Patternmaker. Apprenticeship Training Standards.

ERIC Educational Resources Information Center

Ontario Ministry of Skills Development, Toronto.

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

National Skills Standards Development Program: Organization and Operation of Technical Committees To Develop National Skill Standards for Competency in the Electronics Industry. The Third Party Summative Evaluation of the Electronic Industries Foundation Project. Phase I & II. Final Report.

ERIC Educational Resources Information Center

Losh, Charles

The Electronics Industries Foundation was awarded a project to develop national entry-level standards and a certification system. Ten specialties were included: automotive electronics, avionics, biomedical electronics, business machines, consumer products electronics, general electronics, industrial electronics, instrumentation, microcomputer, and…

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

ERIC Educational Resources Information Center

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

2007-01-01

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

Design Studies. Guide to Standards and Implementation. Career & Technology Studies.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton. Curriculum Standards Branch.

With this Career and Technology Studies (CTS) curriculum guide, secondary students in Alberta can do the following: develop skills that can be applied in their daily lives; refine career-planning skills; develop technology-related skills in design; enhance employability skills, especially in design occupations; and apply and reinforce learning…

Electro-Technologies. Guide to Standards and Implementation. Career & Technology Studies.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton. Curriculum Standards Branch.

With this Career and Technologies Studies (CTS) curriculum guide, secondary students in Alberta can do the following: develop skills that can be applied in their daily lives; refine career-planning skills; develop technology-related skills in electro-technologies; enhance employability skills, especially in electro-technologies industries; and…

Enterprise & Innovation. Guide to Standards and Implementation. Career & Technology Studies.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton. Curriculum Standards Branch.

With this Career and Technology Studies (CTS) curriculum guide, secondary students in Alberta can do the following: develop skills that can be applied in their daily lives; refine career-planning skills; develop technology-related skills in enterprise and innovation; enhance employability skills, especially in entrepreneurial pursuits; and apply…

Construction Technologies. Guide to Standards and Implementation. Career & Technology Studies.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton. Curriculum Standards Branch.

With this Career and Technology Studies (CTS) curriculum guide, secondary students in Alberta can do the following; develop skills that can be applied in their daily lives; refine career-planning skills; develop technology-related skills in construction; enhance employability skills, especially in construction industries; and apply and reinforce…

Agriculture. Guide to Standards and Implementation. Career & Technology Studies.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton. Curriculum Standards Branch.

With this Career and Technology Studies (CTS) curriculum guide, secondary students in Alberta can do the following: develop skills that can be applied in their daily lives; refine career-planning skills; develop technology-related skills in agriculture; enhance employability skills, especially in foods; and apply and reinforce learning developed…

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

ERIC Educational Resources Information Center

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

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

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

ERIC Educational Resources Information Center

Texas State Technical Coll., Waco.

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

State Skill Standards: Metalworking

ERIC Educational Resources Information Center

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

2005-01-01

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

State Skill Standards: Welding

ERIC Educational Resources Information Center

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

2005-01-01

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

[Development of a multimedia learning DM diet education program using standardized patients and analysis of its effects on clinical competency and learning satisfaction for nursing students].

PubMed

Hyun, Kyung Sun; Kang, Hyun Sook; Kim, Won Ock; Park, Sunhee; Lee, Jia; Sok, Sohyune

2009-04-01

The purpose of this study was to develop a multimedia learning program for patients with diabetes mellitus (DM) diet education using standardized patients and to examine the effects of the program on educational skills, communication skills, DM diet knowledge and learning satisfaction. The study employed a randomized control posttest non-synchronized design. The participants were 108 third year nursing students (52 experimental group, 56 control group) at K university in Seoul, Korea. The experimental group had regular lectures and the multimedia learning program for DM diet education using standardized patients while the control group had regular lectures only. The DM educational skills were measured by trained research assistants. The students who received the multimedia learning program scored higher for DM diet educational skills, communication skills and DM diet knowledge compared to the control group. Learning satisfaction of the experimental group was higher than the control group, but statistically insignificant. Clinical competency was improved for students receiving the multimedia learning program for DM diet education using standardized patients, but there was no statistically significant effect on learning satisfaction. In the nursing education system there is a need to develop and apply more multimedia materials for education and to use standardized patients effectively.

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

PubMed

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

2018-05-01

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

The Use of Poster Sessions to Develop Professionalism, Domain Five of the Ecuadorian National English Teachers' Standards

ERIC Educational Resources Information Center

Morales J., María V.; Morales J., María A.

2017-01-01

This study describes the presence of professional skills found in poster session proposals in order to consider the use of poster sessions for developing the skills required by the 2012 Ecuadorian Standards for English teachers, specifically related to the fifth domain professionalism. Thirteen poster session proposals for a national English…

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

ERIC Educational Resources Information Center

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

2012-01-01

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

Interactive Multimedia Package in Ameliorating Communicative Skill in English

ERIC Educational Resources Information Center

Singaravelu, G.

2011-01-01

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

Development and Relationships Between Phonological Awareness, Morphological Awareness and Word Reading in Spoken and Standard Arabic.

PubMed

Schiff, Rachel; Saiegh-Haddad, Elinor

2018-01-01

This study addressed the development of and the relationship between foundational metalinguistic skills and word reading skills in Arabic. It compared Arabic-speaking children's phonological awareness (PA), morphological awareness, and voweled and unvoweled word reading skills in spoken and standard language varieties separately in children across five grade levels from childhood to adolescence. Second, it investigated whether skills developed in the spoken variety of Arabic predict reading in the standard variety. Results indicate that although individual differences between students in PA are eliminated toward the end of elementary school in both spoken and standard language varieties, gaps in morphological awareness and in reading skills persisted through junior and high school years. The results also show that the gap in reading accuracy and fluency between Spoken Arabic (SpA) and Standard Arabic (StA) was evident in both voweled and unvoweled words. Finally, regression analyses showed that morphological awareness in SpA contributed to reading fluency in StA, i.e., children's early morphological awareness in SpA explained variance in children's gains in reading fluency in StA. These findings have important theoretical and practical contributions for Arabic reading theory in general and they extend the previous work regarding the cross-linguistic relevance of foundational metalinguistic skills in the first acquired language to reading in a second language, as in societal bilingualism contexts, or a second language variety, as in diglossic contexts.

Development and Relationships Between Phonological Awareness, Morphological Awareness and Word Reading in Spoken and Standard Arabic

PubMed Central

Schiff, Rachel; Saiegh-Haddad, Elinor

2018-01-01

This study addressed the development of and the relationship between foundational metalinguistic skills and word reading skills in Arabic. It compared Arabic-speaking children’s phonological awareness (PA), morphological awareness, and voweled and unvoweled word reading skills in spoken and standard language varieties separately in children across five grade levels from childhood to adolescence. Second, it investigated whether skills developed in the spoken variety of Arabic predict reading in the standard variety. Results indicate that although individual differences between students in PA are eliminated toward the end of elementary school in both spoken and standard language varieties, gaps in morphological awareness and in reading skills persisted through junior and high school years. The results also show that the gap in reading accuracy and fluency between Spoken Arabic (SpA) and Standard Arabic (StA) was evident in both voweled and unvoweled words. Finally, regression analyses showed that morphological awareness in SpA contributed to reading fluency in StA, i.e., children’s early morphological awareness in SpA explained variance in children’s gains in reading fluency in StA. These findings have important theoretical and practical contributions for Arabic reading theory in general and they extend the previous work regarding the cross-linguistic relevance of foundational metalinguistic skills in the first acquired language to reading in a second language, as in societal bilingualism contexts, or a second language variety, as in diglossic contexts. PMID:29686633

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

ERIC Educational Resources Information Center

Ball, Larry; Soukup, Dennis

2006-01-01

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

State Skill Standards: Photography

ERIC Educational Resources Information Center

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

2007-01-01

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

State Skill Standards: Furniture and Cabinetmaking

ERIC Educational Resources Information Center

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

2006-01-01

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

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

ERIC Educational Resources Information Center

Askov, Eunice N.

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

The Short-Run Behavior of Skilled Wage Differentials

ERIC Educational Resources Information Center

Walsh, William D.

1977-01-01

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

Analysis of the Integration of Skill Standards into Community College Curriculum

ERIC Educational Resources Information Center

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

2004-01-01

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

National Skill Standards Implementation Guide.

ERIC Educational Resources Information Center

National Vocational Technical Education Foundation, Washington, DC.

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

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

ERIC Educational Resources Information Center

Harris, Robin Lee

2008-01-01

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

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

ERIC Educational Resources Information Center

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

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

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

Standardized Patient Encounters Improved Athletic Training Students' Confidence in Clinical Evaluations

ERIC Educational Resources Information Center

Armstrong, Kirk J.; Jarriel, Amanda J.

2015-01-01

Context: Researchers have reported that interacting with standardized patients (SPs) is a worthwhile and realistic experience for athletic training (AT) students. These encounters enhance students' interviewing skills, confidence as a clinician, clinical skill development, and interpersonal communication. Objective: To determine how SP encounters…

Skill Acquisition and Utilization During Evidence-Based Psychosocial Treatments for Childhood Disruptive Behavior Problems: A Review and Meta-analysis

PubMed Central

Higa, Janelle; Trentacosta, Christopher J.; Herschell, Amy D.; Kolko, David J.

2013-01-01

We review 85 empirical articles published since 2000 that measured the acquisition and/or utilization of parent management skills and/or child cognitive-behavioral skills in the context of an evidence-based treatment (EBT) for childhood behavior problems. Results showed that: (1) there are no standardized measures of skill acquisition or skill utilization that are used across treatments, (2) little is known about predictors, correlates, or outcomes associated with skill acquisition and utilization, and (3) few studies systematically examined techniques to enhance the acquisition and utilization of specific skills. Meta-analytic results from a subset of 68 articles (59 studies) showed an overall treatment–control ES =.31, p < .01 for skill acquisition and ES =.20, p = ns for skill utilization. We recommend that future research focus on the following three areas: (1) development of standardized measures of skill acquisition and utilization from a “common elements” perspective that can used across EBTs; (2) assessment of the predictors, correlates, and outcomes associated with skill acquisition and utilization; and (3) development of innovative interventions to enhance the acquisition and utilization of cognitive-behavioral and parent management skills. PMID:23649324

The Use of Rubrics in Benchmarking and Assessing Employability Skills

ERIC Educational Resources Information Center

Riebe, Linda; Jackson, Denise

2014-01-01

Calls for employability skill development in undergraduates now extend across many culturally similar developed economies. Government initiatives, industry professional accreditation criteria, and the development of academic teaching and learning standards increasingly drive the employability agenda, further cementing the need for skill…

Using Self-Regulated Strategy Development for Persuasive Writing to Increase the Writing and Self-Efficacy Skills of Students with Emotional and Behavioral Disorders in Health Class

ERIC Educational Resources Information Center

Ennis, Robin Parks; Jolivette, Kristine

2014-01-01

The Common Core State Standards Initiative includes an emphasis on teaching writing and related skills in all subject areas. This study sought to improve the persuasive writing skills and self-efficacy skills of students with emotional and behavioral disorders by implementing self-regulated strategy development with pairs of students in a high…

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

ERIC Educational Resources Information Center

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

2016-01-01

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

Computer Technology Standards of Learning for Virginia's Public Schools

ERIC Educational Resources Information Center

Virginia Department of Education, 2005

2005-01-01

The Computer/Technology Standards of Learning identify and define the progressive development of essential knowledge and skills necessary for students to access, evaluate, use, and create information using technology. They provide a framework for technology literacy and demonstrate a progression from physical manipulation skills for the use of…

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

ERIC Educational Resources Information Center

Becker, Craig; Loy, Marty

2004-01-01

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

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

ERIC Educational Resources Information Center

American School Health Association (NJ1), 2012

2012-01-01

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

The Effects of Development Team Skill on Software Product Quality

NASA Technical Reports Server (NTRS)

Beaver, Justin M.; Schiavone, Guy A.

2006-01-01

This paper provides an analysis of the effect of the skill/experience of the software development team on the quality of the final software product. A method for the assessment of software development team skill and experience is proposed, and was derived from a workforce management tool currently in use by the National Aeronautics and Space Administration. Using data from 26 smallscale software development projects, the team skill measures are correlated to 5 software product quality metrics from the ISO/IEC 9126 Software Engineering Product Quality standard. in the analysis of the results, development team skill is found to be a significant factor in the adequacy of the design and implementation. In addition, the results imply that inexperienced software developers are tasked with responsibilities ill-suited to their skill level, and thus have a significant adverse effect on the quality of the software product. Keywords: software quality, development skill, software metrics

Wisconsin Model Academic Standards for Social Studies.

ERIC Educational Resources Information Center

Wisconsin State Dept. of Public Instruction, Madison.

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

Profiles of the National Industry Skills Standards Projects.

ERIC Educational Resources Information Center

Rahn, Mikala L., Comp.

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

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

ERIC Educational Resources Information Center

Jackson, Denise

2014-01-01

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

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

ERIC Educational Resources Information Center

Kassem, Cherrie L.

2005-01-01

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

Development and validation of a new assessment tool for suturing skills in medical students.

PubMed

Sundhagen, Henriette Pisani; Almeland, Stian Kreken; Hansson, Emma

2018-01-01

In recent years, emphasis has been put on that medical student should demonstrate pre-practice/pre-registration core procedural skills to ensure patient safety. Nonetheless, the formal teaching and training of basic suturing skills to medical students have received relatively little attention and there is no standard for what should be tested and how. The aim of this study was to develop and validate, using scientific methods, a tool for assessment of medical students' suturing skills, measuring both micro- and macrosurgical qualities. A tool was constructed and content, construct, concurrent validity, and inter-rater, inter-item, inter-test reliability were tested. Three groups were included: students with no training in suturing skills, students who have had training, plastic surgery. The results show promising reliability and validity when assessing novice medical students' suturing skills. Further studies are needed on implementation of the instrument. Moreover, how the instrument can be used to give formative feedback, evaluate if a required standard is met and for curriculum development needs further investigation.Level of Evidence: Not ratable.

State Landmarks.

ERIC Educational Resources Information Center

Pappas, Marjorie L.

2003-01-01

Explains how to develop lesson plans to help students become effective researchers using electronic searching tools. Uses a unit developed for Kansas landmarks to discuss information skills, competency standards, inquiry, technology use, information literacy and process skills, finding information, and an example of a research log. (LRW)

Developing a Science Process Skills Test for Secondary Students: Validity and Reliability Study

ERIC Educational Resources Information Center

Feyzioglu, Burak; Demirdag, Baris; Akyildiz, Murat; Altun, Eralp

2012-01-01

Science process skills are claimed to enable an individual to improve their own life visions and give a scientific view/literacy as a standard of their understanding about the nature of science. The main purpose of this study was to develop a test for measuring a valid, reliable and practical test for Science Process Skills (SPS) in secondary…

Development of an Instrument to Measure Higher Order Thinking Skills in Senior High School Mathematics Instruction

ERIC Educational Resources Information Center

Tanujaya, Benidiktus

2016-01-01

The purpose of this research was to develop an instrument that can be used to measure higher-order thinking skills (HOTS) in mathematics instruction of high school students. This research was conducted using a standard procedure of instrument development, from the development of conceptual definitions, development of operational definitions,…

Using Simulation in a Psychiatric Mental Health Nurse Practitioner Doctoral Program.

PubMed

Calohan, Jess; Pauli, Eric; Combs, Teresa; Creel, Andrea; Convoy, Sean; Owen, Regina

The use and effectiveness of simulation with standardized patients in undergraduate and graduate nursing education programs is well documented. Simulation has been primarily used to develop health assessment skills. Evidence supports using simulation and standardized patients in psychiatric-mental health nurse practitioner (PMHNP) programs is useful in developing psychosocial assessment skills. These interactions provide individualized and instantaneous clinical feedback to the student from faculty, peers, and standardized patients. Incorporating simulation into advanced practice psychiatric-mental health nursing curriculum allows students to develop the necessary requisite skills and principles needed to safely and effectively provide care to patients. There are no documented standardized processes for using simulation throughout a doctor of nursing practice PMHNP curriculum. The purpose of this article is to describe a framework for using simulation with standardized patients in a PMHNP curriculum. Students report high levels of satisfaction with the simulation experience and believe that they are more prepared for clinical rotations. Faculty feedback indicates that simulated clinical scenarios are a method to ensure that each student experiences demonstrate a minimum standard of competency ahead of clinical rotations with live patients. Initial preceptor feedback indicates that students are more prepared for clinical practice and function more independently than students that did not experience this standardized clinical simulation framework. Published by Elsevier Inc.

Schools, Skills and Risk

ERIC Educational Resources Information Center

Hartog, Joop; Vijverberg, Wim

2007-01-01

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

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

ERIC Educational Resources Information Center

Texas State Technical Coll., Waco.

This volume developed by the Machine Tool Advanced Skill Technology (MAST) program contains key administrative documents and provides additional sources for machine tool and precision manufacturing information and important points of contact in the industry. The document contains the following sections: a foreword; grant award letter; timeline for…

Applying Systems Design and Item Response Theory to the Problem of Measuring Information Literacy Skills.

ERIC Educational Resources Information Center

O'Connor, Lisa G.; Radcliff, Carolyn J.; Gedeon, Julie A.

2002-01-01

Reports on the development of the Standardized Assessment of Information Literacy Skills (SAILS) at Kent State University (Ohio) for programmatic-level assessment of information literacy skills. Once validated, the instrument will be used to assess entry skills upon admission and longitudinally to ascertain whether there is significant change in…

34 CFR 403.202 - What must each State's system of core standards and measures of performance include?

Code of Federal Regulations, 2010 CFR

2010-07-01

... academic skills; (2) One or more measures of the following: (i) Student competency attainment. (ii) Job or... skills in the industry the student is preparing to enter. (iii) Retention in school or completion of... appropriate, for consistency with— (1) Standards and measures developed under job opportunities and basic...

Analysis of the Integration of Skill Standards into Community College Curriculum

ERIC Educational Resources Information Center

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

2005-01-01

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

Meeting Threshold Learning Standards through Self-Management in Group Oral Presentations: Observations on Accounting Postgraduate Students

ERIC Educational Resources Information Center

Shauki, Elvia R.; Benzie, Helen

2017-01-01

This study explores the development of student self-management skills through an oral presentation task. It is motivated by the challenge to maintain consistent quality in students' oral skills and to incorporate national accounting curriculum requirements for threshold learning standards into an accounting subject. The study has been conducted in…

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…

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,…

State Skill Standards: Fashion, Textiles and Design

ERIC Educational Resources Information Center

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

2008-01-01

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

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

ERIC Educational Resources Information Center

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

2005-01-01

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

Developing Career and Employability Skills: A US Case Study.

ERIC Educational Resources Information Center

Zinser, Richard

2003-01-01

Western Michigan University's technical teacher education program developed a course on teaching career and employability skills using state standards and benchmarks as a framework. Preservice teachers complete five projects: job shadowing, professional portfolio, written lesson plan, videotape and self-critique of lesson plan, and an application…

Fundamentals of robotic surgery: a course of basic robotic surgery skills based upon a 14-society consensus template of outcomes measures and curriculum development.

PubMed

Smith, Roger; Patel, Vipul; Satava, Richard

2014-09-01

There is a need for a standardized curriculum for training and assessment of robotic surgeons to proficiency, followed by high-stakes testing (HST) for certification. To standardize the curriculum and certification of robotic surgeons, a series of consensus conferences attended by 14 leading international surgical societies have been used to compile the outcomes measures and curriculum that should form the basis for a Fundamentals of Robotic Surgery (FRS) programme. A set of 25 outcomes measures and a curriculum for teaching the skills needed to safely use current generation surgical robotic systems has been developed and accepted by a committee of experienced robotic surgeons across 14 specialties. A standardized process for certifying the skills of a robotic surgeon has begun to emerge. The work described here documents both the processes used for developing educational material and the educational content of a robotic curriculum. Copyright © 2013 John Wiley & Sons, Ltd.

School Bus Driver Instructional Program. Instructor's Guide.

ERIC Educational Resources Information Center

Department of Transportation, Washington, DC. National Highway Safety Bureau.

A standardized and comprehensive school bus driver instructional program has been developed under contract with the Federal Government. The course has been organized to provide in one package a program for developing the minimum skills and knowledge needed by the school bus driver instructor, as well as those supplemental skills and knowledge…

Year 3 of Implementing the Common Core State Standards: Professional Development for Teachers and Principals

ERIC Educational Resources Information Center

Kober, Nancy; McIntosh, Shelby; Rentner, Diane Stark

2013-01-01

Timely, ongoing, and effective professional development for teachers and principals will be critical to the successful implementation of the Common Core State Standards (CCSS). These voluntary state-developed standards in mathematics and English language arts (ELA) outline the knowledge and skills that students in grades kindergarten through 12…

Gross motor skill development of kindergarten children in Japan.

PubMed

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

2018-05-01

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

Visual-Motor Integration in Children With Mild Intellectual Disability: A Meta-Analysis.

PubMed

Memisevic, Haris; Djordjevic, Mirjana

2018-01-01

Visual-motor integration (VMI) skills, defined as the coordination of fine motor and visual perceptual abilities, are a very good indicator of a child's overall level of functioning. Research has clearly established that children with intellectual disability (ID) have deficits in VMI skills. This article presents a meta-analytic review of 10 research studies involving 652 children with mild ID for which a VMI skills assessment was also available. We measured the standardized mean difference (Hedges' g) between scores on VMI tests of these children with mild ID and either typically developing children's VMI test scores in these studies or normative mean values on VMI tests used by the studies. While mild ID is defined in part by intelligence scores that are two to three standard deviations below those of typically developing children, the standardized mean difference of VMI differences between typically developing children and children with mild ID in this meta-analysis was 1.75 (95% CI [1.11, 2.38]). Thus, the intellectual and adaptive skill deficits of children with mild ID may be greater (perhaps especially due to their abstract and conceptual reasoning deficits) than their relative VMI deficits. We discuss the possible meaning of this relative VMI strength among children with mild ID and suggest that their stronger VMI skills may be a target for intensive academic interventions as a means of attenuating problems in adaptive functioning.

Study Skills of Arts and Science College Students

ERIC Educational Resources Information Center

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

2015-01-01

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

The Association between Preschool Children's Social Functioning and Their Emergent Academic Skills

ERIC Educational Resources Information Center

Arnold, David H.; Kupersmidt, Janis B.; Voegler-Lee, Mary Ellen; Marshall, Nastassja A.

2012-01-01

This study examined the relationship between social functioning and emergent academic development in a sample of 467 preschool children (M=55.9 months old, SD=3.8). Teachers reported on children's aggression, attention problems, and prosocial skills. Preliteracy, language, and early mathematics skills were assessed with standardized tests. Better…

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…

Using Technology in Gifted and Talented Education Classrooms: The Teachers' Perspective

ERIC Educational Resources Information Center

Zimlich, Susan L.

2015-01-01

Technology skills are assumed to be a necessity for college and career success, but technology is constantly evolving. Thus, development of students' technology skills is an on-going and persistent issue. Standards from the Partnership for 21st Century Skills and the International Society for Technology in Education encourage educators to teach…

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

ERIC Educational Resources Information Center

Rowland, Paul; And Others

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

Development and Psychometric Analysis of a Nurses’ Attitudes and Skills Safety Scale: Initial Results

PubMed Central

Armstrong, Gail E.; Dietrich, Mary; Norman, Linda; Barnsteiner, Jane; Mion, Lorraine

2016-01-01

Health care organizations have incorporated updated safety principles in the analysis of errors and in norms and standards. Yet no research exists that assesses bedside nurses’ perceived skills or attitudes toward updated safety concepts. The aims of this study were to develop a scale assessing nurses’ perceived skills and attitudes toward updated safety concepts, determine content validity, and examine internal consistency of the scale and subscales. Understanding nurses’ perceived skills and attitudes about safety concepts can be used in targeting strategies to enhance their safety practices. PMID:27479518

Development and Psychometric Analysis of a Nurses' Attitudes and Skills Safety Scale: Initial Results.

PubMed

Armstrong, Gail E; Dietrich, Mary; Norman, Linda; Barnsteiner, Jane; Mion, Lorraine

Health care organizations have incorporated updated safety principles in the analysis of errors and in norms and standards. Yet no research exists that assesses bedside nurses' perceived skills or attitudes toward updated safety concepts. The aims of this study were to develop a scale assessing nurses' perceived skills and attitudes toward updated safety concepts, determine content validity, and examine internal consistency of the scale and subscales. Understanding nurses' perceived skills and attitudes about safety concepts can be used in targeting strategies to enhance their safety practices.

Speech and language development in six infants adopted from China

PubMed Central

PRICE, JOHANNA R.; POLLOCK, KAREN E.; OLLER, D. KIMBROUGH

2012-01-01

Children adopted from China currently represent the largest group of newly internationally adopted children in the US. An exploratory investigation of the communicative development of six young females adopted at ages 9 to 17 months from China by US families was conducted. Children were followed longitudinally from approximately three months post-adoption to age three years. English language skills were assessed at approximately three-month intervals, detailed communicative analyses were conducted at six months post-adoption, and outcomes were measured at three years of age. Results indicated wide variability in rates of English language development. Phonological, social-communicative, and lexical bases of communication were intact for each child at six months post-adoption. At age three years, four of the children demonstrated speech and language skills within one standard deviation of standardized test norms, one child demonstrated skills above the normal range, and one child’s skills were below the normal range. This study provides evidence of the resiliency of children’s language learning abilities. PMID:23204925

Speech and language development in six infants adopted from China.

PubMed

Price, Johanna R; Pollock, Karen E; Oller, D Kimbrough

2006-07-01

Children adopted from China currently represent the largest group of newly internationally adopted children in the US. An exploratory investigation of the communicative development of six young females adopted at ages 9 to 17 months from China by US families was conducted. Children were followed longitudinally from approximately three months post-adoption to age three years. English language skills were assessed at approximately three-month intervals, detailed communicative analyses were conducted at six months post-adoption, and outcomes were measured at three years of age. Results indicated wide variability in rates of English language development. Phonological, social-communicative, and lexical bases of communication were intact for each child at six months post-adoption. At age three years, four of the children demonstrated speech and language skills within one standard deviation of standardized test norms, one child demonstrated skills above the normal range, and one child's skills were below the normal range. This study provides evidence of the resiliency of children's language learning abilities.

Illinois Occupational Skill Standards: Machining Skills Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

This document of skill standards for the machining skills cluster serves as a guide to workforce preparation program providers in defining content for their programs and to employers to establish the skills and standards necessary for job acquisition. These 67 occupational skill standards describe what people should know and be able to do in an…

Generalized Motor Abilities and Timing Behavior in Children with Specific Language Impairment

ERIC Educational Resources Information Center

Zelaznik, Howard N.; Goffman, Lisa

2010-01-01

Purpose: To examine whether children with specific language impairment (SLI) differ from normally developing peers in motor skills, especially those skills related to timing. Method: Standard measures of gross and fine motor development were obtained. Furthermore, finger and hand movements were recorded while children engaged in 4 different timing…

Designing an Automated Assessment of Public Speaking Skills Using Multimodal Cues

ERIC Educational Resources Information Center

Chen, Lei; Feng, Gary; Leong, Chee Wee; Joe, Jilliam; Kitchen, Christopher; Lee, Chong Min

2016-01-01

Traditional assessments of public speaking skills rely on human scoring. We report an initial study on the development of an automated scoring model for public speaking performances using multimodal technologies. Task design, rubric development, and human rating were conducted according to standards in educational assessment. An initial corpus of…

Motor Skill Performance by Low SES Preschool and Typically Developing Children on the PDMS-2

ERIC Educational Resources Information Center

Liu, Ting; Hoffmann, Chelsea; Hamilton, Michelle

2017-01-01

The purpose of this study was to compare the motor skill performance of preschool children from low socioeconomic (SES) backgrounds to their age matched typically developing peers using the Peabody Developmental Motor Scales-2 (PDMS-2). Sixty-eight children (34 low SES and 34 typically developing; ages 3-5) performed the PDMS-2. Standard scores…

25 CFR 36.10 - Standard I-Philosophy and goals.

Code of Federal Regulations, 2012 CFR

2012-04-01

... 25 Indians 1 2012-04-01 2011-04-01 true Standard I-Philosophy and goals. 36.10 Section 36.10... § 36.10 Standard I—Philosophy and goals. (a) Each school shall develop a written mission statement and philosophy of education that addresses the accumulation of knowledge and development of skills, interests...

25 CFR 36.10 - Standard I-Philosophy and goals.

Code of Federal Regulations, 2014 CFR

2014-04-01

... 25 Indians 1 2014-04-01 2014-04-01 false Standard I-Philosophy and goals. 36.10 Section 36.10... § 36.10 Standard I—Philosophy and goals. (a) Each school shall develop a written mission statement and philosophy of education that addresses the accumulation of knowledge and development of skills, interests...

25 CFR 36.10 - Standard I-Philosophy and goals.

Code of Federal Regulations, 2011 CFR

2011-04-01

... 25 Indians 1 2011-04-01 2011-04-01 false Standard I-Philosophy and goals. 36.10 Section 36.10... § 36.10 Standard I—Philosophy and goals. (a) Each school shall develop a written mission statement and philosophy of education that addresses the accumulation of knowledge and development of skills, interests...

25 CFR 36.10 - Standard I-Philosophy and goals.

Code of Federal Regulations, 2013 CFR

2013-04-01

... 25 Indians 1 2013-04-01 2013-04-01 false Standard I-Philosophy and goals. 36.10 Section 36.10... § 36.10 Standard I—Philosophy and goals. (a) Each school shall develop a written mission statement and philosophy of education that addresses the accumulation of knowledge and development of skills, interests...

[Business and Education Standards Program - Development of Standards and Certification for Welders]. Final Report.

ERIC Educational Resources Information Center

American Welding Society, Miami, FL.

The American Welding Society (AWS) Education Grant Committee was organized in 1993 to unite employers, trade unions, educators, technical specialists, welding equipment manufacturers, and AWS members in efforts to develop national skills standards for training and certifying entry-level, advanced, and expert welders. Data were collected through…

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

ERIC Educational Resources Information Center

Subali, Bambang; Paidi; Mariyam, Siti

2016-01-01

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

Precision Teaching a Foundational Motor Skill to a Child with Autism

ERIC Educational Resources Information Center

Fabrizio, Michael A.; Schirmer, Kristin; King, Amy; Diakite, Ami; Stovel, Leah

2007-01-01

Since the early work of Anne Desjardin (1980) and others, Precision Teachers have developed Big 6+6 skills in their students' repertoires when needed. In this article, the authors present the Standard Celeration Chart (SCC) which documents how they analyzed the Big 6+6 skill of "squeeze" in terms of arranging sequences of instruction. The SCC…

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

ERIC Educational Resources Information Center

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

2009-01-01

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

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

NASA Astrophysics Data System (ADS)

Bradley, Cara

2014-01-01

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

Gross motor skill development of kindergarten children in Japan

PubMed Central

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

2018-01-01

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

Standardized Curriculum for Business Cooperative Education.

ERIC Educational Resources Information Center

Mississippi State Dept. of Education, Jackson. Office of Vocational, Technical and Adult Education.

Standardized curricula are provided for two courses for the secondary vocational education program in Mississippi: business cooperative education I and II. The 10 units in business cooperative education I are as follows: orientation; keyboarding and skill building; leadership development; personnel development; human relations; business…

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

PubMed

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

2005-01-01

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

What skills should new internal medicine interns have in july? A national survey of internal medicine residency program directors.

PubMed

Angus, Steven; Vu, T Robert; Halvorsen, Andrew J; Aiyer, Meenakshy; McKown, Kevin; Chmielewski, Amy F; McDonald, Furman S

2014-03-01

The transition from medical student to intern may cause stress and burnout in new interns and the delivery of suboptimal patient care. Despite a formal set of subinternship curriculum guidelines, program directors have expressed concern regarding the skill set of new interns and the lack of standardization in that skill set among interns from different medical schools. To address these issues, the Accreditation Council for Graduate Medical Education's Next Accreditation System focuses on the development of a competency-based education continuum spanning undergraduate, graduate, and continuing medical education. In 2010, the Clerkship Directors in Internal Medicine subinternship task force, in collaboration with the Association of Program Directors in Internal Medicine survey committee, surveyed internal medicine residency program directors to determine which competencies or skills they expected from new medical school graduates. The authors summarized the results using categories of interest. In both an item rank list and free-text responses, program directors were nearly uniform in ranking the skills they deemed most important for new interns-organization and time management and prioritization skills; effective communication skills; basic clinical skills; and knowing when to ask for assistance. Stakeholders should use the results of this survey as they develop a milestone-based curriculum for the fourth year of medical school and for the internal medicine subinternship. By doing so, they should develop a standardized set of skills that meet program directors' expectations, reduce the stress of transitions across the educational continuum, and improve the quality of patient care.

Use of Three-Parameter Item Response Theory in the Development of CTBS, Form U, and TCS.

ERIC Educational Resources Information Center

Yen, Wendy M.

The three-parameter logistic model discussed was used by CTB/McGraw-Hill in the development of the Comprehensive Tests of Basic Skills, Form U (CTBS/U) and the Test of Cognitive Skills (TCS), published in the fall of 1981. The development, standardization, and scoring of the tests are described, particularly as these procedures were influenced by…

The National Physical Education Standards and Grade-Level Outcomes: The Future of Elementary Physical Education

ERIC Educational Resources Information Center

Holt/Hale, Shirley Ann; Persse, Dan

2015-01-01

It is during the early educational years that skills are developed, habits are formed, and values are shaped. The skills for a lifetime of physical activity are developed through quality teaching, deliberate practice, assessment and reflection. Research supports the importance of elementary physical education experiences and the importance of…

How Do You Know That?: Guiding Early Elementary Students to Develop Evidence-Based Explanations about Animals

ERIC Educational Resources Information Center

Folsom, Jennifer; Hunt, Catherine; Cavicchio, Maria; Schoenemann, Anne; D'Amato, Matthew

2007-01-01

The purpose of many animal studies at early grades is to build observation skills, develop a knowledge base, and practice age-appropriate science skills like comparing, describing, and drawing. While these are important learning experiences, the National Science Education Standards also recommend that students engage in scientific inquiry (NRC…

Development of early mathematical skills with a tablet intervention: a randomized control trial in Malawi.

PubMed

Pitchford, Nicola J

2015-01-01

Evaluation of educational interventions is necessary prior to wide-scale rollout. Yet very few rigorous studies have been conducted on the effectiveness of tablet-based interventions, especially in the early years and in developing countries. This study reports a randomized control trial to evaluate the effectiveness of a tablet intervention for supporting the development of early mathematical skills in primary school children in Malawi. A total sample of 318 children, spanning Standards 1-3, attending a medium-sized urban primary school, were randomized to one of three groups: maths tablet intervention, non-maths tablet control, and standard face-to-face practice. Children were pre-tested using tablets at the start of the school year on two tests of mathematical knowledge and a range of basic skills related to scholastic progression. Class teachers then delivered the intervention over an 8-weeks period, for the equivalent of 30-min per day. Technical support was provided from the local Voluntary Service Overseas (VSO). Children were then post-tested on the same assessments as given at pre-test. A final sample of 283 children, from Standards 1-3, present at both pre- and post-test, was analyzed to investigate the effectiveness of the maths tablet intervention. Significant effects of the maths tablet intervention over and above standard face-to-face practice or using tablets without the maths software were found in Standards 2 and 3. In Standard 3 the greater learning gains shown by the maths tablet intervention group compared to both of the control groups on the tablet-based assessments transferred to paper and pencil format, illustrating generalization of knowledge gained. Thus, tablet technology can effectively support early years mathematical skills in developing countries if the software is carefully designed to engage the child in the learning process and the content is grounded in a solid well-constructed curriculum appropriate for the child's developmental stage.

Development of early mathematical skills with a tablet intervention: a randomized control trial in Malawi

PubMed Central

Pitchford, Nicola J.

2015-01-01

Evaluation of educational interventions is necessary prior to wide-scale rollout. Yet very few rigorous studies have been conducted on the effectiveness of tablet-based interventions, especially in the early years and in developing countries. This study reports a randomized control trial to evaluate the effectiveness of a tablet intervention for supporting the development of early mathematical skills in primary school children in Malawi. A total sample of 318 children, spanning Standards 1–3, attending a medium-sized urban primary school, were randomized to one of three groups: maths tablet intervention, non-maths tablet control, and standard face-to-face practice. Children were pre-tested using tablets at the start of the school year on two tests of mathematical knowledge and a range of basic skills related to scholastic progression. Class teachers then delivered the intervention over an 8-weeks period, for the equivalent of 30-min per day. Technical support was provided from the local Voluntary Service Overseas (VSO). Children were then post-tested on the same assessments as given at pre-test. A final sample of 283 children, from Standards 1–3, present at both pre- and post-test, was analyzed to investigate the effectiveness of the maths tablet intervention. Significant effects of the maths tablet intervention over and above standard face-to-face practice or using tablets without the maths software were found in Standards 2 and 3. In Standard 3 the greater learning gains shown by the maths tablet intervention group compared to both of the control groups on the tablet-based assessments transferred to paper and pencil format, illustrating generalization of knowledge gained. Thus, tablet technology can effectively support early years mathematical skills in developing countries if the software is carefully designed to engage the child in the learning process and the content is grounded in a solid well-constructed curriculum appropriate for the child’s developmental stage. PMID:25954236

Mathematics Content Standards Benchmarks and Performance Standards

ERIC Educational Resources Information Center

New Mexico Public Education Department, 2008

2008-01-01

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

Applying an innovative educational program for the education of today's engineers

NASA Astrophysics Data System (ADS)

Kans, M.

