Children's Social Collaborative Skills: Links with Partner Preference and Achievement

ERIC Educational Resources Information Center

Ladd, Gary W.; Kochenderfer-Ladd, Becky; Visconti, Kari Jeanne; Ettekal, Idean; Sechler, Casey M.; Cortes, Khaerannisa I.

2014-01-01

Little is known about the skills children need to successfully collaborate with classmates on academic assignments. The purposes of this study were to identify grade-schoolers' collaborative skills, evaluate the importance of identified skills for collaborative work, and determine whether differences in skill use were related to children's social…

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

ERIC Educational Resources Information Center

Pennsylvania Blue Shield, Camp Hill.

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

Methods to Find the Number of Latent Skills

ERIC Educational Resources Information Center

Beheshti, Behzad; Desmarais, Michel C.; Naceur, Rhouma

2012-01-01

Identifying the skills that determine the success or failure to exercises and question items is a difficult task. Multiple skills may be involved at various degree of importance, and skills may overlap and correlate. In an effort towards the goal of finding the skills behind a set of items, we investigate two techniques to determine the number of…

40 CFR 141.723 - Requirements to respond to significant deficiencies identified in sanitary surveys performed by EPA.

Code of Federal Regulations, 2011 CFR

2011-07-01

... deficiencies identified in sanitary surveys performed by EPA. 141.723 Section 141.723 Protection of Environment... REGULATIONS Enhanced Treatment for Cryptosporidium Requirements for Sanitary Surveys Performed by Epa § 141.723 Requirements to respond to significant deficiencies identified in sanitary surveys performed by...

40 CFR 141.723 - Requirements to respond to significant deficiencies identified in sanitary surveys performed by EPA.

Code of Federal Regulations, 2014 CFR

2014-07-01

... deficiencies identified in sanitary surveys performed by EPA. 141.723 Section 141.723 Protection of Environment... REGULATIONS Enhanced Treatment for Cryptosporidium Requirements for Sanitary Surveys Performed by Epa § 141.723 Requirements to respond to significant deficiencies identified in sanitary surveys performed by...

40 CFR 141.723 - Requirements to respond to significant deficiencies identified in sanitary surveys performed by EPA.

Code of Federal Regulations, 2013 CFR

2013-07-01

... deficiencies identified in sanitary surveys performed by EPA. 141.723 Section 141.723 Protection of Environment... REGULATIONS Enhanced Treatment for Cryptosporidium Requirements for Sanitary Surveys Performed by Epa § 141.723 Requirements to respond to significant deficiencies identified in sanitary surveys performed by...

40 CFR 141.723 - Requirements to respond to significant deficiencies identified in sanitary surveys performed by EPA.

Code of Federal Regulations, 2012 CFR

2012-07-01

... deficiencies identified in sanitary surveys performed by EPA. 141.723 Section 141.723 Protection of Environment... REGULATIONS Enhanced Treatment for Cryptosporidium Requirements for Sanitary Surveys Performed by Epa § 141.723 Requirements to respond to significant deficiencies identified in sanitary surveys performed by...

40 CFR 141.723 - Requirements to respond to significant deficiencies identified in sanitary surveys performed by EPA.

Code of Federal Regulations, 2010 CFR

2010-07-01

... deficiencies identified in sanitary surveys performed by EPA. 141.723 Section 141.723 Protection of Environment... REGULATIONS Enhanced Treatment for Cryptosporidium Requirements for Sanitary Surveys Performed by Epa § 141.723 Requirements to respond to significant deficiencies identified in sanitary surveys performed by...

An interview study of how clinical teachers develop skills to attend to different level learners.

PubMed

Chen, H Carrie; Fogh, Shannon; Kobashi, Brent; Teherani, Arianne; Ten Cate, Olle; O'Sullivan, Patricia

2016-06-01

One clinical teaching challenge is the engagement of learners at different levels. Faculty development offerings mostly address general strategies applicable to all learners. This study examined how clinical faculty members develop the skills to work with different level learners. We conducted semi-structured interviews with medical school faculty members identified as excellent clinical teachers teaching multiple levels of learners. They discussed how they developed their approach to teaching different level learners and how their teaching evolved over time. We performed thematic analysis of the interview transcripts using open and axial coding. We interviewed 19 faculty members and identified three themes related to development of teaching practices: teacher agency and work-based learning of teaching strategies, developmental trajectory of clinical teachers, and interplay between clinical confidence and teaching skills. Faculty members were proactive in using on-the-job experiences to develop their teaching practices. Their teaching practices followed a developmental trajectory towards learner centeredness, and this evolution was associated with the development of clinical skills and confidence. Learning skills to teach multi-level learners requires workplace learning. Faculty development should include workplace learning opportunities and use a developmental approach that accounts for the trajectory of teaching as well as clinical skills attainment.

Vocabulary skills are well developed in university students with dyslexia: Evidence from multiple case studies.

PubMed

Cavalli, Eddy; Casalis, Séverine; El Ahmadi, Abdessadek; Zira, Mélody; Poracchia-George, Florence; Colé, Pascale

2016-01-01

Most studies in adults with developmental dyslexia have focused on identifying the deficits responsible for their persistent reading difficulties, but little is known on how these readers manage the intensive exposure to written language required to obtain a university degree. The main objective of this study was to identify certain skills, and specifically vocabulary skills, that French university students with dyslexia have developed and that may contribute to their literacy skills. We tested 20 university students with dyslexia and 20 normal readers (matched on chronological age, gender, nonverbal IQ, and level of education) in reading, phonological, vocabulary breadth (number of known words), and vocabulary depth (accuracy and precision) tasks. In comparing vocabulary measures, we used both Rasch model and single case study methodologies. Results on reading and phonological tasks confirmed the persistence of deficits in written word recognition and phonological skills. However, using the Rasch model we found that the two groups performed at the same level in the vocabulary breadth task, whereas dyslexics systematically outperformed their chronological age controls in the vocabulary depth task. These results are supplemented by multiple case studies. The vocabulary skills of French university students with dyslexia are well developed. Possible interpretations of these results are discussed. Copyright © 2016 Elsevier Ltd. All rights reserved.

Qualifications Mismatch and Skills Mismatch

ERIC Educational Resources Information Center

Sutherland, John

2012-01-01

Purpose: The purpose of this paper is to estimate the extent of "over-qualification" (i.e. holding a qualification which is above that required to gain entry to the job being done) and "skills under-utilisation" (i.e. being in a job which does not make use of the knowledge and skills possessed) in the United Kingdom and to…

Tutor-led teaching of procedural skills in the skills lab: Complexity, relevance and teaching competence from the medical teacher, tutor and student perspective.

PubMed

Lauter, Jan; Branchereau, Sylvie; Herzog, Wolfgang; Bugaj, Till Johannes; Nikendei, Christoph

2017-05-01

In current medical curricula, the transfer of procedural skills has received increasing attention. Skills lab learning and tutor-led teaching have become an inherent part of all medical curricula at German medical faculties. In 2011, the initial basis for the classification of clinical skills in medical school was created by the German Association for Medical Education (GMA) Committee's consensus statement on procedural skills. As a recommendation for medical curricula, the National Competency-based Catalogue of Learning Objectives (NKLM, 2015) lists procedural skills according to their curriculum integration and competency level. However, classification in regard to the perceived complexity, relevance, or teaching competency is still lacking. The present study aimed to investigate procedural skills taught at the Medical Faculty of Heidelberg in regard to their complexity, relevance, and required teaching skills. To achieve this aim (1) the specific procedural skills in terms of complexity, that is, the degree of difficulty, and (2) the perceived relevance of taught procedural skills for studying and subsequent medical profession as well as (3) the personal preparation and required teaching skills were assessed in medical teachers, tutors and students. During the winter semester 2014/2015, the evaluations of all medical teachers, student tutors, and medical students in the skills lab teaching departments of internal medicine, surgery, pediatrics, gynecology, and otorhinolaryngology at the Medical Faculty of Heidelberg were assessed via a quantitative cross-sectional questionnaire survey using 7-point Likert scales. The questionnaire comprised four item sets concerning 1) demographic details, 2) procedural skill complexity, 3) practical relevance, and 4) required preparation and teaching skills. Descriptive, quantitative analysis was used for questionnaire data. The survey included the data from 17 of 20 physicians (return rate: 85 %), 10 of 10 student tutors

Transferring skills in quality collaboratives focused on improving patient logistics.

PubMed

Weggelaar-Jansen, Anne Marie; van Wijngaarden, Jeroen

2018-04-02

A quality improvement collaborative, often used by the Institute for Healthcare Improvement, is used to educate healthcare professionals and improve healthcare at the same time. However, no prior research has been done on the knowledge and skills healthcare professionals need to achieve improvements or the extent to which quality improvement collaboratives help enhance both knowledge and skills. Our research focused on quality improvement collaboratives aiming to improve patient logistics and tried to identify which knowledge and skills are required and to what extent these were enhanced during the QIC. We defined skills important for logistic improvements in a three-phase Delphi study. Based on the Delphi results we made a questionnaire. We surveyed participants in a national quality improvement collaborative to assess the skills rated as 1) important, 2) available and 3) improved during the collaborative. At two sense-making meetings, experts reflected on our findings and hypothesized on how to improve (logistics) collaboratives. The Delphi study found 18 skills relevant for reducing patient access time and 21 for reducing throughput time. All skills retrieved from the Delphi study were scored as 'important' in the survey. Teams especially lacked soft skills connected to project and change management. Analytical skills increased the most, while more reflexive skills needed for the primary goal of the collaborative (reduce access and throughput times) increased modestly. At two sense-making meetings, attendees suggested four improvements for a quality improvement collaborative: 1) shift the focus to project- and change management skills; 2) focus more on knowledge transfer to colleagues; 3) teach participants to adapt the taught principles to their own situations; and 4) foster intra-project reflexive learning to translate gained insights to other projects (inter-project learning). Our findings seem to suggest that Quality collaboratives could benefit if more

Critical review of behaviour change techniques applied in intervention studies to improve cooking skills and food skills among adults.

PubMed

Hollywood, Lynsey; Surgenor, Dawn; Reicks, Marla; McGowan, Laura; Lavelle, Fiona; Spence, Michelle; Raats, Monique; McCloat, Amanda; Mooney, Elaine; Caraher, Martin; Dean, Moira

2017-08-21

Cooking and food skills interventions have grown in popularity; however, there is a lack of transparency as to how these interventions were designed, highlighting a need to identify and understand the mechanisms of behavior change so that effective components may be introduced in future work. This study critiques cooking and food skills interventions in relation to their design, behavior change techniques (BCTs), theoretical underpinnings, and outcomes. A 40-item CALO-RE taxonomy was used to examine the components of 59 cooking and food skills interventions identified by two systematic reviews. Studies were coded by three independent coders. The three most frequently occurring BCTs identified were #1 Provide information on consequences of behavior in general; #21 Provide instruction on how to perform the behavior; and #26 Prompt Practice. Fifty-six interventions reported positive short-term outcomes. Only 14 interventions reported long-term outcomes containing BCTs relating to information provision. This study reviewed cooking and food skills interventions highlighting the most commonly used BCTs, and those associated with long-term positive outcomes for cooking skills and diet. This study indicates the potential for using the BCT CALO-RE taxonomy to inform the design, planning, delivery and evaluation of future interventions.

