skills soft skills: Topics by Science.gov

Sample records for skills soft skills

Effective Strategies and Activities for Developing Soft Skills, Part 2

ERIC Educational Resources Information Center

Green, Diana J.; Blaszczynski, Carol

2012-01-01

Employers seek employees who possess soft skills. Employees who do not have excellent soft skills may not experience success in obtaining and sustaining employment. McEwen's (2010) framework for skill-building--introduce, explain, practice, and reinforce--was used to describe activities for enhancing soft skills. Soft skills building activities…
Soft skills and dental education.

PubMed

Gonzalez, M A G; Abu Kasim, N H; Naimie, Z

2013-05-01

Soft skills and hard skills are essential in the practice of dentistry. While hard skills deal with technical proficiency, soft skills relate to a personal values and interpersonal skills that determine a person's ability to fit in a particular situation. These skills contribute to the success of organisations that deal face-to-face with clients. Effective soft skills benefit the dental practice. However, the teaching of soft skills remains a challenge to dental schools. This paper discusses the different soft skills, how they are taught and assessed and the issues that need to be addressed in their teaching and assessment. The use of the module by the Faculty of Dentistry, University of Malaya for development of soft skills for institutions of higher learning introduced by the Ministry of Higher Education, Malaysia. © 2013 John Wiley & Sons A/S. Published by Blackwell Publishing Ltd.
"Soft Skills": A Phrase in Search of Meaning

ERIC Educational Resources Information Center

Matteson, Miriam L.; Anderson, Lorien; Boyden, Cynthia

2016-01-01

Soft skills are a collection of people management skills, important to many professions and job positions, including academic librarianship. Yet the concept of soft skills lacks definition, scope, instrumentation, and systematic education and training. This literature review explores the definition of "soft skills"; contrasts skills with…
Effective Strategies and Activities for Developing Soft Skills, Part 1

ERIC Educational Resources Information Center

Blaszczynski, Carol; Green, Diana J.

2012-01-01

Employers seek employees who possess soft skills. Employees who do not have excellent soft skills may not experience success in obtaining and sustaining employment. McEwen's (2010) framework for skill-building--introduce, explain, practice, and reinforce--was used to describe activities for enhancing soft skills. Assessment of soft skills…
Teaching Soft Skills Employers Need

ERIC Educational Resources Information Center

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

2014-01-01

This study identifies the soft skills community colleges teach in an office technology course and determines whether the skills taught are congruent with the soft skills employers require in today's entry-level office work. A qualitative content analysis of a community college office technology soft skills course was performed using 23 soft skills…
Executive Perceptions of the Top 10 Soft Skills Needed in Today's Workplace

ERIC Educational Resources Information Center

Robles, Marcel M.

2012-01-01

Hard skills are the technical expertise and knowledge needed for a job. Soft skills are interpersonal qualities, also known as people skills, and personal attributes that one possesses. Business executives consider soft skills a very important attribute in job applicants. Employers want new employees to have strong soft skills, as well as hard…
An Interesting Review on Soft Skills and Dental Practice

PubMed Central

Ishaquddin, Syed; Ghadage, Mahesh; Hatte, Geeta

2015-01-01

In today’s world of education, we concentrate on teaching activities and academic knowledge. We are taught to improve our clinical skills. Soft skills refer to the cluster of personality traits, social graces, and personal habits, facility with language, friendliness and personal habits that mark people to varying degrees. Soft Skills are interpersonal, psychological, self-promoted and non-technical qualities for every practitioner and academician, whereas hard skills are new tools or equipment and professional knowledge. Hence, more and more clinicians now days consider soft skills as important job criteria. An increase in service industry and competitive practices emphasizes the need for soft skills. Soft Skills are very important and useful in personal and professional life. PMID:25954720
An interesting review on soft skills and dental practice.

PubMed

Dalaya, Maya; Ishaquddin, Syed; Ghadage, Mahesh; Hatte, Geeta

2015-03-01

In today's world of education, we concentrate on teaching activities and academic knowledge. We are taught to improve our clinical skills. Soft skills refer to the cluster of personality traits, social graces, and personal habits, facility with language, friendliness and personal habits that mark people to varying degrees. Soft Skills are interpersonal, psychological, self-promoted and non-technical qualities for every practitioner and academician, whereas hard skills are new tools or equipment and professional knowledge. Hence, more and more clinicians now days consider soft skills as important job criteria. An increase in service industry and competitive practices emphasizes the need for soft skills. Soft Skills are very important and useful in personal and professional life.
Not-so-Soft Skills

ERIC Educational Resources Information Center

Curran, Mary

2010-01-01

Much recent discussion about the skills needed to secure Britain's economic recovery has focused on skills for employability. However, too often, these fundamental skills are understood in narrow functional or vocational terms. So-called "soft skills", what Penelope Tobin, in her 2008 paper "Soft Skills: the hard facts", terms "traits and…
Soft Skills in Pedagogical Practices with Different Curriculum for Engineering Education

NASA Astrophysics Data System (ADS)

Mohamad, M. M.; Yee, M. H.; Tee, T. K.; Mukhtar, M. Ibrahim; Ahmad, A.