2012-05-01

Engineers require a broad spectrum of knowledge and skills: basic skills in mathematics and physics, skills and competencies within the major subject area as well as more general knowledge about business and enterprise contexts, society regulations and understanding of the future professions' characteristics. In addition, social, intercultural, analytical and managing competencies are desired. The CDIO educational program was initiated as a means to come closer to practice and to assure the training of engineering skills that are required of today's engineers. CDIO is short for Conceive-Design-Implement-Operate and describes the full life cycle understanding of a system or asset that engineering students should reach during education. The CDIO initiative is formulated in a program consisting of two important documents: the CDIO standards and the CDIO syllabus. The standards describe a holistic approach on education, from knowledge and skills to be trained, how to train and assess them, to how to develop the teaching staff and the work places for enabling the goals. The specific knowledge and skills to be achieved are accounted for in the syllabus. In this paper we share our more than 15 years of experiences in problem and project based learning from the perspective of the CDIO standards. For each standard, examples of how to set up the education and overcome challenges connected to the standard are given. The paper concludes with recommendations to others wishing to work toward problem and real-life based education without compromising the requirements of a scientific approach.

Career Development and Occupational Studies: A Supplement to the Adult Education Resource Guide and Learning Standards.

ERIC Educational Resources Information Center

Peavey, Kay S.; Krieger, Alan

This publication focuses on New York's learning standards for career development and occupational studies (CDOS) in adult education: career development, integrated learning, universal foundation skills, and career majors. A section on the adult learner provides information on engaging learners to increase motivation. The next section focuses on…

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.

Analysis of statistical misconception in terms of statistical reasoning

NASA Astrophysics Data System (ADS)

Maryati, I.; Priatna, N.

2018-05-01

Reasoning skill is needed for everyone to face globalization era, because every person have to be able to manage and use information from all over the world which can be obtained easily. Statistical reasoning skill is the ability to collect, group, process, interpret, and draw conclusion of information. Developing this skill can be done through various levels of education. However, the skill is low because many people assume that statistics is just the ability to count and using formulas and so do students. Students still have negative attitude toward course which is related to research. The purpose of this research is analyzing students’ misconception in descriptive statistic course toward the statistical reasoning skill. The observation was done by analyzing the misconception test result and statistical reasoning skill test; observing the students’ misconception effect toward statistical reasoning skill. The sample of this research was 32 students of math education department who had taken descriptive statistic course. The mean value of misconception test was 49,7 and standard deviation was 10,6 whereas the mean value of statistical reasoning skill test was 51,8 and standard deviation was 8,5. If the minimal value is 65 to state the standard achievement of a course competence, students’ mean value is lower than the standard competence. The result of students’ misconception study emphasized on which sub discussion that should be considered. Based on the assessment result, it was found that students’ misconception happen on this: 1) writing mathematical sentence and symbol well, 2) understanding basic definitions, 3) determining concept that will be used in solving problem. In statistical reasoning skill, the assessment was done to measure reasoning from: 1) data, 2) representation, 3) statistic format, 4) probability, 5) sample, and 6) association.

Life skills programmes for chronic mental illnesses

PubMed Central

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

2014-01-01

Background Most people with schizophrenia have a cyclical pattern of illness characterised by remission and relapses. The illness can reduce the ability of self-care and functioning and can lead to the illness becoming disabling. Life skills programmes, emphasising the needs associated with independent functioning, are often a part of the rehabilitation process. These programmes have been developed to enhance independent living and quality of life for people with schizophrenia. Objectives To review the effects of life skills programmes compared with standard care or other comparable therapies for people with chronic mental health problems. Search methods We searched the Cochrane Schizophrenia Group Trials Register (June 2010). We supplemented this process with handsearching and scrutiny of references. We inspected references of all included studies for further trials. Selection criteria We included all relevant randomised or quasi-randomised controlled trials for life skills programmes versus other comparable therapies or standard care involving people with serious mental illnesses. Data collection and analysis We extracted data independently. For dichotomous data we calculated relative risks (RR) and their 95% confidence intervals (CI) on an intention-to-treat basis, based on a random-effects model. For continuous data, we calculated mean differences (MD), again based on a random-effects model. Main results We included seven randomised controlled trials with a total of 483 participants. These evaluated life skills programmes versus standard care, or support group. We found no significant difference in life skills performance between people given life skills training and standard care (1 RCT, n = 32, MD −1.10; 95% CI −7.82 to 5.62). Life skills training did not improve or worsen study retention (5 RCTs, n = 345, RR 1.16; 95% CI 0.40 to 3.36). We found no significant difference in PANSS positive, negative or total scores between life skills intervention and standard care. We found quality of life scores to be equivocal between participants given life skills training (1 RCT, n = 32, MD −0.02; 95% CI −0.07 to 0.03) and standard care. Life skills compared with support groups also did not reveal any significant differences in PANSS scores, quality of life, or social performance skills (1 RCT, n = 158, MD −0.90; 95% CI −3.39 to 1.59). Authors’ conclusions Currently there is no good evidence to suggest life skills programmes are effective for people with chronic mental illnesses. More robust data are needed from studies that are adequately powered to determine whether life skills training is beneficial for people with chronic mental health problems. PMID:22258941

Developing the IT Workforce: Certification Programs, Participants and Outcomes in High Schools and Two-Year Colleges. Final Report

ERIC Educational Resources Information Center

Haimson, Joshua; VanNoy, Michelle

2004-01-01

Many high school and two-year college vocational programs are exploring new ways to help students develop and document skills valued in the labor market. Over the past decade, some efforts to improve vocational programs have focused on reorganizing curricula around skill standards and assessments formulated by employers. One recent example of this…

Wikis: Developing Pre-Service Teachers' Leadership Skills and Knowledge of Content Standards

ERIC Educational Resources Information Center

Reid-Griffin, Angelia; Slaten, Kelli M.

2016-01-01

In this initial phase of our multi-year research study we set out to explore the development of leadership skills in our pre-service secondary teachers after using an online wiki, Wikispaces. This paper presents our methods for preparing a group of 13 mathematics and 3 science secondary pre-service teachers to demonstrate the essential knowledge,…

Developing Independent Listening Skills for English as an Additional Language Students

ERIC Educational Resources Information Center

Picard, Michelle; Velautham, Lalitha

2016-01-01

This paper describes an action research project to develop online, self-access listening resources mirroring the authentic academic contexts experienced by graduate university students. Current listening materials for English as an Additional Language (EAL) students mainly use Standard American English or Standard British pronunciation, and far…

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

PubMed

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

2017-10-01

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

A Systems Approach to Scaffold Communication Skills Development

PubMed Central

Er, Nelson L.

2008-01-01

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

Gross motor skill development of 5-year-old Kindergarten children in Myanmar.

PubMed

Aye, Thanda; Oo, Khin Saw; Khin, Myo Thuzar; Kuramoto-Ahuja, Tsugumi; Maruyama, Hitoshi

2017-10-01

[Purpose] The purpose of this study was to examine the gross motor skill development of 5-year-old Kindergarten children in Myanmar. [Subjects and Methods] Total 472 healthy Kindergarten children (237 males, 235 females) of 2016-2017 academic year from four schools in urban area and four schools in rural area of Myanmar were recruited. The gross motor skill development of all subjects was assessed with the test of gross motor development second edition (TGMD-2). All subjects performed two trials for each gross motor skill and the performance was video recorded and scored. The assessment procedures were done according to the standardized guidelines of TGMD-2. [Results] The majority of subjects had average level of gross motor skill rank. The significant differences were found on the run and gallop of locomotor skills and the most of object control skills except the catch between males and females. The significant differences were also found between subjects from urban and rural areas. [Conclusion] Gross motor skill development of 5-year-old Kindergarten children in Myanmar had gender-based and region-based differences on both locomotor and object control skills. This study added a valuable information to the establishment of a normative reference of Kindergarten aged children for future studies.

Gross motor skill development of 5-year-old Kindergarten children in Myanmar

PubMed Central

Aye, Thanda; Oo, Khin Saw; Khin, Myo Thuzar; Kuramoto-Ahuja, Tsugumi; Maruyama, Hitoshi

2017-01-01

[Purpose] The purpose of this study was to examine the gross motor skill development of 5-year-old Kindergarten children in Myanmar. [Subjects and Methods] Total 472 healthy Kindergarten children (237 males, 235 females) of 2016–2017 academic year from four schools in urban area and four schools in rural area of Myanmar were recruited. The gross motor skill development of all subjects was assessed with the test of gross motor development second edition (TGMD-2). All subjects performed two trials for each gross motor skill and the performance was video recorded and scored. The assessment procedures were done according to the standardized guidelines of TGMD-2. [Results] The majority of subjects had average level of gross motor skill rank. The significant differences were found on the run and gallop of locomotor skills and the most of object control skills except the catch between males and females. The significant differences were also found between subjects from urban and rural areas. [Conclusion] Gross motor skill development of 5-year-old Kindergarten children in Myanmar had gender-based and region-based differences on both locomotor and object control skills. This study added a valuable information to the establishment of a normative reference of Kindergarten aged children for future studies. PMID:29184287

Enhancing Cognitive Understanding to Improve Fundamental Movement Skills

ERIC Educational Resources Information Center

Drost, Daniel K.; Todorovich, John R.

2013-01-01

The development of fundamental movement skills in physical education is an important contributor toward children's' lifetime interest and participation in physical activity. Physical education teachers and their curricula follow national and state standards to provide learning experiences and instruction that support the acquisition of…

The Preprimary School System and the Child in the Nigerian Environment.

ERIC Educational Resources Information Center

Anwana, U. I.

1987-01-01

Discusses parental expectations of Nigerian preprimary schools and government regulations to ensure a standardized curriculum of religion, moral instruction, social norms, and English. Emphasizes necessity of parent-school cooperation to develop physical skills, character, intellectual skills, and respect for elders/authorities. Questions the…

Developing Standards of Professional Performance in Public Relations.

ERIC Educational Resources Information Center

Cameron, Glen T.; And Others

1996-01-01

Surveys 598 public relations professionals to assess the extent to which a professional standard exists for each of 24 elements of professional performance. Finds respondents believed ethical guidelines, accreditation, and writing/editing skills enjoy established standards, but that licensing, location of public relations on the organizational…

The transition from staff nurse to ward leader.

PubMed

Spencer, Caroline; Al-Sadoon, Tara; Hemmings, Laura; Jackson, Karen; Mulligan, Paul

Moving from the staff nurse to ward sister role involves acquiring a range of skills to lead and motivate a team and ensure standards of care are high. Recognising new ward sisters' need for support, a trust developed a training programme to enable them to develop the necessary skills and provide mutual support. This article discusses the development of the programme and offers the reflections of three ward sisters who participated in it.

Illinois Occupational Skill Standards: Lodging Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

This document of skill standards for the lodging cluster serves as a guide to workforce preparation program providers in defining content for their programs and to employers to establish the skills and standards necessary for job acquisition. These 28 occupational skill standards describe what people should know and be able to do in an…

Illinois Occupational Skill Standards: Greenhouse/Nursery Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

This document of skill standards for the greenhouse/nursery cluster serves as a guide to workforce preparation program providers in defining content for their programs and to employers to establish the skills and standards necessary for job acquisition. These 23 occupational skill standards describe what people should know and be able to do in an…

Illinois Occupational Skill Standards: Landscape Technician Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

This document of skill standards for the landscape technician cluster serves as a guide to workforce preparation program providers in defining content for their programs and to employers to establish the skills and standards necessary for job acquisition. These 19 occupational skill standards describe what people should know and be able to do in…

Development of Finnish Elementary Pupils' Problem-Solving Skills in Mathematics

ERIC Educational Resources Information Center

Laine, Anu; Näveri, Liisa; Ahtee, Maija; Pehkonen, Erkki

2014-01-01

The purpose of this study is to determine how Finnish pupils' problem-solving skills develop from the 3rd to 5th grade. As research data, we use one non-standard problem from pre- and post-test material from a three-year follow-up study, in the area of Helsinki, Finland. The problems in both tests consisted of four questions related to each other.…

Gross and fine motor skills of children with Hurler syndrome (MPS-IH) post umbilical cord blood transplantation: a case series report.

PubMed

Dusing, Stacey C; Rosenberg, Angela; Hiemenz, Jennifer R; Piner, Shelley; Escolar, Maria

2005-01-01

Recent advancements in medical treatment of Hurler syndrome have resulted in longer life expectancies and a greater need for therapeutic services. The purpose of this case series is to provide recommendations for assessing children with Hurler syndrome after umbilical cord blood transplant (UCBT). CLINICAL DESCRIPTIONS: Two children with Hurler syndrome were seen for longitudinal assessments following an UCBT for Hurler syndrome. The raw scores and percentage of fine and gross motor items each child completed on the Motor Scale of the Bayley Scales of Infant Development II (BSID-II) were reviewed. Both children gained new motor skills with each successive motor assessment. Both children were able to complete a higher percentage of fine motor skills than gross motor skills in the most advanced item set assessed. The children presented in these two case reports both had better fine motor skills than gross motor skills, which inflated their standard scores on the BSID-II. Clinicians assessing children with Hurler syndrome should use standardized assessments that allow for differentiation of fine and gross motor skills to prevent this situation.

Development and Evaluation of a Training Program for Organ Procurement Coordinators Using Standardized Patient Methodology.

PubMed

Odabasi, Orhan; Elcin, Melih; Uzun Basusta, Bilge; Gulkaya Anik, Esin; Aki, Tuncay F; Bozoklar, Ata

2015-12-01

The low rate of consent by next of kin of donor-eligible patients is a major limiting factor in organ transplant. Educating health care professionals about their role may lead to measurable improvements in the process. Our aim was to describe the developmental steps of a communication skills training program for health care professionals using standardized patients and to evaluate the results. We developed a rubric and 5 cases for standardized family interviews. The 20 participants interviewed standardized families at the beginning and at the end of the training course, with interviews followed by debriefing sessions. Participants also provided feedback before and after the course. The performance of each participant was assessed by his or her peers using the rubric. We calculated the generalizability coefficient to measure the reliability of the rubric and used the Wilcoxon signed rank test to compare achievement among participants. Statistical analyses were performed with SPSS software (SPSS: An IBM Company, version 17.0, IBM Corporation, Armonk, NY, USA). All participants received higher scores in their second interview, including novice participants who expressed great discomfort during their first interview. The participants rated the scenarios and the standardized patients as very representative of real-life situations, with feedback forms showing that the interviews, the video recording sessions, and the debriefing sessions contributed to their learning. Our program was designed to meet the current expectations and implications in the field of donor consent from next of kin. Results showed that our training program developed using standardized patient methodology was effective in obtaining the communication skills needed for family interviews during the consent process. The rubric developed during the study was a valid and reliable assessment tool that could be used in further educational activities. The participants showed significant improvements in communication skills.

The Association between Preschool Children's Social Functioning and Their Emergent Academic Skills.

PubMed

Arnold, David H; Kupersmidt, Janis B; Voegler-Lee, Mary Ellen; Marshall, Nastassja

2012-01-01

This study examined the relationship between social functioning and emergent academic development in a sample of 467 preschool children (M = 55.9 months old, SD = 3.8). Teachers reported on children's aggression, attention problems, and prosocial skills. Preliteracy, language, and early mathematics skills were assessed with standardized tests. Better social functioning was associated with stronger academic development. Attention problems were related to poorer academic development controlling for aggression and social skills, pointing to the importance of attention in these relations. Children's social skills were related to academic development controlling for attention and aggression problems, consistent with models suggesting that children's social strengths and difficulties are independently related to their academic development. Support was not found for the hypothesis that these relationships would be stronger in boys than in girls. Some relationships were stronger in African American than Caucasian children. Children's self-reported feelings about school moderated several relationships, consistent with the idea that positive feelings about school may be a protective factor against co-occurring academic and social problems.

State Skill Standards: Foods and Nutrition

ERIC Educational Resources Information Center

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

2008-01-01

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

Education for Educators in Medical Technology.

ERIC Educational Resources Information Center

Olson, Thomas Hans

A slide/tape self-instructional package was developed to be used to teach instructional skills in medical technology courses. Although medical technologists need to obtain these skills in order to function effectively in internship programs and employee training, they do not have the time for their inclusion in the standard curriculum. An…

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,…

Digital Learning: Strengthening and Assessing 21st Century Skills, Grades 5-8

ERIC Educational Resources Information Center

Serim, Ferdi

2012-01-01

This comprehensive book offers a practical pathway for developing twenty-first-century skills while simultaneously strengthening content-area learning. "Digital Learning" contains a wealth of research-based practices to integrate the International Society for Technology in Education (ISTE) National Education Technology Standards (NETS) for both…

Skills for Innovation and Research

ERIC Educational Resources Information Center

OECD Publishing (NJ3), 2011

2011-01-01

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

Accounting for the Whole Child

ERIC Educational Resources Information Center

Krachman, Sara Bartolino; LaRocca, Robert; Gabrieli, Christopher

2018-01-01

In addition to excelling in subjects such as science, math, arts, and social studies, students must also develop skills like resiliency, adaptability, and collaboration in order to truly succeed in the world. But how do schools effectively measure those skills when they so often rely on standardized assessments? This article provides a thorough…

Teaching Social Skills and Assertiveness to Students with Disabilities

ERIC Educational Resources Information Center

Moffett, Aaron; Alexander, Melissa G. F.; Dummer, Gail M.

2006-01-01

This article discusses teaching social skills and assertiveness to students with disabilities. The National Association for Sport and Physical Education (NASPE) content standards for physical education emphasize teaching responsible personal and social behaviors to students of all abilities, to help them develop an understanding of and respect for…

Development of performance assessment instrument based contextual learning for measuring students laboratory skills

NASA Astrophysics Data System (ADS)

Susilaningsih, E.; Khotimah, K.; Nurhayati, S.

2018-04-01

The assessment of laboratory skill in general hasn’t specific guideline in assessment, while the individual assessment of students during a performance and skill in performing laboratory is still not been observed and measured properly. Alternative assessment that can be used to measure student laboratory skill is use performance assessment. The purpose of this study was to determine whether the performance assessment instrument that the result of research can be used to assess basic skills student laboratory. This research was conducted by the Research and Development. The result of the data analysis performance assessment instruments developed feasible to implement and validation result 62.5 with very good categories for observation sheets laboratory skills and all of the components with the very good category. The procedure is the preliminary stages of research and development stages. Preliminary stages are divided in two, namely the field studies and literature studies. The development stages are divided into several parts, namely 1) development of the type instrument, 2) validation by an expert, 3) a limited scale trial, 4) large-scale trials and 5) implementation of the product. The instrument included in the category of effective because 26 from 29 students have very high laboratory skill and high laboratory skill. The research of performance assessment instrument is standard and can be used to assess basic skill student laboratory.

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

Code of Federal Regulations, 2010 CFR

2010-07-01

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

Peculiarities of Professional Training Standards Development and Implementation within Competency-Based Approach: Foreign Experience

ERIC Educational Resources Information Center

Desyatov, Tymofiy

2015-01-01

The article analyzes the development of competency-based professional training standards and their implementation into educational process in foreign countries. It determines that the main idea of competency-based approach is competency-and-active learning, which aims at complex acquirement of diverse skills and ways of practice activities via…

Integrating Standard Operating Procedures and Industry Notebook Standards to Evaluate Students in Laboratory Courses

ERIC Educational Resources Information Center

Wallert, Mark A.; Provost, Joseph J.

2014-01-01

To enhance the preparedness of graduates from the Biochemistry and Biotechnology (BCBT) Major at Minnesota State University Moorhead for employment in the bioscience industry we have developed a new Industry certificate program. The BCBT Industry Certificate was developed to address specific skill sets that local, regional, and national industry…

Early Learning Foundations. Indiana's Early Learning Development Framework Aligned to the Indiana Academic Standards, 2014

ERIC Educational Resources Information Center

Indiana Department of Education, 2015

2015-01-01

The "Foundations" (English/language arts, mathematics, social emotional skills, approaches to play and learning, science, social studies, creative arts, and physical health and growth) are Indiana's early learning development framework and are aligned to the 2014 Indiana Academic Standards. This framework provides core elements that…

Understanding University Success. A Report from Standards for Success.

ERIC Educational Resources Information Center

Conley, David T.

This booklet outlines what students must know and be able to do to succeed in entry-level university courses. The standards presented in the booklet were designed to create a new way to view college preparation. The standards--known as the knowledge and skills for university success (KSUS) standards--were developed from a 2-year study in which…

Objective structured clinical interview training using a virtual human patient.

PubMed

Parsons, Thomas D; Kenny, Patrick; Ntuen, Celestine A; Pataki, Caroly S; Pato, Michele T; Rizzo, Albert A; St-George, Cheryl; Sugar, Jeffery

2008-01-01

Effective interview skills are a core competency for psychiatry residents and developing psychotherapists. Although schools commonly make use of standardized patients to teach interview skills, the diversity of the scenarios standardized patients can characterize is limited by availability of human actors. Further, there is the economic concern related to the time and money needed to train standardized patients. Perhaps most damaging is the "standardization" of standardized patients -- will they in fact consistently proffer psychometrically reliable and valid interactions with the training clinicians. Virtual Human Agent (VHA) technology has evolved to a point where researchers may begin developing mental health applications that make use of virtual reality patients. The work presented here is a preliminary attempt at what we believe to be a large application area. Herein we describe an ongoing study of our virtual patients (VP). We present an approach that allows novice mental health clinicians to conduct an interview with a virtual character that emulates an adolescent male with conduct disorder. This study illustrates the ways in which a variety of core research components developed at the University of Southern California facilitates the rapid development of mental health applications.

Using competences and competence tools in workforce development.

PubMed

Green, Tess; Dickerson, Claire; Blass, Eddie

The NHS Knowledge and Skills Framework (KSF) has been a driving force in the move to competence-based workforce development in the NHS. Skills for Health has developed national workforce competences that aim to improve behavioural performance, and in turn increase productivity. This article describes five projects established to test Skills for Health national workforce competences, electronic tools and products in different settings in the NHS. Competences and competence tools were used to redesign services, develop job roles, identify skills gaps and develop learning programmes. Reported benefits of the projects included increased clarity and a structured, consistent and standardized approach to workforce development. Findings from the evaluation of the tools were positive in terms of their overall usefulness and provision of related training/support. Reported constraints of using the competences and tools included issues relating to their availability, content and organization. It is recognized that a highly skilled and flexible workforce is important to the delivery of high-quality health care. These projects suggest that Skills for Health competences can be used as a 'common currency' in workforce development in the UK health sector. This would support the need to adapt rapidly to changing service needs.

Returning nurses to the workforce: developing a fast track back program.

PubMed

Burns, Helen K; Sakraida, Teresa J; Englert, Nadine C; Hoffmann, Rosemary L; Tuite, Patricia; Foley, Susan M

2006-01-01

Fast Track Back: Re-entry into Nursing Practice program. Describes the development, implementation, and evaluation of a state-of-the-art re-entry program facilitating the return of licensed nonpracticing RNs to the workforce through a quality education program that retools them for the workforce in the areas of pharmacology, skill development using the latest technology, practice standards, and nursing issues. The program consists of didactic content taught via classroom, Internet, skills laboratory, and high fidelity human simulated technology and a clinical component. The program is a mechanism that enables re-entry nurses to improve skills and competencies necessary to practice in today's healthcare environment.

A competency framework for librarians involved in systematic reviews.

PubMed

Townsend, Whitney A; Anderson, Patricia F; Ginier, Emily C; MacEachern, Mark P; Saylor, Kate M; Shipman, Barbara L; Smith, Judith E

2017-07-01

The project identified a set of core competencies for librarians who are involved in systematic reviews. A team of seven informationists with broad systematic review experience examined existing systematic review standards, conducted a literature search, and used their own expertise to identify core competencies and skills that are necessary to undertake various roles in systematic review projects. The team identified a total of six competencies for librarian involvement in systematic reviews: "Systematic review foundations," "Process management and communication," "Research methodology," "Comprehensive searching," "Data management," and "Reporting." Within each competency are the associated skills and knowledge pieces (indicators). Competence can be measured using an adaptation of Miller's Pyramid for Clinical Assessment, either through self-assessment or identification of formal assessment instruments. The Systematic Review Competencies Framework provides a standards-based, flexible way for librarians and organizations to identify areas of competence and areas in need of development to build capacity for systematic review integration. The framework can be used to identify or develop appropriate assessment tools and to target skill development opportunities.

Round table discussion " Development of qualification framework in meteorology (TEMPUS QUALIMET)"

NASA Astrophysics Data System (ADS)

Bashmakova, I.; Belotserkovsky, A.; Karlin, L.; Petrosyan, A.; Serditova, N.; Zilitinkevich, S.

2010-09-01

The international consortium has started implementing a project aimed at the development of unified framework of qualifications in meteorology (QualiMet), setting a system of recognition and award of qualifications up to Doctoral level based on standards of knowledge, skill and competence acquired by learners is underway. The QualiMet has the following specific objectives: 1. To develop standards of knowledge, skills and competence for all qualifications up to Doctoral level needed in all possible occupations meteorology learner can undertake, by July 2011 2. To develop reciprocally recognized rubrics, criteria, methods and tools for assessing the compliance with the developed standards (quality assurance), by July 2012 3. To set the network of Centers of Excellence as the primary designer of sample education programs and learning experiences, both in brick-and-mortar and distant setting of delivery, leading to achievement of the developed standards, by December 2012 4. To set a system of mutual international recognition and award of qualifications in meteorology based on the developed procedures and establishment of self-regulatory public organization, by December 2012 The main beneficiaries of the project are: 1. Meteorology learners from the consortium countries. They will be able to make informed decisions about available qualification choices and progression options and provided an opportunity for students and graduates to participate in the system of international continuous education. 2. Meteorology employers from the consortium countries, They will be able to specify the level of knowledge, skill and competence required for occupational roles, evaluate qualifications presented, connect training and development with business needs. 3. Students and academic staff of all the consortium members, who will gain the increased mobility and exchange the fluxes of culturally and institutionally diversified lecturers and qualified specialists

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…

[Timed up and go test for fingers in the form of the 20 cents test. Psychometric criteria of a simple performance test of fine motor skills].

PubMed

Krupp, Sonja; Kasper, Jennifer; Balck, Friedrich; Schnoor, Maike; Eisemann, Nora; Lohse, Kristina; Brunk, Juliane; Katalinic, Alexander; Willkomm, Martin

2015-02-01

Although many activities depend on intact fine motor skills no standardized assessment has been broadly established. The 20 cents test (20-C-T) was developed in 2009 and takes less than 5 mins. The quality criteria were investigated within the framework of this study. A total of 300 geriatric patients participated in the study. The classification of occupational therapists based on standardized anamnesis and clinical examination served as the gold standard. Physiotherapists blinded to the study particulars applied the 20-C-T. Every fourth patient suffered from deficits in fine motor skills relevant to everyday life. The 20-C-T correlated with the clinical severity level and was also feasible for patients with intermediate impairment of cognition or vision. Handedness, age and sex were without significant influence. Intrarater and interrater reliability were good. Standardized testing of fine motor skills should be included in geriatric screening and basic assessment. The quality criteria of the 20-C-T show that it can be used for this purpose. Further diagnostic steps are recommended whenever a geriatric patient needs more than 40 s for the task.

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

PubMed Central

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

2011-01-01

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

Development of fine motor skills in preterm infants.

PubMed

Bos, Arend F; Van Braeckel, Koenraad N J A; Hitzert, Marrit M; Tanis, Jozien C; Roze, Elise

2013-11-01

Fine motor skills are related to functioning in daily life and at school. We reviewed the status of knowledge, in preterm children, on the development of fine motor skills, the relation with gross motor skills, and risk factors for impaired fine motor skills. We searched the past 15 years in PubMed, using ['motor skills' or 'fine motor function' and 'preterm infant'] as the search string. Impaired gross and fine motor skills are among the most frequently occurring problems encountered by preterm children who do not develop cerebral palsy. The prevalence is around 40% for mild to moderate impairment and 20% for moderate impairment. Fine motor skill scores on the Movement Assessment Battery for Children are about 0.62 of a standard deviation lower compared with term children. Risk factors for fine motor impairments include moderately preterm birth (odds ratio [OR] 2.0) and, among very preterm children (<32 wk gestation), intra-uterine growth restriction (ORs 2-3), inflammatory conditions (late-onset sepsis and necrotizing enterocolitis, ORs 3-5), and dexamethasone therapy for bronchopulmonary dysplasia (OR 2.7). A better understanding of factors that play a role in the development of and recovery from brain injury could guide future intervention attempts aimed at improving fine motor skills of preterm children. © The Authors. Developmental Medicine & Child Neurology © 2013 Mac Keith Press.

Developing K-16 Student Standards for Language Learning: A Critical Examination of the Case of Esperanto

ERIC Educational Resources Information Center

Fonseca-Greber, Bonnie; Reagan, Timothy

2008-01-01

In light of the ongoing attention to standards-based education in U.S. schools and the concern over how to effectively develop literacy skills in a first, let alone a second, language, this article reports on the drafting of the K-16 Student Standards for Learning Esperanto in the United States. Esperanto is ideally suited to aid children in the…

A Simulated Learning Environment for Teaching Medicine Dispensing Skills

PubMed Central

Styles, Kim; Sewell, Keith; Trinder, Peta; Marriott, Jennifer; Maher, Sheryl; Naidu, Som

2016-01-01

Objective. To develop an authentic simulation of the professional practice dispensary context for students to develop their dispensing skills in a risk-free environment. Design. A development team used an Agile software development method to create MyDispense, a web-based simulation. Modeled on virtual learning environments elements, the software employed widely available standards-based technologies to create a virtual community pharmacy environment. Assessment. First-year pharmacy students who used the software in their tutorials, were, at the end of the second semester, surveyed on their prior dispensing experience and their perceptions of MyDispense as a tool to learn dispensing skills. Conclusion. The dispensary simulation is an effective tool for helping students develop dispensing competency and knowledge in a safe environment. PMID:26941437

The PrOSTE: identifying key components of effective procedural teaching.

PubMed

McSparron, Jakob I; Ricotta, Daniel N; Moskowitz, Ari; Volpicelli, Frank M; Roberts, David H; Schwartzstein, Richard M; Huang, Grace C

2015-02-01

Novel approaches for faculty development and assessment of procedural teaching skills are needed to improve the procedural education of trainees. The Objective Structured Teaching Exercise (OSTE) entails a simulated encounter in which faculty are observed teaching a standardized student and has been used to evaluate teaching skills. Use of an OSTE to assess the teaching of central venous catheterization has not been reported. The purpose of this study was to develop a procedural OSTE for subclavian central venous catheter (CVC) insertion and to determine specific aspects of procedural teaching associated with improved skills in novices. Critical care faculty/fellows taught a standardized student to insert a CVC in a simulator. We assessed the instructor's teaching skills using rating scales to generate a procedural teaching score. After this encounter, the instructor taught novice medical students to place CVCs in simulators. Novices then independently placed catheters in simulators and were evaluated by trained observers using a checklist. Generalized estimating equations were used to examine the correlation between specific teaching behaviors and the novices' skills in CVC placement. We recruited 10 participants to serve as teachers and 30 preclinical medical students to serve as novice learners. The overall mean procedural teaching score was 85.5 (±15.4). Improved student performance was directly related to the degree to which the teacher "provided positive feedback" (β = 1.53, SE = 0.44, P = 0.001), "offered learner suggestions for improvement" (β = 1.40, SE = 0.35, P < 0.001), and "demonstrated the procedure in a step-by-step manner" (β = 2.50, SE = 0.45, P < 0.001). There was no significant correlation between total scores and student skills (β = 0.06, SE = 0.46, P = 0.18). The OSTE is a standardized method to assess procedural teaching skills. Our findings suggest that specific aspects of procedural teaching should be emphasized to ensure effective transfer of psychomotor skills to trainees.

Mapping the Association of College and Research Libraries information literacy framework and nursing professional standards onto an assessment rubric.

PubMed

Willson, Gloria; Angell, Katelyn

2017-04-01

The authors developed a rubric for assessing undergraduate nursing research papers for information literacy skills critical to their development as researchers and health professionals. We developed a rubric mapping six American Nurses Association professional standards onto six related concepts of the Association of College & Research Libraries (ACRL) Framework for Information Literacy for Higher Education. We used this rubric to evaluate fifty student research papers and assess inter-rater reliability. Students tended to score highest on the "Information Has Value" dimension and lowest on the "Scholarship as Conversation" dimension. However, we found a discrepancy between the grading patterns of the two investigators, with inter-rater reliability being "fair" or "poor" for all six rubric dimensions. The development of a rubric that dually assesses information literacy skills and maps relevant disciplinary competencies holds potential. This study offers a template for a rubric inspired by the ACRL Framework and outside professional standards. However, the overall low inter-rater reliability demands further calibration of the rubric. Following additional norming, this rubric can be used to help students identify the key information literacy competencies that they need in order to succeed as college students and future nurses. These skills include developing an authoritative voice, determining the scope of their information needs, and understanding the ramifications of their information choices.

Mapping the Association of College and Research Libraries information literacy framework and nursing professional standards onto an assessment rubric

PubMed Central

Willson, Gloria; Angell, Katelyn

2017-01-01

Objective The authors developed a rubric for assessing undergraduate nursing research papers for information literacy skills critical to their development as researchers and health professionals. Methods We developed a rubric mapping six American Nurses Association professional standards onto six related concepts of the Association of College & Research Libraries (ACRL) Framework for Information Literacy for Higher Education. We used this rubric to evaluate fifty student research papers and assess inter-rater reliability. Results Students tended to score highest on the “Information Has Value” dimension and lowest on the “Scholarship as Conversation” dimension. However, we found a discrepancy between the grading patterns of the two investigators, with inter-rater reliability being “fair” or “poor” for all six rubric dimensions. Conclusions The development of a rubric that dually assesses information literacy skills and maps relevant disciplinary competencies holds potential. This study offers a template for a rubric inspired by the ACRL Framework and outside professional standards. However, the overall low inter-rater reliability demands further calibration of the rubric. Following additional norming, this rubric can be used to help students identify the key information literacy competencies that they need in order to succeed as college students and future nurses. These skills include developing an authoritative voice, determining the scope of their information needs, and understanding the ramifications of their information choices. PMID:28377678

Improving Narrative Writing Skills of Secondary Students with Disabilities Using Strategy Instruction

ERIC Educational Resources Information Center

Foxworth, Lauren L.; Mason, Linda H.; Hughes, Charles A.

2017-01-01

Writing standards and objectives outline complex skills for narrative essay writing at the secondary level. Students with disabilities often produce disorganized narratives with fewer narrative elements than their peers without disabilities. A multiple-probe design was used to examine effects of Self-Regulated Strategy Development for the Pick my…

Developing Laboratory Skills by Incorporating Peer-Review and Digital Badges

ERIC Educational Resources Information Center

Seery, Michael K.; Agustian, Hendra Y.; Doidge, Euan D.; Kucharski, Maciej M.; O'Connor, Helen M.; Price, Amy

2017-01-01

Laboratory work is at the core of any chemistry curriculum but literature on the assessment of laboratory skills is scant. In this study we report the use of a peer-observation protocol underpinned by exemplar videos. Students are required to watch exemplar videos for three techniques (titrations, distillations, preparation of standard solutions)…

Missouri's Alternate Framework for Curriculum Development: Linking the Show-Me Standards to Essential Skills

ERIC Educational Resources Information Center

Missouri Department of Elementary and Secondary Education, 2005

2005-01-01

The Outstanding Schools Act (1993) called upon Missouri's educational community to strengthen expectations and opportunities for students served by Missouri public schools to ensure that graduates of Missouri's public schools have the knowledge, skills, and competencies essential to lead productive, fulfilling, and successful lives. Four major…

School Counselors Share Their Favorite Classroom Guidance Activities: Guide to Planning, Conducting, and Processing

ERIC Educational Resources Information Center

DeLucia-Waack, J., Ed.; Mercurio, M., Ed.; Colvin, F., Ed.; Korta, S., Ed.; Maertin, K., Ed.; Martin, E., Ed.; Zawadski, L., Ed.

2014-01-01

In this book, practicing school counselors have provided more than 60 classroom guidance activities that are presented across the three major ASCA areas in the National Standards for Students: Academic Skills, Personal/Social Skills, and Career Development/College Preparation. Activities are designed to integrate the ASCA Model, Response to…

Community of Inquiry Method and Language Skills Acquisition: Empirical Evidence

ERIC Educational Resources Information Center

Preece, Abdul Shakhour Duncan

2015-01-01

The study investigates the effectiveness of community of inquiry method in preparing students to develop listening and speaking skills in a sample of junior secondary school students in Borno state, Nigeria. A sample of 100 students in standard classes was drawn in one secondary school in Maiduguri metropolis through stratified random sampling…

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

ERIC Educational Resources Information Center

Markowitsch, Jorg; Plaimauer, Claudia

2009-01-01

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

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

ERIC Educational Resources Information Center

Vocational Technical Education Consortium of States, Decatur, GA.

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

Idea Bank: I Can't Do That! Improvisation for Classically Trained Musicians

ERIC Educational Resources Information Center

Buonviri, Nathan

2013-01-01

The Partnership for 21st Century Skills lists among its top priorities for students the development of "learning and innovation skills," of which the first are "creativity and innovation." The third National Standard from the National Association for Music Education is "Improvising melodies, variations, and accompaniments." These guiding…

The Effects of Supplemental Sentence-Level Instruction for Fourth-Grade Students Identified as Struggling Writers

ERIC Educational Resources Information Center

Furey, William M.; Marcotte, Amanda M.; Wells, Craig S.; Hintze, John M.

2017-01-01

The Language and Writing strands of the Common Core State Standards place a heavy emphasis on sentence-level conventions including syntax/grammar and mechanics. Interventions targeting these foundational skills are necessary to support struggling writers, as poorly developed sentence construction skills inhibit more complex writing tasks. This…

Competency Based Teaching of College Physics: The Philosophy and The Practice

ERIC Educational Resources Information Center

Rajapaksha, Ajith; Hirsch, Andrew S.