Virtual Reality Simulator Developed Welding Technology Skills

ERIC Educational Resources Information Center

Yunus, Faizal Amin Nur; Baser, Jamil Abd; Masran, Saiful Hadi; Razali, Nizamuddin; Rahim, Bekri

2011-01-01

The purpose of this study was to identify the suitability of VR welding simulator application towards CBT in developing welding skills upon new trainees at the Centre of Instructor and Advanced Skills Training (CIAST) Shah Alam Selangor and National Youth Skills Institute (IKBN) Pagoh Johor. The significance of the study was to create a…

Towards a Healthy High Street: Identifying Skill Needs in Small Independent Retailers.

ERIC Educational Resources Information Center

Byrom, John; Parker, Cathy; Harris, John

2002-01-01

Secondary analysis of data from a study of skill needs in the British independent retail sector suggests there is justification for focusing on higher-level training in three areas: building and sustaining competitive advantage, e-commerce, and retail operations. These areas are the core modules in a distance learning initiative that resulted from…

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…

Developing Critical Thinking Skills for Information Seeking Success

ERIC Educational Resources Information Center

Wallace, Elise D.; Jefferson, Renee N.

2013-01-01

Critical thinking skills are required to successfully navigate the overwhelming amount of information sources available today. To address the challenge of developing critical thinking skills, this empirical study examines the effectiveness of exercises in developing thinking skills in college freshmen students. The workbook exercises were designed…

The video-based test of communication skills: description, development, and preliminary findings.

PubMed

Mazor, Kathleen M; Haley, Heather-Lyn; Sullivan, Kate; Quirk, Mark E

2007-01-01

The importance of assessing physician-patient communication skills is widely recognized, but assessment methods are limited. Objective structured clinical examinations are time-consuming and resource intensive. For practicing physicians, patient surveys may be useful, but these also require substantial resources. Clearly, it would be advantageous to develop alternative or supplemental methods for assessing communication skills of medical students, residents, and physicians. The Video-based Test of Communication Skills (VTCS) is an innovative, computer-administered test, consisting of 20 very short video vignettes. In each vignette, a patient makes a statement or asks a question. The examinee responds verbally, as if it was a real encounter and he or she were the physician. Responses are recorded for later scoring. Test administration takes approximately 1 h. Generalizability studies were conducted, and scores for two groups of physicians predicted to differ in their communication skills were compared. Preliminary results are encouraging; the estimated g coefficient for the communication score for 20-vignette test (scored by five raters) is 0.79; g for the personal/affective score under the same conditions is 0.62. Differences between physicians were in the predicted direction, with physicians considered "at risk" for communication difficulties scoring lower than those not so identified. The VTCS is a short, portable test of communication skills. Results reported here suggest that scores reflect differences in skill levels and are generalizable. However, these findings are based on very small sample sizes and must be considered preliminary. Additional work is required before it will be possible to argue confidently that this test in particular, and this approach to testing communication skills in general, is valuable and likely to make a substantial contribution to assessment in medical education.

BioPCD - A Language for GUI Development Requiring a Minimal Skill Set.

PubMed

Alvare, Graham Gm; Roche-Lima, Abiel; Fristensky, Brian

2012-11-01

BioPCD is a new language whose purpose is to simplify the creation of Graphical User Interfaces (GUIs) by biologists with minimal programming skills. The first step in developing BioPCD was to create a minimal superset of the language referred to as PCD (Pythonesque Command Description). PCD defines the core of terminals and high-level nonterminals required to describe data of almost any type. BioPCD adds to PCD the constructs necessary to describe GUI components and the syntax for executing system commands. BioPCD is implemented using JavaCC to convert the grammar into code. BioPCD is designed to be terse and readable and simple enough to be learned by copying and modifying existing BioPCD files. We demonstrate that BioPCD can easily be used to generate GUIs for existing command line programs. Although BioPCD was designed to make it easier to run bioinformatics programs, it could be used in any domain in which many useful command line programs exist that do not have GUI interfaces.

BioPCD - A Language for GUI Development Requiring a Minimal Skill Set

PubMed Central

Alvare, Graham GM; Roche-Lima, Abiel; Fristensky, Brian

2016-01-01

BioPCD is a new language whose purpose is to simplify the creation of Graphical User Interfaces (GUIs) by biologists with minimal programming skills. The first step in developing BioPCD was to create a minimal superset of the language referred to as PCD (Pythonesque Command Description). PCD defines the core of terminals and high-level nonterminals required to describe data of almost any type. BioPCD adds to PCD the constructs necessary to describe GUI components and the syntax for executing system commands. BioPCD is implemented using JavaCC to convert the grammar into code. BioPCD is designed to be terse and readable and simple enough to be learned by copying and modifying existing BioPCD files. We demonstrate that BioPCD can easily be used to generate GUIs for existing command line programs. Although BioPCD was designed to make it easier to run bioinformatics programs, it could be used in any domain in which many useful command line programs exist that do not have GUI interfaces. PMID:27818582

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.

A sampling strategy for promoting and assessing medical student retention of physical examination skills.

PubMed

Williams, Reed G; Klamen, Debra L; Mayer, David; Valaski, Maureen; Roberts, Nicole K

2007-10-01

Skill acquisition and maintenance requires spaced deliberate practice. Assessing medical students' physical examination performance ability is resource intensive. The authors assessed the nature and size of physical examination performance samples necessary to accurately estimate total physical examination skill. Physical examination assessment data were analyzed from second year students at the University of Illinois College of Medicine at Chicago in 2002, 2003, and 2004 (N = 548). Scores on subgroups of physical exam maneuvers were compared with scores on the total physical exam, to identify sound predictors of total test performance. Five exam subcomponents were sufficiently correlated to overall test performance and provided adequate sensitivity and specificity to serve as a means to prompt continued student review and rehearsal of physical examination technical skills. Selection and administration of samples of the total physical exam provide a resource-saving approach for promoting and estimating overall physical examination skills retention.

Instructional Feedback in Motor Skill Learning.

ERIC Educational Resources Information Center

Dul, J.; And Others

1987-01-01

Presents a model of the role of instructional feedback in learning a motor skill and identifies six levels of motor skill output, each of which has a characteristic type of feedback. The usefulness of several feedback techniques reported in the literature is discussed. (Author/LRW)

Workplace Basics: The Skills Employers Want.

ERIC Educational Resources Information Center

Carnevale, Anthony P.; And Others

1989-01-01

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

Building Interdisciplinary Leadership Skills among Health Practitioners in the Twenty-First Century: An Innovative Training Model.

PubMed

Negandhi, Preeti; Negandhi, Himanshu; Tiwari, Ritika; Sharma, Kavya; Zodpey, Sanjay P; Quazi, Zahiruddin; Gaidhane, Abhay; Jayalakshmi N; Gijare, Meenakshi; Yeravdekar, Rajiv

2015-01-01

Transformational learning is the focus of twenty-first century global educational reforms. In India, there is a need to amalgamate the skills and knowledge of medical, nursing, and public health practitioners and to develop robust leadership competencies among them. This initiative proposed to identify interdisciplinary leadership competencies among Indian health practitioners and to develop a training program for interdisciplinary leadership skills through an Innovation Collaborative. Medical, nursing, and public health institutions partnered in this endeavor. An exhaustive literature search was undertaken to identify leadership competencies in these three professions. Published evidence was utilized in searching for the need for interdisciplinary training of health practitioners, including current scenarios in interprofessional health education and the key competencies required. The interdisciplinary leadership competencies identified were self-awareness, vision, self-regulation, motivation, decisiveness, integrity, interpersonal communication skills, strategic planning, team building, innovation, and being an effective change agent. Subsequently, a training program was developed, and three training sessions were piloted with 66 participants. Each cohort comprised a mix of participants from different disciplines. The pilot training guided the development of a training model for building interdisciplinary leadership skills and organizing interdisciplinary leadership workshops. The need for interdisciplinary leadership competencies is recognized. The long-term objective of the training model is integration into the regular medical, nursing, and public health curricula, with the aim of developing interdisciplinary leadership skills among them. Although challenging, formal incorporation of leadership skills into health professional education is possible within the interdisciplinary classroom setting using principles of transformative learning.

Building Interdisciplinary Leadership Skills among Health Practitioners in the Twenty-First Century: An Innovative Training Model

PubMed Central

Negandhi, Preeti; Negandhi, Himanshu; Tiwari, Ritika; Sharma, Kavya; Zodpey, Sanjay P.; Quazi, Zahiruddin; Gaidhane, Abhay; Jayalakshmi N.; Gijare, Meenakshi; Yeravdekar, Rajiv

2015-01-01

Transformational learning is the focus of twenty-first century global educational reforms. In India, there is a need to amalgamate the skills and knowledge of medical, nursing, and public health practitioners and to develop robust leadership competencies among them. This initiative proposed to identify interdisciplinary leadership competencies among Indian health practitioners and to develop a training program for interdisciplinary leadership skills through an Innovation Collaborative. Medical, nursing, and public health institutions partnered in this endeavor. An exhaustive literature search was undertaken to identify leadership competencies in these three professions. Published evidence was utilized in searching for the need for interdisciplinary training of health practitioners, including current scenarios in interprofessional health education and the key competencies required. The interdisciplinary leadership competencies identified were self-awareness, vision, self-regulation, motivation, decisiveness, integrity, interpersonal communication skills, strategic planning, team building, innovation, and being an effective change agent. Subsequently, a training program was developed, and three training sessions were piloted with 66 participants. Each cohort comprised a mix of participants from different disciplines. The pilot training guided the development of a training model for building interdisciplinary leadership skills and organizing interdisciplinary leadership workshops. The need for interdisciplinary leadership competencies is recognized. The long-term objective of the training model is integration into the regular medical, nursing, and public health curricula, with the aim of developing interdisciplinary leadership skills among them. Although challenging, formal incorporation of leadership skills into health professional education is possible within the interdisciplinary classroom setting using principles of transformative learning. PMID:26501046

A screen to identify Drosophila genes required for integrin-mediated adhesion.

PubMed Central

Walsh, E P; Brown, N H

1998-01-01

Drosophila integrins have essential adhesive roles during development, including adhesion between the two wing surfaces. Most position-specific integrin mutations cause lethality, and clones of homozygous mutant cells in the wing do not adhere to the apposing surface, causing blisters. We have used FLP-FRT induced mitotic recombination to generate clones of randomly induced mutations in the F1 generation and screened for mutations that cause wing blisters. This phenotype is highly selective, since only 14 lethal complementation groups were identified in screens of the five major chromosome arms. Of the loci identified, 3 are PS integrin genes, 2 are blistered and bloated, and the remaining 9 appear to be newly characterized loci. All 11 nonintegrin loci are required on both sides of the wing, in contrast to integrin alpha subunit genes. Mutations in 8 loci only disrupt adhesion in the wing, similar to integrin mutations, while mutations in the 3 other loci cause additional wing defects. Mutations in 4 loci, like the strongest integrin mutations, cause a "tail-up" embryonic lethal phenotype, and mutant alleles of 1 of these loci strongly enhance an integrin mutation. Thus several of these loci are good candidates for genes encoding cytoplasmic proteins required for integrin function. PMID:9755209

How can surgical training benefit from theories of skilled motor development, musical skill acquisition and performance psychology?