2017-08-01

The rapid growth of the economy in Malaysia is a benchmark for the country’s progress. The demand for skilled worker has started to increase from year to year resulted in the implementation of reforms and necessary skills will be applied to each of the graduates who will step into the nature of work. Therefore, a study was conducted to identify the level of soft skills among students in higher education institutions. The study was conducted at the Universiti Tun Hussein Onn Malaysia (UTHM) and involved 302 samples of final year students from Faculty of Civil Engineering, Faculty of Mechanical Engineering and the Faculty of Electrical Engineering. There are several types of soft skills have been viewed on the students such as creative thinking skills, teamwork skills, communication skills, decision-making skills, interpersonal skills and leadership skills. The analysis results show that all of the soft skills are on the high level. Furthermore, the results of ANOVA showed a significant difference in soft skills mastery among Civil Engineering students and Mechanical Engineering students. As a conclusion, the overall level of soft skills mastery among Faculty of Civil Engineering, Faculty of Mechanical Engineering and the Faculty of Electrical Engineering students is on the high level. The soft skills elements are very important in order to produce skills workers that suitable with the industry.
Soft skill appraisal for dentistry: a tool for positive practice management.

PubMed

Jawale, Bhushan Arun; Bendgude, Vikas; Husain, Nadeem; Thosar, Nilima; Tandon, Piyush

2011-11-01

Soft skills adoption is a learning experience for every practitioner and every academician. Author has expressed his opinion for success through educational and real values of soft skill. Soft skills behavior of individual and institution help in achieving desirable goals in general and specialty practices. Author also focused on some realistic soft skill methods for improvisation of practices for all doctor. These skills indulge positive energy in human relationship for working in symbiosis and explore infinite capabilities at institutional and doctoral level. Here, some optimistic suggestions are given for improving dental practices and academic fulfillments. These soft skills help to organize, plan and manage, and track changes during the course of the growing dental practices. However, understanding of the soft skills in practice management, its simplicity and complexity and also, its contributing factors, helps practitioners to understand the dynamic, social and complex contexts of practices. It is really helpful to all practitioners to grow their practices using soft skills.
Wanted: Soft Skills for Today's Jobs

ERIC Educational Resources Information Center

Hirsch, Barton J.

2017-01-01

Educating high school students for both college and career is difficult. Teaching trade skills seems alien to the academic culture. But new research indicates that soft skills are quite important to judgments of employability and that youth learn many soft skills in traditional academic subjects (e.g., literature). A focus on soft skills allows…
Investigating the Perception of Stakeholders on Soft Skills Development of Students: Evidence from South Africa

ERIC Educational Resources Information Center

Taylor, Estelle

2016-01-01

Soft skills are becoming increasingly important and will be critical for success in the Information Systems profession. Employers complain about a lack in soft skills among graduates from tertiary education institutions. No agreement exists about what these skills actually are, which are of importance, and how acquiring these soft skills should be…
Essential Soft Skills for Success in the Twenty-First Century Workforce as Perceived by Business Educators

ERIC Educational Resources Information Center

Mitchell, Geana W.; Skinner, Leane B.; White, Bonnie J.

2010-01-01

Background: Soft skills describe career attributes that individuals should possess, such as team skills, communication skills, ethics, time-management skills, and an appreciation for diversity. In the twenty-first century workforce, soft skills are important in every business sector. However, employers in business continuously report that new…
Pairing as an instructional strategy to promote soft skills amongst clinical dental students.