2017-01-01

The practice of learning physics contributes to the development of many transdisciplinary skills learners are able to exercise independent of the physics discipline. However, the standard practices of physics instruction do not explicitly include the monitoring or evaluation of these skills. In a competency-based (CB) learning model, the skills…

Addressing the Standards for Mathematical Practice in a Calculus Class

ERIC Educational Resources Information Center

Pilgrim, Mary E.

2014-01-01

The Common Core State Standards (CCSS) provide teachers with the expectations and requirements that are meant to prepare K-12 students for college and the workforce (CCSSI 2010b). The Common Core State Standards for Mathematical Practice (SMPs) emphasize the development of skills and conceptual understanding for students to become proficient in…

Validation of Physics Standardized Test Items

NASA Astrophysics Data System (ADS)

Marshall, Jill

2008-10-01

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

State Secondary CTE Standards: Developing a Framework out of a Patchwork of Policies

ERIC Educational Resources Information Center

Castellano, Marisa; Harrison, Linda; Schneider, Sherrie

2007-01-01

Many state educational administrators are currently working to define secondary career and technical education (CTE) content standards that specify the knowledge and skills students are expected to master in CTE program areas. The two-phase project on which this report is based explored (a) the progress and status of states in developing statewide…

Towards Identifying Dyslexia in Standard Indonesian: The Development of a Reading Assessment Battery

ERIC Educational Resources Information Center

Jap, Bernard A. J.; Borleffs, Elisabeth; Maassen, Ben A. M.

2017-01-01

With its transparent orthography, Standard Indonesian is spoken by over 160 million inhabitants and is the primary language of instruction in education and the government in Indonesia. An assessment battery of reading and reading-related skills was developed as a starting point for the diagnosis of dyslexia in beginner learners. Founded on the…

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

PubMed

Lee, Young-Mee; Lee, Young Hee

2014-09-01

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

An Engineering Technology Skills Framework that Reflects Workforce Needs on Maui and the Big Island of Hawai'i

NASA Astrophysics Data System (ADS)

Seagroves, S.; Hunter, L.

2010-12-01

The Akamai Workforce Initiative (AWI) is an interdisciplinary effort to improve science/engineering education in the state of Hawai'i, and to train a diverse population of local students in the skills needed for a high-tech economy. In 2009, the AWI undertook a survey of industry partners on Maui and the Big Island of Hawai'i to develop an engineering technology skills framework that will guide curriculum development at the U. of Hawai'i - Maui (formerly Maui Community College). This engineering skills framework builds directly on past engineering-education developments within the Center for Adaptive Optics Professional Development Program, and draws on curriculum development frameworks and engineering skills standards from the literature. Coupling that previous work with reviews of past Akamai Internship projects and information from previous conversations with the local high-tech community led to a structured-interview format where engineers and managers could contribute meaningful commentary to this framework. By incorporating these local high-tech companies' needs for entry-level engineers and technicians, a skills framework emerges that is unique and illuminating. Two surprising features arise in this framework: (1) "technician-like" skills of making existing technology work are on similar footing with "engineer-like" skills of creating new technology; in fact, both engineers and technicians at these workplaces use both sets of skills; and (2) project management skills are emphasized by employers even for entry-level positions.

Gifted and Talented Education: Elementary Curriculum Guide.

ERIC Educational Resources Information Center

Corono-Norco Unified School District, Corono, CA.

The curriculum ideas were developed by elementary teachers in a gifted and talented program. Five strands are incorporated throughout curriculum areas: development of problem solving skills, development of ethical standards, development of sensitivity and responsibility to others, development of a healthy self concept, and development of…

The Efficiency of a Selective Training Program on the Development of Some Social Skills of Saudi Students with Autism

ERIC Educational Resources Information Center

Alothman, Ibrahim A.

2016-01-01

The objective of the present study is to find out the efficiency of a selective training program on the development of some social skills of Saudi students with Autism. The study sample comprised of (6) male students with Autism who aged (9-12) years, with an average age of (10.58) years, and a standard deviation of (1.16) years. Their IQ ranged…

Gravitating Toward Reggio.

ERIC Educational Resources Information Center

Desouza, Josephine M. Shireen; Jereb, Jill

2000-01-01

Explains the process of teaching about force, inertia, gravity, and friction to kindergarten students using the Reggio Emilia Approach. Incorporates writing, reading, counting, building vocabulary, and developing science and social skills. Addresses the Science as Inquiry Content Standard A and Physical Science Content Standard B of the National…

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

NASA Astrophysics Data System (ADS)

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

2016-01-01

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

Micro-Feedback Training:Learning the art of effective feedback

PubMed Central

Baseer, Najma; Mahboob, Usman; Degnan, James

2017-01-01

Multiple attributes are expected of postgraduate research supervisors. Provision of timely and effective face-to-face feedback is one such skill that carries enormous significance in supervisee’s professional development. Feedback allows the supervisees to improve upon their performances. Unfortunately, both supervisors and supervisees have contrasting approaches towards the ongoing feedback practices. This incongruence is attributed, in part, to a lack of structured pedagogic training among the medical professionals. A standardized schema is therefore required to acquire and harmonize this pedagogical skill. One such systemized way is a training method called microteaching. Microteaching has long been used to enhance and incorporate old and new undergraduate teaching skills, respectively. Here we propose a similar structured approach of micro-feedback to inculcate effective feedback skills among postgraduate research supervisors using feedback-based scenarios, simulated students, standardized checklists and audiovisual aids. Thus, micro-feedback exercise may prove to be quite promising in improving feedback practices of postgraduate research supervisors. PMID:29492091

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

PubMed

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

2009-10-01

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

Setting the Stage with Geometry: Lessons & Worksheets to Build Skills in Measuring Perimeter, Area, Surface Area, and Volume. Poster/Teaching Guide. Expect the Unexpected with Math[R

ERIC Educational Resources Information Center

Actuarial Foundation, 2013

2013-01-01

"Setting the Stage with Geometry" is a new math program aligned with the National Council of Teachers of Mathematics (NCTM) standards that is designed to help students in grades 6-8 build and reinforce basic geometry skills for measuring 2D and 3D shapes. Developed by The Actuarial Foundation, this program seeks to provide skill-building math…

Fine motor skills and executive function both contribute to kindergarten achievement.

PubMed

Cameron, Claire E; Brock, Laura L; Murrah, William M; Bell, Lindsay H; Worzalla, Samantha L; Grissmer, David; Morrison, Frederick J

2012-01-01

This study examined the contribution of executive function (EF) and multiple aspects of fine motor skills to achievement on 6 standardized assessments in a sample of middle-socioeconomic status kindergarteners. Three- and 4-year-olds' (n=213) fine and gross motor skills were assessed in a home visit before kindergarten, EF was measured at fall of kindergarten, and Woodcock-Johnson III Tests of Academic Achievement were administered at fall and spring. Correlations indicated that EF and fine motor skills appeared distinct. Further, controlling for background variables, higher levels of both EF and fine motor skills, specifically design copy, predicted higher achievement on multiple subtests at kindergarten entry, as well as improvement from fall to spring. Implications for research on school readiness are discussed. © 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.

Does Intervening in Childcare Settings Impact Fundamental Movement Skill Development?

PubMed

Adamo, Kristi B; Wilson, Shanna; Harvey, Alysha L J; Grattan, Kimberly P; Naylor, Patti-Jean; Temple, Viviene A; Goldfield, Gary S

2016-05-01

Knowing that motor skills will not develop to their full potential without opportunities to practice in environments that are stimulating and supportive, we evaluated the effect of a physical activity (PA)-based intervention targeting childcare providers on fundamental movement skills (FMS) in preschoolers attending childcare centers. In this two-arm cluster-randomized controlled trial, six licensed childcare centers in Ottawa, Canada, were randomly allocated into one of two groups (three controls, n = 43; three interventions, n = 40). Participants were between the ages of 3 and 5 yr. Childcare providers in the experimental condition received two 3-h workshops and a training manual at program initiation aimed at increasing PA through active play and several in-center "booster" sessions throughout the 6-month intervention. Control childcare centers implemented their standard curriculum. FMS were measured at baseline and 6 months using the Test of Gross Motor Development-2. Groups did not differ on sociodemographic variables. Compared with control, children in the intervention group demonstrated significantly greater improvement in their standardized gross motor quotient (score, 5.70; 95% confidence interval [95% CI], 0.74-10.67; P = 0.025 and gross motor quotient percentile, 13.33; 95% CI, 2.17-24.49; P = 0.020). Over the 6-month study period, the intervention group showed a significantly greater increase in locomotor skills score (1.20; 95% CI, 0.18-2.22; P = 0.022) than the control group. There was a significant decrease in the object control scores in the control group over the study period. A childcare provider-led PA-based intervention increased the FMS in preschoolers, driven by the change in locomotor skills. The childcare environment may represent a viable public health approach for promoting motor skill development to support future engagement in PA.

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

PubMed

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

2016-10-01

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

Mississippi Curriculum Structure: Philosophy, Goals, Skills, and Concepts for Curriculum Development and Instructional Planning in Mississippi.

ERIC Educational Resources Information Center

Mississippi State Dept. of Education, Jackson. Bureau of School Improvement.

This document is a decision-making tool on the instructional process in Mississippi. It attempts to standardize curriculum content by identifying core skills that must be included in subject areas in kindergarten through grade 12. Subjects covered are reading, English/language arts, mathematics, art, computer education, foreign languages, health…

Learning in a Web-Based World: An Innovative Approach to Teach Physical Examination Skills in Patients with Neurodisability.

PubMed

Benjamin, Jennifer; Groner, Judith; Walton, Jennifer; Noritz, Garey; Gascon, Gregg M; Mahan, John D

2018-03-05

Despite increasing numbers of patients with neurodisability, residents lack training to develop physical examination skills. Following a blended educational intervention combining online and bedside teaching, residents demonstrated desired patient-care behaviors on standardized clinical exam assessment. Copyright © 2018 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

The Emergent European Model in Skill Formation: Comparing Higher Education and Vocational Training in the Bologna and Copenhagen Processes

ERIC Educational Resources Information Center

Powell, Justin J. W.; Bernhard, Nadine; Graf, Lukas

2012-01-01

Proposing an alternative to the American model, intergovernmental reform initiatives in Europe have developed and promote a comprehensive European model of skill formation. What ideals, standards, and governance are proposed in this new pan-European model? This model responds to heightened global competition among "knowledge societies"…

Mutation-Based Learning to Improve Student Autonomy and Scientific Inquiry Skills in a Large Genetics Laboratory Course

ERIC Educational Resources Information Center

Wu, Jinlu

2013-01-01

Laboratory education can play a vital role in developing a learner's autonomy and scientific inquiry skills. In an innovative, mutation-based learning (MBL) approach, students were instructed to redesign a teacher-designed standard experimental protocol by a "mutation" method in a molecular genetics laboratory course. Students could…

English Learners, Writing, and the Common Core

ERIC Educational Resources Information Center

Olson, Carol Booth; Scarcella, Robin; Matuchniak, Tina

2015-01-01

Adopted by 46 states, the Common Core State Standards (CCSS) present a vision of what it means to be literate in the twenty-first century and call for all students, including English learners, to develop critical reading skills necessary for a deep understanding of complex texts, and critical writing skills to write about those texts. This article…

National Standards for History. Basic Edition.

ERIC Educational Resources Information Center

National Center for History in the Schools, Los Angeles, CA.

This revised guide is intended for teachers to aid in development of history curriculum in the schools and explains what students should know and be able to do in each of the grade levels. The book addresses two types of standards: (1) historical thinking skills; and (2) historical understandings. Standards in history for grades K-4 include: (1)…

Development and validation of a composite scoring system for robot-assisted surgical training--the Robotic Skills Assessment Score.

PubMed

Chowriappa, Ashirwad J; Shi, Yi; Raza, Syed Johar; Ahmed, Kamran; Stegemann, Andrew; Wilding, Gregory; Kaouk, Jihad; Peabody, James O; Menon, Mani; Hassett, James M; Kesavadas, Thenkurussi; Guru, Khurshid A

2013-12-01

A standardized scoring system does not exist in virtual reality-based assessment metrics to describe safe and crucial surgical skills in robot-assisted surgery. This study aims to develop an assessment score along with its construct validation. All subjects performed key tasks on previously validated Fundamental Skills of Robotic Surgery curriculum, which were recorded, and metrics were stored. After an expert consensus for the purpose of content validation (Delphi), critical safety determining procedural steps were identified from the Fundamental Skills of Robotic Surgery curriculum and a hierarchical task decomposition of multiple parameters using a variety of metrics was used to develop Robotic Skills Assessment Score (RSA-Score). Robotic Skills Assessment mainly focuses on safety in operative field, critical error, economy, bimanual dexterity, and time. Following, the RSA-Score was further evaluated for construct validation and feasibility. Spearman correlation tests performed between tasks using the RSA-Scores indicate no cross correlation. Wilcoxon rank sum tests were performed between the two groups. The proposed RSA-Score was evaluated on non-robotic surgeons (n = 15) and on expert-robotic surgeons (n = 12). The expert group demonstrated significantly better performance on all four tasks in comparison to the novice group. Validation of the RSA-Score in this study was carried out on the Robotic Surgical Simulator. The RSA-Score is a valid scoring system that could be incorporated in any virtual reality-based surgical simulator to achieve standardized assessment of fundamental surgical tents during robot-assisted surgery. Copyright © 2013 Elsevier Inc. All rights reserved.

Validity and reliability of the robotic objective structured assessment of technical skills

PubMed Central

Siddiqui, Nazema Y.; Galloway, Michael L.; Geller, Elizabeth J.; Green, Isabel C.; Hur, Hye-Chun; Langston, Kyle; Pitter, Michael C.; Tarr, Megan E.; Martino, Martin A.

2015-01-01

Objective Objective structured assessments of technical skills (OSATS) have been developed to measure the skill of surgical trainees. Our aim was to develop an OSATS specifically for trainees learning robotic surgery. Study Design This is a multi-institutional study in eight academic training programs. We created an assessment form to evaluate robotic surgical skill through five inanimate exercises. Obstetrics/gynecology, general surgery, and urology residents, fellows, and faculty completed five robotic exercises on a standard training model. Study sessions were recorded and randomly assigned to three blinded judges who scored performance using the assessment form. Construct validity was evaluated by comparing scores between participants with different levels of surgical experience; inter- and intra-rater reliability were also assessed. Results We evaluated 83 residents, 9 fellows, and 13 faculty, totaling 105 participants; 88 (84%) were from obstetrics/gynecology. Our assessment form demonstrated construct validity, with faculty and fellows performing significantly better than residents (mean scores: 89 ± 8 faculty; 74 ± 17 fellows; 59 ± 22 residents, p<0.01). In addition, participants with more robotic console experience scored significantly higher than those with fewer prior console surgeries (p<0.01). R-OSATS demonstrated good inter-rater reliability across all five drills (mean Cronbach's α: 0.79 ± 0.02). Intra-rater reliability was also high (mean Spearman's correlation: 0.91 ± 0.11). Conclusions We developed an assessment form for robotic surgical skill that demonstrates construct validity, inter- and intra-rater reliability. When paired with standardized robotic skill drills this form may be useful to distinguish between levels of trainee performance. PMID:24807319

Proposed English Standards Promote Aviation Safety.

ERIC Educational Resources Information Center

Chatham, Robert L.; Thomas, Shelley

2000-01-01

Discusses the International Civil Aviation Organization's (ICAO) Air Navigation's Commission approval of a task to develop minimum skill level requirements in English for air traffic control. The ICAO collaborated with the Defense Language Institute English Language Center to propose a minimum standard for English proficiency for international…

National Standards for Financial Literacy: Rationale and Content

ERIC Educational Resources Information Center

Bosshardt, William; Walstad, William B.

2014-01-01

The "National Standards for Financial Literacy" describe the knowledge, understanding, and skills that are important for students to learn about personal finance. They are designed to guide teachers, school administrators, and other educators in developing curriculum and educational materials for teaching financial literacy. In this…

[Integrated Peer Teaching of Communication and Clinical Skills: How to Train Student Tutors?].

PubMed

Ringel, Nadja; Bürmann, Barbara Maatouk; Fellmer-Drueg, Erika; Roos, Marco; Herzog, Wolfgang; Nikendei, Christoph; Wischmann, Tewes; Weiss, Carmen; Eicher, Christiane; Engeser, Peter; Schultz, Jobst-Hendrik; Jünger, Jana

2015-08-01

This paper describes the theory-based development of a standardized training model for peer tutors. The aim is to qualify tutors to teach communication skills integrated with practical clinical skills, to medical students in the pre-clinical curriculum. As a result, students are encouraged to form a basic understanding of the biopsychosocial model of diseases early in their studies. The training model's design is based on the Kern model for curriculum development as adapted by McLean et al., who outlined the following steps: planning, implementation, and evaluation/feedback. Our focus is on development, review of feasibility, and evaluation as measured by the subjectively perceived effectiveness of the implemented training model. 2 target groups were considered: the peer tutors and the student tutees. In 2009, a 3-step training model consisting of 12 units was developed, based on the theory of patient-centered communication and the biopsychosocial model. The training was rated very positively on a 5-point Likert scale by all tutors at 2 points in time: t1 (directly after training) and t2 (after conducting 2 tutorials) (t1: M=1.67; SD=±0.86; t2: M=1.75; SD=±0.71). On a 6-point Likert scale, the tutees also evaluated their communication and clinical skills as being significantly better after completing the 10 tutorials (t2: scale for interaction and communication: M=4.81; SD: 1.09; scale for clinical examination: M=4.99; SD: 0.85) than before the tutorials (t0: scale for communication and interaction: M=3.18; SD=1.15; scale for clinical examination: M=2.88; SD: 1.09). By implementing a standardized tutor training model, one can qualify peer tutors to teach communication skills integrated with practical clinical skills during the pre-clinical phase. Practice teaching of the curricular material via role playing, tutorial simulation and an extensive feedback session, along with the definition of clinical standards for recording case histories and performing examinations, have proven themselves to be core elements of effective tutor training. © Georg Thieme Verlag KG Stuttgart · New York.

Severity of specific language impairment predicts delayed development in number skills

PubMed Central

Durkin, Kevin; Mok, Pearl L. H.; Conti-Ramsden, Gina

2013-01-01

The extent to which mathematical development is dependent upon language is controversial. This longitudinal study investigates the role of language ability in children's development of number skills. Participants were 229 children with specific language impairment (SLI) who were assessed initially at age 7 and again 1 year later. All participants completed measures of psycholinguistic development (expressive and receptive), performance IQ, and the Basic Number Skills subtest of the British Ability Scales. Number skills data for this sample were compared with normative population data. Consistent with predictions that language impairment would impact on numerical development, average standard scores were more than 1 SD below the population mean at both ages. Although the children showed improvements in raw scores at the second wave of the study, the discrepancy between their scores and the population data nonetheless increased over time. Regression analyses showed that, after controlling for the effect of PIQ, language skills explained an additional 19 and 17% of the variance in number skills for ages 7 and 8, respectively. Furthermore, logistic regression analyses revealed that less improvement in the child's language ability over the course of the year was associated with a greater odds of a drop in performance in basic number skills from 7 to 8 years. The results are discussed in relation to the interaction of linguistic and cognitive factors in numerical development and the implications for mathematical education. PMID:24027548

The savant syndrome: intellectual impairment and exceptional skill.

PubMed

Miller, L K

1999-01-01

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

Understanding Teacher Perceptions in a Professional Development Program for a Middle Grade Science

NASA Astrophysics Data System (ADS)

Deloney, Dericka B.

The standards-based framework requires teachers to evaluate and in some cases change their instructional approach to more student-centered and inquiry-based in an effort to help students meet the standards. The rationale for this study was to determine the skills needed for teachers to be effective in a standard-based, problem-based learning (PBL) constructivist classroom. Traditionally, teachers in this school district transitioning from teacher to student-centered classrooms need new skills when implementing this type of instruction. A qualitative case study design served to highlight the research questions for this project study. The participants in this study participated in data collection activities that include a multiple-choice survey, an interview, and the sharing of their PBL units. Artifacts, professional development teaching resources, from the workshop added credence to the survey and interview responses. The findings from each research question addressed the teachers' perception of their understanding and the obstacles of instructional design, development, and implementation the participants encountered. The results of this study indicated that teachers had problems with designing and implementing this instructional strategy due to lack of time and resources. This data assisted the development of district specific PBL sustainable professional development program that could be adaptable to other curriculums and school systems. Social change resulting from this study could include a framework for developing K-12 professional development as well as instructional programs that incorporates PBL curriculum design to enhance the student's inquiry, problem-solving, and decision-making skills that in turn should change their academic achievement and scores on high stakes test in science.

The impact of training under different visual-spatial conditions on reverse-alignment laparoscopic skills development.

PubMed

Holznecht, Catherine; Schmidt, Travis; Gould, Jon

2012-01-01

Circumstances may arise during laparoscopic procedures in which alignment of the laparoscope and the instruments is off by 180°, creating a mirror image of the operative field. It has been shown that task performance is degraded under these reverse-alignment conditions, and that the magnitude of performance impairment is directly related to laparoscopic experience and skill. The aim of this study was to determine if reverse-alignment surgical skills could be developed through training. Twenty-two medical students were randomized to train in either reverse- or forward-alignment conditions on a standardized laparoscopic task in a video trainer (peg transfer). Baseline scores were attained for each group under both orientations. Subjects participated in three 1-h training sessions during an 8-week period. Post-training scores were then obtained under both alignment conditions. Pre and post-training scores were compared for users in each study group under both conditions. Post-training assessments in the forward orientation demonstrated that subjects in the forward-training group improved significantly compared to pre-testing, while the performance of subjects in the reverse-training group did not improve. Under reverse-alignment conditions, both groups improved on post-test assessment, with dramatic improvements observed for those in the reverse-training group. Laparoscopic novices can learn to adapt to a sensorimotor discordance in a simulated training environment. While it is possible that skills developed by training under standard forward-alignment conditions can be utilized in situations of extreme visual-spatial discordance, the intentional development of reverse-alignment skills by training under these conditions may prove beneficial to novice surgeons.

Assessing ISLLC-Based Dispositions of Educational Leadership Candidates

ERIC Educational Resources Information Center

Rea, Dorothy; Carter, Cecil F.; Wilkerson, Judy R.; Valesky, Thomas; Lang, William

2011-01-01

The Council of Chief State School Officers (CCSSO), through the Interstate School Leaders Licensure Consortium (ISLLC), developed standards for the knowledge, skills, and dispositions necessary for effective practice by educational leaders (CCSSO, 1996). These standards provide a viable content domain from which to assess leader cognitive and…

National Apprenticeship and Training Standards for Emergency Medical Technicians.

ERIC Educational Resources Information Center

Employment and Training Administration (DOL), Washington, DC.

Developed jointly by several professional organizations and government agencies, these national standards depict the essential skills, knowledge, and ability required of certified emergency medical technicians (EMT) to provide optimal prehospital care and transportation to the sick and injured. Topics covered include definitions of terms EMT's…

Contributions of Morphological Skill to Children's Essay Writing

PubMed Central

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

2015-01-01

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

Ethical issues in health workforce development.

PubMed Central

Cash, Richard

2005-01-01

Increasing the numbers of health workers and improving their skills requires that countries confront a number of ethical dilemmas. The ethical considerations in answering five important questions on enabling health workers to deal appropriately with the circumstances in which they must work are described. These include the problems of the standards of training and practice required in countries with differing levels of socioeconomic development and different priority diseases; how a society can be assured that health practitioners are properly trained; how a health system can support its workers; diversion of health workers and training institutions; and the teaching of ethical principles to student health workers. The ethics of setting standards for the skills and care provided by traditional health-care practitioners are also discussed. PMID:15868019

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

PubMed

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

2015-01-01

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

Competency-based training model for human resource management and development in public sector

NASA Astrophysics Data System (ADS)

Prabawati, I.; Meirinawati; AOktariyanda, T.

2018-01-01

Human Resources (HR) is a very important factor in an organization so that human resources are required to have the ability, skill or competence in order to be able to carry out the vision and mission of the organization. Competence includes a number of attributes attached to the individual which is a combination of knowledge, skills, and behaviors that can be used as a mean to improve performance. Concerned to the demands of human resources that should have the knowledge, skills or abilities, it is necessary to the development of human resources in public organizations. One form of human resource development is Competency-Based Training (CBT). CBT focuses on three issues, namely skills, competencies, and competency standard. There are 5 (five) strategies in the implementation of CBT, namely: organizational scanning, strategic planning, competency profiling, competency gap analysis, and competency development. Finally, through CBT the employees within the organization can reduce or eliminate the differences between existing performance with a potential performance that can improve the knowledge, expertise, and skills that are very supportive in achieving the vision and mission of the organization.

Encourage Risk, Failure and Values-Driven Decision Making, by Developing and Integrating Ethical and Critical Thinking in Geocurricula

NASA Astrophysics Data System (ADS)

Vasko, A.

2015-12-01

Critical thinking is characterized by risk or uncertainty. Ethical thinking determines if an individual will conform to accepted cultural or professional standards of conduct. Both of these skills are desirable, but have attributes that people tend to resist or avoid. This presentation briefly examines the cognitive nature and development of these two skills. Various outcomes and consequences are illustrated when different ethics and critical thinking strategies are employed to solve the same problem. Further discussion around: why are these skills important, and what particular traits directly impact geosciences? How can educators integrate ethical and critical thinking skills into formal or informal teaching environments? What are the benefits to geoscience and society with individuals who are engaged as ethical and critical thinkers? Do we as geoscientists, have a responsibility to advocate in promoting the development of positive critical and ethical thinking abilities?

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

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

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

Diagnostic Profiles: A Standard Setting Method for Use with a Cognitive Diagnostic Model

ERIC Educational Resources Information Center

Skaggs, Gary; Hein, Serge F.; Wilkins, Jesse L. M.

2016-01-01

This article introduces the Diagnostic Profiles (DP) standard setting method for setting a performance standard on a test developed from a cognitive diagnostic model (CDM), the outcome of which is a profile of mastered and not-mastered skills or attributes rather than a single test score. In the DP method, the key judgment task for panelists is a…

Project 2000-3 Leading Edge Enterprise: Insights into Employment and Training Practices. Working Paper.

ERIC Educational Resources Information Center

Long, Michael; Fischer, John

Leading-edge firms (LEFs)--at the forefront of their industry in terms of growth or market share--may influence skill development through diffusion of technology, products, or practices and use of market power to set standards or change customer businesses. Study of LEFs can identify the type and mix of skills needed in the industry. LEFs are…

Development and Evaluation of an Online, Inquiry-Based Food Safety Education Program for Secondary Teachers and Their Students

ERIC Educational Resources Information Center

Beffa-Negrini, Patricia A.; Cohen, Nancy L.; Laus, Mary Jane; McLandsborough, Lynne A.

2007-01-01

Secondary science teachers who integrate food safety (FS) into curricula can provide FS knowledge and skills to youth while reinforcing science skills and concepts. National science education standards and the Biological Science Curriculum Study 5E Inquiry-based Learning Model were used to design an online training, Food Safety FIRST. The training…

Exploring the Influence of 21st Century Skills in a Dual Language Program: A Case Study

ERIC Educational Resources Information Center

Heinrichs, Christine R.

2016-01-01

Preparing students as 21st century learners is a key reform in education. The Partnership for 21st Century Skills developed a framework that identifies outcomes needed for successful implementation of rigorous standards. The Dual Language (DL) program was identified as a structure for reform with systems and practices which can be used to prepare…

Measuring Primary Students' Graph Interpretation Skills via a Performance Assessment: A Case Study in Instrument Development

ERIC Educational Resources Information Center

Peterman, Karen; Cranston, Kayla A.; Pryor, Marie; Kermish-Allen, Ruth

2015-01-01

This case study was conducted within the context of a place-based education project that was implemented with primary school students in the USA. The authors and participating teachers created a performance assessment of standards-aligned tasks to examine 6-10-year-old students' graph interpretation skills as part of an exploratory research…

Innovative cardiopulmonary resuscitation and automated external defibrillator programs in schools: Results from the Student Program for Olympic Resuscitation Training in Schools (SPORTS) study.

PubMed

Vetter, Victoria L; Haley, Danielle M; Dugan, Noreen P; Iyer, V Ramesh; Shults, Justine

2016-07-01

Bystander cardiopulmonary resuscitation (CPR) rates are low. Our study objective was to encourage Philadelphia high school students to develop CPR/AED (automated external defibrillator) training programs and to assess their efficacy. The focus was on developing innovative ways to learn the skills of CPR/AED use, increasing willingness to respond in an emergency, and retention of effective psychomotor resuscitation skills. Health education classes in 15 Philadelphia School District high schools were selected, with one Control and one Study Class per school. Both completed CPR/AED pre- and post-tests to assess cognitive knowledge and psychomotor skills. After pre-tests, both were taught CPR skills and AED use by their health teacher. Study Classes developed innovative programs to learn, teach, and retain CPR/AED skills. The study culminated with Study Classes competing in multiple CPR/AED skills events at the CPR/AED Olympic event. Outcomes included post-tests, Mock Code, and presentation scores. All students' cognitive and psychomotor skills improved with standard classroom education (p<0.001). Competition with other schools at the CPR/AED Olympics and the development of their own student-directed education programs resulted in remarkable retention of psychomotor skill scores in the Study Class (88%) vs the Control Class (79%) (p<0.001). Olympic participants averaged 93.1% on the Mock Code with 10 of 12 schools ≥94%. Students who developed creative and novel methods of teaching and learning resuscitation skills showed outstanding application of these skills in a Mock Code with remarkable psychomotor skill retention, potentially empowering a new generation of effectively trained CPR bystanders. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Physical Education Model Curriculum Standards. Grades Nine through Twelve.

ERIC Educational Resources Information Center

California State Dept. of Education, Sacramento.

These physical education standards were designed to ensure that each student achieve the following goals: (1) physical activity--students develop interest and proficiency in movement skills and understand the importance of lifelong participation in daily physical activity; (2) physical fitness and wellness--students increase understanding of basic…

Studying Watersheds: A Confluence of Important Ideas. ERIC Digest.

ERIC Educational Resources Information Center

Haury, David L.

This digest explains how the study of watersheds can serve to connect concept and skill development across subject areas and grade levels for curriculum reform and standards-based assessment. Specific resources are organized into watersheds in the curriculum, connections to National Standards, watershed concepts and activities, watershed education…

Handwriting in Lebanese Bigraphic Children: Standardization of the BHK Scale

ERIC Educational Resources Information Center

Matta Abizeid, Carla; Tabsh Nakib, Amira; Younès Harb, Céleste; Ghantous Faddoul, Shereen; Albaret, Jean-Michel

2017-01-01

Educational systems in Lebanon are bilingual. They simultaneously impose two handwriting systems in Arabic and Latin. This historically driven situation could constitute a significant impact on the process and development of handwriting skills. Using an accurate and valid handwriting evaluation tool standardized for the Lebanese population is a…

Mathematics. Arkansas Public School Course Content Guide.

ERIC Educational Resources Information Center

Arkansas State Dept. of Education, Little Rock.

The standards for accreditation of public schools, adopted by the Arkansas State Board of Education, required the development of these course content guides. The standards also required that essential skills be identified for each course taught in the public schools of Arkansas. Committees of classroom teachers, curriculum specialists, principals,…

The Use of Standardized Patients to Teach Low-Literacy Communication Skills

ERIC Educational Resources Information Center

Manning, Kimberly D.; Kripalani, Sunil

2007-01-01

Objective: To describe methods for incorporating standardized patients into health literacy training programs. Methods: We discuss aspects of program development that are relatively unique to this educational context. Results: Individuals were recruited to play the role of an average adult with limited health literacy. Methods of recruitment,…

Building on the Common Core

ERIC Educational Resources Information Center

Conley, David T.

2011-01-01

The Common Core State Standards, released in June 2010, offer an opportunity to shift education away from shallow, test-prep instruction and toward a focus on key cognitive skills, writes Conley. Two consortia of states are now developing common assessments to measure these standards--assessments that will be designed to capture deeper, more…

Electrodiagnostic medicine skills competency in physical medicine and rehabilitation residents: a method for development and assessment.

PubMed

Brown, David; Cuccurullo, Sara; Lee, Joseph; Petagna, Ann; Strax, Thomas

2008-08-01

This project sought to create an educational module including evaluation methodology to instruct physical medicine and rehabilitation (PM&R) residents in electrodiagnostic evaluation of patients with neuromuscular problems, and to verify acquired competencies in those electrodiagnostic skills through objective evaluation methodology. Sixteen residents were trained by board-certified neuromuscular and electrodiagnostic medicine physicians through technical training, lectures, and review of self-assessment examination (SAE) concepts from the American Academy of Physical Medicine & Rehabilitation syllabus provided in the Archives of Physical Medicine and Rehabilitation. After delivery of the educational module, knowledge acquisition and skill attainment were measured in (1) clinical skill in diagnostic procedures via a procedure checklist, (2) diagnosis and ability to design a patient-care management plan via chart simulated recall (CSR) exams, (3) physician/patient interaction via patient surveys, (4) physician/staff interaction via 360-degree global ratings, and (5) ability to write a comprehensive patient-care report and to document a patient-care management plan in accordance with Medicare guidelines via written patient reports. Assessment tools developed for this program address the basic competencies outlined by the Accreditation Council for Graduate Medical Education (ACGME). To test the success of the standardized educational module, data were collected on an ongoing basis. Objective measures compared resident SAE scores in electrodiagnostics (EDX) before and after institution of the comprehensive EDX competency module in a PM&R residency program. Fifteen of 16 residents (94%) successfully demonstrated proficiency in every segment of the evaluation element of the educational module by the end of their PGY-4 electrodiagnostic rotation. The resident who did not initially pass underwent remedial coursework and passed on the second attempt. Furthermore, the residents' proficiency as demonstrated by the evaluation after implementation of the standardized educational module positively correlated to an increase in resident SAE scores in EDX compared with resident scores before implementation of the educational module. Resident proficiency in EDX medicine skills and knowledge was objectively verified after completion of the standardized educational module. Validation of the assessment tools is evidenced by collected data correlating with significantly improved SAE scores and American Association of Neuromuscular and Electrodiagnostic Medicine (AANEM) exam scores, as outlined in the result section. In addition, the clinical development tool (procedure checklist) was validated by residents being individually observed performing skills and deemed competent by an AANEM-certified physician. The standardized educational module and evaluation methodology provide a potential framework for the definition of baseline competency in the clinical skill area of EDX.

Illinois Occupational Skill Standards: Chemical Process Technical Operators.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

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

Illinois Occupational Skill Standards: Automotive Technician Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

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

Illinois Occupational Skill Standards. Meeting Professional Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

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

Illinois Occupational Skill Standards. Beef Production Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

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

The role of older siblings in infant motor development.

PubMed

Leonard, Hayley C; Hill, Elisabeth L

2016-12-01

Previous research has suggested that infant motor skills may be affected by older siblings but has not considered whether this is due to specific characteristics of the older sibling or of the quality of the sibling relationship. The current study used a longitudinal diary method to record infant motor milestones from 23 infants with older siblings along with parent reports and standardized assessments of motor skills. Parent reports of the older siblings' motor skills and the sibling relationship were also collected until the infants were 18months old. The motor skills, age, and sex of the older siblings were not significantly related to any measure of infant motor development. A significant correlation was revealed between perceived agonism between siblings and infant fine motor skills at 18months, suggesting the importance of considering reciprocal effects of motor development on sibling relationships. Overall, the suggestion that older siblings may provide a good model of motor skills for infants is not supported by the current data. In the future, it will be important to assess the dynamic interactions between different factors in predicting infant motor development, allowing early identification of motor difficulties, which could affect other areas of cognitive development and health. Copyright © 2016 Elsevier Inc. All rights reserved.

Evaluation of advanced laparoscopic skills tasks for validity evidence.

PubMed

Nepomnayshy, Dmitry; Whitledge, James; Birkett, Richard; Delmonico, Theodore; Ruthazer, Robin; Sillin, Lelan; Seymour, Neal E

2015-02-01

Since fundamentals of laparoscopic surgery (FLS) represents a minimum proficiency standard for laparoscopic surgery, more advanced proficiency standards are required to address the needs of current surgical training. We wanted to evaluate the acceptance and discriminative ability of a novel set of skills building on the FLS model that could represent a more advanced proficiency standard-advanced laparoscopic surgery (ALS). Qualitative and quantitative analyses were employed. Quantitative analysis involved comparison of expert (PGY 5+), intermediate (PGY 3-4) and novice (PGY 1-2) surgeons on FLS and ALS tasks. Composite scores included time and errors. Standard FLS errors were added to task time to create the composite score. Qualitative analysis involved thematic review of open-ended questions provided to experts participating in the study. Out of 48 participants, there were 15 (31 %) attendings, 3 (6 %) fellows and 30 (63 %) residents. By specialty, 54 % were general/MIS/bariatric/colorectal (GMBC) and 46 % were other (urology and gynecology). There was no difference between experience level and performance on FLS and ALS tasks for the entire cohort. However, looking at the GMBC subgroup, experts performed better than novices (p = 0.012) and intermediates performed better than novices (p = 0.057) on ALS tasks. There was no difference for the same group in FLS performance. Also, GMBC subgroup performed significantly better on FLS (p = 0.0035) and ALS (p = 0.0027) than the other subgroup. Thematic analysis revealed that the majority of experts felt that ALS was more realistic, challenging and clinically relevant for specific situations compared to FLS. For GMBC surgeons, we were able to show evidence of validity for a series of advanced laparoscopic tasks and their relationship to surgeon skill level. This study may represent the first step in the development of an advanced laparoscopic skills curriculum. Given the high degree of specialization in surgery, different advanced skills curricula will need to be developed for each specialty.