PubMed

McCaskie, Andrew W; Kenny, Dianna T; Deshmukh, Sandeep

2011-05-02

Trainee surgeons must acquire expert status in the context of reduced hours, reduced operating room time and the need to learn complex skills involving screen-mediated techniques, computers and robotics. Ever more sophisticated surgical simulation strategies have been helpful in providing surgeons with the opportunity to practise, but not all of these strategies are widely available. Similarities in the motor skills required in skilled musical performance and surgery suggest that models of music learning, and particularly skilled motor development, may be applicable in training surgeons. More attention should be paid to factors associated with optimal arousal and optimal performance in surgical training - lessons learned from helping anxious musicians optimise performance and manage anxiety may also be transferable to trainee surgeons. The ways in which the trainee surgeon moves from novice to expert need to be better understood so that this process can be expedited using current knowledge in other disciplines requiring the performance of complex fine motor tasks with high cognitive load under pressure.

Outdoor Leadership Skills: A Program Perspective

ERIC Educational Resources Information Center

Shooter, Wynn; Sibthorp, Jim; Paisley, Karen

2009-01-01

Successful hiring, training, and pairing or grouping of staff requires administrators to consider the relationship between their programs' goals and the specific outdoor leadership skills of individual leaders. Authors have divided outdoor leadership skills into a three-category structure, and models of outdoor leadership have focused on skills…

Basic Skills Applications in Occupational Investigation.

ERIC Educational Resources Information Center

Hendrix, Mary

This guide contains 50 lesson plans for learning activities that incorporate basic skills into content areas of career education, mathematics, science, social studies, communications, and productive work habits. Each lesson consists of a purpose, basic skills applications, approximate time required, materials needed, things for the teacher to do…

Customisation of an instrument to assess anaesthesiologists' non-technical skills.

PubMed

Jepsen, Rikke M H G; Spanager, Lene; Lyk-Jensen, Helle T; Dieckmann, Peter; Østergaard, Doris

2015-02-22

The objectives of the study were to identify Danish anaesthesiologists' non-technical skills and to customise the Scottish-developed Anaesthetists' Non-Technical Skills instrument for Danish anaesthesiologists. Six semi-structured group interviews were conducted with 31 operating room team members: anaes-thesiologists, nurse anaesthetists, surgeons, and scrub nurses. Interviews were transcribed verbatim and analysed using directed content analysis. Anaesthesiologists' non-technical skills were identified, coded, and sorted using the original instrument as a basis. The resulting prototype instrument was discussed with anaesthesiologists from 17 centres to ensure face validity. Interviews lasted 46-67 minutes. Identified examples of anaesthesiologists' good or poor non-technical skills fit the four categories in the original instrument: situation awareness; decision making; team working; and task management. Anaesthesiologists' leadership role in the operating room was emphasised: the original 'Task Management' category was named 'Leadership'. One new element, 'Demonstrating self-awareness' was added under the category 'Situation Awareness'. Compared with the original instrument, half of the behavioural markers were new, which reflected that being aware of and communicating one's own abilities to the team; working systematically; and speaking up to avoid adverse events were important skills. The Anaesthetists' Non-Technical Skills instrument was customised to a Danish setting using the identified non-technical skills for anaesthesiologists and the original instrument as basis. The customised instrument comprises four categories and 16 underpinning elements supported by multiple behavioural markers. Identifying non-technical skills through semi-structured group interviews and analysing them using direct content analysis proved a useful method for customising an assessment instrument to another setting.

Especial Skills in Experienced Archers.

PubMed

Nabavinik, Mahdi; Abaszadeh, Ali; Mehranmanesh, Mehrab; Rosenbaum, David A

2017-09-05

Especial skills are skills that are distinctive by virtue of massive practice within the narrow contexts in which they are expressed. In the first demonstration of especial skills, Keetch, Schmidt, Lee, and Young (2005) showed that experienced basketball players are better at shooting baskets from the foul line, where they had massive amounts of practice, than would expected from their success at other locations closer to or farther from the basket. Similar results were obtained for baseball throwing. The authors asked whether especial skills hold in archery, a sport requiring less movement. If the emergence of especial skills depends on large-scale movement, one would expect archery to escape so-called especialism. But if the emergence of especial skills reflects a more general tendency for highly specific learning, experienced archers should show especial skills. The authors obtained evidence consistent with the latter prediction. The expert archers did much better at their most highly practiced distance than would be expected by looking at the overall function relating shooting score to distance. We offer a mathematical model to account for this result. The findings attest to the generality of the especial skills phenomenon.

Views from academia and industry on skills needed for the modern research environment.

PubMed

Talgar, Cigdem P; Goodey, Nina M

2015-01-01

Reports from employers of higher education graduates indicate the existence of a considerable gap between the skills required by employers and those possessed by recent graduates. As a first step toward closing this gap, this study aims to determine its origin. Interviews with nine research-active biochemistry professionals were used to identify the most important skills for biochemistry students to succeed in research positions postgraduation. The results of these interviews were used to develop a survey, which was then administered to a larger group of biochemistry faculty and industry professionals. The output of the survey was a list of 52 skills valued by biochemistry professionals and rated by perceived importance. Importantly, the survey results also afford a comparative look at the prioritization of skills by two key populations: the academic faculty training students and the industry professionals hiring them. While there are many areas of agreement between these two populations, the survey also reveals areas were priorities diverge. The discrepancies found here suggest that the skills gap manifest at the point of employment may stem directly from differences in prioritization between the academic and industrial environments. This article aims to provide insight into the needs and requirements of the modern biochemical research environment, and invites debate concerning the preparation students receive in academia. Moreover, the results presented herein point to a need for further exploration of the possible misalignment of these two critical environments for young scientists. © 2015 The International Union of Biochemistry and Molecular Biology.

Frontloading and Intensity of Skilled Home Health Visits: A State of the Science

PubMed Central

O'CONNOR, MELISSA; BOWLES, KATHRYN H.; FELDMAN, PENNY H.; ST. PIERRE, MARY; JARRÍN, OLGA; SHAH, SHIVANI; MURTAUGH, CHRISTOPHER M.

2015-01-01

Frontloading of skilled nursing visits is one way home health providers have attempted to reduce hospital readmissions among skilled home health patients. Upon review of the frontloading evidence, visit intensity emerged as being closely related. This state of the science presents a critique and synthesis of the published empirical evidence related to frontloading and visit intensity. OVID/Medline, PubMed, and Scopus were searched. Seven studies were eligible for inclusion. Further research is required to define frontloading and visit intensity, identify patients most likely to benefit, and to provide a better understanding of how home health agencies can best implement these strategies. PMID:24924484

Children's comprehension skill and the understanding of nominal metaphors.

PubMed

Seigneuric, Alix; Megherbi, Hakima; Bueno, Steve; Lebahar, Julie; Bianco, Maryse

2016-10-01

According to Levorato and Cacciari's global elaboration model, understanding figurative language is explained by the same processes and background knowledge that are required for literal language. In this study, we investigated the relation between children's comprehension skill and the ability to understand referential nominal metaphors. Two groups of poor versus good comprehenders (8- to 10-year-olds) matched for word reading and vocabulary skills were invited to identify the referent of nouns used metaphorically or literally in short texts. Compared with good comprehenders, performance of poor comprehenders showed a substantial decrease in the metaphoric condition. Moreover, their performance was strongly affected by the degree of semantic incongruence between the terms of the nominal metaphor. These findings are discussed in relation to several factors, in particular the ability to use contextual information and semantic processing. Copyright © 2016 Elsevier Inc. All rights reserved.

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.

Review of teaching methods and critical thinking skills.

PubMed

Kowalczyk, Nina

2011-01-01

Critical information is needed to inform radiation science educators regarding successful critical thinking educational strategies. From an evidence-based research perspective, systematic reviews are identified as the most current and highest level of evidence. Analysis at this high level is crucial in analyzing those teaching methods most appropriate to the development of critical thinking skills. To conduct a systematic literature review to identify teaching methods that demonstrate a positive effect on the development of students' critical thinking skills and to identify how these teaching strategies can best translate to radiologic science educational programs. A comprehensive literature search was conducted resulting in an assessment of 59 full reports. Nineteen of the 59 reports met inclusion criteria and were reviewed based on the level of evidence presented. Inclusion criteria included studies conducted in the past 10 years on sample sizes of 20 or more individuals demonstrating use of specific teaching interventions for 5 to 36 months in postsecondary health-related educational programs. The majority of the research focused on problem-based learning (PBL) requiring standardized small-group activities. Six of the 19 studies focused on PBL and demonstrated significant differences in student critical thinking scores. PBL, as described in the nursing literature, is an effective teaching method that should be used in radiation science education. ©2011 by the American Society of Radiologic Technologists.

The Relationship between Motor Skills, Perceived Social Support, and Internalizing Problems in a Community Adolescent Sample.

PubMed

Mancini, Vincent O; Rigoli, Daniela; Heritage, Brody; Roberts, Lynne D; Piek, Jan P

2016-01-01

Poor motor skills are associated with a range of psychosocial consequences, including internalizing (anxious and depressive) symptoms. The Elaborated Environmental Stress Hypothesis provides a causal framework to explain this association. The framework posits that motor skills impact internalizing problems through an indirect effect via perceived social support. However, empirical evaluation is required. We examined whether motor skills had an indirect effect on anxious and depressive symptoms via perceived family support domains. This study used a community sample of 93 adolescents (12-16 years). Participants completed measures of motor skills, perceived social support across three dimensions (family, friend, and significant other), depressive symptoms, and anxious symptoms. Age, gender, verbal IQ, and ADHD symptoms were included as control variables. Regression analysis using PROCESS revealed that motor skills had an indirect effect on depressive symptoms via perceived family support, but not by perceived friend support or significant other support. The negative association between motor skills and anxious symptoms was not mediated by any perceived social support domain. Findings are consistent with previous literature indicating an association between motor skills and internalizing problems. However, we identified a different pattern of relationships across anxious and depressive symptoms. While anxiety and depressive symptoms were highly correlated, motor skills had an indirect effect on depressive symptoms via perceived family support only. Our findings highlight the importance of family support as a potential protective factor in the onset of depressive symptoms. This study provides partial support for the Elaborated Environmental Stress Hypothesis, however further research is required.

The Relationship between Motor Skills, Perceived Social Support, and Internalizing Problems in a Community Adolescent Sample

PubMed Central

Mancini, Vincent O.; Rigoli, Daniela; Heritage, Brody; Roberts, Lynne D.; Piek, Jan P.

2016-01-01

Objectives: Poor motor skills are associated with a range of psychosocial consequences, including internalizing (anxious and depressive) symptoms. The Elaborated Environmental Stress Hypothesis provides a causal framework to explain this association. The framework posits that motor skills impact internalizing problems through an indirect effect via perceived social support. However, empirical evaluation is required. We examined whether motor skills had an indirect effect on anxious and depressive symptoms via perceived family support domains. Methods: This study used a community sample of 93 adolescents (12–16 years). Participants completed measures of motor skills, perceived social support across three dimensions (family, friend, and significant other), depressive symptoms, and anxious symptoms. Age, gender, verbal IQ, and ADHD symptoms were included as control variables. Results: Regression analysis using PROCESS revealed that motor skills had an indirect effect on depressive symptoms via perceived family support, but not by perceived friend support or significant other support. The negative association between motor skills and anxious symptoms was not mediated by any perceived social support domain. Conclusions: Findings are consistent with previous literature indicating an association between motor skills and internalizing problems. However, we identified a different pattern of relationships across anxious and depressive symptoms. While anxiety and depressive symptoms were highly correlated, motor skills had an indirect effect on depressive symptoms via perceived family support only. Our findings highlight the importance of family support as a potential protective factor in the onset of depressive symptoms. This study provides partial support for the Elaborated Environmental Stress Hypothesis, however further research is required. PMID:27148149

Issues in transferring preclinical skill learning to the clinical context.

PubMed

Chambers, D W

1987-05-01

The relationship between student performance in preclinical technique laboratory courses and in clinic is not straightforward. While American dental education in the preclinical courses is effective in teaching mastery of fundamentals to most students and identifying those who should not proceed to patient care, the prediction from technique laboratory performance of who will do well in clinic is weak. Factors accounting for this poor correlation include differences in the mix of skills required in the two contexts, failure to teach for transfer of skills to new settings, and laboratory education practices that create clinically dysfunctional habits. As a means of understanding the transfer issue, a distinction is made among task as given by the instructor, task as interpreted by the student, and task as negotiated in the interpersonal context of dental education.

An Automated Method for Identifying Inconsistencies within Diagrammatic Software Requirements Specifications

NASA Technical Reports Server (NTRS)

Zhang, Zhong

1997-01-01

The development of large-scale, composite software in a geographically distributed environment is an evolutionary process. Often, in such evolving systems, striving for consistency is complicated by many factors, because development participants have various locations, skills, responsibilities, roles, opinions, languages, terminology and different degrees of abstraction they employ. This naturally leads to many partial specifications or viewpoints. These multiple views on the system being developed usually overlap. From another aspect, these multiple views give rise to the potential for inconsistency. Existing CASE tools do not efficiently manage inconsistencies in distributed development environment for a large-scale project. Based on the ViewPoints framework the WHERE (Web-Based Hypertext Environment for requirements Evolution) toolkit aims to tackle inconsistency management issues within geographically distributed software development projects. Consequently, WHERE project helps make more robust software and support software assurance process. The long term goal of WHERE tools aims to the inconsistency analysis and management in requirements specifications. A framework based on Graph Grammar theory and TCMJAVA toolkit is proposed to detect inconsistencies among viewpoints. This systematic approach uses three basic operations (UNION, DIFFERENCE, INTERSECTION) to study the static behaviors of graphic and tabular notations. From these operations, subgraphs Query, Selection, Merge, Replacement operations can be derived. This approach uses graph PRODUCTIONS (rewriting rules) to study the dynamic transformations of graphs. We discuss the feasibility of implementation these operations. Also, We present the process of porting original TCM (Toolkit for Conceptual Modeling) project from C++ to Java programming language in this thesis. A scenario based on NASA International Space Station Specification is discussed to show the applicability of our approach. Finally

The role of non-technical skills in surgery

PubMed Central

Agha, Riaz A.; Fowler, Alexander J.; Sevdalis, Nick

2015-01-01

Non-technical skills are of increasing importance in surgery and surgical training. A traditional focus on technical skills acquisition and competence is no longer enough for the delivery of a modern, safe surgical practice. This review discusses the importance of non-technical skills and the values that underpin successful modern surgical practice. This narrative review used a number of sources including written and online, there was no specific search strategy of defined databases. Modern surgical practice requires; technical and non-technical skills, evidence-based practice, an emphasis on lifelong learning, monitoring of outcomes and a supportive institutional and health service framework. Finally these requirements need to be combined with a number of personal and professional values including integrity, professionalism and compassionate, patient-centred care. PMID:26904193

Forecast Verification: Identification of small changes in weather forecasting skill

NASA Astrophysics Data System (ADS)

Weatherhead, E. C.; Jensen, T. L.

2017-12-01

Global and regonal weather forecasts have improved over the past seven decades most often because of small, incrmental improvements. The identificaiton and verification of forecast improvement due to proposed small changes in forecasting can be expensive and, if not carried out efficiently, can slow progress in forecasting development. This presentation will look at the skill of commonly used verification techniques and show how the ability to detect improvements can depend on the magnitude of the improvement, the number of runs used to test the improvement, the location on the Earth and the statistical techniques used. For continuous variables, such as temperture, wind and humidity, the skill of a forecast can be directly compared using a pair-wise statistical test that accommodates the natural autocorrelation and magnitude of variability. For discrete variables, such as tornado outbreaks, or icing events, the challenges is to reduce the false alarm rate while improving the rate of correctly identifying th discrete event. For both continuus and discrete verification results, proper statistical approaches can reduce the number of runs needed to identify a small improvement in forecasting skill. Verification within the Next Generation Global Prediction System is an important component to the many small decisions needed to make stat-of-the-art improvements to weather forecasting capabilities. The comparison of multiple skill scores with often conflicting results requires not only appropriate testing, but also scientific judgment to assure that the choices are appropriate not only for improvements in today's forecasting capabilities, but allow improvements that will come in the future.

Literacy Skills among Academically Underprepared Students

ERIC Educational Resources Information Center

Perin, Dolores

2013-01-01

A review of studies published from 2000 to 2012 was conducted to describe the literacy skills of underprepared postsecondary students, identify teaching approaches designed to bring their skills to the college level, and determine methods of embedding developmental instruction in college-level course work. The studies pinpointed numerous weak…

Designing a curriculum for communication skills training from a theory and evidence-based perspective.

PubMed

Street, Richard L; De Haes, Hanneke C J M

2013-10-01

Because quality health care delivery requires effective clinician-patient communication, successful training of health professionals requires communication skill curricula of the highest quality. Two approaches for developing medical communication curricula are a consensus approach and a theory driven approach. We propose a theory-driven, communication function framework for identifying important communication skills, one that is focused on the key goals and outcomes that need to be accomplished in clinical encounters. We discuss 7 communication functions important to medical encounters and the types of skills needed to accomplish each. The functional approach has important pedagogical implications including the importance of distinguishing the performance of a behavior (capacity) from the outcome of that behavior in context (effectiveness) and the recognition that what counts as effective communication depends on perspective (e.g., observer, patient). Consensus and theory-driven approaches to medical communication curricula are not necessarily contradictory and can be integrated to further enhance ongoing development and improvements in medical communication education. A functional approach should resonate with practicing clinicians and continuing education initiatives in that it is embraces the notion that competent communication is situation-specific as clinicians creatively use communicative skills to accomplish the key goals of the encounter. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

Identifying context-specific competencies required by community Australian Football sports trainers.

PubMed

Donaldson, Alex; Finch, Caroline F

2012-08-01

First-aid is a recommended injury prevention and risk management strategy in community sport; however, little is known about the sport-specific competencies required by first-aid providers. To achieve expert consensus on the competencies required by community Australian Football (community-AF) sports trainers. A three-round online Delphi process. Community-AF. 16 Australian sports first-aid and community-AF experts. Rating of competencies as either 'essential', 'expected', 'ideal' or 'not required'. Results After Round 3, 47 of the 77 (61%) competencies were endorsed as 'essential' or 'expected' for a sports trainer to effectively perform the activities required to the standards expected at a community-AF club by ≥75% of experts. These competencies covered: the role of the sports trainer; the responsibilities of the sports trainer; emergency management; injury and illness assessment and immediate management; taping; and injury prevention and risk management. Four competencies (5%) were endorsed as 'ideal' or 'not required' by ≥85% of experts and were excluded from further consideration. The 26 competencies where consensus was not reached were retained as second-tier, optional competencies. Sports trainers are important members of on-field first-aid teams, providing support to both injured players and other sports medicine professionals. The competencies identified in this study provide the basis of a proposed two-tiered community-AF-specific sports trainer education structure that can be implemented by the peak sports body. This includes six mandatory modules, relating to the 'required' competencies, and a further six optional modules covering competencies on which consensus was not reached.

The Impact of New Technology on Skills and Skill Formation in the Banking and Textile Industries. NCEE Brief Number 1.

ERIC Educational Resources Information Center

Bailey, Thomas; Noyelle, Thierry

The subject of this report is the impact of microelectronic technology on the process of skill formation with particular reference to two industries: banking and textiles. A recent research effort sought to identify and understand how changes in the structure and nature of skills were affecting the process of skill formation and the balance of…

Two Processes in Early Bimanual Motor Skill Learning

PubMed Central

Yeganeh Doost, Maral; Orban de Xivry, Jean-Jacques; Bihin, Benoît; Vandermeeren, Yves

2017-01-01

Most daily activities are bimanual and their efficient performance requires learning and retention of bimanual coordination. Despite in-depth knowledge of the various stages of motor skill learning in general, how new bimanual coordination control policies are established is still unclear. We designed a new cooperative bimanual task in which subjects had to move a cursor across a complex path (a circuit) as fast and as accurately as possible through coordinated bimanual movements. By looking at the transfer of the skill between different circuits and by looking at training with varying circuits, we identified two processes in early bimanual motor learning. Loss of performance due to the switch in circuit after 15 min of training amounted to 20%, which suggests that a significant portion of improvements in bimanual performance is specific to the used circuit (circuit-specific skill). In contrast, the loss of performance due to the switch in circuit was 5% after 4 min of training. This suggests that learning the new bimanual coordination control policy dominates early in the training and is independent of the used circuit. Finally, switching between two circuits throughout training did not affect the early stage of learning (i.e., the first few minutes), but did affect the later stage. Together, these results suggest that early bimanual motor skill learning includes two different processes. Learning the new bimanual coordination control policy predominates in the first minutes whereas circuit-specific skill improvements unfold later in parallel with further improvements in the bimanual coordination control policy. PMID:29326573

Teacher Judgment of Student Mastery of Math Skills.

ERIC Educational Resources Information Center

Bentz, Johnell L.; Fuchs, Lynn S.

1993-01-01

Information on students' math skill mastery based on curriculum-based measurement was provided to nine special and general education elementary teachers. Teachers were asked to identify the specific math skills their students had mastered. Results indicated that most teachers were not accurate at judging math skill mastery despite having specific…

Teaching Writing Skills: Global Issues. Skills Series, Volume 3.

ERIC Educational Resources Information Center

Benegar, John

Social studies and language arts teachers can use these self-contained activities to teach writing skills to students in grades 6-12. Some of the activities have a global approach requiring students to write about topics such as human rights and cultural differences. Information provided for each activity includes an introduction, objectives, time…

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,…

Regulatory and Skills Requirements for Higher Education in the Philippines

ERIC Educational Resources Information Center

Adeyemo, Kolawole Samuel

2015-01-01

The provision of public resources to manage the expansion of the higher education system in the Philippines has been inadequate, and this has given rise to many private providers entering the HE domain. The proper regulation of higher education in the country is important if the Philippines is to respond to the challenge of producing the skills it…

A nonmusical paradigm for identifying absolute pitch possessors

NASA Astrophysics Data System (ADS)

Ross, David A.; Olson, Ingrid R.; Marks, Lawrence E.; Gore, John C.

2004-09-01

The ability to identify and reproduce sounds of specific frequencies is remarkable and uncommon. The etiology and defining characteristics of this skill, absolute pitch (AP), have been very controversial. One theory suggests that AP requires a specific type of early musical training and that the ability to encode and remember tones depends on these learned musical associations. An alternate theory argues that AP may be strongly dependent on hereditary factors and relatively independent of musical experience. To date, it has been difficult to test these hypotheses because all previous paradigms for identifying AP have required subjects to employ knowledge of musical nomenclature. As such, these tests are insensitive to the possibility of discovering AP in either nonmusicians or musicians of non-Western training. Based on previous literature in pitch memory, a paradigm is presented that is intended to distinguish between AP possessors and nonpossessors independent of the subjects' musical experience. The efficacy of this method is then tested with 20 classically defined AP possessors and 22 nonpossessors. Data from these groups strongly support the validity of the paradigm. The use of a nonmusical paradigm to identify AP may facilitate research into many aspects of this phenomenon.