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

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

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

Illinois Occupational Skill Standards: Mechanical Drafting Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

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

Illinois Occupational Skill Standards: Dental Assistant.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

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

Illinois Occupational Skill Standards: Architectural Drafting Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

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

Illinois Occupational Skill Standards: Industrial Maintenance General Maintenance Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

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

Illinois Occupational Skill Standards: Dental Hygienist.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

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

Skill Standards for Open Cut Pipe Laying.

ERIC Educational Resources Information Center

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

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

Illinois Occupational Skill Standards: Entry-Level Truck Driver.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

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

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

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

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

Developing Critical Thinking of Middle School Students using Problem Based Learning 4 Core Areas (PBL4C) Model

NASA Astrophysics Data System (ADS)

Haridza, R.; E Irving, K.

2017-02-01

Traditional methods such as rote learning and memorization in teaching science create passive students in science classrooms. The impact of this continuous action for many decades is inactive learners who cannot develop higher order thinking skills. Based on the performance test, students’ critical thinking skill in Public Middle School 3 Pontianak was in low level although their achievement score were higher than school standards. The purpose of this study is to develop critical thinking skills of middle school students using Problem Based Learning 4 Core Areas (PBL4C). The design of this research is classroom action research with two cycles. Data has been collected using observation checklist, rating scale, self and peer assessment. Research findings reveal that students experience development from 11.11% to 88.45% in identifying the problem correctly, 37.03% to 76.92% for sub skills distinguish knowledge and opinion, 18.51% to 65.38% for sub skills providing possible solution, 22.22% to 69.23% for sub skills making decision, and 11.11% to 69.23% for sub skills identifying the impact of the implementation of their solution. In conclusion, the findings indicate that development of students’ critical thinking skills occurs when PBL4C model applied in science classroom. These findings suggest that teachers should act as facilitator in a classroom as well as should provide meaningful learning resources that can benefit students’ critical thinking skills. On the other hand, students should practice constantly to offer a sharp, accurate and appropriate solution.

Effectiveness of a 16 week gymnastics curriculum at developing movement competence in children.

PubMed

Rudd, James R; Barnett, Lisa M; Farrow, Damian; Berry, Jason; Borkoles, Erika; Polman, Remco

2017-02-01

Internationally, children's movement competence levels are low. This study's aim was to evaluate the effectiveness of a 16 week gymnastics curriculum on stability, locomotive and object control skills and general body coordination. It was hypothesised that the gymnastics intervention group would demonstrate significant improvements beyond a PE comparison group. This study used a non-randomised control design. The intervention and comparison groups were drawn from three primary schools. The study followed the transparent reporting of evaluations with nonrandomized designs (TREND) statement for reporting. A total of 333 children (51% girls, 41% intervention) with a mean age of 8.1 years (SD=1.1) participated. Intervention children (16 weeks×2h of gymnastics) were compared to children who received (16×2h) standard PE curriculum. Children's movement competence was assessed using the Test of Gross Motor Development-2, Stability Skills Assessment and the Körper-Koordinationstest für Kinder. Multilevel linear mixed models, accounting for variation at the class level and adjusted for age and sex, were used to assess intervention relative to comparison differences in all aspects of movement competence. Stability and object control skills showed a significant (p<0.05) intervention×time interaction effect. No difference was found in locomotor skills or general coordination. Gymnastics is effective at developing stability skills and object control skills without hindering the development of locomotor skills or general coordination. Accelerated learning of stability skills may support the development of more complex movement skills. Copyright © 2016 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

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

PubMed

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

2018-03-19

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

Inquiring with Geoscience Datasets: Instruction and Assessment

NASA Astrophysics Data System (ADS)

Zalles, D.; Quellmalz, E.; Gobert, J.

2005-12-01

This session will describe a new NSF-funded project in Geoscience education, Inquiring with Geoscience Data Sets. The goals of the project are to (1) Study the impacts on student learning of Web-based supplementary curriculum modules that engage secondary-level students in inquiry projects addressing important geoscience problems using an Earth System Science approach. Students will use technologies to access real data sets in the geosciences and to interpret, analyze, and communicate findings based on the data sets. The standards addressed will include geoscience concepts, inquiry abilities in NSES and Benchmarks for Science Literacy, data literacy, NCTM standards, and 21st-century skills and technology proficiencies (NETTS/ISTE). (2) Develop design principles, specification templates, and prototype exemplars for technology-based performance assessments that provide evidence of students' geoscientific knowledge and inquiry skills (including data literacy skills) and students' ability to access, use, analyze, and interpret technology-based geoscience data sets. (3) Develop scenarios based on the specification templates that describe curriculum modules and performance assessments that could be developed for other Earth Science standards and curriculum programs. Also to be described in the session are the project's efforts to differentiate among the dimensions of data literacy and scientific inquiry that are relevant for the geoscience discplines, and how recognition and awareness of the differences can be effectively channelled for the betterment of geoscience education.

Committee on Veterinary Medicine at the Society for Medical Education: Skills Labs in Veterinary Medicine - a brief overview.

PubMed

Dilly, Marc; Gruber, Christian

2016-01-01

Since 2012, skills labs have been set up to teach practical skills at veterinary training facilities in the German-speaking world. In addition to didactic considerations, ethical points of view in terms of animal protection form the basis of the increasing significance of skills labs in veterinary medicine. Not least because of the quality standards in veterinary medicine training which apply across Europe, the link between veterinary medicine training facilities is particularly significant when it comes to the setting up and development of skills labs. The Committee on Veterinary Medicine is therefore not only interested in exchange and cooperation within veterinary medicine, but also sees an opportunity for mutual gain in the link with the Society for Medical Education Committee "Practical Skills".

Evaluation and improvement of doctor–patient communication competence for emergency neurosurgeons: a standardized family model

PubMed Central

Wu, Xi; Wang, Zhinong; Hong, Bo; Shen, Shengjuan; Guo, Yan; Huang, Qinghai; Liu, Jianmin

2014-01-01

Disease treatments have been significantly influenced by the communications between patients, their families, and doctors the lack of which may lead to malpractice allegations and complaints. In particular, inadequate communication may delay diagnosis and treatment. Therefore, for doctors communication and interpersonal skills, are as important as clinical skills and medical knowledge. In this study we intended to develop two detailed communication content checklists and a modified interpersonal skills inventory, aiming to evaluate their integrity in the midst of communication skills assessments, to provide feedback for some participants, and to observe their communication competence in both aspects PMID:25018623

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

PubMed

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

1999-10-01

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

Student Performance Standards of Excellence for Florida Schools in Mathematics, Science, Social Studies and Writing. Grades Three, Five, Eight, and Twelve. 1984-85 through 1988-89.

ERIC Educational Resources Information Center

Florida State Dept. of Education, Tallahassee.

The student performance standards of excellence in mathematics, science, social studies, and writing for Florida schools were developed cooperatively by the Florida Department of Education, local school district personnel and representatives of institutions of higher education. These standards and skills were reviewed by teachers and supervisors…

Effects of Teacher Efficacy on Student Academic and Social Emotional Achievements as Reported on Georgia Kindergarten Inventory of Developing Skills

ERIC Educational Resources Information Center

Brown, Tisha J.

2012-01-01

Students in kindergarten are not meeting state standards on standardized academic and social/emotional scores in the southeastern United States. The focus of this study was to determine if a teacher's perceptions of self-efficacy affects student success in academic and social/emotional standards as reported on the Georgia Kindergarten of Inventory…

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.…

Quantifying social development in autism.

PubMed

Volkmar, F R; Carter, A; Sparrow, S S; Cicchetti, D V

1993-05-01

This study was concerned with the development of quantitative measures of social development in autism. Multiple regression equations predicting social, communicative, and daily living skills on the Vineland Adaptive Behavior Scales were derived from a large, normative sample and applied to groups of autistic and nonautistic, developmentally disordered children. Predictive models included either mental or chronological age and other relevant variables. Social skills in the autistic group were more than two standard deviations below those predicted by their mental age; an index derived from the ratio of actual to predicted social skills correctly classified 94% of the autistic and 92% of the nonautistic, developmentally disordered cases. The findings are consistent with the idea that social disturbance is central in the definition of autism. The approach used in this study has potential advantages for providing more precise measures of social development in autism.

Developing an Information Resources Management Curriculum.

ERIC Educational Resources Information Center

Montie, Irene C.

1983-01-01

Discusses the development of an Information Resources Management (IRM) curriculum by the IRM Curriculum Advisory Committee established by the Graduate School, United States Department of Agriculture. Initial activities, models proposed for the program (standards, skills, users, operational), course selection, and structural proposals considered…

Designing a Standardized Laparoscopy Curriculum for Gynecology Residents: A Delphi Approach

PubMed Central

Shore, Eliane M.; Lefebvre, Guylaine G.; Husslein, Heinrich; Bjerrum, Flemming; Sorensen, Jette Led; Grantcharov, Teodor P.

2015-01-01

Background Evidence suggests that simulation leads to improved operative skill, shorter operating room time, and better patient outcomes. Currently, no standardized laparoscopy curriculum exists for gynecology residents. Objective To design a structured laparoscopy curriculum for gynecology residents using Delphi consensus methodology. Methods This study began with Delphi methodology to determine expert consensus on the components of a gynecology laparoscopic skills curriculum. We generated a list of cognitive content, technical skills, and nontechnical skills for training in laparoscopic surgery, and asked 39 experts in gynecologic education to rate the items on a Likert scale (1–5) for inclusion in the curriculum. Consensus was predefined as Cronbach α of ≥ 0.80. We then conducted another Delphi survey with 9 experienced users of laparoscopic virtual reality simulators to delineate relevant curricular tasks. Finally, a cross-sectional design defined benchmark scores for all identified tasks, with 10 experienced gynecologic surgeons performing the identified tasks at basic, intermediate, and advanced levels. Results Consensus (Cronbach α = 0.85) was achieved in the first round of the curriculum Delphi, and after 2 rounds (Cronbach α = 0.80) in the virtual reality curriculum Delphi. Consensus was reached for cognitive, technical, and nontechnical skills as well as for 6 virtual reality tasks. Median time and economy of movement scores defined benchmarks for all tasks. Conclusions This study used Delphi consensus to develop a comprehensive curriculum for teaching gynecologic laparoscopy. The curriculum conforms to current educational standards of proficiency-based training, and is suggested as a standard in residency programs. PMID:26221434

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

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

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

Illinois Occupational Skill Standards: Accounting Services Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

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

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

Code of Federal Regulations, 2011 CFR

2011-07-01

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

Illinois Occupational Skill Standards: Agricultural Machinery Service Technician.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

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

Illinois Occupational Skill Standards: Welding Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

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

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

ERIC Educational Resources Information Center

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

2004-01-01

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

National Health Care Skill Standards.

ERIC Educational Resources Information Center

Far West Lab. for Educational Research and Development, San Francisco, CA.

This booklet contains draft national health care skill standards that were proposed during the National Health Care Skill Standards Project on the basis of input from more than 1,000 representatives of key constituencies of the health care field. The project objectives and structure are summarized in the introduction. Part 1 examines the need for…

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

Code of Federal Regulations, 2014 CFR

2014-07-01

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

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

Code of Federal Regulations, 2012 CFR

2012-07-01

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

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

Code of Federal Regulations, 2013 CFR

2013-07-01

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

State Initiatives on Industry-Based Skill Standards and Credentials.

ERIC Educational Resources Information Center

Ganzglass, Evelyn; Simon, Martin

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

Interprofessional Curbside Consults to Develop Team Communication and Improve Student Achievement of Learning Outcomes

PubMed Central

Greenwood, Kristin Curry; Rico, Janet; Nalliah, Romesh; DiVall, Margarita

2017-01-01

Objective. To design and implement a series of activities focused on developing interprofessional communication skills and to assess the impact of the activities on students’ attitudes and achievement of educational goals. Design. Prior to the first pharmacy practice skills laboratory session, pharmacy students listened to a classroom lecture about team communication and viewed short videos describing the roles, responsibilities, and usual work environments of four types of health care professionals. In each of four subsequent laboratory sessions, students interacted with a different standardized health care professional role-played by a pharmacy faculty member who asked them a medication-related question. Students responded in verbal and written formats. Assessment. Student performance was assessed with a three-part rubric. The impact of the exercise was assessed by conducting pre- and post-intervention surveys and analyzing students’ performance on relevant Center for the Advancement of Pharmacy Education (CAPE) outcomes. Survey results showed improvement in student attitudes related to team-delivered care. Students’ performance on the problem solver and collaborator CAPE outcomes improved, while performance on the educator outcome worsened. Conclusions. The addition of an interprofessional communication activity with standardized health care professionals provided the opportunity for students to develop skills related to team communication. Students felt the activity was valuable and realistic; however, analysis of outcome achievement from the exercise revealed a need for more exposure to team communication skills. PMID:28289305

Interprofessional Curbside Consults to Develop Team Communication and Improve Student Achievement of Learning Outcomes.

PubMed

Kirwin, Jennifer; Greenwood, Kristin Curry; Rico, Janet; Nalliah, Romesh; DiVall, Margarita

2017-02-25

Objective. To design and implement a series of activities focused on developing interprofessional communication skills and to assess the impact of the activities on students' attitudes and achievement of educational goals. Design. Prior to the first pharmacy practice skills laboratory session, pharmacy students listened to a classroom lecture about team communication and viewed short videos describing the roles, responsibilities, and usual work environments of four types of health care professionals. In each of four subsequent laboratory sessions, students interacted with a different standardized health care professional role-played by a pharmacy faculty member who asked them a medication-related question. Students responded in verbal and written formats. Assessment. Student performance was assessed with a three-part rubric. The impact of the exercise was assessed by conducting pre- and post-intervention surveys and analyzing students' performance on relevant Center for the Advancement of Pharmacy Education (CAPE) outcomes. Survey results showed improvement in student attitudes related to team-delivered care. Students' performance on the problem solver and collaborator CAPE outcomes improved, while performance on the educator outcome worsened. Conclusions. The addition of an interprofessional communication activity with standardized health care professionals provided the opportunity for students to develop skills related to team communication. Students felt the activity was valuable and realistic; however, analysis of outcome achievement from the exercise revealed a need for more exposure to team communication skills.

Evaluating the Structure of Early English Literacy Skills in Deaf and Hard-of-Hearing Children.

PubMed

Webb, Mi-Young; Lederberg, Amy R; Branum-Martin, Lee; McDonald Connor, Carol

2015-10-01

Better understanding the mechanisms underlying developing literacy has promoted the development of more effective reading interventions for typically developing children. Such knowledge may facilitate effective instruction of deaf and hard-of-hearing (DHH) children. Hence, the current study examined the multivariate associations among phonological awareness, alphabetic knowledge, word reading, and vocabulary skills in DHH children who have auditory access to speech. One hundred and sixty-seven DHH children (M age = 60.43 months) were assessed with a battery of early literacy measures. Forty-six percent used at least 1 cochlear implant; 54% were fitted with hearing aids. About a fourth of the sample was acquiring both spoken English and sign. Scores on standardized tests of phonological awareness and vocabulary averaged at least 1 standard deviation (SD) below the mean of the hearing norming sample. Confirmatory factor analyses showed that DHH children's early literacy skills were best characterized by a complex 3-factor model in which phonological awareness, alphabetic knowledge, and vocabulary formed 3 separate, but highly correlated constructs, with letter-sound knowledge and word reading skills relating to both phonological awareness and alphabetic knowledge. This supports the hypothesis that early reading of DHH children with functional hearing is qualitatively similar to that of hearing children. © The Author 2015. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Elective Self-Care Course Emphasizing Critical Reasoning Principles

PubMed Central

2011-01-01

Objectives. To create, implement, and assess a self-directed online course based on 3 critical reasoning principles to develop pharmacy students’ skills in literature appraisal, content, metacognition, and assessment. Design. Students completed 3 assignments for the course: compile a literature appraisal on a healthcare topic; plan learning objectives and meta-cognitive skills for a learning module; and create a case-based online lesson with multi-structured feedback. Assessment. An online exit survey evaluated students’ perceptions regarding development of ACE (agency, collaboration, expertise) principles and preparation for competency. Students reported acquisition of ACE principles and noted improvements in their learning approaches, sense of responsibility for individual and community learning, skills, and confidence. Conclusions. An online elective course in self-care addressed practice standards for patient safety, maintenance of competency, and interprofessional education by emphasizing critical reasoning skills. PMID:22171110

Evaluation of constructivist pedagogy: Influence on critical thinking skills, science fair participation and level of performance

NASA Astrophysics Data System (ADS)

Foxx, Robbie Evelyn

Science education reform, driven by a rapidly advancing technological society, demands the attention of both elementary and middle school curriculum-developers. Science education training in current standards (National Research Council [NRC] Standards 1996) emphasize inquiry, which is reported to be a basic tenet of the theory known as constructivism (NAASP, 1996; Cohen, 1988; Conley, 1993; Friedman, 1999; Newman, Marks, & Gamoran, 1996; Smerdon & Burkam 1999; Sizer 1992; Talbert & McLaughlin 1993; Tobin & Gallagher, 1987; Yager, 1991, 2000). Pedagogy focusing on the tenets of constructivist theory, at the intermediate level, can address current science standards. Many science educators believe participation in science fairs helps students develop the attitudes, skills, and knowledge that will help them to be comfortable and successful in the scientific and technological society (Czerniak, 1996). Competing in science fairs is one vehicle which allows students to apply science to societal issues, solve problems and model those things scientists do. Moreover, constructing a science fair project is suggested as being an excellent means to foster the development of concepts necessary in promoting scientific literacy (Czerniak, 1996). Research further suggests that through science fairs or other inquiry activities, students construct their knowledge with fewer misconceptions as they explore and discover the nature of science (NRC 1996). Tohn 's study (as cited in Bellipanni, 1994) stated that science fairs are a major campaign to increase student skills and to allow students a chance to have fun with science. The purpose of this research was twofold: (1) to assess science problem solving skills of students instructed using constructivist pedagogy, and (2) to explore the effects of constructivist pedagogy's influence(s) on science fair participation/placement. Students' attitudes resulting from these experiences were examined as well.

A study of the effects of English language proficiency and scientific reasoning skills on the acquisition of science content knowledge of Hispanic English language learners and native English language-speaking students participating in grade 10 science classes

NASA Astrophysics Data System (ADS)

Torres, Hector Neftali, Sr.

2000-11-01

The purpose of this study was to examine the effects of English language proficiency and levels of scientific reasoning skills of Hispanic English language learners and native English language speaking students on their acquisition of science content knowledge as measured by a state-wide standardized science test. The researcher studied a group of high school Hispanic English language learners and native English language speaking students participating in Grade 10 science classes. The language proficiency of the students was to be measured through the use of the Test of English as a Foreign Language (TOEFL) instrument. A Classroom Test of Scientific Reasoning developed by Lawson (1978) was administered in either English or Spanish to the group of Hispanic English language learners and in English to the group of native English language-speaking students in order to determine their levels of scientific reasoning skills. The students' acquisition of science content knowledge was measured through the use of statewide-standardized science test developed by the State's Department of Education. This study suggests that the levels of English language proficiency appear to influence the acquisition of science content knowledge of Hispanic English language learners in the study. The results of the study also suggest that with regards to scientific reasoning skills, students that showed high levels or reflective reasoning skills for the most part performed better on the statewide-standardized science test than students with intuitive or transitional reasoning skills. This assertion was supported by the studies conducted by Lawson and his colleagues, which showed that high levels of reasoning or reflective reasoning skills are prerequisite for most high school science courses. The findings in this study imply that high order English language proficiency combined with high levels of reasoning skills enhances students' abilities to learn science content subject matter. This lends support to Cummins' theoretical framework, which indicates that learning science content subject matter requires cognitive academic language proficiency (CALP). The study also indicates that CALP maybe the combination of high order English language proficiency and high levels of reasoning skills. (Abstract shortened by UMI.)

Linking School and Work: Roles for Standards and Assessment. First Edition.

ERIC Educational Resources Information Center

Resnick, Lauren B., Ed.; Wirt, John G., Ed.

This book contains 12 papers commissioned by the Secretary's Commission for Achieving Necessary Skills (SCANS) to develop the SCANS recommendations concerning the role of standards and assessment in the transition from school to work. "The Changing Workplace" (Lauren B. Resnick, John G. Wirt) offers a summary of the 12 papers.…

Emergency Medical Technician-Ambulance: National Standard Curriculum. Student Study Guide (Third Edition).

ERIC Educational Resources Information Center

National Highway Traffic Safety Administration (DOT), Washington, DC.

This student study guide is one of three documents prepared for the Emergency Medical Technician (EMT), National Standard Curriculum. The course is designed to develop skills in symptom recognition and in all emergency care procedures and techniques currently considered to be within the responsibilities of an EMT providing emergency medical care…

A systematic review comparing open-book and closed-book examinations: Evaluating effects on development of critical thinking skills.

PubMed

Johanns, Beth; Dinkens, Amber; Moore, Jill

2017-11-01

The advantages of using traditional closed-book examinations are closely compared to the advantages of using open-book examinations for the development of critical thinking skills in nursing students. The use of critical thinking skills is vital among nurses to assess patient needs and modify standard approaches to individualize care for better patient outcomes. The following areas are compared and contrasted for both closed-book and open-book examinations: examination preparation, rote memorization versus active learning, intellectual engagement, simulation of working environment, higher order thinking skills, anxiety reduction and student satisfaction. During investigation of closed-book examinations and open-book examinations, the use of collaborative testing was unveiled. Collaborative testing combines areas from both closed-book and open-book examinations. Based on the systematic review of literature, the recommendation is to use a mixed method of examination types throughout the course of the nursing program. Each type of examination helps develop different skill sets in the nursing student. Copyright © 2017 Elsevier Ltd. All rights reserved.

Rotational Molding Process Technician. Instructional Program Package.

ERIC Educational Resources Information Center

El Paso Community Coll., TX.

This curriculum package contains materials developed through a partnership of the Association of Rotational Molders, El Paso Community College (Texas), and the College of DuPage (Illinois). The materials, which were developed during a 2-day DACUM (Developing a Curriculum) process, are based on national skill standards and designed for…

Critical review and appraisal of published clinical literature: useful skill in biotechnology product development.

PubMed

Foote, Maryann

2008-01-01

Critical review of published literature may be necessary during several stages of biotechnology product development. The reviewer should develop a standardized method for reviewing and comparing published papers on a given topic and should be aware of common errors found in published papers.

Subitizing and Counting in Typical and Atypical Development

ERIC Educational Resources Information Center

Schleifer, Patrick; Landerl, Karin

2011-01-01

Enumeration performance in standard dot counting paradigms was investigated for different age groups with typical and atypically poor development of arithmetic skills. Experiment 1 showed a high correspondence between response times and saccadic frequencies for four age groups with typical development. Age differences were more marked for the…

Fundamental movement skills and balance of children with Down syndrome.

PubMed

Capio, C M; Mak, T C T; Tse, M A; Masters, R S W

2018-03-01

Conclusive evidence supports the importance of fundamental movement skills (FMS) proficiency in promoting physical activity and countering obesity. In children with Down Syndrome (DS), FMS development is delayed, which has been suggested to be associated with balance deficits. This study therefore examined the relationship between FMS proficiency and balance ability in children with DS, with the aim of contributing evidence to programmes that address FMS delay. Participants consisted of 20 children with DS (7.1 ± 2.9 years old) and an age-matched control group of children with typical development (7.25 ± 2.5 years). In the first part of the study, FMS (i.e. locomotor and object control) proficiency of the children was tested using the Test of Gross Motor Development-2. Balance ability was assessed using a force platform to measure centre of pressure average velocity (AV; mm/sec), path length (mm), medio-lateral standard deviation (mm) and antero-posterior standard deviation (mm). In the second part of the study, children with DS participated in 5 weeks of FMS training. FMS proficiency and balance ability were tested post-training and compared to pre-training scores. Verbal and visuo-spatial short-term memory capacities were measured at pre-training to verify the role of working memory in skill learning. FMS proficiency was associated with centre of pressure parameters in children with DS but not in children with typical development. After controlling for age, AV was found to predict significant variance in locomotor (R 2  = 0.61, P < 0.001) and object control (R 2  = 0.69, P < 0.001) scores. FMS proficiency and mastery improved after FMS training, as did AV, path length and antero-posterior standard deviation (all P < 0.05). Verbal and visuo-spatial short-term memory did not interact with the effects of training. Children with DS who have better balance ability tend to have more proficient FMS. Skill-specific training improved not only FMS sub-skills but static balance stability as well. Working memory did not play a role in the changes caused by skills training. Future research should examine the causal relationship between balance and FMS. © 2017 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.

[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.

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

ERIC Educational Resources Information Center

Bragg, Debra D.; Marvel, Matthew R.

2008-01-01

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

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,…

Safety Awareness and Trampoline Skills.

ERIC Educational Resources Information Center

Hennessy, Jeff T.

1980-01-01

Standards for the proper and safe use of the trampoline in physical education classes are discussed. Guidelines for spotting, development of programs of instruction, and a sample trampoline lesson plan are outlined. (JMF)

Social conversational skills development in early implanted children.

PubMed

Guerzoni, Letizia; Murri, Alessandra; Fabrizi, Enrico; Nicastri, Maria; Mancini, Patrizia; Cuda, Domenico

2016-09-01

Social conversational skills are a salient aspect of early pragmatic development in young children. These skills include two different abilities, assertiveness and responsiveness. This study investigated the development of these abilities in early implanted children and their relationships with lexical development and some language-sensitive variables. Prospective, observational, nonrandomized study. Participants included 28 children with congenital profound sensorineural hearing loss. The mean age at device activation was 13.3 months (standard deviation [SD] ±4.2). The Social-Conversational Skills Rating Scale was used to evaluate assertiveness and responsiveness. The MacArthur-Bates Communicative Development Inventory (Words and Sentences form) was used to analyze the lexical development. The device experience was 12 months for each child, and the mean age at testing was 25.9 months (SD ±4.6). Assertiveness and responsiveness scores were within the normal range of normal-hearing age-matched peers. Age at cochlear implant activation exerted a significant impact, with the highest scores associated to the youngest patients. The residual correlations between assertiveness and responsiveness with the lexical development were positive and strongly significant (r = 0.69 and 0.73, respectively). Preoperative hearing threshold demonstrated an associated significant coefficient on the assertiveness score. Age at diagnosis and maternal education level were not correlated with the social conversational skills. Early-implanted children developed social conversational skills that are similar to normal-hearing peers matched for age 1 year after device activation. Social conversational skills and lexical development were strongly correlated, but the present study design cannot specify the direction of this relationship. Children with better preoperative residual hearing exhibited better assertive ability. 4 Laryngoscope, 126:2098-2105, 2016. © 2015 The American Laryngological, Rhinological and Otological Society, Inc.

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

ERIC Educational Resources Information Center

Texas State Technical Coll., Waco.

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

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

ERIC Educational Resources Information Center

Texas State Technical Coll., Waco.

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

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

ERIC Educational Resources Information Center

Texas State Technical Coll., Waco.

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

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

ERIC Educational Resources Information Center

Texas State Technical Coll., Waco.

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

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

ERIC Educational Resources Information Center

Texas State Technical Coll., Waco.

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

Auditory sequence analysis and phonological skill

PubMed Central

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

2012-01-01

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

Leadership skills and attributes of women and nurse executives: challenges for the 21st century.

PubMed

Carroll, Theresa L

2005-01-01

This study used a descriptive comparative design in which the skills/attributes identified by women leaders were compared to the skills/attributes identified by the nurse executives (NEs). For the women leaders and NEs, 6 factors were identified through principal components analysis: (1) personal integrity, (2) strategic vision/action orientation, (3) team building/communication skills, (4) management and technical competencies, (5) people skills (eg, empowering others, networking, valuing diversity, working collaboratively), and (6) personal survival skills/attributes (eg, political sensitivity, self-direction, self-reliance, courage, and candor). The items that received the highest level of agreement regarding importance for both groups were contained in the personal integrity factor, which included ethical standards, trustworthiness, and credibility. These factors are discussed and implications for leadership development and nursing administration graduate programs are identified.

Preschool Matters: Predicting Reading Difficulties for Spanish-Speaking Bilingual Students in First Grade.

PubMed

Rinaldi, Claudia; Páez, Mariela

2008-03-01

This article reports on a longitudinal analysis of factors that predict the word reading skills in English and Spanish for a sample of 234 Spanish-speaking students in first grade. The children were assessed at the end of preschool, kindergarten, and first grade. Data include three subtests of the Woodcock Language Proficiency Battery and a researcher-developed phonological awareness task. Results showed that, on average, children's English word reading skills were similar to those of monolingual norms, while their Spanish word readings skills were, on average, one standard deviation below the mean. English vocabulary, English recalling skills, Spanish vocabulary, and Spanish word reading skills in preschool were found to be significant predictors of English word reading skills in first grade. Educational implications for assessment and instruction for this population during the early childhood years are discussed.

Preschool Matters: Predicting Reading Difficulties for Spanish-Speaking Bilingual Students in First Grade

PubMed Central

Rinaldi, Claudia; Páez, Mariela

2010-01-01

This article reports on a longitudinal analysis of factors that predict the word reading skills in English and Spanish for a sample of 234 Spanish-speaking students in first grade. The children were assessed at the end of preschool, kindergarten, and first grade. Data include three subtests of the Woodcock Language Proficiency Battery and a researcher-developed phonological awareness task. Results showed that, on average, children's English word reading skills were similar to those of monolingual norms, while their Spanish word readings skills were, on average, one standard deviation below the mean. English vocabulary, English recalling skills, Spanish vocabulary, and Spanish word reading skills in preschool were found to be significant predictors of English word reading skills in first grade. Educational implications for assessment and instruction for this population during the early childhood years are discussed. PMID:21720567

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

PubMed

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

2006-05-01

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

Evaluating verbal and non-verbal communication skills, in an ethnogeriatric OSCE.

PubMed

Collins, Lauren G; Schrimmer, Anne; Diamond, James; Burke, Janice

2011-05-01

Communication during medical interviews plays a large role in patient adherence, satisfaction with care, and health outcomes. Both verbal and non-verbal communication (NVC) skills are central to the development of rapport between patients and healthcare professionals. The purpose of this study was to assess the role of non-verbal and verbal communication skills on evaluations by standardized patients during an ethnogeriatric Objective Structured Clinical Examination (OSCE). Interviews from 19 medical students, residents, and fellows in an ethnogeriatric OSCE were analyzed. Each interview was videotaped and evaluated on a 14 item verbal and an 8 item non-verbal communication checklist. The relationship between verbal and non-verbal communication skills on interview evaluations by standardized patients were examined using correlational analyses. Maintaining adequate facial expression (FE), using affirmative gestures (AG), and limiting both unpurposive movements (UM) and hand gestures (HG) had a significant positive effect on perception of interview quality during this OSCE. Non-verbal communication skills played a role in perception of overall interview quality as well as perception of culturally competent communication. Incorporating formative and summative evaluation of both verbal and non-verbal communication skills may be a critical component of curricular innovations in ethnogeriatrics, such as the OSCE. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

Helping Students with Autism Spectrum Disorder Express Their Thoughts and Knowledge in Writing: Tips and Exercises for Developing Writing Skills

ERIC Educational Resources Information Center

Geither, Elise; Meeks, Lisa

2014-01-01

When it comes to academic work, students with Autism Spectrum Disorder (ASD) often have the required knowledge but struggle to get their thoughts down in writing. This is a practical guide to teaching and improving writing skills in students with ASD to meet academic writing standards and prepare for the increased expectations of higher education.…

Eliminating Fear of the Blank Page: A Thematic Approach, aka Squeezing the California Department of Education's 1992 ESL Model Standards for Adult Education Programs into One Tidy Package.

ERIC Educational Resources Information Center

DesRoches, Diane

An approach to teaching integrated language skills in adult English-as-a-Second-Language (ESL) instruction is described. The technique uses a combination of classroom drama and role-playing, writing about the event, revision, publication, and follow-up activities to develop speaking, listening, reading, and writing skills. Eight stages are defined…

Simulation: a new approach to teaching ethics.

PubMed

Buxton, Margaret; Phillippi, Julia C; Collins, Michelle R

2015-01-01

The importance of ethical conduct in health care was acknowledged as early as the fifth century in the Hippocratic Oath and continues to be an essential element of clinical practice. Providers face ethical dilemmas that are complex and unfold over time, testing both practitioners' knowledge and communication skills. Students learning to be health care providers need to develop the knowledge and skills necessary to negotiate complex situations involving ethical conflict. Simulation has been shown to be an effective learning environment for students to learn and practice complex and overlapping skills sets. However, there is little guidance in the literature on constructing effective simulation environments to assist students in applying ethical concepts. This article describes realistic simulations with trained, standardized patients that present ethical problems to graduate-level nurse-midwifery students. Student interactions with the standardized patients were monitored by faculty and peers, and group debriefing was used to help explore students' emotions and reactions. Student feedback postsimulation was exceedingly positive. This simulation could be easily adapted for use by health care education programs to assist students in developing competency with ethics. © 2014 by the American College of Nurse-Midwives.

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

PubMed Central

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

2015-01-01

Background: Information literacy is the basis for lifelong learning. Information literacy skills, especially for student in an environment that is full of information from multiple technologies are being developed is equally important. Information literacy is a set of cognitive and practical skills and like any other science, proper training is needed, and standard-based education is definitely better and evaluation would be easier. This study aimed to determine the impact of information literacy training course on information literacy skills of Isfahan University of Medical Sciences students based on ACRL standard in 2012. Materials and Methods: The study method is semi-experience with two group design (with pre-test and post-test) and applied. The data collection toll was a questionnaire assessing student's information literacy that developed by Davarpanah and Siamak and validity was confirmed by professional librarians and reliability as measured by Cronbach's alpha, was 0.83. The sample consisted of 50 undergraduate students from Isfahan University of Medical Sciences that by random sampling method was perch in both case and control groups. Before and after the training (once a week), a questionnaire was distributed between the two groups. This training was held in a classroom equipped with computers with internet access and in addition to training using brochures and librarian presentation, interactive methods such as discussion and exercises were used. The data were analyzed using SPSS version 20 software and two level of descriptive (mean and SD) and inferential statistics (t-test and t-paired). Results: The results showed that the students’ information literacy scores before the training was lower than average, so that in the control group was 32.96 and in the case group was 33.24; while information literacy scores in the case group significantly increased after the training (46.68). Also, the effect of education, respectively had a greater impact on the ability to access information (the second standard), ethics and legal use of information (the third standard), effective use of information (the fourth standard), critically evaluate information and its sources (the fifth standard). Conclusion: This study showed that the training was effective on enhancing students’ information literacy skills as the greatest impact was on increasing the ability to access information. Due to low mean score information literacy in the context of object recognition, there is a need for more training in this area. PMID:27462618

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

PubMed

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

2013-03-01

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

Curriculum enrichment with self-testing activities in development of fundamental movement skills of first-grade children in Greece.

PubMed

Karabourniotis, Dimitrios; Evaggelinou, Christina; Tzetzis, George; Kourtessis, Thomas

2002-06-01

The purpose of this study was to investigate the effect of self-testing activities on the development of fundamental movement skills in first-grade children in Greece. Two groups of children were tested. The Control group (n = 23 children) received the regular 12-wk. physical education school program and the Experimental group (n = 22 children) received a 12-wk. skill-oriented program with an increasing allotment of self-testing activities. The Test of Gross Motor Development was used to assess fundamental movement skills, while the content areas of physical education courses were estimated with an assessment protocol, based on the interval recording system called the Academic Learning Time-Physical Education. A 2 x 2 repeated measures analysis of variance with group as the between factor and testing time (pretest vs posttest) as the repeated-measures factor was performed to assess differences between the two groups. A significant interaction of group with testing time was found for the Test of Gross Motor Development total score, with the Experimental group scoring higher then the Control group. A significant main effect was also found for test but not for group. This study provides evidence supporting the notion that a balanced allotment of the self-testing and game activities beyond the usual curriculum increases the fundamental motor-skill development of children. Also, it stresses the necessity for content and performance standards for the fundamental motor skills in educational programs. Finally, it seems that the Test of Gross Motor Development is a useful tool for the assessment of children's fundamental movement skills.

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

ERIC Educational Resources Information Center

Sheets, Robert G.

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

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

ERIC Educational Resources Information Center

Rawlings, Mary A.

2012-01-01

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

Teachers' Use of a Self-Assessment Procedure: The Role of Criteria, Standards, Feedback and Reflection

ERIC Educational Resources Information Center

van Diggelen, Migchiel; den Brok, Perry; Beijaard, Douwe

2013-01-01

This article reports on the way teachers assess their own coaching competencies regarding the development of vocational education students' reflection skills. The participating teachers used a self-assessment procedure in which they had to judge themselves with the help of criteria and standards, received feedback from a colleague based on the…

An Alignment Analysis of Washington State's College Readiness Mathematics Standards with Various Local Placement Tests

ERIC Educational Resources Information Center

Achieve, Inc., 2006

2006-01-01

For the past two years, Achieve, Inc. has worked with the Transition Mathematics Project (TMP), a collaborative project of K-12 schools, community and technical colleges, and baccalaureate institutions within the state of Washington, as it developed mathematics standards that "define the core knowledge and skills expected of students entering…

AMERICAN STANDARD SPECIFICATIONS FOR MAKING BUILDINGS AND FACILITIES ACCESSIBLE TO, AND USABLE BY, THE PHYSICALLY HANDICAPPED.

ERIC Educational Resources Information Center

National Easter Seal Society for Crippled Children and Adults, Chicago, IL.