A nonmusical paradigm for identifying absolute pitch possessors.

PubMed

Ross, David A; Olson, Ingrid R; Marks, Lawrence E; Gore, John C

2004-09-01

The ability to identify and reproduce sounds of specific frequencies is remarkable and uncommon. The etiology and defining characteristics of this skill, absolute pitch (AP), have been very controversial. One theory suggests that AP requires a specific type of early musical training and that the ability to encode and remember tones depends on these learned musical associations. An alternate theory argues that AP may be strongly dependent on hereditary factors and relatively independent of musical experience. To date, it has been difficult to test these hypotheses because all previous paradigms for identifying AP have required subjects to employ knowledge of musical nomenclature. As such, these tests are insensitive to the possibility of discovering AP in either nonmusicians or musicians of non-Western training. Based on previous literature in pitch memory, a paradigm is presented that is intended to distinguish between AP possessors and nonpossessors independent of the subjects' musical experience. The efficacy of this method is then tested with 20 classically defined AP possessors and 22 nonpossessors. Data from these groups strongly support the validity of the paradigm. The use of a nonmusical paradigm to identify AP may facilitate research into many aspects of this phenomenon.

Requirements for psychological models to support design: Towards ecological task analysis

NASA Technical Reports Server (NTRS)

Kirlik, Alex

1991-01-01

Cognitive engineering is largely concerned with creating environmental designs to support skillful and effective human activity. A set of necessary conditions are proposed for psychological models capable of supporting this enterprise. An analysis of the psychological nature of the design product is used to identify a set of constraints that models must meet if they can usefully guide design. It is concluded that cognitive engineering requires models with resources for describing the integrated human-environment system, and that these models must be capable of describing the activities underlying fluent and effective interaction. These features are required in order to be able to predict the cognitive activity that will be required given various design concepts, and to design systems that promote the acquisition of fluent, skilled behavior. These necessary conditions suggest that an ecological approach can provide valuable resources for psychological modeling to support design. Relying heavily on concepts from Brunswik's and Gibson's ecological theories, ecological task analysis is proposed as a framework in which to predict the types of cognitive activity required to achieve productive behavior, and to suggest how interfaces can be manipulated to alleviate certain types of cognitive demands. The framework is described in terms, and illustrated with an example from the previous research on modeling skilled human-environment interaction.

Alternative Environments for Basic Skills Development.

ERIC Educational Resources Information Center

Crowe, Michael R.; And Others

This study focused on the identification and description of environmental characteristics and their relationship to basic skills exposure. The objectives of the study were to identify the major factors that characterize environments in which learning is intended to occur, and to delineate patterns of co-exposure to basic skills and environmental…

Comprehensive Social Skills Taxonomy: Development and Application.

PubMed

Kauffman, Nancy A; Kinnealey, Moya

2015-01-01

We developed a comprehensive social skills taxonomy based on archived children's social skill goal sheets, and we applied the taxonomy to 6,897 goals of children in 6 diagnostic categories to explore patterns related to diagnosis. We used a grounded theory approach to code and analyze social skill goals and develop the taxonomy. Multivariate analysis of variance and Tukey post hoc honestly significant difference test were used to analyze differences in social skill needs among diagnostic groups. We developed a taxonomy of 7 social skill constructs or categories, descriptions, and behavioral indicators. The 7 social skill categories were reflected across 6 diagnostic groups, and differences in social skill needs among groups were identified. This comprehensive taxonomy of social skills can be useful in developing research-based individual, group, or institutional programming to improve social skills. Copyright © 2015 by the American Occupational Therapy Association, Inc.

Do technical skills correlate with non-technical skills in crisis resource management: a simulation study.

PubMed

Riem, N; Boet, S; Bould, M D; Tavares, W; Naik, V N

2012-11-01

Both technical skills (TS) and non-technical skills (NTS) are key to ensuring patient safety in acute care practice and effective crisis management. These skills are often taught and assessed separately. We hypothesized that TS and NTS are not independent of each other, and we aimed to evaluate the relationship between TS and NTS during a simulated intraoperative crisis scenario. This study was a retrospective analysis of performances from a previously published work. After institutional ethics approval, 50 anaesthesiology residents managed a simulated crisis scenario of an intraoperative cardiac arrest secondary to a malignant arrhythmia. We used a modified Delphi approach to design a TS checklist, specific for the management of a malignant arrhythmia requiring defibrillation. All scenarios were recorded. Each performance was analysed by four independent experts. For each performance, two experts independently rated the technical performance using the TS checklist, and two other experts independently rated NTS using the Anaesthetists' Non-Technical Skills score. TS and NTS were significantly correlated to each other (r=0.45, P<0.05). During a simulated 5 min resuscitation requiring crisis resource management, our results indicate that TS and NTS are related to one another. This research provides the basis for future studies evaluating the nature of this relationship, the influence of NTS training on the performance of TS, and to determine whether NTS are generic and transferrable between crises that require different TS.

Leading change: 1--identifying the issue.

PubMed

Kerridge, Joanna

To enable sustainable change, nurses need to take the lead in managing it. Recent national initiatives have emphasised the importance of frontline staff in service improvement. The ability to influence and manage change has been identified as an essential skill for delivering new models of care. This article is the first in a three-part series designed to help nurses at all levels develop the knowledge and skills they will need to initiate and manage change. This article focuses on identifying what needs to be changed and why.

Assessment of email communication skills of rheumatology fellows: a pilot study

PubMed Central

Dhuper, Sonal; Siva, Chokkalingam; Fresen, John L; Petruc, Marius; Velázquez, Celso R

2010-01-01

Physician–patient email communication is gaining popularity. However, a formal assessment of physicians' email communication skills has not been described. We hypothesized that the email communication skills of rheumatology fellows can be measured in an objective structured clinical examination (OSCE) setting using a novel email content analysis instrument which has 18 items. During an OSCE, we asked 50 rheumatology fellows to respond to a simulated patient email. The content of the responses was assessed using our instrument. The majority of rheumatology fellows wrote appropriate responses scoring a mean (±SD) of 10.6 (±2.6) points (maximum score 18), with high inter-rater reliability (0.86). Most fellows were concise (74%) and courteous (68%) but not formal (22%). Ninety-two percent of fellows acknowledged that the patient's condition required urgent medical attention, but only 30% took active measures to contact the patient. No one encrypted their messages. The objective assessment of email communication skills is possible using simulated emails in an OSCE setting. The variable email communication scores and incidental patient safety gaps identified, suggest a need for further training and defined proficiency standards for physicians' email communication skills. PMID:20962134

Teaching-skills training programs for family medicine residents

PubMed Central

Lacasse, Miriam; Ratnapalan, Savithiri

2009-01-01

ABSTRACT OBJECTIVE To review the literature on teaching-skills training programs for family medicine residents and to identify formats and content of these programs and their effects. DATA SOURCES Ovid MEDLINE (1950 to mid-July 2008) and the Education Resources Information Center database (pre-1966 to mid-July 2008) were searched using and combining the MeSH terms teaching, internship and residency, and family practice; and teaching, graduate medical education, and family practice. STUDY SELECTION The initial MEDLINE and Education Resources Information Center database searches identified 362 and 33 references, respectively. Titles and abstracts were reviewed and studies were included if they described the format or content of a teaching-skills program or if they were primary studies of the effects of a teaching-skills program for family medicine residents or family medicine and other specialty trainees. The bibliographies of those articles were reviewed for unidentified studies. A total of 8 articles were identified for systematic review. Selection was limited to articles published in English. SYNTHESIS Teaching-skills training programs for family medicine residents vary from half-day curricula to a few months of training. Their content includes leadership skills, effective clinical teaching skills, technical teaching skills, as well as feedback and evaluation skills. Evaluations mainly assessed the programs’ effects on teaching behaviour, which was generally found to improve following participation in the programs. Evaluations of learner reactions and learning outcomes also suggested that the programs have positive effects. CONCLUSION Family medicine residency training programs differ from all other residency training programs in their shorter duration, usually 2 years, and the broader scope of learning within those 2 years. Few studies on teaching-skills training, however, were designed specifically for family medicine residents. Further studies assessing the

The Gravity of High-Skilled Migration Policies.

PubMed

Czaika, Mathias; Parsons, Christopher R

2017-04-01

Combining unique, annual, bilateral data on labor flows of highly skilled immigrants for 10 OECD destinations between 2000 and 2012, with new databases comprising both unilateral and bilateral policy instruments, we present the first judicious cross-country assessment of policies aimed to attract and select high-skilled workers. Points-based systems are much more effective in attracting and selecting high-skilled migrants than requiring a job offer, labor market tests, and shortage lists. Offers of permanent residency, while attracting the highly skilled, overall reduce the human capital content of labor flows because they prove more attractive to non-high-skilled workers. Bilateral recognition of diploma and social security agreements foster greater flows of high-skilled workers and improve the skill selectivity of immigrant flows. Conversely, double taxation agreements deter high-skilled migrants, although they do not alter overall skill selectivity. Our results are robust to a variety of empirical specifications that account for destination-specific amenities, multilateral resistance to migration, and the endogeneity of immigration policies.

What should we teach the teachers? Identifying the learning priorities of clinical supervisors.

PubMed

Bearman, Margaret; Tai, Joanna; Kent, Fiona; Edouard, Vicki; Nestel, Debra; Molloy, Elizabeth

2018-03-01

Clinicians who teach are essential for the health workforce but require faculty development to improve their educational skills. Curricula for faculty development programs are often based on expert frameworks without consideration of the learning priorities as defined by clinical supervisors themselves. We sought to inform these curricula by highlighting clinical supervisors own requirements through answering the research question: what do clinical supervisors identify as relative strengths and areas for improvement in their teaching practice? This mixed methods study employed a modified version of the Maastricht Clinical Teaching Questionnaire (mMCTQ) which included free-text reflections. Descriptive statistics were calculated and content analysis was conducted on textual comments. 481 (49%) of 978 clinical supervisors submitted their mMCTQs and associated reflections for the research study. Clinical supervisors self-identified relatively strong capability with interpersonal skills or attributes and indicated least capability with assisting learners to explore strengths, weaknesses and learning goals. The qualitative category 'establishing relationships' was the most reported strength with 224 responses. The qualitative category 'feedback' was the most reported area for improvement, with 151 responses. Key areas for curricular focus include: improving feedback practices; stimulating reflective and agentic learning; and managing the logistics of a clinical education environment. Clinical supervisors' self-identified needs provide a foundation for designing engaging and relevant faculty development programs.

Improving Students' Interpersonal Skills through Experiential Small Group Learning

ERIC Educational Resources Information Center

Skinner, Kay Lesley; Hyde, Sarah J.; McPherson, Kerstin B. A.; Simpson, Maree D.

2016-01-01

Health professional students must be equipped with the skills necessary to interact with patients. Effective interpersonal skills are difficult to both learn and teach, requiring development, practise and evaluation in both educational and clinical settings. In professions such as physiotherapy, traditional approaches to teaching these skills have…

Underlying Reading-Related Skills and Abilities among Adult Learners

ERIC Educational Resources Information Center

Mellard, Daryl F.; Woods, Kari L.; Md Desa, Z. Deana; Vuyk, M. Alexandra

2015-01-01

This exploratory study identified underlying skill and ability differences among subgroups of adolescent and young adult struggling readers (N = 290) overall and in relation to a fluency-based instructional grouping method. We used principal axis factoring of participants' scores on 18 measures of reading-related skills and abilities identified in…

What Writing Skills Should Accounting Students Be Taught?

ERIC Educational Resources Information Center

Smith, Douglas C.; Nelson, Sandra J.; Moncada, Susan M.

1998-01-01

Responses from 150 public accountants and 108 management accountants identified communication skills needed in accounting. Top writing skills areas included working papers, memoranda, business letters, instructions and procedures, and systems documentation. (SK)

Job stability in skilled work and communication ability after moderate-severe traumatic brain injury.

PubMed

Meulenbroek, Peter; Turkstra, Lyn S

2016-01-01

Communication deficits may play a critical role in maintaining employment after traumatic brain injury (TBI), but links between specific communication deficits and employment outcomes have not been determined. This study identified communication measures that distinguished stably employed versus unstably employed adults with TBI. Participants were 31 adults with moderate-severe TBI who were employed full-time for at least 12 consecutive months before injury in skilled jobs and had attempted return to skilled jobs after injury. Sixteen had achieved stable employment (SE) post-injury, defined as full-time employment for ≥12 consecutive months; and 15 had unstable employment (UE). Participants completed a battery of communication tests identified in a prior qualitative study of communication skills required for skilled work. Measures of spoken language comprehension, verbal reasoning, social inference, reading and politeness in spoken discourse significantly discriminated between SE and UE groups. Two nested models were completed and compared. The first model excluded discourse data because of missing data for two UE and one SE participant. This model revealed that measures of verbal reasoning speed (β = -0.18, p = 0.05) and social inference (β = 0.19, p = 0.05) were predictive independent of the overall model. The second model included discourse politeness data and was a better overall predictor of group membership (Likelihood ratio test, Model 1: 3.824, Model 2: 2.865). Communication measures were positively associated with SE in skilled jobs after TBI. Clinicians should include assessment of communication for adults attempting return to work after TBI, paying specific attention to social inference and speed of verbal reasoning skills. Traumatic brain injury (TBI) often results in communication impairments associated with the cognitive skills underlying interpersonal skills. Communication impairment after TBI has been anecdotally associated with

The evaluation of a framework for measuring the non-technical ward round skills of final year nursing students: An observational study.

PubMed

Murray, Kara; McKenzie, Karen; Kelleher, Michael

2016-10-01

The importance of non-technical skills (NTS) to patient outcomes is increasingly being recognised, however, there is limited research into how such skills can be taught and evaluated in student nurses in relation toward rounds. This pilot study describes an evaluation of a NTS framework that could potentially be used to measure ward round skills of student nurses. The study used an observational design. Potential key NTS were identified from existing literature and NTS taxonomies. The proposed framework was then used to evaluate whether the identified NTS were evident in a series of ward round simulations that final year general nursing students undertook as part of their training. Finally, the views of a small group of qualified nurse educators, qualified nurses and general nursing students were sought about whether the identified NTS were important and relevant to practice. The proposed NTS framework included seven categories: Communication, Decision Making, Situational Awareness, Teamwork and Task Management, Student Initiative and Responsiveness to Patient. All were rated as important and relevant to practice. The pilot study suggests that the proposed NTS framework could be used as a means of evaluating student nurse competencies in respect of many non-technical skills required for a successful ward round. Further work is required to establish the validity of the framework in educational settings and to determine the extent to which it is of use in a non-simulated ward round setting. Copyright © 2016 Elsevier Ltd. All rights reserved.

What Are the Required Outcomes of Education--Professional Competencies, Personal Attributes and Social Skills.

ERIC Educational Resources Information Center

Gow, Kathryn

Although students need to be competent in a wide range of work knowledge, skills, and abilities, they also need to be "capable" human beings to take their place as contributors to the Australian community. Capability has been described as having confidence in one's ability to acquire and apply knowledge, new skills, and understanding,…

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…

Skills for Life. Teacher's Resource Materials.

ERIC Educational Resources Information Center

Texas Tech Univ., Lubbock. Home Economics Curriculum Center.

This document contains research-based resource materials designed to help teachers teach life skills to students in grades 7-12. It contains eight units that cover life skill categories identified through research. Each unit consists of several self-contained modules that can be taught in any sequence and incorporated into a variety of courses.…

Introducing Aesthetic Features in Gymnastic Skills

ERIC Educational Resources Information Center

Pollatou, Elisana; Savrami, Katia; Karadimou, Konstanding

2004-01-01

This paper focuses on an aesthetic approach that takes the simplest functional skill, such as walking, and develops it into an artistic skill. The aim then is to identify aesthetic characteristics and examine ways to apply them in gymnastic classes. Because walking is the child's first experience with bipedal locomotion, the initial walking action…

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…

Re-Engineering Graduate Skills--A Case Study

ERIC Educational Resources Information Center

Nair, Chenicheri Sid; Patil, Arun; Mertova, Patricie

2009-01-01

Research on student-learning outcomes indicates that university graduates do not possess important skills required by employers, such as communication, decision-making, problem-solving, leadership, emotional intelligence, social ethics skills as well as the ability to work with people of different backgrounds. Today, engineering graduates are…

Knowledge and skills of cancer clinical trials nurses in Australia.

PubMed

Scott, Kathleen; White, Kate; Johnson, Catherine; Roydhouse, Jessica K

2012-05-01

  This paper is a report of the development and testing of a questionnaire measuring knowledge and skills of cancer clinical trials nurse in Australia.   The role of cancer clinical trials nurse, widely acknowledged as an integral member of the clinical research team, has evolved in recent years. Elements of the clinical trials nurse role in cancer have previously been described. To evaluate specific cancer clinical trials nurse educational and training needs, the development of a valid and reliable tool is required.   In 2009, a study was conducted in three stages. Stage I: questionnaire development and pilot testing; stage II: focus group; stage III: national survey. Internal consistency reliability testing and multi-trait analysis of item convergent/divergent validity were employed. Regression analysis was used to identify predictors of clinical trials nurse knowledge and skills.   The national survey was a 48-item questionnaire, measuring six clinical trial knowledge and seven skills sub-scales. Of 61 respondents, 90% were women, with mean age 43 years, 19 years as a Registered Nurse and 5 years as a cancer clinical trials nurse. Self-reported knowledge and skills were satisfactory to good. Internal consistency reliability was high (Cronbach's alpha: knowledge = 0·98; skills = 0·90). Criteria for item convergent/divergent validity were met. Number of years as cancer clinical trials nurse was positively related to self-reported knowledge and skills.   Preliminary data suggest that the national survey is reliable and valid. Data have contributed to better understanding the knowledge and skills of cancer clinical trials nurse in Australia and development of a postgraduate course in clinical trials. © 2011 Blackwell Publishing Ltd.

The effect of amblyopia on fine motor skills in children.

PubMed

Webber, Ann L; Wood, Joanne M; Gole, Glen A; Brown, Brian

2008-02-01

In an investigation of the functional impact of amblyopia in children, the fine motor skills of amblyopes and age-matched control subjects were compared. The influence of visual factors that might predict any decrement in fine motor skills was also explored. Vision and fine motor skills were tested in a group of children (n = 82; mean age, 8.2 +/- 1.7 [SD] years) with amblyopia of different causes (infantile esotropia, n = 17; acquired strabismus, n = 28; anisometropia, n = 15; mixed, n = 13; and deprivation n = 9), and age-matched control children (n = 37; age 8.3 +/- 1.3 years). Visual motor control (VMC) and upper limb speed and dexterity (ULSD) items of the Bruininks-Oseretsky Test of Motor Proficiency were assessed, and logMAR visual acuity (VA) and Randot stereopsis were measured. Multiple regression models were used to identify the visual determinants of fine motor skills performance. Amblyopes performed significantly poorer than control subjects on 9 of 16 fine motor skills subitems and for the overall age-standardized scores for both VMC and ULSD items (P < 0.05). The effects were most evident on timed tasks. The etiology of amblyopia and level of binocular function significantly affected fine motor skill performance on both items; however, when examined in a multiple regression model that took into account the intercorrelation between visual characteristics, poorer fine motor skills performance was associated with strabismus (F(1,75) = 5.428; P = 0.022), but not with the level of binocular function, refractive error, or visual acuity in either eye. Fine motor skills were reduced in children with amblyopia, particularly those with strabismus, compared with control subjects. The deficits in motor performance were greatest on manual dexterity tasks requiring speed and accuracy.

Modeling Second Language Change Using Skill Retention Theory

DTIC Science & Technology

2013-06-01

xiv LIST OF TABLES Table 1. ILR and ACTFL Scale Comparison (From SIL International, 1999) ................5 Table 2. Metacognitive Learning Strategy...meaningful. • Speaking and writing are productive skill and require that a linguist actively produce information to be conveyed. E. RESEARCH...before productive skills (speaking and writing ) and attrition of these skills takes place in reverse order (Hansen & Reetz-Kurashige, 1999). Hansen

Instructional Alignment of Workplace Readiness Skills in Marketing Education

ERIC Educational Resources Information Center

Martin, Sarah J.; Reed, Philip A.

2015-01-01

This study examined high school marketing education teachers' knowledge of workplace readiness skills and whether that knowledge had an impact on student workplace readiness skill achievement. Further, this study examined the usage of Virginia's 13 Workplace Readiness Skills curriculum and identified the teaching methods and instructional…

Developing a National, Simulation-Based, Surgical Skills Bootcamp in General Thoracic Surgery.

PubMed

Schieman, Colin; Ujiie, Hideki; Donahoe, Laura; Hanna, Waël; Malthaner, Richard; Turner, Simon; Czarnecka, Kasia; Yasufuku, Kazuhiro

2017-12-12

The use surgical simulation across all subspecialties has gained widespread adoption in the last decade. A number of factors, including the small number of trainees, identified gaps in surgical skill training from cross-sectional surveys, increased national collaboration, and support from the national specialty committee identified a need to construct a surgical skills "bootcamp" in thoracic surgery in Canada. The goals of the surgical skills bootcamp, as identified by the residency training program directors and the national specialty committee were to create a national, centralized, simulation-based skills workshop that focused on key foundational procedures within thoracic surgery, particularly those identified as areas of weakness by former residents; to smooth the transition to intraoperative teaching; to provide exposure to important but not necessarily universally available procedures such as advanced endoscopy; to teach non-medical expert competencies, and lastly to provide a venue for networking for residents across the country. The curriculum committee has constructed a 3.5 day curriculum, with a focus on hands-on skills simulation, as well as lectures, on a breadth of topics including benign esophageal disorders, lung cancer staging, minimally invasive lung surgery, crisis management and advanced bronchoscopy and endoscopy. All residents across the country attend as well as faculty from a variety of institutions. The course is hosted centrally at the University of Toronto, Ontario over 3.5 days. A combination of auditorium and both animal and human operating room facilities are utilized. A needs-assessment based on a formal meeting of the program directors, as well feedback from surveys identified the target areas for curriculum development. A committee of interested faculty developed the content as well as the local construct and logistics required. Iterative feedback has evolved the duration and content over the initial 3 years. Through formal resident

The Right Jobs: Identifying Career Advancement Opportunities for Low-Skilled Workers. A Guide for Public and Private Sector Workforce Development Practitioners. Advancement for Low-Wage Workers

ERIC Educational Resources Information Center

Goldberger, Susan; Lessell, Newell; Biswas, Radha Roy

2005-01-01

The Right Jobs provides workforce policymakers and directors of workforce development programs with a structured approach to: (1) Identifying the most promising employment opportunities within reach of low-skill workers; (2) Determining the postsecondary training and career preparation routes that will yield results for their clients; and (3)…

Milestones for the Final Mile: Interspecialty Distinctions in Primary Palliative Care Skills Training.