THIS STANDARD IS INTENDED TO PROVIDE MINIMUM REQUIREMENTS TO BE USED IN THE CONSTRUCTION OF ALL BUILDINGS AND FACILITIES AND FOR ADOPTION AND ENFORCEMENT BY ADMINISTRATIVE AUTHORITIES IN ORDER TO ALLOW INDIVIDUALS WITH PERMANENT PHYSICAL DISABILITIES TO PURSUE THEIR INTERESTS AND ASPIRATIONS, DEVELOP THEIR TALENTS, AND EXERCISE THEIR SKILLS.…

Literacy and FLES. Connecting to the Common Core Learning Standards

ERIC Educational Resources Information Center

Martino, Al; Barnett, Harriet

2013-01-01

At present, Whole Language (WL) teachers DO teach reading as a part of their curriculum. However, the new common core learning standards set the stage for Foreign Language in Elementary Schools (FLES) teachers to take a more active role, if not lead the way in developing important reading skills in children. Although this new challenge may at…

Effect of synergetic implementation of inquiry activities across three subjects in comparison to more traditional approach to teaching

NASA Astrophysics Data System (ADS)

Balogová, Brigita; Ješková, Zuzana; Hančová, Martina; Kireš, Marián

2017-01-01

Science education standards for grammar schools (ISCED 3) urge more emphasis on students' investigations in order to develop understanding but also scientific process skills (inquiry skills). It is true for not only science, but also mathematics and informatics. This approach is promoted to increase scientific literacy and inquiry skills development, however, there has not been many studies carried out in Slovakia to show the effect on students' achievements. In cooperation with Institutes of mathematics and informatics there was a research designed in order to study the effect of synergetic implementation of inquiry activities across the three subjects of physics, mathematics and informatics. The effect was identified with the help of inquiry skills' test and results were compared to those achieved by students subjected to more traditional teaching. In the contribution there are results of the study analyzed and discussed in details.

Neurocognitive Predictors of Mathematical Processing in School-Aged Children with Spina Bifida and Their Typically Developing Peers: Attention, Working Memory, and Fine Motor Skills

PubMed Central

Raghubar, Kimberly P.; Barnes, Marcia A.; Dennis, Maureen; Cirino, Paul T.; Taylor, Heather; Landry, Susan

2015-01-01

Objective Math and attention are related in neurobiological and behavioral models of mathematical cognition. This study employed model-driven assessments of attention and math in children with spina bifida myelomeningocele (SBM), who have known math difficulties and specific attentional deficits, to more directly examine putative relations between attention and mathematical processing. The relation of other domain general abilities and math was also investigated. Method Participants were 9.5-year-old children with SBM (N = 44) and typically developing children (N = 50). Participants were administered experimental exact and approximate arithmetic tasks, and standardized measures of math fluency and calculation. Cognitive measures included the Attention Network Test (ANT), and standardized measures of fine motor skills, verbal working memory (WM), and visual-spatial WM. Results Children with SBM performed similarly to peers on exact arithmetic but more poorly on approximate and standardized arithmetic measures. On the ANT, children with SBM differed from controls on orienting attention but not alerting and executive attention. Multiple mediation models showed that: fine motor skills and verbal WM mediated the relation of group to approximate arithmetic; fine motor skills and visual-spatial WM mediated the relation of group to math fluency; and verbal and visual-spatial WM mediated the relation of group to math calculation. Attention was not a significant mediator of the effects of group for any aspect of math in this study. Conclusions Results are discussed with reference to models of attention, WM, and mathematical cognition. PMID:26011113

Neurocognitive predictors of mathematical processing in school-aged children with spina bifida and their typically developing peers: Attention, working memory, and fine motor skills.

PubMed

Raghubar, Kimberly P; Barnes, Marcia A; Dennis, Maureen; Cirino, Paul T; Taylor, Heather; Landry, Susan

2015-11-01

Math and attention are related in neurobiological and behavioral models of mathematical cognition. This study employed model-driven assessments of attention and math in children with spina bifida myelomeningocele (SBM), who have known math difficulties and specific attentional deficits, to more directly examine putative relations between attention and mathematical processing. The relation of other domain general abilities and math was also investigated. Participants were 9.5-year-old children with SBM (n = 44) and typically developing children (n = 50). Participants were administered experimental exact and approximate arithmetic tasks, and standardized measures of math fluency and calculation. Cognitive measures included the Attention Network Test (ANT), and standardized measures of fine motor skills, verbal working memory (WM), and visual-spatial WM. Children with SBM performed similarly to peers on exact arithmetic, but more poorly on approximate and standardized arithmetic measures. On the ANT, children with SBM differed from controls on orienting attention, but not on alerting and executive attention. Multiple mediation models showed that fine motor skills and verbal WM mediated the relation of group to approximate arithmetic; fine motor skills and visual-spatial WM mediated the relation of group to math fluency; and verbal and visual-spatial WM mediated the relation of group to math calculation. Attention was not a significant mediator of the effects of group for any aspect of math in this study. Results are discussed with reference to models of attention, WM, and mathematical cognition. (c) 2015 APA, all rights reserved).

Inquiry, New Literacies, and the Common Core

ERIC Educational Resources Information Center

Stegman, Bridget

2014-01-01

For 21st century learning, students need to be well versed in techniques for inquiry using new literacies. Developing these skills also will meet the rigorous expectations of the Common Core State Standards.

Development and implementation of an objective structured clinical examination to provide formative feedback on communication and interpersonal skills in geriatric training.

PubMed

O'Sullivan, Patricia; Chao, Serena; Russell, Matthew; Levine, Sharon; Fabiny, Anne

2008-09-01

Teaching and assessment of communication and interpersonal skills, one of the American Council for Graduate Medical Education-designated core competencies, is an important but difficult task in the training of physicians. Assessment of trainees offers an opportunity to provide explicit feedback on their skills and encourages learning. This article describes a pilot study in which clinician-educators affiliated with the geriatrics training programs at Beth Israel Deaconess Medical Center and Boston University Medical Center designed and piloted a novel Objective Structured Clinical Examination (OSCE) to assess the communication and interpersonal skills of medical, dental, and geriatric psychiatry fellows. The OSCE consisted of three stations where geriatricians and standardized patients evaluated candidates using specifically designed checklists and an abbreviated version of the Master Interview Rating Scale. Communication skills were assessed through performance of specific "real life" clinical tasks, such as obtaining a medical history, explaining a diagnosis and prognosis, giving therapeutic instructions, and counseling. Interpersonal skills were assessed through the effect of the communication between doctor and standardized patient on fostering trust, relieving anxiety, and establishing a therapeutic relationship. This pilot study demonstrated that the OSCE format of assessment provides a valid means of evaluating the communication and interpersonal skills of interdisciplinary geriatric trainees and provides a valuable forum for formative assessment and feedback. Given that geriatricians and non geriatricians involved in elder care both need communication and interpersonal skills, this novel OSCE can be used for assessment of these skills in trainees in diverse healthcare subspecialties.

Standards in capstone design courses and the engineering curriculum.

PubMed

Goldberg, Jay

2012-01-01

In 1990, I was the group leader of Research and Development for Surgitek, a urological device manufacturer in Racine, Wisconsin, which was the market leader in ureteral stents. I recognized the need for an industry standard for ureteral stents, felt that taking a leadership role in the development of a new standard would be a good professional development activity, and volunteered to serve as the chair of the American Society for Testing and Materials (ASTM, now known as ASTM International) Task Group on Ureteral Stents. After several years, the standard was approved, and I continue to serve as the chair of the ASTM Subcommittee on Urological Materials and Devices. This experience helped me understand the value of industry standards, expanded my professional network and visibility within the medical device industry, and helped develop my leadership skills.

Professional Ethics of Software Engineers: An Ethical Framework.

PubMed

Lurie, Yotam; Mark, Shlomo

2016-04-01

The purpose of this article is to propose an ethical framework for software engineers that connects software developers' ethical responsibilities directly to their professional standards. The implementation of such an ethical framework can overcome the traditional dichotomy between professional skills and ethical skills, which plagues the engineering professions, by proposing an approach to the fundamental tasks of the practitioner, i.e., software development, in which the professional standards are intrinsically connected to the ethical responsibilities. In so doing, the ethical framework improves the practitioner's professionalism and ethics. We call this approach Ethical-Driven Software Development (EDSD), as an approach to software development. EDSD manifests the advantages of an ethical framework as an alternative to the all too familiar approach in professional ethics that advocates "stand-alone codes of ethics". We believe that one outcome of this synergy between professional and ethical skills is simply better engineers. Moreover, since there are often different software solutions, which the engineer can provide to an issue at stake, the ethical framework provides a guiding principle, within the process of software development, that helps the engineer evaluate the advantages and disadvantages of different software solutions. It does not and cannot affect the end-product in and of-itself. However, it can and should, make the software engineer more conscious and aware of the ethical ramifications of certain engineering decisions within the process.

Using Digital Portfolios to Develop Non-Traditional Domains in Special Education Settings

ERIC Educational Resources Information Center

Clancy, Mary; Gardner, Jessica

2017-01-01

This article chronicles the development of a portfolio system used primarily to assess special education high school students on a variety of traditional and non-traditional standards and skills. Developing, capturing, sharing, and assessing student learning can be problematic when traditional testing or classroom assessment methods are not an…

The Application of VARK Learning Styles in Introductory Level Economics Units

ERIC Educational Resources Information Center

Wright, Sarah; Stokes, Anthony

2015-01-01

The issues of developing strategies and approaches to teaching introductory level economics courses at university have been long standing. With the development of economics learning standards in Australia, this is a time to consider teaching and learning approaches to engage students and develop skills in economics. This paper considers that to…

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

ERIC Educational Resources Information Center

Texas State Technical Coll., Waco.

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

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

ERIC Educational Resources Information Center

Texas State Technical Coll., Waco.

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

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

ERIC Educational Resources Information Center

Texas State Technical Coll., Waco.

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

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

ERIC Educational Resources Information Center

Texas State Technical Coll., Waco.

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

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

ERIC Educational Resources Information Center

Texas State Technical Coll., Waco.

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

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

ERIC Educational Resources Information Center

Texas State Technical Coll., Waco.

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

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

ERIC Educational Resources Information Center

Texas State Technical Coll., Waco.

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

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

ERIC Educational Resources Information Center

Institute for Educational Leadership, Washington, DC.

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

Accessibility Principles for Reading Assessments

ERIC Educational Resources Information Center

Thurlow, Martha L.; Laitusis, Cara Cahalan; Dillon, Deborah R.; Cook, Linda L.; Moen, Ross E.; Abedi, Jamal; O'Brien, David G.

2009-01-01

Within the context of standards-based educational systems, states are using large scale reading assessments to help ensure that all children have the opportunity to learn essential knowledge and skills. The challenge for developers of accessible reading assessments is to develop assessments that measure only those student characteristics that are…

Human Resource Consulting Education: Professional Development for the Personnel Consulting Industry.

ERIC Educational Resources Information Center

Bone, John

1996-01-01

Interviews and surveys of 200 personnel consultants revealed an urgent need for basic and ongoing professional development education and for national competence standards and accreditation. Skill needs clustered in three categories: recruitment, selection, and sales/marketing. Professional education should recognize lifelong learning, take…

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

PubMed

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

2006-10-01

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

The impacts of observing flawed and flawless demonstrations on clinical skill learning.

PubMed

Domuracki, Kurt; Wong, Arthur; Olivieri, Lori; Grierson, Lawrence E M

2015-02-01

Clinical skills expertise can be advanced through accessible and cost-effective video-based observational practice activities. Previous findings suggest that the observation of performances of skills that include flaws can be beneficial to trainees. Observing the scope of variability within a skilled movement allows learners to develop strategies to manage the potential for and consequences associated with errors. This study tests this observational learning approach on the development of the skills of central line insertion (CLI). Medical trainees with no CLI experience (n = 39) were randomised to three observational practice groups: a group which viewed and assessed videos of an expert performing a CLI without any errors (F); a group which viewed and assessed videos that contained a mix of flawless and errorful performances (E), and a group which viewed the same videos as the E group but were also given information concerning the correctness of their assessments (FA). All participants interacted with their observational videos each day for 4 days. Following this period, participants returned to the laboratory and performed a simulation-based insertion, which was assessed using a standard checklist and a global rating scale for the skill. These ratings served as the dependent measures for analysis. The checklist analysis revealed no differences between observational learning groups (grand mean ± standard error: [20.3 ± 0.7]/25). However, the global rating analysis revealed a main effect of group (d.f.2,36 = 4.51, p = 0.018), which describes better CLI performance in the FA group, compared with the F and E groups. Observational practice that includes errors improves the global performance aspects of clinical skill learning as long as learners are given confirmation that what they are observing is errorful. These findings provide a refined perspective on the optimal organisation of skill education programmes that combine physical and observational practice activities. © 2015 John Wiley & Sons Ltd.

Standardizing hysteroscopy teaching: development of a curriculum using the Delphi method.

PubMed

Neveu, Marie-Emmanuelle; Debras, Elodie; Niro, Julien; Fernandez, Hervé; Panel, Pierre

2017-12-01

Hysteroscopy is performed often and in many indications but is challenging to learn. Hands-on training in live patients faces ethical, legal, and economic obstacles. Virtual reality simulation may hold promise as a hysteroscopy training tool. No validated curriculum specific in hysteroscopy exists. The aim of this study was to develop a hysteroscopy curriculum, using the Delphi method to identify skill requirements. Based on a literature review using the key words "curriculum," "simulation," and "hysteroscopy," we identified five technical and non-technical areas in which skills were required. Twenty hysteroscopy experts from different French hospital departments participated in Delphi rounds to select items in these five areas. The rounds were to be continued until 80-100% agreement was obtained for at least 60% of items. A curriculum was built based on the selected items and was evaluated in residents. From November 2014 to April 2015, 18 of 20 invited experts participated in three Delphi rounds. Of the 51 items selected during the first round, only 25 (49%) had 80-100% agreement during the second round, and a third round was therefore conducted. During this last round, 80-100% agreement was achieved for 31 (61%) items, which were used to create the curriculum. All 14 residents tested felt that a simulator training session was acceptable and helped them to improve their skills. We describe a simulation-based hysteroscopy curriculum focusing on skill requirements identified by a Delphi procedure. Its development allows standardization of training programs offered to residents.

First Steps into Language? Examining the Specific Longitudinal Relations between Walking, Exploration and Linguistic Skills

PubMed Central

Oudgenoeg-Paz, Ora; Volman, M(Chiel). J. M.; Leseman, Paul P. M.

2016-01-01

Recent empirical evidence demonstrates relationships between motor and language development that are partially mediated by exploration. This is in line with the embodied cognition approach to development that views language as grounded in real-life sensorimotor interactions with the environment. This view implies that the relations between motor and linguistic skills should be specific. Moreover, as motor development initially changes the possibilities children have to explore the environment, initial relations between motor and linguistic skills should become weaker over time. Empirical evidence pertaining to the duration and specificity of these relations is still lacking. The current study investigated longitudinal relations between attainment of walking and the development of several linguistic skills, and tested whether exploration through self-locomotion mediated these relations. Linguistic skills were measured at age 43 months, which is later than the age used in previous studies. Three hypotheses were tested: (1) the relations between walking and language found at younger ages will decrease over time (2) exploration through self-locomotion will remain an important predictor of spatial language (3) no relation will be found between walking, exploration and the use of grammatical and lexical categories and between exploration and general vocabulary. Thirty-one Dutch children took part in a longitudinal study. Parents reported about age of attainment of walking. Exploration through self-locomotion was measured using observations of play with a standard set of toys at age 20 months. Receptive vocabulary, spatial language and use of grammatical and lexical categories were measured at age 43 months using (standard) tests. Results reveal that age of walking does not directly predict spatial language at age 43 months. Exploration through self-locomotion does significantly and completely mediate the indirect effect of age of walking on spatial language. Moreover, neither age of walking nor exploration predict general vocabulary and the use of grammatical and lexical categories. Results support the idea that the initial relations between motor development and linguistic skills decrease over time and that these relations are specific and intrinsically dependent on the information children pick up through the execution of specific motor activities. PMID:27729885

First Steps into Language? Examining the Specific Longitudinal Relations between Walking, Exploration and Linguistic Skills.

PubMed

Oudgenoeg-Paz, Ora; Volman, M Chiel J M; Leseman, Paul P M

2016-01-01

Recent empirical evidence demonstrates relationships between motor and language development that are partially mediated by exploration. This is in line with the embodied cognition approach to development that views language as grounded in real-life sensorimotor interactions with the environment. This view implies that the relations between motor and linguistic skills should be specific. Moreover, as motor development initially changes the possibilities children have to explore the environment, initial relations between motor and linguistic skills should become weaker over time. Empirical evidence pertaining to the duration and specificity of these relations is still lacking. The current study investigated longitudinal relations between attainment of walking and the development of several linguistic skills, and tested whether exploration through self-locomotion mediated these relations. Linguistic skills were measured at age 43 months, which is later than the age used in previous studies. Three hypotheses were tested: (1) the relations between walking and language found at younger ages will decrease over time (2) exploration through self-locomotion will remain an important predictor of spatial language (3) no relation will be found between walking, exploration and the use of grammatical and lexical categories and between exploration and general vocabulary. Thirty-one Dutch children took part in a longitudinal study. Parents reported about age of attainment of walking. Exploration through self-locomotion was measured using observations of play with a standard set of toys at age 20 months. Receptive vocabulary, spatial language and use of grammatical and lexical categories were measured at age 43 months using (standard) tests. Results reveal that age of walking does not directly predict spatial language at age 43 months. Exploration through self-locomotion does significantly and completely mediate the indirect effect of age of walking on spatial language. Moreover, neither age of walking nor exploration predict general vocabulary and the use of grammatical and lexical categories. Results support the idea that the initial relations between motor development and linguistic skills decrease over time and that these relations are specific and intrinsically dependent on the information children pick up through the execution of specific motor activities.

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

PubMed

Lee, Young Hee; Lee, Young-Mee

2010-09-01

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

Are greenhouse gas emissions and cognitive skills related? Cross-country evidence.

PubMed

Omanbayev, Bekhzod; Salahodjaev, Raufhon; Lynn, Richard

2018-01-01

Are greenhouse gas emissions (GHG) and cognitive skills (CS) related? We attempt to answer this question by exploring this relationship, using cross-country data for 150 countries, for the period 1997-2012. After controlling for the level of economic development, quality of political regimes, population size and a number of other controls, we document that CS robustly predict GHG. In particular, when CS at a national level increase by one standard deviation, the average annual rate of air pollution changes by nearly 1.7% (slightly less than one half of a standard deviation). This significance holds for a number of robustness checks. Copyright © 2017 Elsevier Inc. All rights reserved.

Illinois Occupational Skill Standards: Telecommunications Technician Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

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

Decision making in trauma settings: simulation to improve diagnostic skills.

PubMed

Murray, David J; Freeman, Brad D; Boulet, John R; Woodhouse, Julie; Fehr, James J; Klingensmith, Mary E

2015-06-01

In the setting of acute injury, a wrong, missed, or delayed diagnosis can impact survival. Clinicians rely on pattern recognition and heuristics to rapidly assess injuries, but an overreliance on these approaches can result in a diagnostic error. Simulation has been advocated as a method for practitioners to learn how to recognize the limitations of heuristics and develop better diagnostic skills. The objective of this study was to determine whether simulation could be used to provide teams the experiences in managing scenarios that require the use of heuristic as well as analytic diagnostic skills to effectively recognize and treat potentially life-threatening injuries. Ten scenarios were developed to assess the ability of trauma teams to provide initial care to a severely injured patient. Seven standard scenarios simulated severe injuries that once diagnosed could be effectively treated using standard Advanced Trauma Life Support algorithms. Because diagnostic error occurs more commonly in complex clinical settings, 3 complex scenarios required teams to use more advanced diagnostic skills to uncover a coexisting condition and treat the patient. Teams composed of 3 to 5 practitioners were evaluated in the performance of 7 (of 10) randomly selected scenarios (5 standard, 2 complex). Expert rates scored teams using standardized checklists and global scores. Eighty-three surgery, emergency medicine, and anesthesia residents constituted 21 teams. Expert raters were able to reliably score the scenarios. Teams accomplished fewer checklist actions and received lower global scores on the 3 analytic scenarios (73.8% [12.3%] and 5.9 [1.6], respectively) compared with the 7 heuristic scenarios (83.2% [11.7%] and 6.6 [1.3], respectively; P < 0.05 for both). Teams led by more junior residents received higher global scores on the analytic scenarios (6.4 [1.3]) than the more senior team leaders (5.3 [1.7]). This preliminary study indicates that teams led by more senior residents received higher scores when managing heuristic scenarios but were less effective when managing the scenarios that require a more analytic approach. Simulation can be used to provide teams with decision-making experiences in trauma settings and could be used to improve diagnostic skills as well as study the decision-making process.

Divergence of fine and gross motor skills in prelingually deaf children: implications for cochlear implantation.

PubMed

Horn, David L; Pisoni, David B; Miyamoto, Richard T

2006-08-01

The objective of this study was to assess relations between fine and gross motor development and spoken language processing skills in pediatric cochlear implant users. The authors conducted a retrospective analysis of longitudinal data. Prelingually deaf children who received a cochlear implant before age 5 and had no known developmental delay or cognitive impairment were included in the study. Fine and gross motor development were assessed before implantation using the Vineland Adaptive Behavioral Scales, a standardized parental report of adaptive behavior. Fine and gross motor scores reflected a given child's motor functioning with respect to a normative sample of typically developing, normal-hearing children. Relations between these preimplant scores and postimplant spoken language outcomes were assessed. In general, gross motor scores were found to be positively related to chronologic age, whereas the opposite trend was observed for fine motor scores. Fine motor scores were more strongly correlated with postimplant expressive and receptive language scores than gross motor scores. Our findings suggest a disassociation between fine and gross motor development in prelingually deaf children: fine motor skills, in contrast to gross motor skills, tend to be delayed as the prelingually deaf children get older. These findings provide new knowledge about the links between motor and spoken language development and suggest that auditory deprivation may lead to atypical development of certain motor and language skills that share common cortical processing resources.

Design Challenges Are "ELL-elementary"

ERIC Educational Resources Information Center

de Romero, Nancy Yocom; Slater, Pat; DeCristofano, Carolyn

2006-01-01

It has always been a challenge for elementary school teachers to help special needs students and English learners understand challenging, standards-based science content while their students are still developing English language skills. Through their work as pilot teachers for the Engineering is Elementary (EiE) program developed by the Museum of…

Using Taylor Expansions to Prepare Students for Calculus

ERIC Educational Resources Information Center

Lutzer, Carl V.

2011-01-01

We propose an alternative to the standard introduction to the derivative. Instead of using limits of difference quotients, students develop Taylor expansions of polynomials. This alternative allows students to develop many of the central ideas about the derivative at an intuitive level, using only skills and concepts from precalculus, and…

Encounter Co-Training: Benefits and Pitfalls

ERIC Educational Resources Information Center

Lundberg, Joan, Lundberg, Craig

1974-01-01

The authors promote the position that the benefits tend to exceed the pitfalls of dual facilitation of intense small group experience and should become a more standard feature of laboratory training, for reasons of new trainer development, better learning experience for participants, and continuing skill development of experienced trainers. (AJ)

Developing Communication Access Standards to Maximize Community Inclusion for People with Communication Support Needs

ERIC Educational Resources Information Center

Solarsh, Barbara; Johnson, Hilary

2017-01-01

People with communication support needs experience barriers that limit their social inclusion in society. A community approach such as "communication access" that targets changing attitudes, skills, and resources may assist in facilitating community participation. The authors describe the development of communication access from 2008 in…

Wolves--Fact and Fiction: Example Performance Package, Minnesota Profile of Learning.

ERIC Educational Resources Information Center

Minnesota State Dept. of Children, Families, and Learning, St. Paul.

Developed by classroom teachers during the development phase of Minnesota's Graduation Standards, these performance packages are made up of locally designed assignments that, taken together, show whether a student has learned and can apply the knowledge and skills related to comprehending literal meaning in reading, viewing and listening…

Improving Conceptual Understanding and Representation Skills through Excel-Based Modeling

ERIC Educational Resources Information Center

Malone, Kathy L.; Schunn, Christian D.; Schuchardt, Anita M.

2018-01-01

The National Research Council framework for science education and the Next Generation Science Standards have developed a need for additional research and development of curricula that is both technologically model-based and includes engineering practices. This is especially the case for biology education. This paper describes a quasi-experimental…

The Degree of Implementing ISTE Standards in Technical Education Colleges of Palestine

ERIC Educational Resources Information Center

Ayad, Fuad Ismail; Ajrami, Sameh Jamil

2017-01-01

In light of this successive technological change, there has been an ongoing need for the development of technical education, so that the graduate is able to keep up with the requirements of the labor market on the one hand, and has a continuing education skills on the other. International Society for Technology in Education (ISTE) standards are…

Tailored for a Perfect Fit: Flexible Templates Promote Standards Alignment and Teacher Collaboration

ERIC Educational Resources Information Center

Jacobson, Linda

2016-01-01

Susana Velasco always thought she designed lessons for her kindergarten students to help them meet the academic standards for their grade. But now she feels better equipped to adapt instruction to meet the needs of all the children in her class--a skill she has developed through her school's participation in the Literacy Design Collaborative…

Where Are the Gardens in the Garden State? Middle School Lessons on Sustainable Agriculture and Farmland Preservation.

ERIC Educational Resources Information Center

Chen, Loris

This unit helps middle school students explore the local face of a global challenge: vanishing farmland and the need for sustainable agriculture. With an eye on the National Geography Standards and five areas of the New Jersey core curriculum standards, this unit also develops the skills needed to contribute toward creative solutions for such…

The Use of Standardized Test Batteries in Assessing the Skill Development of Children with Mild-to-Moderate Sensorineural Hearing Loss.

ERIC Educational Resources Information Center

Plapinger, Donald S.; Sikora, Darryn M.

1995-01-01

This study of 12 children (ages 7-13) with mild to moderate bilateral sensorineural hearing loss found that psychoeducational diagnostic tests standardized on students with normal hearing may be used with confidence to assess both cognitive and academic levels of functioning in students with sensorineural hearing loss. (Author/JDD)

Human Services. Georgia Core Standards for Occupational Clusters.

ERIC Educational Resources Information Center

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

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

Technical/Engineering. Georgia Core Standards for Occupational Clusters.

ERIC Educational Resources Information Center

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

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

Health Care. Georgia Core Standards for Occupational Clusters.

ERIC Educational Resources Information Center

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

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

Tracking development from early speech-language acquisition to reading skills at age 13.

PubMed

Bartl-Pokorny, Katrin D; Marschik, Peter B; Sachse, Steffi; Green, Vanessa A; Zhang, Dajie; Van Der Meer, Larah; Wolin, Thomas; Einspieler, Christa

2013-06-01

Previous studies have indicated a link between speech-language and literacy development. To add to this body of knowledge, we investigated whether lexical and grammatical skills from toddler to early school age are related to reading competence in adolescence. Twenty-three typically developing children were followed from age 1;6 to 13;6 (years;months). Parental checklists and standardized tests were used to assess the development of mental lexicon, grammatical and reading capacities of the children. Direct assessment of early speech-language functions positively correlated with later reading competence, whereas lexical skills reported by parents were not associated with this capacity. At (pre-) school age, larger vocabulary and better grammatical abilities predicted advanced reading abilities in adolescence. Our study contributes to the understanding of typical speech-language development and its relation to later reading outcome, extending the body of knowledge on these developmental domains for future early identification of children at risk for reading difficulties.

Academy of nutrition and dietetics: revised 2014 standards of practice and standards of professional performance for registered dietitian nutritionists (competent, proficient, and expert) in sports nutrition and dietetics.

PubMed

Steinmuller, Patricia L; Kruskall, Laura J; Karpinski, Christine A; Manore, Melinda M; Macedonio, Michele A; Meyer, Nanna L

2014-04-01

Sports nutrition and dietetics addresses relationships of nutrition with physical activity, including weight management, exercise, and physical performance. Nutrition plays a key role in the prevention and treatment of obesity and chronic disease and for maintenance of health, and the ability to engage in physical activity, sports, and other aspects of physical performance. Thus, the Sports, Cardiovascular, and Wellness Nutrition Dietetic Practice Group, with guidance from the Academy of Nutrition and Dietetics Quality Management Committee, has developed the Revised 2014 Standards of Practice and Standards of Professional Performance as a resource for Registered Dietitian Nutritionists working in sports nutrition and dietetics to assess their current skill levels and to identify areas for further professional development in this emerging practice area. The revised document reflects advances in sports nutrition and dietetics practice since the original standards were published in 2009 and replaces those standards. The Standards of Practice represents the four steps in the Nutrition Care Process as applied to the care of patients/clients. The Standards of Professional Performance covers six standards of professional performance: quality in practice, competence and accountability, provision of services, application of research, communication and application of knowledge, and utilization and management of resources. Within each standard, specific indicators provide measurable action statements that illustrate how the standards can be applied to practice. The indicators describe three skill levels (competent, proficient, and expert) for Registered Dietitian Nutritionists working in sports nutrition and dietetics. The Standards of Practice and Standards of Professional Performance are complementary resources for Registered Dietitian Nutritionists in sports nutrition and dietetics practice. Copyright © 2014 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved.

Culture appropriate indicators for monitoring growth and development of urban and rural children below 6 years.

PubMed

Dixit, A; Govil, S; Patel, N V

1992-03-01

In this cross sectional study, 2000 apparently normal children aged 0-6 years (1200 urban and 800 rural), were nutritionally and developmentally assessed and their environment scrutinized for possible risk factors. Measurement of mid upper arm circumference (MUAC) using standard techniques revealed malnutrition in 44% of the rural and 24% of the urban children especially in the 2-6 years of age group. Culture appropriate indicators of psycho-social development picked up gross delays in gross motor (GM), vision and fine motor (V&FM) and language skills. Self help, concept hearing (SHCH) skills were recorded as normal while social skills were advanced particularly in the 0-2 years old urban group. By the use of the family protocols, low socio-economic status, malnutrition and 9 other risks factors have been generated for the urban group. No risk factor could be identified for the rural group. Better income emerged as the only real protective factor for the sample showing a direct positive relationship with the 45 skills tested, especially in the 2-6 years age group. Nineteen developmental skills were identified as powerful predictors of development. A prototype home based screening record was constructed for monitoring of growth and development which can be even used by minimally trained primary care worker.

AAVP Recommendations for Core Competency Standards Relating to Parasitological Knowledge and Skills.

PubMed

Snowden, Karen F; Krecek, Rosina C; Bowman, Dwight D

As part of the accreditation process, the American Veterinary Medical Association Council on Education has defined nine broad areas of core competencies that must be met by graduating students earning a Doctor of Veterinary Medicine degree. To define competencies in veterinary parasitology, the American Association of Veterinary Parasitologists (AAVP) has developed a detailed list of knowledge and skills that are recommended for inclusion in professional curricula. These recommendations were developed by instructors from colleges/schools of veterinary medicine in the US, Canada, and the Caribbean, and were reviewed and endorsed following AAVP guidelines.

A Focused Observation Tool Using Dreyfus Stages of Skill Acquisition as an Evaluative Scale.

PubMed

Driver, Richard; Grose, Brian; Serafini, Mario; Cottrell, Scott; Sizemore, Daniel; Vallejo, Manuel

2017-01-01

Focused Observartion (FO) is associated with assessing complex skills and differs from generalized observations and evaluations. We've developed a FO assessing clinical procedural skills using Hubert Dreyfus Stages of Skill Acquisition as descriptive anchors. This study sought to analyze the effectiveness of this measure of skill progression. During week 1 and week 4 of training, FO was performed repetitively on 6 residents during endotracheal intubation. Skill stage ratings were converted to numerical scores. A dependent, paired samples t-test was calculated using total mean score (dependent variable) and an effect size. (Cohen's d) was performed to ascertain the standardized mean difference between observations. A significant improvement in mean scores occurred between Week 1 (AVG 1.2, STDV ± 0.1) and Week 4 (AVG 2.0, STDV ± 0.1) (t= -3.9, p<.05) Calculated Chohen's d indicates that this difference was meaningful. This study demonstrates success in adapting a Focused Observation technique and an innovative evaluative scale based upon Dreyfus stages of skill acquisition.

Infection prevention and control.

PubMed

Pegram, Anne; Bloomfield, Jacqueline

2015-03-18

All newly registered graduate nurses are required to have the appropriate knowledge and understanding to perform the skills required for patient care, specifically the competencies identified in the Nursing and Midwifery Council's essential skills clusters. This article focuses on the third essential skills cluster - infection prevention and control. It provides an overview and discussion of the key skills and behaviours that must be demonstrated to meet the standards set by the Nursing and Midwifery Council. In doing so, it considers the key principles of infection prevention and control, including local and national policies, standard infection control precautions, risk assessment, standard isolation measures and asepsis.

Developing a Standard Based Advanced Lab Course that Fulfills COM3 Requirements

NASA Astrophysics Data System (ADS)

Michalak, Rudi

2015-03-01

An advanced physics lab has been developed into a course that fulfills the requirements for a university studies program `COM3' course using Standard Teaching (ST) methods. The COM3 course is a capstone course under the new USP2015 study requirements for all majors. It replaces the WC writing requirement, typically filled in the English Dept., and adds the teaching of oral and digital communication skills. ST is a method that replaces typical assessments (homework / exam grades) with new assessments that measure certain specified learning outcomes. In combination with oral assessments and an oral final exam, the ST proves an efficient tool to implement the USP Learning Outcomes into a physics course. COM3 requires an unprecedented seven learning outcomes in a single course. Variety of learning outcomes: interdisciplinary goals, levels of writing (with drafting steps), organizational structure, standard language metrics, research and presentation deliverance skills, appropriate addressing of a variety of audiences, etc. With other assessment approaches than ST this variety would be difficult to meet in a physics course. An extended ST rubric has been developed for this course and will be presented and discussed in some detail.

Developing an Evaluation Tool for Assessing Clinical Ethics Consultation Skills in Simulation Based Education: The ACES Project.

PubMed

Wasson, Katherine; Parsi, Kayhan; McCarthy, Michael; Siddall, Viva Jo; Kuczewski, Mark

2016-06-01

The American Society for Bioethics and Humanities has created a quality attestation (QA) process for clinical ethics consultants; the pilot phase of reviewing portfolios has begun. One aspect of the QA process which is particularly challenging is assessing the interpersonal skills of individual clinical ethics consultants. We propose that using case simulation to evaluate clinical ethics consultants is an approach that can meet this need provided clear standards for assessment are identified. To this end, we developed the Assessing Clinical Ethics Skills (ACES) tool, which identifies and specifies specific behaviors that a clinical ethics consultant should demonstrate in an ethics case simulation. The aim is for the clinical ethics consultant or student to use a videotaped case simulation, along with the ACES tool scored by a trained rater, to demonstrate their competence as part of their QA portfolio. The development and piloting of the tool is described.

Integrated Occupational Program: Information Manual for Administrators, Counsellors, and Teachers. Curriculum Standards.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton. Curriculum Standards Branch.

The purposes of the Integrated Occupational Program developed for special needs students in grades 8-12 in Alberta (Canada) are to have students become responsible members of society, develop entry-level vocational abilities, and become aware of the need and opportunities for lifelong learning. The focus is on the development of knowledge, skills,…

National Skills Standards Development Project. Study of the State of the Art of Certification and Accreditation Programs.

ERIC Educational Resources Information Center

Electronic Industries Foundation, Washington, DC.

A study of 10 organizations explored how their various certification or accreditation programs were developed, structured, and managed and made observations to guide the development of certification or accreditation for the electronics industry. From November 1994 through January 1995, a phone and fax survey was conducted of these organizations:…

The Development of the easyCBM CCSS Reading Assessments: Grade 3. Technical Report #1221

ERIC Educational Resources Information Center

Alonzo, Julie; Park, Bitnara Jasmine; Tindal, Gerald

2012-01-01

In this technical report, we document the development and piloting of easyCBM reading measures aligned to the Common Core State Standards, designed for use in screening students at risk for reading difficulty and monitoring their progress as they develop reading skills. The measures, which assess students' ability to respond to…

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

ERIC Educational Resources Information Center

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

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

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

ERIC Educational Resources Information Center

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

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

Illinois Occupational Skill Standards: In-Store Retailing Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

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

Illinois Occupational Skill Standards. Collision Repair Technician Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

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

Illinois Occupational Skill Standards: Finishing and Distribution Cluster.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

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

School Counselors and Student Assessment

ERIC Educational Resources Information Center

Blacher, Joan H.; Murray-Ward, Mildred; Uellendahl, Gail E.

2005-01-01

National school counselor certification examinations and state credentialing standards require knowledge of and skill development in assessment (California Commission on Teacher Credentialing [CCTC], 2001; National Board for Certified Counselors, 1998). And, professional associations have specified assessment competencies (American School…

Psycho-Motor and Error Enabled Simulations: Modeling Vulnerable Skills in the Pre-Mastery Phase Medical Practice Initiative Procedural Skill Decay and Maintenance (MPI-PSD)

DTIC Science & Technology

2014-04-01

laparoscopic ventral hernia repair. Additional simulation stations were added to the standards and purchases (including a motion tracking system) were...framework for laparoscopic ventral hernia; Incorporation of error-based simulators into an exit assessment of chief surgical residents; Development of...simulating a laparoscopic ventral hernia (LVH) repair. Based on collected data, the lab worked to finalize the incorporation of error-based simulators

Student nurses need more than maths to improve their drug calculating skills.

PubMed

Wright, Kerri

2007-05-01

Nurses need to be able to calculate accurate drug calculations in order to safely administer drugs to their patients (NMC, 2002). Studies have shown however that nurses do not always have the necessary skills to calculate accurate drug dosages and are potentially administering incorrect dosages of drugs to their patients (Hutton, M. 1998. Nursing Mathematics: the importance of application. Nursing Standard 13(11), 35-38; Kapborg, I. 1994. Calculation and administration of drug dosage by Swedish nurses, Student Nurses and Physicians. International Journal for Quality in Health Care 6(4), 389-395; O'Shea, E. 1999. Factors contributing to medication errors: a literature review. Journal of Advanced Nursing 8, 496-504; Wilson, A. 2003. Nurses maths: researching a practical approach. Nursing Standard 17(47), 33-36). The literature indicates that in order to improve drug calculations strategies need to focus on both the mathematical skills and conceptual skills of student nurses so they can interpret clinical data into drug calculations to be solved. A study was undertaken to investigate the effectiveness of implementing several strategies which focussed on developing the mathematical and conceptual skills of student nurses to improve their drug calculation skills. The study found that implementing a range of strategies which addressed these two developmental areas significantly improved the drug calculation skills of nurses. The study also indicates that a range of strategies has the potential ensuring that the skills taught are retained by the student nurses. Although the strategies significantly improved the drug calculation skills of student nurses, the fact that only 2 students were able to achieve 100% in their drug calculation test indicates a need for further research into this area.