PubMed

Harris, John A; Herrel, Lindsey A; Healy, Mark A; Wancata, Lauren M; Perumalswami, Chithra R

2016-09-01

Primary palliative care (PPC) skills are useful in a wide variety of medical and surgical specialties, and the expectations of PPC skill training are unknown across graduate medical education. We characterized the variation and quality of PPC skills in residency outcomes-based Accreditation Council for Graduate Medical Education (ACGME) milestones. We performed a content analysis with structured implicit review of 2015 ACGME milestone documents from 14 medical and surgical specialties chosen for their exposure to clinical situations requiring PPC. For each specialty milestone document, we characterized the variation and quality of PPC skills in residency outcomes-based ACGME milestones. We identified 959 occurrences of 29 palliative search terms within 14 specialty milestone documents. Within these milestone documents, implicit review characterized 104 milestones with direct saliency to PPC skills and 196 milestones with indirect saliency. Initial interrater agreement of the saliency rating among the primary reviewers was 89%. Specialty milestone documents varied widely in their incorporation of PPC skills within milestone documents. PPC milestones were most commonly found in milestone documents for Anesthesiology, Pediatrics, Urology, and Physical Medicine and Rehabilitation. PPC-relevant milestones were most commonly found in the Interpersonal and Communication Skills core competency with 108 (36%) relevant milestones classified under this core competency. Future revisions of specialty-specific ACGME milestone documents should focus on currently underrepresented, but important PPC skills. Copyright © 2016 The Authors. Published by Elsevier Inc. All rights reserved.

Physiotherapy students' conceptions of skill at the beginning of their Bachelor studies.

PubMed

Kurunsaari, Merja; Piirainen, Arja; Tynjälä, Päivi

2015-05-01

Skills have recently received widespread attention in education policy documents and discussions. This article reports the results of research on Bachelor's degree physiotherapy students' conceptions of skill at the beginning of their studies. The aim of the present study was to examine how beginning students understand skill, and the focus was on conceptions of skill in general rather than on any particular skills. The participants of the study were 35 physiotherapy students. The data were gathered within the first two weeks of their university studies. Specifically, requested essays written by the students were analyzed using the phenomenographic approach. The data-driven analysis yielded four descriptive categories which reflect the students' conceptions of skill: (1) Talents; (2) Skills requiring individual practice; (3) Skills requiring social practice; and (4) Competence requiring collaboration. The categories form a hierarchy. The differences between the categories are described along seven themes of variation. The themes were named: (1) Acquisition; (2) Emotions; (3) Motivation; (4) Reflection; (5) Evaluation; (6) Agency; and (7) Social Environment. This hierarchical system of categories sheds new light on students' understanding of the skill. The findings can be used as a basis for planning physiotherapy curricula, especially for designing skills education and training, and for supporting students along their educational path, especially in offering opportunities for students to reflect on their skill conceptions. Ultimately, physiotherapy students' awareness of different skill conceptions and developing their skills to advise and treat will benefit patients.

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…

Development of flight experiment task requirements. Volume 1: Summary

NASA Technical Reports Server (NTRS)

Hatterick, G. R.

1972-01-01

A study was conducted to develop the means to identify skills required of scientist passengers on advanced missions related to the space shuttle and RAM programs. The scope of the study was defined to include only the activities of on-orbit personnel which are directly related to, or required by, on-orbit experimentation and scientific investigations conducted on or supported by the shuttle orbiter. A program summary is presented which provides a description of the methodology developed, an overview of the activities performed during the study, and the results obtained through application of the methodology.

Training Test-Taking Skills: A Critical Analysis

ERIC Educational Resources Information Center

Fueyo, Vivian

1977-01-01

This review presents a critical analysis of the skills required for test-taking, the training of test-taking skills, and the experimental evidence on the training. Based on the recommendations of psychologists such as Thorndike, Cronbach, and McClelland, practical classroom strategies for test-taking are discussed. (Author)

Index of Workplace & Adult Basic Skills Software.

ERIC Educational Resources Information Center

Askov, Eunice N.; Clark, Cindy Jo

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

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…

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…

Pedagogical Implementation of 21st Century Skills

ERIC Educational Resources Information Center

Jacobson-Lundeberg, Vera

2016-01-01

This paper examines students' perceptions of how intentionally taught 21st century skills have transformed their lives. Personal development education (PDE) encompasses interpersonal and interaction skills that are required for students to function and succeed in global-oriented 21st century colleges and careers. The Common Core State Standards…

Skill Development for Volunteering in Rural Communities

ERIC Educational Resources Information Center

Kilpatrick, Sue; Stirling, Christine; Orpin, Peter

2010-01-01

This paper examines the skills required of volunteers in the voluntary sector organisations that operate in three rural Tasmanian communities. It reports how volunteers acquire those skills and reveals the challenges faced by voluntary sector organisations in rural communities whose industries and, following from this, community members have a…

Selling: A Non-traditional Human Service Skill.

ERIC Educational Resources Information Center

McClam, Tricia; Woodside, Marianne

1999-01-01

Interviews with human service professional across the United States identify selling as a helpful and often necessary skill for effective service delivery. Article introduces selling as a human service skill, explores its benefits to service delivery, and discusses its implications for human service education. (Author/GCP)

The Measurement of Motor Skill Assemblages and Successful Selection

ERIC Educational Resources Information Center

Worrall, N. R.

1974-01-01

This paper defines the required abilities for a given job as a Task Skill Assemblage (TSA), and the stored skill and knowledge is possessed by a candidate for that job as the Personal Skill Assemblage (PSA). A method is suggested for measuring the degree of match between the TSA and PSA. (Author)

Making predictions skill level analysis

NASA Astrophysics Data System (ADS)

Katarína, Krišková; Marián, Kireš

2017-01-01

The current trend in the education is focused on skills that are cross-subject and have a great importance for the pupil future life. Pupils should acquire different types of skills during their education to be prepared for future careers and life in the 21st century. Physics as a subject offers many opportunities for pupils' skills development. One of the skills that are expected to be developed in physics and also in other sciences is making predictions. The prediction, in the meaning of the argument about what may happen in the future, is an integral part of the empirical cognition, in which students confront existing knowledge and experience with new, hitherto unknown and surprising phenomena. The extent of the skill is the formulation of hypotheses, which is required in the upper secondary physics education. In the contribution, the prediction skill is specified and its eventual levels are classified. Authors focus on the tools for skill level determination based on the analysis of pupils` worksheets. Worksheets are the part of the educational activities conducted within the Inquiry Science Laboratory Steelpark. Based on the formulation of pupils' prediction the pupils thinking can be seen and their understanding of the topic, as well as preconceptions and misconceptions.

Soft Skills Training: An Annotated Guide to Selected Programs.

ERIC Educational Resources Information Center

Leigh, Wilhelmina A.; Lee, Deitra H.; Lindquist, Malinda A.

This guidebook presents data from a two-part study that reviewed existing literature on soft work skills, defined soft skills, and determined their importance to employers. The study also identified programs that were teaching those skills. Researchers contacted 90 organizations, asking for detailed written materials about themselves. The 53 that…

The Development of a Taxonomy of the Life Skills Required to Become a Balanced Self-Determined Person = Essaie de Classification des Competences Necessaires pour Devenir une Personne Autonome et Bien Equilibree.

ERIC Educational Resources Information Center

Smith, Paul

Intended for use by life skills coaches and students, program evaluators, and individuals developing lesson plans and other training materials, this taxonomy includes all of the terminal performance behaviors and corresponding sub-skills required to become and function as a balanced, self-determined person who manages the problems of everyday life…

The Use of Digital Storytelling to Improve the Effectiveness of Social and Conflict Resolution Skill Training for Elementary Students

ERIC Educational Resources Information Center

Lipschutz, Betsy D.

2010-01-01

School safety is one of the most important issues facing administrators, teachers, and parents. Several risk factors have been identified as antecedents to aggression including poor social skills, difficulty dealing with anger and frustration, and inadequate problem solving abilities. "No Child Left Behind" requires all schools receiving…

Job stability in skilled work and communication ability after moderate-severe traumatic brain injury

PubMed Central

Meulenbroek, Peter; Turkstra, Lyn S.

2016-01-01

Purpose Communication deficits may play a critical role in maintaining employment after traumatic brain injury (TBI), but links between specific communication deficits and employment outcomes have not been determined. This study identified communication measures that distinguished stably employed versus unstably employed adults with TBI. Methods Participants were 31 adults with moderate-severe TBI who were employed full-time for at least 12 consecutive months before injury in skilled jobs and had attempted return to skilled jobs after injury. Sixteen had achieved stable employment (SE) post-injury, defined as full-time employment for ≥12 consecutive months; and 15 had unstable (UE) employment. Participants completed a battery of communication tests identified in a prior qualitative study of communication skills required for skilled work. Results Measures of spoken language comprehension, verbal reasoning, social inference, reading, and politeness in spoken discourse significantly discriminated between SE and UE groups. Two nested models were completed and compared. The first model excluded discourse data because of missing data for two UE and one SE participant. This model revealed that measures of verbal reasoning speed (β = −0.18, p = 0.05) and social inference (β = 0.19, p = 0.05) were predictive independent of the overall model. The second model included discourse data and was a better overall predictor of group membership (Likelihood ratio test, Model 1: 3.824, Model 2: 2.865). Conclusion Communication measures were positively associated with stable employment in skilled jobs after TBI. Clinicians should include assessment of communication for adults attempting return to work after TBI, paying specific attention to social inference and speed of verbal reasoning skills. PMID:25958999

Creating objective and measurable postgraduate year 1 residency graduation requirements.

PubMed

Starosta, Kaitlin; Davis, Susan L; Kenney, Rachel M; Peters, Michael; To, Long; Kalus, James S

2017-03-15

The process of developing objective and measurable postgraduate year 1 (PGY1) residency graduation requirements and a progress tracking system is described. The PGY1 residency accreditation standard requires that programs establish criteria that must be met by residents for successful completion of the program (i.e., graduation requirements), which should presumably be aligned with helping residents to achieve the purpose of residency training. In addition, programs must track a resident's progress toward fulfillment of residency goals and objectives. Defining graduation requirements and establishing the process for tracking residents' progress are left up to the discretion of the residency program. To help standardize resident performance assessments, leaders of an academic medical center-based PGY1 residency program developed graduation requirement criteria that are objective, measurable, and linked back to residency goals and objectives. A system for tracking resident progress relative to quarterly progress targets was instituted. Leaders also developed a focused, on-the-spot skills assessment termed "the Thunderdome," which was designed for objective evaluation of direct patient care skills. Quarterly data on residents' progress are used to update and customize each resident's training plan. Implementation of this system allowed seamless linkage of the training plan, the progress tracking system, and the specified graduation requirement criteria. PGY1 residency requirements that are objective, that are measurable, and that attempt to identify what skills the resident must demonstrate in order to graduate from the program were developed for use in our residency program. A system for tracking the residents' progress by comparing residents' performance to predetermined quarterly benchmarks was developed. Copyright © 2017 by the American Society of Health-System Pharmacists, Inc. All rights reserved.

Elementary Principals' Perceptions of 21st Century Skills in Southeastern Virginia

ERIC Educational Resources Information Center

McIntyre-Odoms, Brenda

2015-01-01

The purpose of this study was to identify the perceptions of elementary school principals in Southeastern Virginia regarding implementation of 21st century skills. The Partnership for 21st Century Learning Skills framework was used as a foundation to identify the skills needed for the 21st century. In addition, the framework was used to examine…

Visual perceptual skills in children born with very low birth weights.