Non-technical skills of surgical trainees and experienced surgeons.

PubMed

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

2017-05-01

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

Getting the fundamentals of movement: a meta-analysis of the effectiveness of motor skill interventions in children.

PubMed

Logan, S W; Robinson, L E; Wilson, A E; Lucas, W A

2012-05-01

The development of fundamental movement skills (FMS) is associated with positive health-related outcomes. Children do not develop FMS naturally through maturational processes. These skills need to be learned, practised and reinforced. The objective was to determine the effectiveness of motor skill interventions in children. The following databases were searched for relevant articles: Academic Search Premier, PsycArticles, PsycInfo, SportDiscus and ERIC. No date range was specified and each search was conducted to include all possible years of publication specific to each database. Key terms for the search included motor, skill, movement, intervention, programme or children. Searches were conducted using single and combined terms. Pertinent journals and article reference lists were also manually searched. (1) implementation of any type of motor skill intervention; (2) pre- and post-qualitative assessment of FMS; and (3) availability of means and standard deviations of motor performance. A significant positive effect of motor skill interventions on the improvement of FMS in children was found (d= 0.39, P < 0.001). Results indicate that object control (d= 0.41, P < 0.001) and locomotor skills (d= 0.45, P < 0.001) improved similarly from pre- to post-intervention. The overall effect size for control groups (i.e. free play) was not significant (d= 0.06, P= 0.33). A Pearson correlation indicated a non-significant (P= 0.296), negative correlation (r=-0.18) between effect size of pre- to post-improvement of FMS and the duration of the intervention (in minutes). Motor skill interventions are effective in improving FMS in children. Early childhood education centres should implement 'planned' movement programmes as a strategy to promote motor skill development in children. © 2011 Blackwell Publishing Ltd.

The Development of Scientific Communication Skills: A Qualitative Study of the Perceptions of Trainees and Their Mentors

PubMed Central

Cameron, Carrie; Collie, Candice L.; Baldwin, Constance D.; Bartholomew, L. Kay; Palmer, J. Lynn; Greer, Marilyn; Chang, Shine

2013-01-01

Purpose Scientific communication, both written and oral, is the cornerstone of success in biomedical research, yet formal instruction is rarely provided. Trainees with little exposure to Standard Academic English may find developing scientific communication skills challenging. In this exploratory, hypothesis-generating qualitative study, the authors examined the process by which mentored junior researchers learn scientific communication skills, their feelings about the challenges, and their mentor’s role in the process. Method In 2010, the authors conducted semi-structured focus groups and interviews to explore research trainees’ and faculty mentors’ perceptions and practices regarding scientific communication skills development, as part of the development phase of a larger quantitative study. The facilitator took detailed notes and verified their accuracy with participants during the sessions; a second member of the research team observed and verified the recorded notes. Three coders performed a thematic analysis, and the other authors reviewed it. Results Forty-three trainees and 50 mentors participated. Trainees and mentors had diverging views on the role of mentoring in fostering communication skills development. Trainees expressed varying levels of self-confidence but considerable angst. Mentors felt that most trainees have low self-confidence. Trainees expressed interest in learning scientific communication skills, but mentors reported that some trainees were insufficiently motivated and seemed resistant to guidance. Both groups agreed that trainees found mentors’ feedback difficult to accept. Conclusions The degree of distress, dissatisfaction, and lack of mutual understanding between mentors and trainees was striking. These themes have important implications for best practices and resource development. PMID:23969363

Metabolic outcomes of workers according to the International Standard Classification of Occupations in Korea.

PubMed

Lee, Wanhyung; Yeom, Hyungseon; Yoon, Jin-Ha; Won, Jong-Uk; Jung, Pil Kyun; Lee, June-Hee; Seok, Hongdeok; Roh, Jaehoon

2016-08-01

Occupation influences the risk for developing chronic metabolic diseases. We compared the prevalence of MetS by International Standard Classification of Occupations using the nationally representative data in Korea (KNHANES). We enrolled 16,763 workers (9,175 males; 7,588 females) who had measurements for the National Cholesterol Education Program criteria III and other variables. OR and 95%CIs for MetS and its components were estimated according to occupation using the multiple logistic regression models. The occupational groups with the highest age-standardized prevalence of MetS were lower skilled white-collar men (31.1 ± 2.4%) and green-collar women (24.2 ± 2.9%). Compared with the unskilled male blue-collar group, which had the lowest prevalence of MetS, the OR (95%CIs) of MetS in men were 1.77 (1.45-2.15) in higher skilled white-collar, 1.82 (1.47-2.26) in lower-skilled white-collar, 1.63 (1.32-2.01) in pink-collar and 1.37 (1.13-1.66) in skilled blue-collar workers in final logistic regression model. MetS and its components vary by occupational category and gender in ways that may guide health interventions. Am. J. Ind. Med. 59:685-694, 2016. © 2016 Wiley Periodicals, Inc. © 2016 Wiley Periodicals, Inc.

Communication skills in pediatric training program: National-based survey of residents' perspectives in Saudi Arabia.

PubMed

Alofisan, Tariq; Al-Alaiyan, Saleh; Al-Abdulsalam, Moath; Siddiqui, Khawar; Hussain, Ibrahim Bin; Al-Qahtani, Mohammad H

2016-01-01

Good communication skills and rapport building are considered the cardinal tools for developing a patient-doctor relationship. A positive, healthy competition among different health care organizations in Saudi Arabia underlines an ever increasing emphasis on effective patient-doctor relationship. Despite the numerous guidelines provided and programs available, there is a significant variation in the acceptance and approach to the use of this important tool among pediatric residents in this part of the world. To determine pediatric residents' attitude toward communication skills, their perception of important communication skills, and their confidence in the use of their communication skills in the performance of their primary duties. A cross-sectional study was conducted among all pediatrics trainee residents working in 13 different hospitals in Saudi Arabia. A standardized self-administered questionnaire developed by the Harvard Medical School was used. A total of 297 residents out of all trainees in these centers participated in the data collection. The 283 (95%) residents considered learning communication skills a priority in establishing a good patient-doctor relationship. Thirty four percent reported being very confident with regard to their communication skills. Few residents had the skills, and the confidence to communicate with children with serious diseases, discuss end-of-life issues, and deal with difficult patients and parents. Pediatric residents perceive the importance of communication skills and competencies as crucial components in their training. A proper comprehensive communication skills training should be incorporated into the pediatric resident training curriculum.

What matters? Assessing and developing inquiry and multivariable reasoning skills in high school chemistry

NASA Astrophysics Data System (ADS)

Daftedar Abdelhadi, Raghda Mohamed

Although the Next Generation Science Standards (NGSS) present a detailed set of Science and Engineering Practices, a finer grained representation of the underlying skills is lacking in the standards document. Therefore, it has been reported that teachers are facing challenges deciphering and effectively implementing the standards, especially with regards to the Practices. This analytical study assessed the development of high school chemistry students' (N = 41) inquiry, multivariable causal reasoning skills, and metacognition as a mediator for their development. Inquiry tasks based on concepts of element properties of the periodic table as well as reaction kinetics required students to conduct controlled thought experiments, make inferences, and declare predictions of the level of the outcome variable by coordinating the effects of multiple variables. An embedded mixed methods design was utilized for depth and breadth of understanding. Various sources of data were collected including students' written artifacts, audio recordings of in-depth observational groups and interviews. Data analysis was informed by a conceptual framework formulated around the concepts of coordinating theory and evidence, metacognition, and mental models of multivariable causal reasoning. Results of the study indicated positive change towards conducting controlled experimentation, making valid inferences and justifications. Additionally, significant positive correlation between metastrategic and metacognitive competencies, and sophistication of experimental strategies, signified the central role metacognition played. Finally, lack of consistency in indicating effective variables during the multivariable prediction task pointed towards the fragile mental models of multivariable causal reasoning the students had. Implications for teacher education, science education policy as well as classroom research methods are discussed. Finally, recommendations for developing reform-based chemistry curricula based on the Practices are presented.

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

NASA Astrophysics Data System (ADS)

Chabalengula, Vivien M.; Mumba, Frackson

2017-11-01

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

The skills and experience of GRADE methodologists can be assessed with a simple tool.

PubMed

Norris, Susan L; Meerpohl, Joerg J; Akl, Elie A; Schünemann, Holger J; Gartlehner, Gerald; Chen, Yaolong; Whittington, Craig

2016-11-01

To suggest approaches for guideline developers on how to assess a methodologist's expertise with Grading of Recommendations Assessment, Development and Evaluation (GRADE) methods and tasks and to provide a set of minimum skills and experience required to perform specific tasks related to guideline development using GRADE. We used an iterative and consensus-based process involving individuals with in-depth experience with GRADE. We considered four main tasks: (1) development of key questions; (2) assessment of the certainty of effect estimates; (3) development of recommendations; and (4) teaching GRADE. There are three basic approaches to determine a methodologist's skill set. First, self-report of knowledge, skills, and experience with a standardized "GRADE curriculum vitae (CV)" focused on each of the GRADE-related tasks; second, demonstration of skills using worked examples; third, a formal evaluation using a written or oral test. We suggest that the GRADE CV is likely to be useful and feasible to implement. We also suggest minimum training including attendance at one or more full-day workshops and familiarity with the main GRADE publications and the GRADE handbook. The selection of a GRADE methodologist must be a thoughtful, reasoned decision, informed by the criteria suggested in this article and tailored to the specific project. Our suggested approaches need further pilot testing and validation. Copyright © 2016 Elsevier Inc. All rights reserved.

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

PubMed

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

2014-04-01

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

Developing geospatial thinking and the science practices of investigation and evalutation with geographic information systems

NASA Astrophysics Data System (ADS)

Hamilton, Kelli

Geospatial thinking is a subset of spatial thinking, which has been identified by the National Geography Standards as an essential skill for students to gain through geography instruction (Heffron & Downs, 2013). One tool which has been shown to help students develop their geospatial thinking skills is Geographic Information Systems (GIS) (Kim & Bednraz, 2013; Lee & Bednarz, 2009; Patterson, 2007). Much of the research conducted with GIS has been in the context of social studies classrooms. This study examined the use of GIS with seventh grade students in a science classroom. Results of this study indicate that students who use GIS as part of their science instruction are able to practice geospatial thinking skills. In addition, this study examined how GIS could be used to enhance the instruction of the science practices of investigation and evaluation. The Next Generation Science Standards identify certain science practices which students should experience as part of science instruction (NGSS Lead States, 2013). Among those practices are investigation and evaluation. Students in this study used GIS to investigate and evaluate scientific data. Both the teacher and the students were able to identify ways that GIS enhanced both the investigation and evaluation of data.

Cardiac auscultatory recording database: delivering heart sounds through the Internet.

PubMed Central

Tuchinda, C.; Thompson, W. R.

2001-01-01

The clinical skill of cardiac auscultation, while known to be sensitive, specific, and inexpensive in screening for cardiac disease among children, has recently been shown to be deficient among residents in training. This decline in clinical skill is partly due to the difficulty in teaching auscultation. Standardization, depth, and breadth of experience has been difficult to reproduce for students due to time constraints and the impracticality of examining large numbers of patients with cardiac pathology. We have developed a web-based multimedia platform that delivers complete heart sound recordings from over 800 different patients seen at the Johns Hopkins Outpatient Pediatric Cardiology Clinic. The database represents more than twenty significant cardiac lesions as well as normal and innocent murmurs. Each patient record is complete with a gold standard echo for diagnostic confirmation and a gold standard auscultatory assessment provided by a pediatric cardiology attending. PMID:11825279

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

ERIC Educational Resources Information Center

Kamarulzaman, Wirawani; Kamarulzaman, Wirawahida

2016-01-01

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

Emergency Medical Services Instructor Training Program of the National Standard Curriculum Revised

DOT National Transportation Integrated Search

1996-05-01

In 1986, the National Highway Traffic Safety Administration (NHTSA) developed the first edition of the "Emergency Medical Services Instructor Training Program" to teach instructor skills to Emergency Medical Services (EMS) experts. In 1990, NHTSA rev...

Just a Matter of Time.

ERIC Educational Resources Information Center

Smith, Frank

2001-01-01

Struggling students are often victimized by time constraints--arbitrarily imposed timetables for mastering material and meeting standards. People learn best from experience, not by information acquisition, skill development, rote memorization, or assessment. Reading, writing, arithmetic, scientific understanding, and civics require student…

Using Smartphones to Supplement Classroom Reading

ERIC Educational Resources Information Center

Bromley, Karen

2013-01-01

Supplementing classroom reading with smartphones can develop better vocabulary knowledge, comprehension, technology skills, and writing. This article connects smartphones to reading complex, informational text and the Common Core State Standards (CCSS). The author suggests that smartphones motivate, scaffold comprehension, and invite…

A Quantitative Content Analysis of the Common Core State Standards Compared to Missouri's Grade-Level Expectations Using the Revised Bloom's Taxonomy Framework

ERIC Educational Resources Information Center

Gallia, Toni

2012-01-01

With the pressure in education to develop a 21st century learner with higher-level thinking skills, many educators connected previous state curriculum to the Common Core State Standards (CCSS). Missouri's Department of Education experts paired the previous state's curriculum known as the Missouri Grade Level Expectations (MO GLEs) with a…

Willing but Not Yet Ready: A Glimpse of California Teachers' Preparedness for the Common Core State Standards. CenterView

ERIC Educational Resources Information Center

Center for the Future of Teaching and Learning at WestEd, 2012

2012-01-01

California is on the precipice of implementing the Common Core State Standards (CCSS), which were developed through an initiative of the National Governors Association and the Council of Chief State School Officers to reflect the knowledge and skills needed for success in college and careers. In California, one of 45 adopting states, the standards…

Developing Performance Measures for Manned-Unmanned Teaming Skills

DTIC Science & Technology

2015-02-01

Moves aircraft to safe area Utilize standardized radio communication and signal operating procedures Perform BDA Utilize Standard report formats...UAS does not conduct BDA ; assumes target is destroyed without verification UAS evaluates target; reports BDA to engaging aircraft (or...ground unit) after prompting UAS evaluates target; proactively reports BDA to engaging aircraft (or ground unit) 1 2 3 4 5 1 2 3 4 5 B

Curriculum Based Functional Vocational Assessment Guide. Correlation of the Life Centered Career Education Curriculum with Specific Occupational Programs, Standards of Work Performance, and Campus Assessment Instruments.

ERIC Educational Resources Information Center

Quinones, William A.

This document is a guide developed for the Dallas Independent School District's (DISD's) Multiple Careers Magnet Center, which provides special education students with training in standards of work performance and specific occupational skills for successful transition to community life and employment. The document also provides information for…

Use of actors as standardized psychiatric patients.

PubMed

Keltner, Norman L; Grant, Joan S; McLernon, Dennis

2011-05-01

Using actors in simulation provides opportunities for immersive, interactive, and reflective experiences to improve health care professionals' clinical expertise and practice. These experiences facilitate the development of enhanced critical thinking, problem-solving, and communication skills without risks to patients. This article discusses how to integrate actors and students into simulated experiences. Examples are provided using mental health simulations with actors as standardized psychiatric patients. Copyright 2011, SLACK Incorporated.

Teacher Research at the Middle Level: Strengthening the Essential Attributes of Education for Young Adolescents

ERIC Educational Resources Information Center

DiLucchio, Connie; Leaman, Heather; Elicker, Kathleen; Mathisen, Denise

2014-01-01

Teacher research (practitioner inquiry) is an effective form of professional development for middle level teachers. Through teacher research, classroom teachers develop the skills needed to demonstrate mastery of the performance standards for middle level master teacher candidates. Using well-established research methods, middle level educators…

Targeting Learning Needs in an Australian Aid Project in Thailand.

ERIC Educational Resources Information Center

Kinder, Rex; Karawanan, Chaisak

1996-01-01

The Thailand Land Titling Project includes a training and development component aimed at long-term sustainability. A training target matrix was developed to identify the knowledge, skills, experience, and performance standards required and needs for training at various levels. Six broad and flexible career paths allow for logical succession,…

Tech Reading/Small Engines: Performance Package, Minnesota Profile of Learning.

ERIC Educational Resources Information Center

Minnesota State Dept. of Children, Families, and Learning, St. Paul.

Developed by classroom teachers during the development phase of Minnesota's Graduation Standards, this performance package is made up of locally designed assignments that, taken together, show whether a student has learned and can apply the knowledge and skills related to technical reading regarding small engines. It begins with reference to the…

Risk Factors in Early Child Development: Is Prenatal Cocaine/Polydrug Exposure a Key Variable?

ERIC Educational Resources Information Center

Phelps, Leadelle; Wallace, Nancy Virginia; Bontrager, Annie

1997-01-01

Assessed the effect of cocaine/polydrug in utero exposure on early childhood development while controlling for covariant factors. Analysis of two matched samples of preschoolers (20 with drug exposure and 20 without) revealed that both groups scored approximately one standard deviation below the expected mean in social skills, auditory…

Basic Training Program for Emergency Medical Technician Ambulance: Course Guide.

ERIC Educational Resources Information Center

Fucigna, Joseph T.; And Others

In an effort to upgrade or further develop the skills levels of all individuals involved in the emergency medical care service, this training program was developed for the National Highway Safety Bureau. This specific course is an attempt to organize, conduct, and standardize a basic training course for emergency medical technicians (EMTs). The…

Evidence of Virtual Patients as a Facilitative Learning Tool on an Anesthesia Course

ERIC Educational Resources Information Center

Leung, Joseph Y. C.; Critchley, Lester A. H.; Yung, Alex L. K.; Kumta, Shekhar M.

2015-01-01

Virtual patients are computerised representations of realistic clinical cases. They were developed to teach clinical reasoning skills through delivery of multiple standardized patient cases. The anesthesia course at The Chinese University of Hong Kong developed two novel types of virtual patients, formative assessment cases studies and storyline,…

The Development of Computational Thinking in a High School Chemistry Course

ERIC Educational Resources Information Center

Matsumoto, Paul S.; Cao, Jiankang

2017-01-01

Computational thinking is a component of the Science and Engineering Practices in the Next Generation Science Standards, which were adopted by some states. We describe the activities in a high school chemistry course that may develop students' computational thinking skills by primarily using Excel, a widely available spreadsheet software. These…

Resources on Social and Emotional Development and Early Learning Standards. CEELO FastFacts

ERIC Educational Resources Information Center

Connors-Tadros, L.

2013-01-01

In this "FastFacts," a state's Department of Education requests information from the Center on Enhancing Early Learning Outcomes (CEELO) on how the research defines skills in social-emotional development, approaches to learning, and executive function, to inform planned revisions to the early childhood indicators of progress for children…

Developing Teacher Leadership in Iowa: Saydel and Central Decatur Schools

ERIC Educational Resources Information Center

National Institute for Excellence in Teaching, 2014

2014-01-01

Iowa is working to provide teachers with more effective and relevant professional development that measurably increases their instructional skills and their students' learning growth. This is particularly important as new Iowa Core Standards with higher expectations for student learning are put in place. While the Iowa Core focuses on what…

Academic Standards for Developing, Implementing, Evaluating, and Improving Information Science and Technology Baccalaureate Degrees

ERIC Educational Resources Information Center

Shields-Bryant, Elayne

2006-01-01

The unprecedented growth, development and implementation of information technology (IT) driven by e-commerce and other technological advances have resulted in an increased demand of technology skilled workers (Reichgelt, Zhang, & Price, 2002; United States Department of Labor Bureau of Labor Statistics, 2005). In response to degree-dependent…

CEMENT. "A Concrete Experience." A Curriculum Developed for the Cement Industry.

ERIC Educational Resources Information Center

Taylor, Mary Lou

This instructor's guide contains 11 lesson plans for inplant classes on workplace skills for employees in a cement plant. The 11 units cover the following topics: goals; interpreting memoranda; applying a standard set of work procedures; qualities of a safe worker; accident prevention; insurance forms; vocabulary development; inventory control…

Responding empathically to patients: Development, implementation, and evaluation of a communication skills training module for oncology nurses.

PubMed

Pehrson, Cassandra; Banerjee, Smita C; Manna, Ruth; Shen, Megan Johnson; Hammonds, Stacey; Coyle, Nessa; Krueger, Carol A; Maloney, Erin; Zaider, Talia; Bylund, Carma L

2016-04-01

The purpose of this paper is to report on the development, implementation, and evaluation of a Communication Skills Training (CST) module for inpatient oncology nurses on how to respond empathically to patients. 248 nurses from a USA cancer center participated in a CST module on responding empathically to patients. Nurses completed pre- and post-training Standardized Patient Assessments (SPAs), a survey on their confidence in and intent to utilize skills taught, and a six-month post-training survey of self-reported use of skills. Results indicate that nurses were satisfied with the module, reporting that agreement or strong agreement to 5 out of 6 items assessing satisfaction 96.7%-98.0% of the time. Nurses' self-efficacy in responding empathically significantly increased pre- to post-training. Additionally, nurses showed empathy skill improvement in the post-SPAs. Finally, 88.2% of nurses reported feeling confident in using the skills they learned post-training and reported an increase of 42-63% in the use of specific empathic skills. A CST module for nurses in responding empathically to patients showed feasibility, acceptability, and improvement in self-efficacy as well as skill uptake. This CST module provides an easily targeted intervention for improving nurse-patient communication and patient-centered care. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

Responding empathically to patients: Development, implementation, and evaluation of a communication skills training module for oncology nurses

PubMed Central

Pehrson, Cassandra; Banerjee, Smita C.; Manna, Ruth; Shen, Megan Johnson; Hammonds, Stacey; Coyle, Nessa; Krueger, Carol A.; Maloney, Erin; Zaider, Talia; Bylund, Carma L.

2016-01-01

Objective The purpose of this paper is to report on the development, implementation, and evaluation of a Communication Skills Training (CST) module for inpatient oncology nurses on how to respond empathically to patients. Methods 248 nurses from a USA cancer center participated in a CST module on responding empathically to patients. Nurses completed pre- and post-training Standardized Patient Assessments (SPAs), a survey on their confidence in and intent to utilize skills taught, and a six-month post-training survey of self-reported use of skills. Results Results indicate that nurses were satisfied with the module, reporting that agreement or strong agreement to 5 out of 6 items assessing satisfaction 96.7%–98.0% of the time. Nurses’ self-efficacy in responding empathically significantly increased pre- to post-training. Additionally, nurses showed empathy skill improvement in the post-SPAs. Finally, 88.2% of nurses reported feeling confident in using the skills they learned post-training and reported an increase of 42–63% in the use of specific empathic skills. Conclusions A CST module for nurses in responding empathically to patients showed feasibility, acceptability, and improvement in self-efficacy as well as skill uptake. Practice implications This CST module provides an easily targeted intervention for improving nurse–patient communication and patient-centered care. PMID:26686992

Mutation-based learning to improve student autonomy and scientific inquiry skills in a large genetics laboratory course.

PubMed

Wu, Jinlu

2013-01-01

Laboratory education can play a vital role in developing a learner's autonomy and scientific inquiry skills. In an innovative, mutation-based learning (MBL) approach, students were instructed to redesign a teacher-designed standard experimental protocol by a "mutation" method in a molecular genetics laboratory course. Students could choose to delete, add, reverse, or replace certain steps of the standard protocol to explore questions of interest to them in a given experimental scenario. They wrote experimental proposals to address their rationales and hypotheses for the "mutations"; conducted experiments in parallel, according to both standard and mutated protocols; and then compared and analyzed results to write individual lab reports. Various autonomy-supportive measures were provided in the entire experimental process. Analyses of student work and feedback suggest that students using the MBL approach 1) spend more time discussing experiments, 2) use more scientific inquiry skills, and 3) find the increased autonomy afforded by MBL more enjoyable than do students following regimented instructions in a conventional "cookbook"-style laboratory. Furthermore, the MBL approach does not incur an obvious increase in labor and financial costs, which makes it feasible for easy adaptation and implementation in a large class.

Ideas Exchange: National Standards for Physical Education Are Used to Develop Physically-Educated Individuals Who Have the Knowledge, Skills, and Confidence to Enjoy Lifelong Healthy Physical Activity. How Do the Standards Play a Role in Your Daily PE Program?

ERIC Educational Resources Information Center

Mavrek, Srecko, Comp.; Pieters, Leslie; Peterson-Pressler, Lana; Bentley, Tiffany; Cameron, Jay L.; Bowyer, Garry; Schmidlein, Robert; Macarle, Maria; Barney, David

2011-01-01

This article presents ideas and suggestions from various physical educators regarding how the National Standards for Physical Education play a role in their daily PE program. One educator shares that in her middle school's physical education program, students who demonstrate competency in many movement forms (and proficiency in a few movement…

Early Numeracy Assessment: The Development of the Preschool Numeracy Scales

PubMed Central

Purpura, David J.; Lonigan, Christopher J.

2015-01-01

Research Findings The focus of this study was to construct and validate twelve brief early numeracy assessment tasks that measure the skills and concepts identified as key to early mathematics development by the National Council of Teachers of Mathematics (2006) and the National Mathematics Advisory Panel (2008)—as well as critical developmental precursors to later mathematics skill by the Common Core State Standards (CCSS; 2010). Participants were 393 preschool children ages 3 to 5 years old. Measure development and validation occurred through three analytic phases designed to ensure that the measures were brief, reliable, and valid. These measures included: one-to-one counting, cardinality, counting subsets, subitizing, number comparison, set comparison, number order, numeral identification, set-to-numerals, story problems, number combinations, and verbal counting. Practice or Policy Teachers have extensive demands on their time, yet, they are tasked with ensuring that all students’ academic needs are met. To identify individual instructional needs and measure progress, they need to be able to efficiently assess children’s numeracy skills. The measures developed in this study are not only reliable and valid, but also easy to use and can be utilized for measuring the effects of targeted instruction on individual numeracy skills. PMID:25709375

Enhancing medical students' communication skills: development and evaluation of an undergraduate training program.

PubMed

Hausberg, Maria C; Hergert, Anika; Kröger, Corinna; Bullinger, Monika; Rose, Matthias; Andreas, Sylke

2012-03-24

There is a relative lack of current research on the effects of specific communication training offered at the beginning of the medical degree program. The newly developed communication training "Basics and Practice in Communication Skills" was pilot tested in 2008 and expanded in the following year at the University Medical Centre Hamburg-Eppendorf in Germany. The goal was to promote and improve the communicative skills of participants and show the usefulness of an early offered intervention on patient-physician communication within the medical curriculum. The students participating in the project and a comparison group of students from the standard degree program were surveyed at the beginning and end of the courses. The survey consisted of a self-assessment of their skills as well as a standardised expert rating and an evaluation of the modules by means of a questionnaire. Students who attended the communication skills course exhibited a considerable increase of communication skills in this newly developed training. It was also observed that students in the intervention group had a greater degree of self-assessed competence following training than the medical students in the comparison group. This finding is also reflected in the results from a standardised objective measure. The empirical results of the study showed that the training enabled students to acquire specialised competence in communication through the course of a newly developed training program. These findings will be used to establish new communication training at the University Medical Centre Hamburg-Eppendorf.

Enhancing medical students' communication skills: development and evaluation of an undergraduate training program

PubMed Central

2012-01-01

Background There is a relative lack of current research on the effects of specific communication training offered at the beginning of the medical degree program. The newly developed communication training "Basics and Practice in Communication Skills" was pilot tested in 2008 and expanded in the following year at the University Medical Centre Hamburg-Eppendorf in Germany. The goal was to promote and improve the communicative skills of participants and show the usefulness of an early offered intervention on patient-physician communication within the medical curriculum. Methods The students participating in the project and a comparison group of students from the standard degree program were surveyed at the beginning and end of the courses. The survey consisted of a self-assessment of their skills as well as a standardised expert rating and an evaluation of the modules by means of a questionnaire. Results Students who attended the communication skills course exhibited a considerable increase of communication skills in this newly developed training. It was also observed that students in the intervention group had a greater degree of self-assessed competence following training than the medical students in the comparison group. This finding is also reflected in the results from a standardised objective measure. Conclusions The empirical results of the study showed that the training enabled students to acquire specialised competence in communication through the course of a newly developed training program. These findings will be used to establish new communication training at the University Medical Centre Hamburg-Eppendorf. PMID:22443807

Changes in frontal-parietal activation and math skills performance following adaptive number sense training: Preliminary results from a pilot study

PubMed Central

Kesler, Shelli R.; Sheau, Kristen; Koovakkattu, Della; Reiss, Allan L.

2011-01-01

Number sense is believed to be critical for math development. It is putatively an implicitly learned skill and may therefore have limitations in terms of being explicitly trained, particularly in individuals with altered neurodevelopment. A case series study was conducted using an adaptive, computerized program that focused on number sense and general problem solving skills was designed to investigate training effects on performance as well as brain function in a group of children with Turner syndrome who are at risk for math difficulties and altered development of math-related brain networks. Standardized measurements of math and math-related cognitive skills as well as functional magnetic resonance imaging (fMRI) were used to assess behavioral and neurobiologic outcomes following training. Participants demonstrated significantly increased basic math skills, including number sense, and calculation as well as processing speed, cognitive flexibility and visual-spatial processing skills. With the exception of calculation, increased scores also were clinically significant (i.e. recovered) based on reliable change analysis. Participants additionally demonstrated significantly increased bilateral parietal lobe activation and decreased frontal-striatal and mesial temporal activation following the training program. These findings show proof of concept for an accessible training approach that may be potentially associated with improved number sense, math and related skills, as well as functional changes in math-related neural systems, even among individuals at risk for altered brain development. PMID:21714745

Phonological Awareness, Reading Skills, and Vocabulary Knowledge in Children Who Use Cochlear Implants

PubMed Central

Dillon, Caitlin M.; de Jong, Kenneth; Pisoni, David B.

2012-01-01

In hearing children, reading skills have been found to be closely related to phonological awareness. We used several standardized tests to investigate the reading and phonological awareness skills of 27 deaf school-age children who were experienced cochlear implant users. Approximately two-thirds of the children performed at or above the level of their hearing peers on the phonological awareness and reading tasks. Reading scores were found to be strongly correlated with measures of phonological awareness. These correlations remained the same when we statistically controlled for potentially confounding demographic variables such as age at testing and speech perception skills. However, these correlations decreased even after we statistically controlled for vocabulary size. This finding suggests that lexicon size is a mediating factor in the relationship between the children’s phonological awareness and reading skills, a finding that has also been reported for typically developing hearing children. PMID:22057983

An overview of conceptual understanding in science education curriculum in Indonesia

NASA Astrophysics Data System (ADS)

Widiyatmoko, A.; Shimizu, K.

2018-03-01

The purpose of this article is to discuss the term of “conceptual understanding” in science education curriculum in Indonesia. The implementation of 2013 Curriculum focuses on the acquisition of contextual knowledge in respective areas and environments. The curriculum seeks to develop students' evaluation skills in three areas: attitude, technical skills, and scientific knowledge. It is based on two layers of competencies: core and basic competencies. The core competencies in the curriculum 2013 represent the ability level to achieve the gradute competency standards of a students at each grade level. There are four mandatory core competencies for all educational levels and all subjects including science, which are spiritual, social, knowledge and skills competencies. In terms of knowledge competencies, conceptual understanding is an inseparable part of science concept since conceptual understanding is one of the basic competencies in science learning. This competency is a part of science graduation standard indicated in MoEC article number 20 in 2016. Therefore, conceptual understanding is needed by students for learning science successfully.

Reliability and validity of play-based assessments of motor and cognitive skills for infants and young children: a systematic review.

PubMed

O'Grady, Michael G; Dusing, Stacey C

2015-01-01

Play is vital for development. Infants and children learn through play. Traditional standardized developmental tests measure whether a child performs individual skills within controlled environments. Play-based assessments can measure skill performance during natural, child-driven play. The purpose of this study was to systematically review reliability, validity, and responsiveness of all play-based assessments that quantify motor and cognitive skills in children from birth to 36 months of age. Studies were identified from a literature search using PubMed, ERIC, CINAHL, and PsycINFO databases and the reference lists of included papers. Included studies investigated reliability, validity, or responsiveness of play-based assessments that measured motor and cognitive skills for children to 36 months of age. Two reviewers independently screened 40 studies for eligibility and inclusion. The reviewers independently extracted reliability, validity, and responsiveness data. They examined measurement properties and methodological quality of the included studies. Four current play-based assessment tools were identified in 8 included studies. Each play-based assessment tool measured motor and cognitive skills in a different way during play. Interrater reliability correlations ranged from .86 to .98 for motor development and from .23 to .90 for cognitive development. Test-retest reliability correlations ranged from .88 to .95 for motor development and from .45 to .91 for cognitive development. Structural validity correlations ranged from .62 to .90 for motor development and from .42 to .93 for cognitive development. One study assessed responsiveness to change in motor development. Most studies had small and poorly described samples. Lack of transparency in data management and statistical analysis was common. Play-based assessments have potential to be reliable and valid tools to assess cognitive and motor skills, but higher-quality research is needed. Psychometric properties should be considered for each play-based assessment before it is used in clinical and research practice. © 2015 American Physical Therapy Association.

Current State of Test Development, Administration, and Analysis: A Study of Faculty Practices.

PubMed

Bristol, Timothy J; Nelson, John W; Sherrill, Karin J; Wangerin, Virginia S

Developing valid and reliable test items is a critical skill for nursing faculty. This research analyzed the test item writing practice of 674 nursing faculty. Relationships between faculty characteristics and their test item writing practices were analyzed. Findings reveal variability in practice and a gap in implementation of evidence-based standards when developing and evaluating teacher-made examinations.

Concurrent Validity of Preschooler Gross Motor Quality Scale with Test of Gross Motor Development-2

ERIC Educational Resources Information Center

Sun, Shih-Heng; Sun, Hsiao-Ling; Zhu, Yi-Ching; Huang, Li-chi; Hsieh, Yueh-Ling

2011-01-01

Preschooler Gross Motor Quality Scale (PGMQ) was recently developed to evaluate motor skill quality of preschoolers. The purpose of this study was to establish the concurrent validity of PGMQ using Test of Gross Motor Development-2 (TGMD-2) as the gold standard. One hundred and thirty five preschool children aged from three to six years were…

Practical skills of the future innovator

NASA Astrophysics Data System (ADS)

Kaurov, Vitaliy

2015-03-01

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

Cognitive skills, student achievement tests, and schools.

PubMed

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

2014-03-01

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

Burnout, anxiety, depression, and social skills in medical residents.

PubMed

Pereira-Lima, K; Loureiro, S R

2015-01-01

The medical residency is recognized as a risk period for the development of burnout and mental health problems, such as anxiety and depression, which have impact on the physician and clientele alike. There is a need for studies that address conditions of risk and protection for the development of such problems. This study aimed to verify the rates of burnout, anxiety, and depression presented by resident physicians, as well as the associations of these problems with social skills, as potential protective factors. The hypothesis was defined that the problems (burnout, anxiety, and depression) would be negatively associated with social skills. A total of 305 medical residents, of both genders, of different specialties, from clinical and surgical areas of a Brazilian university hospital were evaluated using the following standardized self-report instruments: Burnout Syndrome Inventory, Social Skills Inventory, and the Patient Health Questionnaire-4. High rates of burnout and mental health problems were verified and social skills were negatively associated with burnout dimensions such as emotional exhaustion, emotional detachment, and dehumanization, but positively associated with personal accomplishment. Furthermore, residents with indicators of problems presented significantly lower social skills means than those of residents without indicators of burnout, anxiety, or depression. More studies are needed, which include other types of instruments in addition to self-report ones and evaluate not only social skills but also social competence in the professional practice. These should adopt intervention and longitudinal designs that allow the continuity or overcoming of the problems to be verified. Since social skills can be learned, the results of the study highlight the importance of developing the interpersonal skills of the professionals during the training of resident physicians in order to improve their practice.

Teaching Scientists to Communicate: Evidence-based assessment for undergraduate science education

NASA Astrophysics Data System (ADS)

Mercer-Mapstone, Lucy; Kuchel, Louise

2015-07-01

Communication skills are one of five nationally recognised learning outcomes for an Australian Bachelor of Science (BSc) degree. Previous evidence indicates that communication skills taught in Australian undergraduate science degrees are not developed sufficiently to meet the requirements of the modern-day workplace-a problem faced in the UK and USA also. Curriculum development in this area, however, hinges on first evaluating how communication skills are taught currently as a base from which to make effective changes. This study aimed to quantify the current standard of communication education within BSc degrees at Australian research-intensive universities. A detailed evidential baseline for not only what but also how communication skills are being taught was established. We quantified which communication skills were taught and assessed explicitly, implicitly, or were absent in a range of undergraduate science assessment tasks (n = 35) from four research-intensive Australian universities. Results indicate that 10 of the 12 core science communication skills used for evaluation were absent from more than 50% of assessment tasks and 77.14% of all assessment tasks taught less than 5 core communication skills explicitly. The design of assessment tasks significantly affected whether communication skills were taught explicitly. Prominent trends were that communication skills in tasks aimed at non-scientific audiences were taught more explicitly than in tasks aimed at scientific audiences, and the majority of group and multimedia tasks taught communication elements more explicitly than individual, or written and oral tasks. Implications for science communication in the BSc and further research are discussed.

Promoting Access to Common Core Mathematics for Students with Severe Disabilities through Mathematical Problem Solving

ERIC Educational Resources Information Center

Spooner, Fred; Saunders, Alicia; Root, Jenny; Brosh, Chelsi

2017-01-01

There is a need to teach the pivotal skill of mathematical problem solving to students with severe disabilities, moving beyond basic skills like computation to higher level thinking skills. Problem solving is emphasized as a Standard for Mathematical Practice in the Common Core State Standards across grade levels. This article describes a…

Seven Performance Drivers.

ERIC Educational Resources Information Center

Ross, Linda

2003-01-01

Recent work with automotive e-commerce clients led to the development of a performance analysis methodology called the Seven Performance Drivers, including: standards, incentives, capacity, knowledge and skill, measurement, feedback, and analysis. This methodology has been highly effective in introducing and implementing performance improvement.…

28 CFR 345.41 - Performance appraisal for inmate workers.

Code of Federal Regulations, 2013 CFR

2013-07-01

... inmate's skills, abilities, qualifications, and work performance are sufficiently developed to enable the... FEDERAL PRISON INDUSTRIES (FPI) INMATE WORK PROGRAMS Inmate Worker Standards and Performance Appraisal § 345.41 Performance appraisal for inmate workers. Work supervisors should complete a performance...

28 CFR 345.41 - Performance appraisal for inmate workers.

Code of Federal Regulations, 2011 CFR

2011-07-01

... inmate's skills, abilities, qualifications, and work performance are sufficiently developed to enable the... FEDERAL PRISON INDUSTRIES (FPI) INMATE WORK PROGRAMS Inmate Worker Standards and Performance Appraisal § 345.41 Performance appraisal for inmate workers. Work supervisors should complete a performance...

28 CFR 345.41 - Performance appraisal for inmate workers.

Code of Federal Regulations, 2014 CFR

2014-07-01

... inmate's skills, abilities, qualifications, and work performance are sufficiently developed to enable the... FEDERAL PRISON INDUSTRIES (FPI) INMATE WORK PROGRAMS Inmate Worker Standards and Performance Appraisal § 345.41 Performance appraisal for inmate workers. Work supervisors should complete a performance...

28 CFR 345.41 - Performance appraisal for inmate workers.

Code of Federal Regulations, 2012 CFR

2012-07-01

... inmate's skills, abilities, qualifications, and work performance are sufficiently developed to enable the... FEDERAL PRISON INDUSTRIES (FPI) INMATE WORK PROGRAMS Inmate Worker Standards and Performance Appraisal § 345.41 Performance appraisal for inmate workers. Work supervisors should complete a performance...

Applying systems engineering principles to the development of transportation communication standards.

DOT National Transportation Integrated Search

2011-04-22

Using traffic control devices and communications equipment to monitor and control arterials and freeways has brought with it new challenges and a demand for new skills to the transportation industry. Some of the challenges include integrating informa...

28 CFR 345.41 - Performance appraisal for inmate workers.

Code of Federal Regulations, 2010 CFR

2010-07-01

... FEDERAL PRISON INDUSTRIES (FPI) INMATE WORK PROGRAMS Inmate Worker Standards and Performance Appraisal § 345.41 Performance appraisal for inmate workers. Work supervisors should complete a performance... inmate's skills, abilities, qualifications, and work performance are sufficiently developed to enable the...

Non-technical skills assessment in surgery.

PubMed

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

2011-09-01

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

High-fidelity hybrid simulation of allergic emergencies demonstrates improved preparedness for office emergencies in pediatric allergy clinics.

PubMed

Kennedy, Joshua L; Jones, Stacie M; Porter, Nicholas; White, Marjorie L; Gephardt, Grace; Hill, Travis; Cantrell, Mary; Nick, Todd G; Melguizo, Maria; Smith, Chris; Boateng, Beatrice A; Perry, Tamara T; Scurlock, Amy M; Thompson, Tonya M

2013-01-01

Simulation models that used high-fidelity mannequins have shown promise in medical education, particularly for cases in which the event is uncommon. Allergy physicians encounter emergencies in their offices, and these can be the source of much trepidation. To determine if case-based simulations with high-fidelity mannequins are effective in teaching and retention of emergency management team skills. Allergy clinics were invited to Arkansas Children's Hospital Pediatric Understanding and Learning through Simulation Education center for a 1-day workshop to evaluate skills concerning the management of allergic emergencies. A Clinical Emergency Preparedness Team Performance Evaluation was developed to evaluate the competence of teams in several areas: leadership and/or role clarity, closed-loop communication, team support, situational awareness, and scenario-specific skills. Four cases, which focus on common allergic emergencies, were simulated by using high-fidelity mannequins and standardized patients. Teams were evaluated by multiple reviewers by using video recording and standardized scoring. Ten to 12 months after initial training, an unannounced in situ case was performed to determine retention of the skills training. Clinics showed significant improvements for role clarity, teamwork, situational awareness, and scenario-specific skills during the 1-day workshop (all P < .003). Follow-up in situ scenarios 10-12 months later demonstrated retention of skills training at both clinics (all P ≤ .004). Clinical Emergency Preparedness Team Performance Evaluation scores demonstrated improved team management skills with simulation training in office emergencies. Significant recall of team emergency management skills was demonstrated months after the initial training. Copyright © 2013 American Academy of Allergy, Asthma & Immunology. Published by Elsevier Inc. All rights reserved.

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…

Lead Abatement Worker Skill Standards.

ERIC Educational Resources Information Center

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

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

The CREST Simulation Development Process: Training the Next Generation.

PubMed

Sweet, Robert M

2017-04-01

The challenges of training and assessing endourologic skill have driven the development of new training systems. The Center for Research in Education and Simulation Technologies (CREST) has developed a team and a methodology to facilitate this development process. Backwards design principles were applied. A panel of experts first defined desired clinical and educational outcomes. Outcomes were subsequently linked to learning objectives. Gross task deconstruction was performed, and the primary domain was classified as primarily involving decision-making, psychomotor skill, or communication. A more detailed cognitive task analysis was performed to elicit and prioritize relevant anatomy/tissues, metrics, and errors. Reference anatomy was created using a digital anatomist and clinician working off of a clinical data set. Three dimensional printing can facilitate this process. When possible, synthetic or virtual tissue behavior and textures were recreated using data derived from human tissue. Embedded sensors/markers and/or computer-based systems were used to facilitate the collection of objective metrics. A learning Verification and validation occurred throughout the engineering development process. Nine endourology-relevant training systems were created by CREST with this approach. Systems include basic laparoscopic skills (BLUS), vesicourethral anastomosis, pyeloplasty, cystoscopic procedures, stent placement, rigid and flexible ureteroscopy, GreenLight PVP (GL Sim), Percutaneous access with C-arm (CAT), Nephrolithotomy (NLM), and a vascular injury model. Mixed modalities have been used, including "smart" physical models, virtual reality, augmented reality, and video. Substantial validity evidence for training and assessment has been collected on systems. An open source manikin-based modular platform is under development by CREST with the Department of Defense that will unify these and other commercial task trainers through the common physiology engine, learning management system, standard data connectors, and standards. Using the CREST process has and will ensure that the systems we create meet the needs of training and assessing endourologic skills.

Academy of Nutrition and Dietetics and National Kidney Foundation: revised 2014 Standards of Practice and Standards of Professional Performance for registered dietitian nutritionists (competent, proficient, and expert) in nephrology nutrition.

PubMed

Kent, Pamela S; McCarthy, Maureen P; Burrowes, Jerrilynn D; McCann, Linda; Pavlinac, Jessie; Goeddeke-Merickel, Catherine M; Wiesen, Karen; Kruger, Sarah; Byham-Gray, Laura; Pace, Rory C; Hannahs, Valarie; Benner, Debbie

2014-09-01

Compelling evidence indicates that the incidence of chronic kidney disease (CKD) is increasing because of an aging population and a higher prevalence of cardiovascular disease, diabetes, and hypertension. Nutrition management of patients with CKD requires early disease recognition, appropriate interpretation of the markers and stages of CKD, and collaboration with other health care practitioners. Better management of CKD can slow its progression, prevent metabolic complications, and reduce cardiovascular related outcomes. Caring for patients with CKD necessitates specialized knowledge and skills to meet the challenges associated with this growing epidemic. The Academy of Nutrition and Dietetics Renal Dietitians Practice Group and the National Kidney Foundation Council on Renal Nutrition, with guidance from the Academy of Nutrition and Dietetics Quality Management Committee, have updated the 2009 Standards of Practice in Nutrition Care and Standards of Professional Performance as a tool for registered dietitian nutritionists working in nephrology nutrition to assess their current skill levels and to identify areas for additional professional development in this practice area. The Standards of Practice apply to the care of patients/clients with kidney disease. The Standards of Professional Performance consist of six domains of professionalism, including: Quality in Practice, Competence and Accountability, Provision of Services, Application of Research, Communication and Application of Knowledge, and Utilization and Management of Resources. Within each standard, specific indicators provide measurable action statements that illustrate how nephrology nutrition principles can be applied to practice. The indicators describe three skill levels (ie, competent, proficient, and expert) for registered dietitian nutritionists working in nephrology nutrition. Copyright © 2014 Academy of Nutrition and Dietetics and the National Kidney Foundation, Inc. Published by Elsevier Inc. All rights reserved.

Academy of Nutrition and Dietetics and National Kidney Foundation: revised 2014 standards of practice and standards of professional performance for registered dietitian nutritionists (competent, proficient, and expert) in nephrology nutrition.

PubMed

Kent, Pamela S; McCarthy, Maureen P; Burrowes, Jerrilynn D; McCann, Linda; Pavlinac, Jessie; Goeddeke-Merickel, Catherine M; Wiesen, Karen; Kruger, Sarah; Byham-Gray, Laura; Pace, Rory C; Hannahs, Valarie; Benner, Debbie

2014-09-01

Compelling evidence indicates that the incidence of chronic kidney disease (CKD) is increasing because of an aging population and a higher prevalence of cardiovascular disease, diabetes, and hypertension. Nutrition management of patients with CKD requires early disease recognition, appropriate interpretation of the markers and stages of CKD, and collaboration with other health care practitioners. Better management of CKD can slow its progression, prevent metabolic complications, and reduce cardiovascular related outcomes. Caring for patients with CKD necessitates specialized knowledge and skills to meet the challenges associated with this growing epidemic. The Academy of Nutrition and Dietetics Renal Dietitians Practice Group and the National Kidney Foundation Council on Renal Nutrition, with guidance from the Academy of Nutrition and Dietetics Quality Management Committee, have updated the 2009 Standards of Practice in Nutrition Care and Standards of Professional Performance as a tool for registered dietitian nutritionists working in nephrology nutrition to assess their current skill levels and to identify areas for additional professional development in this practice area. The Standards of Practice apply to the care of patients/clients with kidney disease. The Standards of Professional Performance consist of six domains of professionalism, including: Quality in Practice, Competence and Accountability, Provision of Services, Application of Research, Communication and Application of Knowledge, and Utilization and Management of Resources. Within each standard, specific indicators provide measurable action statements that illustrate how nephrology nutrition principles can be applied to practice. The indicators describe three skill levels (ie, competent, proficient, and expert) for registered dietitian nutritionists working in nephrology nutrition. Copyright © 2014 Academy of Nutrition and Dietetics and the National Kidney Foundation, Inc. Published by Elsevier Inc. All rights reserved.

Subitizing and Early Mathematics Standards: A Winning Combination

ERIC Educational Resources Information Center

Conderman, Greg; Jung, Myoungwhon; Hartman, Paula

2014-01-01

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

Modification of Peyton's four-step approach for small group teaching - a descriptive study.

PubMed

Nikendei, Christoph; Huber, Julia; Stiepak, Jan; Huhn, Daniel; Lauter, Jan; Herzog, Wolfgang; Jünger, Jana; Krautter, Markus

2014-04-02

Skills-lab training as a methodological teaching approach is nowadays part of the training programs of almost all medical faculties. Specific ingredients have been shown to contribute to a successful learning experience in skills-labs. Although it is undoubted that the instructional approach used to introduce novel clinical technical skills to learners has a decisive impact on subsequent skills performance, as yet, little is known about differential effects of varying instructional methods. An instructional approach that is becoming increasingly prevalent in medical education is "Peyton's Four-Step Approach". As Peyton's Four Step Approach was designed for a 1:1 teacher : student ratio, the aim of the present study was to develop and evaluate a modified Peyton's Approach for small group teaching. The modified Peyton's Approach was applied in three skills-lab training sessions on IV catheter insertion, each with three first- or second year medical students (n = 9), delivered by three different skills-lab teachers. The presented descriptive study investigated the practicability and subjective impressions of skills-lab trainees and tutors. Skills-lab sessions were evaluated by trainees' self-assessment, expert ratings, and qualitative analysis of semi-standardized interviews conducted with trainees and tutors. The model was well accepted by trainees, and was rated as easy to realize, resulting in a good flow of teaching and success in attracting trainee's attention when observed by expert raters. Qualitative semi-standardized interviews performed with all of the trainees and tutors revealed that trainees valued repeated observation, instruction of trainees and the opportunity for independent performance, while tutors stressed that trainees were highly concentrated throughout the training and that they perceived repeated observation to be a valuable preparation for their own performance. The modified Peyton's Approach to instruct small groups of students in skills-lab training sessions has revealed to be practicable, well accepted by trainees, and easy for tutors to realize. Further research should address the realization of the model in larger skills-lab training groups.

Practicing doctors' perceptions on new learning objectives for Vietnamese medical schools.

PubMed

Hoat, Luu Ngoc; Dung, Do Van; Wright, E Pamela

2007-06-28

As part of the process to develop more community-oriented medical teaching in Vietnam, eight medical schools prepared a set of standard learning objectives with attention to the needs of a doctor working with the community. Because they were prepared based on government documents and the opinions of the teachers, it was necessary to check them with doctors who had already graduated and were working at different sites in the community. Each of the eight medical faculties asked 100 practising recent graduates to complete a questionnaire to check the relevance of the skills that the teachers considered most important. We used mean and standard deviation to summarize the scores rated by the respondents for each skill and percentile at four points: p50, p25, p10 and p5 to describe the variation of scores among the respondents. Correlation coefficient was used to measure the relationship between skill levels set by the teachers and the perception of practicing doctors regarding frequency of using skills and priority for each skill. Additional information was taken from the records of focus group discussions to clarify, explain or expand on the results from the quantitative data. In many cases the skills considered important by teachers were also rated as highly necessary and/or frequently used by the respondents. There were, however, discrepancies: some skills important to teachers were seldom used and not considered important by the doctors. In focus group discussions the doctors also identified skills that are not taught at all in the medical schools but would be needed by practising doctors. Although most of the skills and skill levels included in the learning objectives by the teachers were consistent with the opinions of their graduates, the match was not perfect. The experience of the graduates and their additional comments should be included as inputs to the definition of learning objectives for medical students.

Comparison of motor delays in young children with fetal alcohol syndrome to those with prenatal alcohol exposure and with no prenatal alcohol exposure.

PubMed

Kalberg, Wendy O; Provost, Beth; Tollison, Sean J; Tabachnick, Barbara G; Robinson, Luther K; Eugene Hoyme, H; Trujillo, Phyllis M; Buckley, David; Aragon, Alfredo S; May, Philip A

2006-12-01

Researchers are increasingly considering the importance of motor functioning of children with fetal alcohol spectrum disorder (FASD). The purpose of this study was to assess the motor development of young children with fetal alcohol syndrome (FAS) to determine the presence and degree of delay in their motor skills and to compare their motor development with that of matched children without FAS. The motor development of 14 children ages 20 to 68 months identified with FAS was assessed using the Vineland Adaptive Behavior Scales (VABS). In addition, 2 comparison groups were utilized. Eleven of the children with FAS were matched for chronological age, gender, ethnicity, and communication age to: (1) 11 children with prenatal alcohol exposure who did not have FAS and (2) 11 matched children without any reported prenatal alcohol exposure. The motor scores on the VABS were compared among the 3 groups. Most of the young children with FAS in this study showed clinically important delays in their motor development as measured on the VABS Motor Domain, and their fine motor skills were significantly more delayed than their gross motor skills. In the group comparisons, the young children with FAS had significantly lower Motor Domain standard (MotorSS) scores than the children not exposed to alcohol prenatally. They also had significantly lower Fine Motor Developmental Quotients than the children in both the other groups. No significant group differences were found in gross motor scores. For MotorSS scores and Fine Motor Developmental Quotients, the means and standard errors indicated a continuum in the scores from FAS to prenatal alcohol exposure to nonexposure. These findings strongly suggest that all young children with FAS should receive complete developmental evaluations that include assessment of their motor functioning, to identify problem areas and provide access to developmental intervention programs that target deficit areas such as fine motor skills. Fine motor delays in children with FAS may be related to specific neurobehavioral deficits that affect fine motor skills. The findings support the concept of an FASD continuum in some areas of motor development.

Cognitive Skills, Student Achievement Tests, and Schools

PubMed Central

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

2014-01-01

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

More active pre-school children have better motor competence at school starting age: an observational cohort study.

PubMed

Barnett, Lisa M; Salmon, Jo; Hesketh, Kylie D

2016-10-10

Almost half of young children do not achieve minimum recommendations of 60 daily minutes in physical activity. Physical activity is potentially an important determinant of the development of motor competence in children. This study is one of very few longitudinal studies in this area and the first to investigate early childhood physical activity as a predictor of subsequent motor skill competence. Children were assessed as part of the Melbourne InFANT Program longitudinal cohort study at 19 months, 3.5 years and 5 years. Moderate-to-vigorous physical activity (MVPA) (accelerometry) was assessed at each time point. At age 5, children were also assessed in actual (Test of Gross Motor Development-2) and perceived motor competence (Pictorial Scale of Perceived Movement Skill Competence). General linear models were performed with all 12 skills (six object control and six locomotor skills), both actual and perceived, at age 5 as the respective outcome variables. Predictor variables alternated between MVPA at 19 months, 3.5 years and 5 years. Based on standardized TGMD-2 scores most children were average or below in their skill level at age 5. MVPA at 19 months was not a predictor of actual or perceived skill at age 5. MVPA at 3.5 years was associated with actual locomotor skill (B = 0.073, p = 0.033) and perceived total skill at 5 years of age (B = 0.059, p = 0.044). MVPA was not a predictor of actual or perceived object control skill at any age. Parents and preschool staff should be informed that more time in MVPA as a preschool child contributes to locomotor skill and to perceptions of skill ability in a child of school starting age. Understanding this relationship will assist in intervention development.

Evaluation of the FOCUS (Feedback on Counseling Using Simulation) Instrument for Assessment of Client-Centered Nutrition Counseling Behaviors

ERIC Educational Resources Information Center

Henry, Beverly W.; Smith, Thomas J.

2010-01-01

Objective: To develop an instrument to assess client-centered counseling behaviors (skills) of student-counselors in a standardized patient (SP) exercise. Methods: Descriptive study of the accuracy and utility of a newly developed counseling evaluation instrument. Study participants included 11 female student-counselors at a Midwestern…

Development of a Scale to Explore Technology Literacy Skills of Turkish 8th Graders

ERIC Educational Resources Information Center

Misirli, Zeynel A.; Akbulut, Yavuz

2013-01-01

The use of emerging technologies shape learners' knowledge creation and transformation processes. In this regard, this study aimed to develop a scale to investigate 8 th graders' competencies regarding the educational technology standards based on ISTE-NETS. After a review of relevant literature, an item pool was prepared. The pool was improved…

Crowding and Cognitive Development: The Mediating Role of Maternal Responsiveness among 36-Month-Old Children

ERIC Educational Resources Information Center

Evans, Gary W.; Ricciuti, Henry N.; Hope, Steven; Schoon, Ingrid; Bradley, Robert H.; Corwyn, Robert F.; Hazan, Cindy

2010-01-01

Residential crowding in both U.S. and U.K. samples of 36-month-old children is related concurrently to the Bracken scale, a standard index of early cognitive development skills including letter and color identification, shape recognition, and elementary numeric comprehension. In the U.S. sample, these effects also replicate prospectively.…

The Effect of Mozart's Music on Child Development in a Jordanian Kindergarten

ERIC Educational Resources Information Center

Mattar, Jehan

2013-01-01

Young children who listen to music regularly demonstrate better development than those who do not. As children grow, their social, cognitive and physical skills can be enhanced by their relationship with music. The music of Mozart was introduced into the children's environment as a sensory background for the standard curriculum. The purpose of…

Business and Industry Project-Based Capstone Courses: A Reflection on the Performance of Student Teams

ERIC Educational Resources Information Center

Maleki, Reza A.

2009-01-01

This is the second of two articles in which the author shares experiences gained from the development and delivery of a business/industry project-based capstone course. The course integrates research, proposal development and design experience based on knowledge and skills acquired in earlier coursework. It also incorporates standards and…

Business and Industry Project-Based Capstone Courses: Selecting Projects and Assessing Learning Outcomes

ERIC Educational Resources Information Center

Maleki, Reza A.

2009-01-01

This is the first of two articles in which the author shares experiences gained from the development and delivery of a business/industry project-based capstone course. The course integrates research, proposal development and design experience based on knowledge and skills acquired in earlier coursework. The course also incorporates standards and…

Re-Engineering the Business Education Programme in Universities for Enhanced Human Resources Development in Nigeria

ERIC Educational Resources Information Center

Okoli, B. E.; Azih, N.

2015-01-01

The paper reviewed a business education programme in Nigeria vis-a-vis its role in human resource development and highlighted deficiencies in programme curricular and delivery changes needed in remodeling of the programme to enhance learning outcomes, increase skill acquisition, meet world's standards and current labour demands in business…

Ensuring standards for the extended role of optometry.

PubMed

Jarvis, Ian; Ker, Jean

2014-06-01

In optometry, as in other health professions, such as pharmacy and nursing, there has been an expansion in the role of the optometrist in primary eye care, taking on aspects of care such as prescribing, which was traditionally undertaken by general practitioners. In optometry, this extended role involves monitoring eye conditions that do not require treatment or monitoring in secondary care, roles that were traditionally referred on. However, any extended role requires educational support. The development of a national educational programme can prevent any duplication of effort and provide a system of disseminating support to practitioners, who often work in isolation. The National Education Programme was developed and supported by the National Health Service (NHS) Education for Scotland (NES). This a national body responsible for supporting NHS services in Scotland, by developing and delivering education and training for those who work in NHS Scotland. Optometrists were given educational support in three main stages: simulation of component skills; safe learning in a simulated health care context; and support for the transfer of those skills to practice, including the use of mentoring via e-mail. The evaluation of this three-stage process has been positive. To further develop any expanded role in health care practice, safe guidelines for practice are required. Simulation can provide support at the start of this process in setting standards. However, mentorship in the practice area, as reported in this study, was required to embed newly acquired skills. © 2014 John Wiley & Sons Ltd.

German 1990: Intensive and Diverse.

ERIC Educational Resources Information Center

Kempf, Franz R.

1990-01-01

Suggests the following methods for improving university-level German language education curricula: reduce skill-development time through immersion programs, adopt Zertifikat Deutsch als Fremdsprache as the proficiency standard for advanced students, and include literature from a variety of liberal arts disciplines in the reading materials for…

Assessing Education Program Learning Outcomes

ERIC Educational Resources Information Center

Bahous, Rima; Nabhani, Mona

2011-01-01

Teacher education programs help teachers gain knowledge and skills, develop "new" attitudes, and impact their beliefs about teaching, thereby favorably affecting teaching outcomes. In the absence of national standards and formal studies in Lebanon of existing teacher preparation programs, findings of this study could greatly contribute…

Movement skill assessment of typically developing preschool children: a review of seven movement skill assessment tools.

PubMed

Cools, Wouter; Martelaer, Kristine De; Samaey, Christiane; Andries, Caroline

2009-06-01

The importance of movement is often overlooked because it is such a natural part of human life. It is, however, crucial for a child's physical, cognitive and social development. In addition, experiences support learning and development of fundamental movement skills. The foundations of those skills are laid in early childhood and essential to encourage a physically active lifestyle. Fundamental movement skill performance can be examined with several assessment tools. The choice of a test will depend on the context in which the assessment is planned. This article compares seven assessment tools which are often referred to in European or international context. It discusses the tools' usefulness for the assessment of movement skill development in general population samples. After a brief description of each assessment tool the article focuses on contents, reliability, validity and normative data. A conclusion outline of strengths and weaknesses of all reviewed assessment tools focusing on their use in educational research settings is provided and stresses the importance of regular data collection of fundamental movement skill development among preschool children. Key pointsThis review discusses seven movement skill assessment tool's test content, reliability, validity and normative samples.The seven assessment tools all showed to be of great value. Strengths and weaknesses indicate that test choice will depend on specific purpose of test use.Further data collection should also include larger data samples of able bodied preschool children.Admitting PE specialists in assessment of fundamental movement skill performance among preschool children is recommended.The assessment tool's normative data samples would benefit from frequent movement skill performance follow-up of today's children. MOT 4-6: Motoriktest fur vier- bis sechsjährige Kinder, M-ABC: Movement Assessment Battery for Children, PDMS: Peabody Development Scales, KTK: Körper-Koordinationtest für Kinder, TGDM: Test of Gross Motor Development, MMT: Maastrichtse Motoriektest, BOTMP: Bruininks-Oseretsky Test of Motor Proficiency. ICC: intraclass correlation coefficient, NR: not reported, GM: gross motor, LV: long version, SV: short version, LF: long form, SF: short form, STV: subtest version, SEMs: standard errors of measurement, TMQ: Total Motor Quotient, TMC: Total Motor Composite, CSSA: Comprehensive Scales of Student Abilities MSEL: Mullen Scales of Early learning: AGS Edition AUC: Areas under curve BC: Battery composite ROC: Receiver operating characteristic.

Movement Skill Assessment of Typically Developing Preschool Children: A Review of Seven Movement Skill Assessment Tools

PubMed Central

Cools, Wouter; Martelaer, Kristine De; Samaey, Christiane; Andries, Caroline

2009-01-01

The importance of movement is often overlooked because it is such a natural part of human life. It is, however, crucial for a child’s physical, cognitive and social development. In addition, experiences support learning and development of fundamental movement skills. The foundations of those skills are laid in early childhood and essential to encourage a physically active lifestyle. Fundamental movement skill performance can be examined with several assessment tools. The choice of a test will depend on the context in which the assessment is planned. This article compares seven assessment tools which are often referred to in European or international context. It discusses the tools’ usefulness for the assessment of movement skill development in general population samples. After a brief description of each assessment tool the article focuses on contents, reliability, validity and normative data. A conclusion outline of strengths and weaknesses of all reviewed assessment tools focusing on their use in educational research settings is provided and stresses the importance of regular data collection of fundamental movement skill development among preschool children. Key pointsThis review discusses seven movement skill assessment tool’s test content, reliability, validity and normative samples.The seven assessment tools all showed to be of great value. Strengths and weaknesses indicate that test choice will depend on specific purpose of test use.Further data collection should also include larger data samples of able bodied preschool children.Admitting PE specialists in assessment of fundamental movement skill performance among preschool children is recommended.The assessment tool’s normative data samples would benefit from frequent movement skill performance follow-up of today’s children. Abbreviations MOT 4-6: Motoriktest fur vier- bis sechsjährige Kinder, M-ABC: Movement Assessment Battery for Children, PDMS: Peabody Development Scales, KTK: Körper-Koordinationtest für Kinder, TGDM: Test of Gross Motor Development, MMT: Maastrichtse Motoriektest, BOTMP: Bruininks-Oseretsky Test of Motor Proficiency. ICC: intraclass correlation coefficient, NR: not reported, GM: gross motor, LV: long version, SV: short version, LF: long form, SF: short form, STV: subtest version, SEMs: standard errors of measurement, TMQ: Total Motor Quotient, TMC: Total Motor Composite, CSSA: Comprehensive Scales of Student Abilities MSEL: Mullen Scales of Early learning: AGS Edition AUC: Areas under curve BC: Battery composite ROC: Receiver operating characteristic PMID:24149522

Enhancing the Emotional and Social Skills of the Youth to Promote their Wellbeing and Positive Development: A Systematic Review of Universal School-based Randomized Controlled Trials.

PubMed

Sancassiani, Federica; Pintus, Elisa; Holte, Arne; Paulus, Peter; Moro, Maria Francesca; Cossu, Giulia; Angermeyer, Matthias C; Carta, Mauro Giovanni; Lindert, Jutta

2015-01-01

The acquisition of social and emotional skills is associated with positive youth development, character education, healthy lifestyle behaviours, reduction in depression and anxiety, conduct disorders, violence, bullying, conflict, and anger. School-based interventions aimed to enhance these skills go beyond a problem-focused approach to embrace a more positive view of health; they could also improve the youth's wellbeing. To describe the main features and to establish the effectiveness of universal school-based RCTs for children and the youth, aimed to promote their psychosocial wellbeing, positive development, healthy lifestyle behaviours and/or academic performance by improving their emotional and social skills. Systematic review by searching for relevant papers in PubMed/Medline with the following key words: "mental health" OR "wellbeing" OR "health promotion" OR "emotional learning" OR "social learning" OR "emotional and social learning" OR "positive youth development" OR "life skills" OR "life skills training" AND "school". Interval was set from January 2000 to April 2014. 1,984 papers were identified through the search. Out of them 22 RCTs were included. While most interventions were characterized by a whole-school approach and SAFE practices, few studies only used standardized measures to assess outcomes, or had collected follow-up data after ≥ 6 months. The results of all these trials were examined and discussed. Universal school-based RCTs to enhance emotional and social skills showed controversial findings, due to some methodological issues mainly. Nevertheless they show promising outcomes that are relatively far-reaching for children and youth wellbeing and therefore are important in the real world.

The Computerized Perceptual Motor Skills Assessment: A new visual perceptual motor skills evaluation tool for children in early elementary grades.

PubMed

Howe, Tsu-Hsin; Chen, Hao-Ling; Lee, Candy Chieh; Chen, Ying-Dar; Wang, Tien-Ni

2017-10-01

Visual perceptual motor skills have been proposed as underlying courses of handwriting difficulties. However, there is no evaluation tool currently available to assess these skills comprehensively and to serve as a sensitive measure. The purpose of this study was to validate the Computerized Perceptual Motor Skills Assessment (CPMSA), a newly developed evaluation tool for children in early elementary grades. Its test-retest reliability, concurrent validity, discriminant validity, and responsiveness were examined in 43 typically developing children and 26 children with handwriting difficulty. The CPMSA demonstrated excellent reliability across all subtests with intra-class correlation coefficients (ICCs)≥0.80. Significant moderate correlations between the domains of the CPMSA and corresponding gold standards including Beery VMI, the TVPS-3, and the eye-hand coordination subtest of the DTVP-2 demonstrated good concurrent validity. In addition, the CPMSA showed evidence of discriminant validity in samples of children with and without handwriting difficulty. This article provides evidence in support of the CPMSA. The CPMSA is a reliable, valid, and promising measure of visual perceptual motor skills for children in early elementary grades. Directions for future study and improvements to the assessment are discussed. Copyright © 2017. Published by Elsevier Ltd.

Design and Development of a Novel Distance Learning Telementoring System Using Off-the-Shelf Materials and Software.

PubMed

Rosser, James C; Fleming, Jeffrey P; Legare, Timothy B; Choi, Katherine M; Nakagiri, Jamie; Griffith, Elliot

2017-12-22

To design and develop a distance learning (DL) system for the transference of laparoscopic surgery knowledge and skill constructed from off-the-shelf materials and commercially available software. Minimally invasive surgery offers significant benefits over traditional surgical procedures, but adoption rates for many procedures are low. Skill and confidence deficits are two of the culprits. DL combined with simulation training and telementoring may address these issues with scale. The system must be built to meet the instruction requirements of a proven laparoscopic skills course (Top Gun). Thus, the rapid sharing of multimedia educational materials, secure two-way audio/visual communications, and annotation and recording capabilities are requirements for success. These requirements are more in line with telementoring missions than standard distance learning efforts. A DL system with telementor, classroom, and laboratory stations was created. The telementor station consists of a desktop computer and headset with microphone. For the classroom station, a laptop is connected to a digital projector that displays the remote instructor and content. A tripod-mounted webcam provides classroom visualization and a Bluetooth® wireless speaker establishes audio. For the laboratory station, a laptop with universal serial bus (USB) expander is combined with a tabletop laparoscopic skills trainer, a headset with microphone, two webcams and a Bluetooth® speaker. The cameras are mounted on a standard tripod and an adjustable gooseneck camera mount clamp to provide an internal and external view of the training area. Internet meeting software provides audio/visual communications including transmission of educational materials. A DL system was created using off-the-shelf materials and commercially available software. It will allow investigations to evaluate the effectiveness of laparoscopic surgery knowledge and skill transfer utilizing DL techniques.

The Relationship between Physical Activity and Productivity

DTIC Science & Technology

1984-04-01

suggestions as our advisor. Captain Jeffrey S. Austin, USAF, of the Leadership and Management Development Center (LMDC) served unofficially yet willingly as...youthful and healthy population. It is recommended that the USAF: (1) develop fitness standards based on wartime requirements for skills requiring high...encouraged its military personnel to develop and maintain physical fitness. In the USAF’s view, regular physical conditioning and a balanced diet

Educational Assessment Knowledge and Skills for Teachers

ERIC Educational Resources Information Center

Brookhart, Susan M.

2011-01-01

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

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

ERIC Educational Resources Information Center

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

2015-01-01

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

Understanding the Skills in the Common Core State Standards

ERIC Educational Resources Information Center

Blosveren, Kate

2012-01-01

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

Growing up with Down syndrome: Development from 6 months to 10.7 years.

PubMed

Marchal, Jan Pieter; Maurice-Stam, Heleen; Houtzager, Bregje A; Rutgers van Rozenburg-Marres, Susanne L; Oostrom, Kim J; Grootenhuis, Martha A; van Trotsenburg, A S Paul

2016-12-01

We analysed developmental outcomes from a clinical trial early in life and its follow-up at 10.7 years in 123 children with Down syndrome. To determine 1) strengths and weaknesses in adaptive functioning and motor skills at 10.7 years, and 2) prognostic value of early-life characteristics (early developmental outcomes, parental and child characteristics, and comorbidity) for later intelligence, adaptive functioning and motor skills. We used standardized assessments of mental and motor development at ages 6, 12 and 24 months, and of intelligence, adaptive functioning and motor skills at 10.7 years. We compared strengths and weaknesses in adaptive functioning and motor skills by repeated-measures ANOVAs in the total group and in children scoring above-average versus below-average. The prognostic value of demographics, comorbidity and developmental outcomes was analysed by two-step regression. Socialisation was a stronger adaptive skill than Communication followed by Daily Living. Aiming and catching was a stronger motor skill than Manual dexterity, followed by Balance. Above-average and below-average scoring children showed different profiles of strengths and weaknesses. Gender, (the absence or presence of) infantile spasms and particularly 24-month mental functioning predicted later intelligence and adaptive functioning. Motor skills, however, appeared to be less well predicted by early life characteristics. These findings provide a reference for expected developmental levels and strengths and weaknesses in Down syndrome. Copyright © 2016 Elsevier Ltd. All rights reserved.

Dental Education Required for the Changing Health Care Environment.

PubMed

Fontana, Margherita; González-Cabezas, Carlos; de Peralta, Tracy; Johnsen, David C

2017-08-01

To be able to meet the demands for care in 2040, dental graduates will need to address challenges resulting from the rapidly changing health care environment with knowledge and sets of skills to build on current standards and adapt to the future. The purposes of this article are to 1) analyze key challenges likely to evolve considerably between now and 2040 that will impact dental education and practice and 2) propose several sets of skills and educational outcomes necessary to address these challenges. The challenges discussed include changes in prevalence of oral diseases, dental practice patterns, materials and technologies, integrated medical-dental care, role of electronic health records, cultural competence, integrated curricula, interprofessional education, specialty-general balance, and web/cloud-based collaborations. To meet these challenges, the dental graduate will need skills such as core knowledge in basic and clinical dentistry, technical proficiency, critical thinking skills for lifelong learning, ethical and professional values, ability to manage a practice, social responsibility, and ability to function in a collegial intra- and interprofessional setting. Beyond the skills of the individual dentist will be the need for leadership in academia and the practice community. Academic and professional leaders will need to engage key constituencies to develop strategic directions and agendas with all parties pointed toward high standards for individual patients and the public at large. This article was written as part of the project "Advancing Dental Education in the 21 st Century."

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

PubMed

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

2011-07-01

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

[Optimization of education for laparoendoscopic technologies in Ukraine].

PubMed

Lesovoĭ, V N; Savenkov, V I; Tomin, M S

2014-09-01

International experience of training of surgeons, including urologists, in laparoendoscopic technologies, was analyzed. Practical course "The Fundamentals of aparoscopic Surgery" (FLS) and the European program of education for basic laparoscopic urologic skills (E-BLUS), which are used in specialized centers, constitute a standard programs of development of basic endosurgical skills. Such centers in Ukraine are absent. The project of complex system of a simulating education, testing and certification of surgeons, who are trained in endovideosurgical technologies, is proposed. While performing surveying of Ukrainian surgeons there were revealed the problems in a process of their education and introduction of highly technological methods: insufficient equipment with modern apparatuses, absence of a standardized pro- gram of education. The staged program of education was elaborated, taking into account progressive international experience and adopted to our environment and con ditions.

Academy of Nutrition and Dietetics: Revised 2017 Standards of Practice and Standards of Professional Performance for Registered Dietitian Nutritionists (Competent, Proficient, and Expert) in Oncology Nutrition.