PubMed

Davis, Deborah Winders; Burns, Barbara M; Wilkerson, Shirley A; Steichen, Jean J

2005-01-01

A disproportionate number of very low birth weight (VLBW; < or =1500 g) children require special education services and have school-related problems even when they are free from major disabilities and have average intelligence quotient scores. Visual-perceptual problems have been suggested as contributors to deficits in academic performance, but few data are available describing specific visual-perceptual problems. This study was designed to identify specific visual-perceptual skills in VLBW children. Participants were 92 VLBW children aged 4 through 5 years who were free from major disability and appropriate for gestational age at birth. The Test of Visual-Perceptual Skills (non-motor)-Revised was used. Despite intelligent quotient scores in the average range, the majority (63% to 78.3%) of the children performed below age level on all seven subscales of a normed assessment of visual perceptual skills. Results suggest that visual perceptual screening should be considered as a part of routine evaluations of preschool-aged children born prematurely. Early identification of specific deficits could lead to interventions to improve achievement trajectories for these high-risk children.

Association of Nondisease-Specific Problems with Mortality, Long-Term Care, and Functional Impairment among Older Adults Who Require Skilled Nursing Care after Dialysis Initiation

PubMed Central

Plantinga, Laura; Hall, Rasheeda K.; Mirk, Anna; Zhang, Rebecca; Kutner, Nancy

2016-01-01

Background and objectives The majority of older adults who initiate dialysis do so during a hospitalization, and these patients may require post-acute skilled nursing facility (SNF) care. For these patients, a focus on nondisease-specific problems, including cognitive impairment, depressive symptoms, exhaustion, falls, impaired mobility, and polypharmacy, may be more relevant to outcomes than the traditional disease-oriented approach. However, the association of the burden of nondisease-specific problems with mortality, transition to long-term care (LTC), and functional impairment among older adults receiving SNF care after dialysis initiation has not been studied. Design, setting, participants, & measurements We identified 40,615 Medicare beneficiaries ≥65 years old who received SNF care after dialysis initiation between 2000 and 2006 by linking renal disease registry data with the Minimum Data Set. Nondisease-specific problems were ascertained from the Minimum Data Set. We defined LTC as ≥100 SNF days and functional impairment as dependence in all four essential activities of daily living at SNF discharge. Associations of the number of nondisease-specific problems (≤1, 2, 3, and 4–6) with 6-month mortality, LTC, and functional impairment were examined. Results Overall, 39.2% of patients who received SNF care after dialysis initiation died within 6 months. Compared with those with ≤1 nondisease-specific problems, multivariable adjusted hazard ratios (95% confidence interval) for mortality were 1.26 (1.19 to 1.32), 1.40 (1.33 to 1.48), and 1.66 (1.57 to 1.76) for 2, 3, and 4–6 nondisease-specific problems, respectively. Among those who survived, 37.1% required LTC; of those remaining who did not require LTC, 74.7% had functional impairment. A higher likelihood of transition to LTC (among those who survived 6 months) and functional impairment (among those who survived and did not require LTC) was seen with a higher number of problems. Conclusions

Association of Nondisease-Specific Problems with Mortality, Long-Term Care, and Functional Impairment among Older Adults Who Require Skilled Nursing Care after Dialysis Initiation.

PubMed

Bowling, C Barrett; Plantinga, Laura; Hall, Rasheeda K; Mirk, Anna; Zhang, Rebecca; Kutner, Nancy

2016-12-07

The majority of older adults who initiate dialysis do so during a hospitalization, and these patients may require post-acute skilled nursing facility (SNF) care. For these patients, a focus on nondisease-specific problems, including cognitive impairment, depressive symptoms, exhaustion, falls, impaired mobility, and polypharmacy, may be more relevant to outcomes than the traditional disease-oriented approach. However, the association of the burden of nondisease-specific problems with mortality, transition to long-term care (LTC), and functional impairment among older adults receiving SNF care after dialysis initiation has not been studied. We identified 40,615 Medicare beneficiaries ≥65 years old who received SNF care after dialysis initiation between 2000 and 2006 by linking renal disease registry data with the Minimum Data Set. Nondisease-specific problems were ascertained from the Minimum Data Set. We defined LTC as ≥100 SNF days and functional impairment as dependence in all four essential activities of daily living at SNF discharge. Associations of the number of nondisease-specific problems (≤1, 2, 3, and 4-6) with 6-month mortality, LTC, and functional impairment were examined. Overall, 39.2% of patients who received SNF care after dialysis initiation died within 6 months. Compared with those with ≤1 nondisease-specific problems, multivariable adjusted hazard ratios (95% confidence interval) for mortality were 1.26 (1.19 to 1.32), 1.40 (1.33 to 1.48), and 1.66 (1.57 to 1.76) for 2, 3, and 4-6 nondisease-specific problems, respectively. Among those who survived, 37.1% required LTC; of those remaining who did not require LTC, 74.7% had functional impairment. A higher likelihood of transition to LTC (among those who survived 6 months) and functional impairment (among those who survived and did not require LTC) was seen with a higher number of problems. Identifying nondisease-specific problems may help patients and families anticipate LTC needs and

The relationship between musical skills, music training, and intonation analysis skills.

PubMed

Dankovicová, Jana; House, Jill; Crooks, Anna; Jones, Katie

2007-01-01

Few attempts have been made to look systematically at the relationship between musical and intonation analysis skills, a relationship that has been to date suggested only by informal observations. Following Mackenzie Beck (2003), who showed that musical ability was a useful predictor of general phonetic skills, we report on two studies investigating the relationship between musical skills, musical training, and intonation analysis skills in English. The specially designed music tasks targeted pitch direction judgments and tonal memory. The intonation tasks involved locating the nucleus, identifying the nuclear tone in stimuli of different length and complexity, and same/different contour judgments. The subjects were university students with basic training in intonation analysis. Both studies revealed an overall significant relationship between musical training and intonation task scores, and between the music test scores and intonation test scores. A more detailed analysis, focusing on the relationship between the individual music and intonation tests, yielded a more complicated picture. The results are discussed with respect to differences and similarities between music and intonation, and with respect to form and function of intonation. Implications of musical training on development of intonation analysis skills are considered. We argue that it would be beneficial to investigate the differences between musically trained and untrained subjects in their analysis of both musical stimuli and intonational form from a cognitive point of view.

Transformational and transactional leadership skills for mental health teams.

PubMed

Corrigan, P W; Garman, A N

1999-08-01

Many treatments for persons with severe mental illness are provided by mental health teams. Team members work better when led by effective leaders. Research conducted by organizational psychologists, and validated on mental health teams, have identified a variety of skills that are useful for these leaders. Bass (1990, 1997) identified two sets of especially important skills related to transformational and transactional leadership. Leaders using transformational skills help team members to view their work from more elevated perspectives and develop innovative ways to deal with work-related problems. Skills related to transformational leadership promote inspiration, intellectual stimulation, individual consideration, participative decision making, and elective delegation. Mental health and rehabilitation teams must not only develop creative and innovative programs, they must maintain them over time as a series of leader-team member transactions. Transactional leadership skills include goal-setting, feedback, and reinforcement strategies which help team members maintain effective programs.

Self-Monitoring as a Means to Generalize Social Skills

ERIC Educational Resources Information Center

Childs, Deborah

2012-01-01

Social skills are important for success in school as well as in life. Social skills training (SST) has been effective in teaching students required skills within the context of the training site, but often these have not generalized to additional settings (DuPaul & Eckert, 1994). This study researches the effect of adding self-management to an…

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…

Assessment of Surgical Skills and Competency.

PubMed

Bhatti, Nasir I

2017-10-01

Evaluation of surgical skills and competency are important aspects of the medical education process. Measurable and reproducible methods of assessment with objective feedback are essential components of surgical training. Objective Structured Assessment of Technical Skills (OSATS) is widely used across the medical specialties and otolaryngology-specific tools have been developed and validated for sinus and mastoid surgery. Although assessment of surgical skills can be time-consuming and requires human and financial resources, new evaluation methods and emerging technology may alleviate these barriers while also improving data collection practices. Copyright © 2017 Elsevier Inc. All rights reserved.

Using a Functional Architecture to Identify Human-Automation Trust Needs and Design Requirements

DTIC Science & Technology

2016-12-01

FUNCTIONAL ARCHITECTURE TO IDENTIFY HUMAN-AUTOMATION TRUST NEEDS AND DESIGN REQUIREMENTS by Bradley A. Johnson December 2016 Thesis Advisor...maximum 200 words) This thesis develops and analyzes the functional architecture for an “autonomous” unmanned aerial system performing an...INTENTIONALLY LEFT BLANK v ABSTRACT This thesis develops and analyzes the functional architecture for an “autonomous” unmanned aerial system

Sectoral Skills Needs: The Role of Universities. Task Force on Labour Market Issues: Office for Partnerships for Advanced Skills.

ERIC Educational Resources Information Center

Council of Ontario Universities, Toronto.

This report analyzes the role of the Task Force on Labour Market Issues of the Council of Ontario Universities in meeting industry skill needs, focusing particularly on three sectors: biotechnology, culture, and software/information technology. Also included are the findings of an earlier study on the skill needs and training requirements in the…

K-3 Essential/Exit Skills.

ERIC Educational Resources Information Center

Arizona State Dept. of Education, Phoenix.

Described in this document are the minimum competency requirements that Arizona students must master before they can leave third grade. These requirements were mandated by the K-3 Improvement Plan first implemented in the 1986-87 school year. The first section of the document, which discusses revision of the K-3 skills list, covers background…

Family Skills for General Psychiatry Residents: Meeting ACGME Core Competency Requirements

ERIC Educational Resources Information Center

Berman, Ellen M.; Heru, Alison M.; Grunebaum, Henry; Rolland, John; Wood, Beatrice; Bruty, Heidi

2006-01-01

Objective: The authors discuss the knowledge, attitudes, and skills needed for a resident to be competent in supporting and working with families, as mandated by the residency review committee (RRC) core competencies. Methods: The RRC core competencies, as they relate to patients and their families, are reviewed. The Group for Advancement of…

Are we Training Enough of Communication Skills and Patient Psychology Required in Dental Practice

PubMed Central

Rajaram, Shakila; Choudhury, Sunayana; Sethuraman, K.R.

2017-01-01

The aim of this review is to discuss about lacunae in the areas of Communication skills and Patient psychology teaching in the dental set up in India. A literature search was performed using various databases and other resources. Data obtained was reviewed to obtain the work done in this field. It was found that there is currently no clear data in literature as to how much and how well students are taught about communication and behavioural skills and patient personality in dental curriculum in India. Pinpointing such lacunae can help dental colleges and universities to focus on the emphasis of their approaches to teaching about communication skills and psychology of the patient. Identification of future research area in this field is the need of the time for future discovery and progress in this overlooked field. PMID:28571298

Job-Related Basic Skills: Cases and Conclusions.

ERIC Educational Resources Information Center

Sticht, Thomas G.; Mikulecky, Larry

This monograph describes the job-related basic skills requirements of the work force and explores ways of developing and improving the reading, writing, and computational abilities of workers. The paper first examines trends that are influencing the demand for basic skills, such as the decline in youth population and the increase in service and…

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…

Contributions of Morphological Skill to Children's Essay Writing