PubMed

Charuhas Macris, Paula; Schilling, Karen; Palko, Raymond

2018-04-01

Oncology nutrition encompasses nutrition care for individuals along the cancer care continuum. Nutrition is a vital component of prevention, treatment, and healthy survivorship. The practice of an oncology registered dietitian nutritionist (RDN) reflects the setting and population served with diverse cancer diagnoses, including expanded roles and responsibilities reflecting the RDN's interests and organization's activities. Provision of nutrition services in oncology requires that RDNs have advanced knowledge in the focus area of oncology nutrition. Thus, the Oncology Nutrition Dietetic Practice Group, with guidance from the Academy of Nutrition and Dietetics Quality Management Committee, has developed Standards of Practice and Standards of Professional Performance as tools for RDNs currently in practice or interested in working in oncology nutrition, to address their current skill level and to identify areas for additional professional development in this practice area. The Standards of Practice address and apply the Nutrition Care Process and workflow elements, which are screening, assessment, diagnosis, intervention, evaluation/monitoring, and discharge planning and transitions of care. The Standards of Professional Performance consist of the following six domains of professionalism including: Quality in Practice, Competence and Accountability, Provision of Services, Application of Research, Communication and Application of Knowledge, and Utilization and Management of Resources. Within each standard, specific indicators provide measurable action statements and describe three skill levels (competent, proficient, and expert) for RDNs working in oncology nutrition. Copyright © 2018 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved.

Twenty-first century learning for teachers: helping educators bring new skills into the classroom.

PubMed

Wilson, John I

2006-01-01

The motivation behind every educator's dedication and hard work in the classroom is the knowledge that his or her teaching will result in students' success in life. Educators are committed to implementing twenty-first century skills; they have no question that students need such skills to be equipped for life beyond school. Members of the National Education Association are enthusiastic about the Partnership for 21st Century Skills framework, yet express frustration that many schools do not have adequate resources to make the necessary changes. Teaching these skills poses significant new responsibilities for schools and educators. To make it possible for teachers to build twenty-first century skills into the curriculum, physical and policy infrastructures must exist, professional development and curriculum materials must be offered, and meaningful assessments must be available. With an established understanding of what skills need to be infused into the classroom-problem solving, analysis, and com- munications-and educators' commitment to the new skill set, this chapter explores how to make such a dramatic reform happen. The author discusses existing strategies that will guide educators in infusing twenty-first century skills into traditional content areas such as math, English, geography, and science. Ultimately, public policy regarding educational standards, professional development, assessments, and physical school structures must exist to enable educators to employ twenty-first century skills, leading to student success in contemporary life. Any concern about the cost of bringing this nation's educational system up to par internationally should be offset by the price that not making twenty-first century skills a priority in the classroom will have on future economic well-being.

Expert agreed standards for the selection and development of cancer support group leaders: an online reactive Delphi study.

PubMed

Pomery, Amanda; Schofield, Penelope; Xhilaga, Miranda; Gough, Karla

2018-01-01

The aim of this study was to develop pragmatic, consensus-based minimum standards for the role of a cancer support group leader. Secondly, to produce a structured interview designed to assess the knowledge, skills and attributes of the individuals who seek to undertake the role. An expert panel of 73 academics, health professionals, cancer agency workers and cancer support group leaders were invited to participate in a reactive online Delphi study involving three online questionnaire rounds. Participants determined and ranked requisite knowledge, skills and attributes (KSA) for cancer support group leaders, differentiated ideal from required KSA to establish minimum standards, and agreed on a method of rating KSA to determine suitability and readiness. Forty-five experts (62%) participated in round 1, 36 (49%) in round 2 and 23 (31%) in round 3. In round 1, experts confirmed 59 KSA identified via a systemic review and identified a further 55 KSA. In round 2, using agreement ≥75%, 52 KSA emerged as minimum standards for support group leaders. In round 3, consensus was reached on almost every aspect of the content and structure of a structured interview. Panel member comments guided refinement of wording, re-ordering of questions and improvement of probing questions. Alongside a novel structured interview, the first consensus-based minimum standards have been developed for cancer support group leaders, incorporating expert consensus and pragmatic considerations. Pilot and field testing will be used to appraise aspects of clinical utility and establish a rational scoring model for the structured interview.

Observed hierarchy of student proficiency with period, frequency, and angular frequency

NASA Astrophysics Data System (ADS)

Young, Nicholas T.; Heckler, Andrew F.

2018-01-01

In the context of a generic harmonic oscillator, we investigated students' accuracy in determining the period, frequency, and angular frequency from mathematical and graphical representations. In a series of studies including interviews, free response tests, and multiple choice tests developed in an iterative process, we assessed students in both algebra-based and calculus-based, traditionally instructed university-level introductory physics courses. Using the results, we categorized nine skills necessary for proficiency in determining period, frequency, and angular frequency. Overall results reveal that, postinstruction, proficiency is quite low: only about 20%-40% of students mastered most of the nine skills. Next, we used a semiquantitative, intuitive method to investigate the hierarchical structure of the nine skills. We also employed the more formal item tree analysis method to verify this structure and found that the skills form a multilevel, nonlinear hierarchy, with mastery of some skills being prerequisite for mastery in other skills. Finally, we implemented a targeted, 30-min group-work activity to improve proficiency in these skills and found a 1 standard deviation gain in accuracy. Overall, the results suggest that many students currently lack these essential skills, targeted practice may lead to required mastery, and that the observed hierarchical structure in the skills suggests that instruction should especially attend to the skills lower in the hierarchy.

Incorporating Interpersonal Skills into Otolaryngology Resident Selection and Training.

PubMed

Lu-Myers, Yemeng; Myers, Christopher G

2018-01-01

Increasing attention has been paid to the selection of otolaryngology residents, a highly competitive process but one with room for improvement. A recent commentary in this journal recommended that residency programs more thoroughly incorporate theory and evidence from personnel psychology (part of the broader field of organizational science) in the resident selection process. However, the focus of this recommendation was limited to applicants' cognitive abilities and independent work-oriented traits (eg, conscientiousness). We broaden this perspective to consider critical interpersonal skills and traits that enhance resident effectiveness in interdependent health care organizations and we expand beyond the emphasis on selection to consider how these skills can be honed during residency. We advocate for greater use of standardized team-based care simulations, which can aid in assessing and developing the key interpersonal leadership skills necessary for success as an otolaryngology resident.

Theoretical aspects of virtual simulators to train crews of fishing fleet

NASA Astrophysics Data System (ADS)

Lisitsyna, L.; Smetyuh, N.

2018-05-01

The use of virtual simulators is an important trend in the modern education, including the continuous training of specialists to meet the rapidly changing requirements for their qualification. Modern virtual simulators are multifunctional, i.e. they can be used to develop and enhance the skills as well as to control professional skills and abilities of specialists of diverse profiles under various working conditions. This study is based on the generalization of a large experience in the sphere of applying ready-made multifunctional virtual simulators (MFVS) and developing new ones for the training and retraining of the crews of the Azov-Black Sea fishing vessels. The results of the experimental studies of the MFVS "Fishing Simulator for Trawling and Purse Seining" show that at least 10 sessions are required to develop sustainable purse seining fishing skills. Almost all trainees (95%) successfully cope with the task within the time permitted by the standard requirements (three minutes) after 15 sessions.

An endogenous empowerment strategy: a case-study of Nigerian women.

PubMed

Garba, P K

1999-02-01

In Nigeria women's empowerment is essential to improving their standard of living and protecting their right to participate fully in development. More effective strategies are needed for women to participate in decision making. There are both static and dynamic aspects of the concept of empowerment. The former may lead to exogenous power strategies, while the latter may lead to endogenous empowerment facilitated by the dynamic concept that regards empowerment as a bottom-up process that develops the capacity of individuals. This process can be accomplished in six stages that encompass awareness, skills and capacity assessment, capacity-building and skills development, participation and greater control in decision-making, action for change, and evaluation. Nigeria needs an endogenous empowerment strategy for women's effective participation within organizations that is based on the tenet that women can only protect their interests through effective participation in their organizations and that highlights awareness-building, skills-acquisition and capacity-building, and changing discriminatory norms. External agents can not empower women but can foster conditions conducive to self-empowerment.

Drawings of very preterm-born children at 5 years of age: a first impression of cognitive and motor development?

PubMed

Schepers, Sasja; Deković, Maja; Feltzer, Max; de Kleine, Martin; van Baar, Anneloes

2012-01-01

The aim of this study was to examine differences in drawing skills between very preterm and term children, and to determine whether very preterm children's cognitive and motor development is reflected in the draw-a-person test (DAP) at age 5. Seventy-two very preterm children (birth weight <1,500 g and/or gestational age <32 weeks) and 60 term children at 5 years of age were compared on the DAP. Cognitive and motor skills of the very preterm children had been assessed four times, at 1/2, 1, 2, and 5 years of age. Very preterm children showed a developmental delay in drawing ability. Structural equation modeling revealed a positive relation between both cognitive as well as motor development and the DAP. The DAP could be a crude parameter for evaluating cognitive and motor deficits of very preterm children. A worrisome result should be followed by more standardized tests measuring cognitive and motor skills.

Applying your corporate compliance skills to the HIPAA security standard.

PubMed

Carter, P I

2000-01-01

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

A year of mentoring in academic medicine: case report and qualitative analysis of fifteen hours of meetings between a junior and senior faculty member.

PubMed

Rabatin, Joseph S; Lipkin, Mack; Rubin, Alan S; Schachter, Allison; Nathan, Michael; Kalet, Adina

2004-05-01

We describe a specific mentoring approach in an academic general internal medicine setting by audiotaping and transcribing all mentoring sessions in the year. In advance, the mentor recorded his model. During the year, the mentee kept a process journal. Qualitative analysis revealed development of an intimate relationship based on empathy, trust, and honesty. The mentor's model was explicitly intended to develop independence, initiative, improved thinking, skills, and self-reflection. The mentor's methods included extensive and varied use of questioning, active listening, standard setting, and frequent feedback. During the mentoring, the mentee evolved as a teacher, enhanced the creativity in his teaching, and matured as a person. Specific accomplishments included a national workshop on professional writing, an innovative approach to inpatient attending, a new teaching skills curriculum for a residency program, and this study. A mentoring model stressing safety, intimacy, honesty, setting of high standards, praxis, and detailed planning and feedback was associated with mentee excitement, personal and professional growth and development, concrete accomplishments, and a commitment to teaching.

The effectiveness and feasibility of TREAT (Tailoring Research Evidence and Theory) journal clubs in allied health: a randomised controlled trial.

PubMed

Wenke, Rachel J; Thomas, Rae; Hughes, Ian; Mickan, Sharon

2018-05-09

Journal clubs (JC) may increase clinicians' evidence-based practice (EBP) skills and facilitate evidence uptake in clinical practice, however there is a lack of research into their effectiveness in allied health. We investigated the effectiveness of a structured JC that is Tailored According to Research Evidence And Theory (TREAT) in improving EBP skills and practice compared to a standard JC format for allied health professionals. Concurrently, we explored the feasibility of implementing TREAT JCs in a healthcare setting, by evaluating participating clinicians' perceptions and satisfaction. We conducted an explanatory mixed methods study involving a cluster randomised controlled trial with a nested focus group for the intervention participants. Nine JCs with 126 allied health participants were randomly allocated to receive either the TREAT or standard JC format for 1 h/month for 6 months. We conducted pre-post measures of EBP skills and attitudes using the EBP questionnaire and Assessing Competence in Evidence-Based Medicine tool and a tailored satisfaction and practice change questionnaire. Post-intervention, we also conducted a focus group with TREAT participants to explore their perceptions of the format. There were no significant differences between JC formats in EBP skills, knowledge or attitudes or influence on clinical practice, with participants maintaining intermediate level skills across time points. Participants reported significantly greater satisfaction with the organisation of the TREAT format. Participants in both groups reported positive changes to clinical practice. Perceived outcomes to the TREAT format and facilitating mechanisms were identified including the use of an academic facilitator, group appraisal approach and consistent appraisal tools which assisted skill development and engagement. It is feasible to implement an evidence-based JC for allied health clinicians. While clinicians were more satisfied with the TREAT format, it did not significantly improve their EBP skills, attitudes, knowledge and/or practice, when compared to the standard format. The use of an academic facilitator, group based critical appraisal, and the consistent use of appraisal tools were perceived as useful components of the JC format. A structured JC may maintain EBP skills in allied health clinicians and facilitate engagement, however additional training may be required to further enhance EBP skills. ACTRN12616000811404 Retrospectively registered 21 June 2016.

Social skills programmes for schizophrenia.

PubMed

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

2015-06-09

Social skills programmes (SSP) are treatment strategies aimed at enhancing the social performance and reducing the distress and difficulty experienced by people with a diagnosis of schizophrenia and can be incorporated as part of the rehabilitation package for people with schizophrenia. The primary objective is to investigate the effects of social skills training programmes, compared to standard care, for people with schizophrenia. We searched the Cochrane Schizophrenia Group's Trials Register (November 2006 and December 2011) which is based on regular searches of CINAHL, BIOSIS, AMED, EMBASE, PubMed, MEDLINE, PsycINFO, and registries of clinical trials. We inspected references of all identified studies for further trials.A further search for studies has been conducted by the Cochrane Schizophrenia Group in 2015, 37 citations have been found and are currently being assessed by review authors. We included all relevant randomised controlled trials for social skills programmes versus standard care involving people with serious mental illnesses. We extracted data independently. For dichotomous data we calculated risk ratios (RRs) and their 95% confidence intervals (CI) on an intention-to-treat basis. For continuous data, we calculated mean differences (MD) and 95% CIs. We included 13 randomised trials (975 participants). These evaluated social skills programmes versus standard care, or discussion group. We found evidence in favour of social skills programmes compared to standard care on all measures of social functioning. We also found that rates of relapse and rehospitalisation were lower for social skills compared to standard care (relapse: 2 RCTs, n = 263, RR 0.52 CI 0.34 to 0.79, very low quality evidence), (rehospitalisation: 1 RCT, n = 143, RR 0.53 CI 0.30 to 0.93, very low quality evidence) and participants' mental state results (1 RCT, n = 91, MD -4.01 CI -7.52 to -0.50, very low quality evidence) were better in the group receiving social skill programmes. Global state was measured in one trial by numbers not experiencing a clinical improvement, results favoured social skills (1 RCT, n = 67, RR 0.29 CI 0.12 to 0.68, very low quality evidence). Quality of life was also improved in the social skills programme compared to standard care (1 RCT, n = 112, MD -7.60 CI -12.18 to -3.02, very low quality evidence). However, when social skills programmes were compared to a discussion group control, we found no significant differences in the participants social functioning, relapse rates, mental state or quality of life, again the quality of evidence for these outcomes was very low. Compared to standard care, social skills training may improve the social skills of people with schizophrenia and reduce relapse rates, but at present, the evidence is very limited with data rated as very low quality. When social skills training was compared to discussion there was no difference on patients outcomes. Cultural differences might limit the applicability of the current results, as most reported studies were conducted in China. Whether social skills training can improve social functioning of people with schizophrenia in different settings remains unclear and should be investigated in a large multi-centre randomised controlled trial.

Innovative approach to teaching communication skills to nursing students.

PubMed

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

2010-02-01

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

Development and evaluation of a learner-centered training course on communication skills for baccalaureate nursing students.

PubMed

Lau, Ying; Wang, Wenru

2013-12-01

There is no standardized or formal communication skills training in the current nursing curriculum in Macao, China. To develop and evaluate a learner-centered communication skills training course. Both qualitative and quantitative designs were used in two separate stages. A randomized sample and a convenience sample were taken from students on a four-year bachelor's degree program at a public institute in Macao. Stage I consisted of developing a learner-centered communication skills training course using four focus groups (n=32). Stage II evaluated the training's efficacy by comparing communication skills, clinical interaction, interpersonal dysfunction, and social problem-solving abilities using a quasi-experimental longitudinal pre-post design among 62 nursing students. A course evaluation form was also used. Content analysis was used to evaluate the essential themes in order to develop the specific content and teaching strategies of the course. Paired t-tests and Wilcoxon signed-rank tests showed significant improvement in all post-training scores for communication ability, content of communication, and handling of communication barriers. According to the mean scores of the course evaluation form, students were generally very satisfied with the course: 6.11 to 6.74 on a scale of 1 to 7. This study showed that the course was effective in improving communication skills, especially in terms of the content and the handling of communication barriers. The course filled an important gap in the training needs of nursing students in Macao. The importance of these findings and their implications for nursing education are discussed. Copyright © 2013 Elsevier Ltd. All rights reserved.

How are scientific thinking skills best developed? Direct instruction vs. inquiry practice

NASA Astrophysics Data System (ADS)

Dean, David Worth, Jr.

Despite its support and adoption by most major scientific and educational organizations, some researchers have questioned whether inquiry learning is indeed the best method for acquiring the skills of inquiry. Klahr and colleagues have investigated the development of the control of variables strategy, or controlled comparison (CC), and claim that a brief session of direct instruction, characterized by explicit training of CC, as opposed to allowing children to discover CC through inquiry learning, is sufficient for acquisition, maintenance, and transfer of this core aspect of inquiry. Kuhn and colleagues, however, argue that direct instruction may be insufficient for development of the metastrategic level of understanding necessary to adequately maintain and transfer inquiry skills. In the present study, I attempt to identify the intervention most effective in supporting acquisition, maintenance, and transfer of these skills. Three groups of students received either a direct instruction session followed by standard classroom instruction (DI-only), an introductory session (without direct instruction) followed by practice sessions only (PR-only), or a direct instruction session followed by practice sessions (DI+PR). Practice sessions involved the use of a computer-based inquiry task requiring students to investigate the effects of five potential causal variables on an outcome. The two practice groups worked with this program during 12 sessions over nine weeks. They worked with structurally identical software programs during five weekly maintenance sessions. During this time, the DI-only group received standard classroom instruction. All groups were assessed on familiar and unfamiliar computer-based inquiry tasks at the conclusion of intervention (immediate assessment) and maintenance sessions (delayed assessment). Students in the two practice groups demonstrated improvement in an integrative measure of inquiry skill (valid intent, valid strategy, valid inference, and valid explanation, in combination) as well as most component measures of this skill. Performance of the two practice groups was superior to that of the DI-only group. Direct instruction conferred no additional benefit to the group receiving both direct instruction and practice compared to the practice-only group. Examined over an extended time interval, the merits of brief direct instruction are thus brought into question.

Profiling undergraduates' generic learning skills on entry to medical school; an international study.

PubMed

Murdoch-Eaton, D; Manning, D; Kwizera, E; Burch, V; Pell, G; Whittle, S

2012-01-01

Medical education faces challenges posed by widening access to training, a demand for globally competent healthcare workers and progress towards harmonisation of standards. To explore potential challenges arising from variation in diversity and educational background of medical school entrants. This study investigated the reported experience and confidence, in a range of 31 generic skills underpinning learning, of 2606 medical undergraduates entering 14 medical schools in England and South Africa, using a validated questionnaire. Responses suggest that there is considerable similarity in prior educational experience and confidence skills profiles on entry to South African and English medical schools. South African entrants reported significantly more experience in 'Technical skills', 'Managing their own Learning', and 'Presentation', while English students reported increased experience in 'IT' skills. South African undergraduates reported more confidence in 'Information Handling', while English students were more confident in 'IT' skills. The most noticeable difference, in 'IT' skills, is probably due to documented differences in access to computer facilities at high school level. Differences between individual schools within each country are noticeable. Educators need to acquire a good understanding of their incoming cohorts, and ensure necessary tailored support for skills development.

Comparing Crystals

ERIC Educational Resources Information Center

Sharp, Janet; Hoiberg, Karen; Chumbley, Scott

2003-01-01

This standard lesson on identifying salt and sugar crystals expands into an opportunity for students to develop their observation, questioning, and modeling skills. Although sugar and salt may look similar, students discovered that they looked very different under a magnifying glass and behaved differently when dissolved in water. In addition,…

Leadership behavior and employee effectiveness.

PubMed

McNeese-Smith, D

1993-05-01

A research study shows how leaders can significantly impact employee productivity, job satisfaction and commitment. Five leadership skills basic to good management are developed and implemented to complement the nurse manager's own unique style. Employees, in turn, will respond to the manager's examples of high standards and values.

Educational Gymnastics: Enhancing Children's Physical Literacy

ERIC Educational Resources Information Center

Baumgarten, Sam; Pagnano-Richardson, Karen

2010-01-01

Virtually all current physical education curriculum guides and textbooks include sections on learner outcomes based on the national standards for physical education, which often refer to gymnastics skills. Gymnastics is a perfect venue for teaching movement concepts, developing and maintaining overall body fitness, fostering personal and social…

77 FR 76614 - Community Development Financial Institutions Fund

Federal Register 2010, 2011, 2012, 2013, 2014

2012-12-28

... & Demand 15 points 15 points. Products, Services, and 30 points 25 points. Marketing. Management Capacity... training, and financial management skill-building (including administrative funds used to carry out... forth in the Office of Management and Budget (OMB) Notice, Revisions to the Standards for the...

for Residents: A Literature Review and Case Study

ERIC Educational Resources Information Center

Wamsley, Maria A.; Julian, Katherine A.; O'Sullivan, Patricia; Satterfield, Jason M.; Satre, Derek D.; McCance-Katz, Elinore; Batki, Steven L.

2013-01-01

Objectives: Resident physicians report insufficient experience caring for patients with substance use disorders (SUDs). Resident training in Screening, Brief Intervention, and Referral to Treatment (SBIRT) has been recommended. We describe the development of a standardized patient (SP) assessment to measure SBIRT skills, resident perceptions of…

Fashion Production and Management Program Guide.

ERIC Educational Resources Information Center

Georgia Univ., Athens. Div. of Vocational Education.

This program guide presents the standard fashion production and management curriculum for technical institutes in Georgia. It is designed to relate primarily to the development of those skills needed to become a qualified alterationist, clothing design assistant, home textiles assistant, fashion management assistant, or tailoring assistant. A…

Phonological Awareness and Print Knowledge of Preschool Children with Cochlear Implants

PubMed Central

Ambrose, Sophie E.; Fey, Marc E.; Eisenberg, Laurie S.

2012-01-01

Purpose To determine whether preschool-age children with cochlear implants have age-appropriate phonological awareness and print knowledge and to examine the relationships of these skills with related speech and language abilities. Method 24 children with cochlear implants (CIs) and 23 peers with normal hearing (NH), ages 36 to 60 months, participated. Children’s print knowledge, phonological awareness, language, speech production, and speech perception abilities were assessed. Results For phonological awareness, the CI group’s mean score fell within 1 standard deviation of the TOPEL’s normative sample mean but was more than 1 standard deviation below our NH group mean. The CI group’s performance did not differ significantly from that of the NH group for print knowledge. For the CI group, phonological awareness and print knowledge were significantly correlated with language, speech production, and speech perception. Together, these predictor variables accounted for 34% of variance in the CI group’s phonological awareness but no significant variance in their print knowledge. Conclusions Children with CIs have the potential to develop age-appropriate early literacy skills by preschool-age but are likely to lag behind their NH peers in phonological awareness. Intervention programs serving these children should target these skills with instruction and by facilitating speech and language development. PMID:22223887

Fundamentals of neurosurgery: virtual reality tasks for training and evaluation of technical skills.

PubMed

Choudhury, Nusrat; Gélinas-Phaneuf, Nicholas; Delorme, Sébastien; Del Maestro, Rolando

2013-11-01

Technical skills training in neurosurgery is mostly done in the operating room. New educational paradigms are encouraging the development of novel training methods for surgical skills. Simulation could answer some of these needs. This article presents the development of a conceptual training framework for use on a virtual reality neurosurgical simulator. Appropriate tasks were identified by reviewing neurosurgical oncology curricula requirements and performing cognitive task analyses of basic techniques and representative surgeries. The tasks were then elaborated into training modules by including learning objectives, instructions, levels of difficulty, and performance metrics. Surveys and interviews were iteratively conducted with subject matter experts to delimitate, review, discuss, and approve each of the development stages. Five tasks were selected as representative of basic and advanced neurosurgical skill. These tasks were: 1) ventriculostomy, 2) endoscopic nasal navigation, 3) tumor debulking, 4) hemostasis, and 5) microdissection. The complete training modules were structured into easy, intermediate, and advanced settings. Performance metrics were also integrated to provide feedback on outcome, efficiency, and errors. The subject matter experts deemed the proposed modules as pertinent and useful for neurosurgical skills training. The conceptual framework presented here, the Fundamentals of Neurosurgery, represents a first attempt to develop standardized training modules for technical skills acquisition in neurosurgical oncology. The National Research Council Canada is currently developing NeuroTouch, a virtual reality simulator for cranial microneurosurgery. The simulator presently includes the five Fundamentals of Neurosurgery modules at varying stages of completion. A first pilot study has shown that neurosurgical residents obtained higher performance scores on the simulator than medical students. Further work will validate its components and use in a training curriculum. Copyright © 2013 N. Choudhury. Published by Elsevier Inc. All rights reserved.

Improving sexuality education: the development of teacher-preparation standards.

PubMed

Barr, Elissa M; Goldfarb, Eva S; Russell, Susan; Seabert, Denise; Wallen, Michele; Wilson, Kelly L

2014-06-01

Teaching sexuality education to support young people's sexual development and overall sexual health is both needed and supported. Data continue to highlight the high rates of teen pregnancy, sexually transmitted disease, including human immunodeficiency virus (HIV) infections, among young people in the United States as well as the overwhelming public support for sexuality education instruction. In support of the implementation of the National Sexuality Education Standards, the current effort focuses on better preparing teachers to deliver sexuality education. An expert panel was convened by the Future of Sex Education Initiative to develop teacher-preparation standards for sexuality education. Their task was to develop standards and indicators that addressed the unique elements intrinsic to sexuality education instruction. Seven standards and associated indicators were developed that address professional disposition, diversity and equity, content knowledge, legal and professional ethics, planning, implementation, and assessment. The National Teacher-Preparation Standards for Sexuality Education represent an unprecedented unified effort to enable prospective health education teachers to become competent in teaching methodology, theory, practice of pedagogy, content, and skills, specific to sexuality education. Higher education will play a key role in ensuring the success of these standards. © 2014, American School Health Association.

Development and Standardization of the Diagnostic Adaptive Behavior Scale: Application of Item Response Theory to the Assessment of Adaptive Behavior.

PubMed

Tassé, Marc J; Schalock, Robert L; Thissen, David; Balboni, Giulia; Bersani, Henry Hank; Borthwick-Duffy, Sharon A; Spreat, Scott; Widaman, Keith F; Zhang, Dalun; Navas, Patricia

2016-03-01

The Diagnostic Adaptive Behavior Scale (DABS) was developed using item response theory (IRT) methods and was constructed to provide the most precise and valid adaptive behavior information at or near the cutoff point of making a decision regarding a diagnosis of intellectual disability. The DABS initial item pool consisted of 260 items. Using IRT modeling and a nationally representative standardization sample, the item set was reduced to 75 items that provide the most precise adaptive behavior information at the cutoff area determining the presence or not of significant adaptive behavior deficits across conceptual, social, and practical skills. The standardization of the DABS is described and discussed.

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

PubMed

Tuzer, Hilal; Dinc, Leyla; Elcin, Melih

2016-10-01

Existing research literature indicates that the use of various simulation techniques in the training of physical examination skills develops students' cognitive and psychomotor abilities in a realistic learning environment while improving patient safety. The study aimed to compare the effects of the use of a high-fidelity simulator and standardized patients on the knowledge and skills of students conducting thorax-lungs and cardiac examinations, and to explore the students' views and learning experiences. A mixed-method explanatory sequential design. The study was conducted in the Simulation Laboratory of a Nursing School, the Training Center at the Faculty of Medicine, and in the inpatient clinics of the Education and Research Hospital. Fifty-two fourth-year nursing students. Students were randomly assigned to Group I and Group II. The students in Group 1 attended the thorax-lungs and cardiac examination training using a high-fidelity simulator, while the students in Group 2 using standardized patients. After the training sessions, all students practiced their skills on real patients in the clinical setting under the supervision of the investigator. Knowledge and performance scores of all students increased following the simulation activities; however, the students that worked with standardized patients achieved significantly higher knowledge scores than those that worked with the high-fidelity simulator; however, there was no significant difference in performance scores between the groups. The mean performance scores of students on real patients were significantly higher compared to the post-simulation assessment scores (p<0.001). Results of this study revealed that use of standardized patients was more effective than the use of a high-fidelity simulator in increasing the knowledge scores of students on thorax-lungs and cardiac examinations; however, practice on real patients increased performance scores of all students without any significant difference in two groups. Copyright © 2016 Elsevier Ltd. All rights reserved.

Mutation-Based Learning to Improve Student Autonomy and Scientific Inquiry Skills in a Large Genetics Laboratory Course

PubMed Central

Wu, Jinlu

2013-01-01

Laboratory education can play a vital role in developing a learner's autonomy and scientific inquiry skills. In an innovative, mutation-based learning (MBL) approach, students were instructed to redesign a teacher-designed standard experimental protocol by a “mutation” method in a molecular genetics laboratory course. Students could choose to delete, add, reverse, or replace certain steps of the standard protocol to explore questions of interest to them in a given experimental scenario. They wrote experimental proposals to address their rationales and hypotheses for the “mutations”; conducted experiments in parallel, according to both standard and mutated protocols; and then compared and analyzed results to write individual lab reports. Various autonomy-supportive measures were provided in the entire experimental process. Analyses of student work and feedback suggest that students using the MBL approach 1) spend more time discussing experiments, 2) use more scientific inquiry skills, and 3) find the increased autonomy afforded by MBL more enjoyable than do students following regimented instructions in a conventional “cookbook”-style laboratory. Furthermore, the MBL approach does not incur an obvious increase in labor and financial costs, which makes it feasible for easy adaptation and implementation in a large class. PMID:24006394

Creating a Curricular Environment To Develop Entrepreneurial Skills in Today's Rural Schools: One District's Approach.

ERIC Educational Resources Information Center

Helmer, Jean; And Others

Belle Fourche High School in South Dakota has developed a curriculum for an entrepreneurial approach to education. This paper contains the history of the school's adoption of this program, as well as course descriptions and standards. In 1988, Belle Fourche High School, Black Hills Special Services Cooperative, and the McREL (Mid-Continent…

Professional Development for Promoting 21st Century Skills and Common Core State Standards in Foreign Language and Social Studies Classrooms

ERIC Educational Resources Information Center

Beriswill, Joanne Elizabeth; Bracey, Pamela Scott; Sherman-Morris, Kathleen; Huang, Kun; Lee, Sang Joon

2016-01-01

To help satisfy the pressing need for technology-related professional development for in-service teachers, the Global Academic Essentials Teacher Institute (GAETI) was implemented to provide in-service foreign language and social studies teachers with content, pedagogy, and technology explorations centered on the teaching of the Common Core State…

Developing the Vision: An L4L Job Description for the 21st Century

ERIC Educational Resources Information Center

Ballard, Susan

2009-01-01

The release of AASL's "Standards for the 21st-Century Learner" and "Empowering Learners: Guidelines for School Library Media Programs" has provided school library media specialists with the opportunity to "develop new visions for learning" (AASL 2009), and to rethink what their roles are, and what skills and characteristics are required of them to…

Origami Instruction in the Middle School Mathematics Classroom: Its Impact on Spatial Visualization and Geometry Knowledge of Students

ERIC Educational Resources Information Center

Boakes, Norma J.

2009-01-01

Within the study of geometry in the middle school curriculum is the natural development of students' spatial visualization, the ability to visualize two- and three-dimensional objects. The national mathematics standards call specifically for the development of such skills through hands-on experiences. A commonly accepted method is through the…

YouTube as a Teacher Training Tool: Information and Communication Technology as a Delivery Instrument for Professional Development

ERIC Educational Resources Information Center

Copper, Jenna; Semich, George

2014-01-01

High-stakes student testing, accountability for students' outcomes, new educational trends, and revised curricula and standards are only a few of the reasons that teachers must learn to teach complex material with skilled and intentional practices. As a result, professional development for educators is in critical demand. Nevertheless, research in…

The instruments of higher order thinking skills

NASA Astrophysics Data System (ADS)

Ahmad, S.; Prahmana, R. C. I.; Kenedi, A. K.; Helsa, Y.; Arianil, Y.; Zainil, M.

2017-12-01

This research developed the standard of instrument for measuring the High Order Thinking Skill (HOTS) ability of PGSD students. The research method used is development research with eight steps namely theoretical studies, operational definition, designation construct, dimensions and indicators, the preparation of the lattice, the preparation of grain, an analysis of legibility and Social desirability, field trials, and data analysis. In accordance with the type of data to be obtained in this study, the research instrument using validation sheet, implementation observation, and questionnaire. The results show that the instruments are valid and feasible to be used by expert and have been tested on PGSD students with 60% of PGSD students with low categorization.

Advancing nursing leadership: a model for program implementation and measurement.

PubMed

Omoike, Osei; Stratton, Karen M; Brooks, Beth A; Ohlson, Susan; Storfjell, Judy Lloyd

2011-01-01

Despite the abundant literature documenting the need for nurse management education and career development, only recently have professional standards been targeted for this group. Competency standards for nurse leaders repeatedly identify systems-level concepts including finance and budget, communication skills, strategic management, human resources management, change management, and computer technology skills. However, educational initiatives to meet these standards are still at the early stages and most nurse leaders continue to acquire knowledge and experience through "on-the-job" training. This article will illustrate the need for partnerships and collaboration between academia and hospitals to advance nursing leadership to the next century. In addition, a tool to measure the impact of a graduate certificate program in nursing administration on nurse leader competencies is presented. Overall, the certificate program has been successful in multiple ways; it has "graduated" almost 80 nurse leaders, improved participant competence in their role at the systems level, as well as providing an impetus for completion of a graduate degree post program.

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

PubMed

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

2007-03-12

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

Relationship between managerial skills and employees job stress in health centers.

PubMed

Hamidi, Yadollah; Mehri, Majid; Zamanparvar, Alireza; Imani, Behzad

2012-12-13

Job stress is one of the important issues in the health sector and its high effect on workers' productivity. Managerial skills can help organizations to improve employees' effectiveness and reduce job stress. The present study investigated the relationship between employees' job stress and managers' professional skills. This cross-sectional and correlation study was conducted in 2010.We selected 90 health workers of 13 Health and Treatment Centers in Razan Health Center, western Iran. All data were gathered using self-administered questionnaires. Employees' job stress levels were measured using the Eliot Stress Questionnaire and managers' professional skills were assessed using the standard Questionnaire with 40- items in Likert format. Data were analyzed u SPSS software and Pearson correlation coefficient and Kendall correlation tests. 87.7% of employees had mid- level of job stress. The professional skills level was high in 36.7% of health managers; moderate in 56.6%, and low in 6.7%. In addition the human skill was highest level among all managers' professional skills. A significant and negative correlation was found between job stress and managers' human, conceptual and design skills (P <0.005). The level of managers' professional skills was significantly related with employees' job stress, thus training and developing managerial skills especially human, conceptual and design skills in supervisors and managers of health centers can reduce job stress and enhance effective performance.

Facilitating the implementation of the American College of Surgeons/Association of Program Directors in Surgery phase III skills curriculum: training faculty in the assessment of team skills.

PubMed

Hull, Louise; Arora, Sonal; Stefanidis, Dimitrios; Sevdalis, Nick

2015-11-01

Effective teamwork is critical to safety in the operating room; however, implementation of phase III of the American College of Surgeons (ACS) and Association of Program Directors in Surgery (APDS) Curriculum that focuses on team-based skills remains worryingly low. Training and assessing the complexities of teamwork is challenging. The objective of this study was to establish guidelines and recommendations for training faculty in assessing/debriefing team skills. A multistage survey-based consensus study was completed by 108 experts responsible for training and assessing surgical residents from the ACS Accredited Educational Institutes. Experts agreed that a program to teach faculty to assess team-based skills should include training in the recognition of teamwork skills, practice rating these skills, and training in the provision of feedback/debriefing. Agreement was reached that faculty responsible for conducting team-based skills assessment should be revalidated every 2 years and stringent proficiency criteria should be met. Faculty development is critical to ensure high-quality, standardized training and assessment. Training faculty to assess team-based skills has the potential to facilitate the effective implementation of phase III of the ACS and APDS Curriculum. Copyright © 2015 Elsevier Inc. All rights reserved.

The implementation and evaluation of a communication skills training program for oncology nurses.

PubMed

Banerjee, Smita C; Manna, Ruth; Coyle, Nessa; Penn, Stacey; Gallegos, Tess E; Zaider, Talia; Krueger, Carol A; Bialer, Philip A; Bylund, Carma L; Parker, Patricia A

2017-09-01

Many nurses express difficulty in communicating with their patients, especially in oncology settings where there are numerous challenges and high-stake decisions during the course of diagnosis and treatment. Providing specific training in communication skills is one way to enhance the communication between nurses and their patients. We developed and implemented a communication skills training program for nurses, consisting of three teaching modules: responding empathically to patients; discussing death, dying, and end-of-life goals of care; and responding to challenging interactions with families. Training included didactic and experiential small group role plays. This paper presents results on program evaluation, self-efficacy, and behavioral demonstration of learned communication skills. Three hundred forty-two inpatient oncology nurses participated in a 1-day communication skills training program and completed course evaluations, self-reports, and pre- and post-standardized patient assessments. Participants rated the training favorably, and they reported significant gains in self-efficacy in their ability to communicate with patients in various contexts. Participants also demonstrated significant improvement in several empathic skills, as well as in clarifying skill. Our work demonstrates that implementation of a nurse communication skills training program at a major cancer center is feasible and acceptable and has a significant impact on participants' self-efficacy and uptake of communication skills.

The Role of the Mathematics Supervisor in K-12 Education

ERIC Educational Resources Information Center

Greenes, Carole

2013-01-01

The implementation of "the Common Core Standards for Mathematics" and the assessments of those concepts, skills, reasoning methods, and mathematical practices that are in development necessitate the updating of teachers' knowledge of content, pedagogical techniques to enhance engagement and persistence, and strategies for responding to…