PubMed

Abu Kasim, N H; Abu Kassim, N L; Razak, A A A; Abdullah, H; Bindal, P; Che' Abdul Aziz, Z A; Sulaiman, E; Farook, M S; Gonzalez, M A G; Thong, Y L; Ahmad, N A; Naimie, Z; Abdullah, M; Lui, J L; Abdul Aziz, A

2014-02-01

Training dentists today is challenging as they are expected to provide a wide range of dental care. In the provision of good dental care, soft skills are equally important as clinical skills. Therefore in dental education the development of soft skills are of prime concern. This study sought to identify the development of soft skills when dental students are paired in their clinical training. In this perception study, four open-ended items were used to elicit students' feedback on the appropriateness of using clinical pairing as an instructional strategy to promote soft skills. The most frequently cited soft skills were teamwork (70%) and communication (25%) skills. However, both negative and positive behaviours were reported. As for critical thinking and problem solving skills, more positive behaviours were reported for abilities such as to explain, analyze, find ideas and alternative solutions, and make decisions. Leadership among peers was not evident as leading without legitimate authority could be a hindrance to its development. If clinical pairing is to be used as an effective instructional strategy to promote soft skills amongst students, clear guidelines need to be developed to prepare students to work in a dental team and the use of appropriate assessment tools can facilitate the development of these soft skills. © 2013 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.
Soft Skills Assessment: Theory Development and the Research Agenda

ERIC Educational Resources Information Center

Gibb, Stephen

2014-01-01

Soft skills have become a subject of increasing interest in lifelong learning. Soft skills development is intended to enable and enhance personal development, participation in learning and success in employment. The assessment of soft skill is therefore widely practised, but there is little in the way of research or evidence on how well this…
Soft Skills at the Malaysian Institutes of Higher Learning

ERIC Educational Resources Information Center

Shakir, Roselina

2009-01-01

This article discusses human capital development through the seven soft skills elements which comprise communication skills, critical thinking and problem solving skills, team work, lifelong learning and information management skills, entrepreneurship skills, ethics, and professional moral and leadership skills. The Ministry of Higher Education,…
Going beyond Language: Soft Skill-ing Cultural Difference and Immigrant Integration in Toronto, Canada

ERIC Educational Resources Information Center

Allan, Kori

2016-01-01

This article traces how a language and soft skills training approach to Canadian immigrant integration emerged with Canada's shift towards a post-industrial tertiary economy. In this economy, soft skills index characteristics of ideal workers that fit the needs of Canada's post-Fordist labour regime. It examines how skills' training is not viewed…
A New Framework for Universiti Kebangsaan Malaysia Soft Skills Course: Implementation and Challenges

ERIC Educational Resources Information Center

Che-Ani, Adi-Irfan; Ismail, Khaidzir; Ahmad, Azizan; Ariffin, Kadir; Razak, Mohd Zulhanif Abd

2014-01-01

The importance of soft skills to the graduates to compete in the working world is undeniable. Soft skills are complementary to the academic qualifications held by students. Recognizing this, the University Kebangsaan Malaysia (UKM) has established a new framework for Soft Skills courses to improve the existing framework of the course. The…
Using Online Project-Based Capstone Experiences to Enhance Soft Skills Development

ERIC Educational Resources Information Center

Britton, Gwendolyn Suzanne

2013-01-01

Employers of newly minted information technology graduates are concerned that students graduating with information technology degrees offered in online environments are lacking critical noncomputing skills (soft skills). Further, it is unclear whether online environments have the capacity to foster the "soft skills" necessary for…

Peer Assessment of Soft Skills and Hard Skills

ERIC Educational Resources Information Center

Zhang, Aimao

2012-01-01

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

ERIC Educational Resources Information Center

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

This guidebook presents data from a two-part study that reviewed existing literature on soft work skills, defined soft skills, and determined their importance to employers. The study also identified programs that were teaching those skills. Researchers contacted 90 organizations, asking for detailed written materials about themselves. The 53 that…
SoSTeM Model Development for Application of Soft Skills to Engineering Students at Malaysian Polytechnics

ERIC Educational Resources Information Center

Esa, Ahmad; Padil, Suhaili; Selamat, Asri; Idris, Mohammad Talha Mohamed

2015-01-01

Soft skills are some of the skills needed to ensure that graduates fulfill the needs of the job market. Until 2010, almost 30% of unemployed graduates in Malaysia are technical graduates and one third comes are graduates from polytechnic. Most engineering graduates are proficient in technical skills but lack in soft skills. The lack of relevant…
Nursing students' perceptions of soft skills training in Ghana.

PubMed

Laari, Luke; Dube, Barbara M

2017-09-22

The quality of nursing care rendered today is markedly reducing and the amount of time spent with patients listening to and explaining issues concerning their conditions is gradually diminishing. The therapeutic touch and the listening ear of the nurse are no longer accessible to the patient. Understanding what non-technical skills are and their relevance for healthcare practitioners has become a new area of consideration. Although recent literature has highlighted the necessity of introducing soft skills training and assessment within medical education, nursing education is yet to fully embrace this skills training. The aim of this study was to explore nursing students' understanding of the concept of soft skills and to acquire their perception on the need for soft skills training to promote quality nursing care. A quantitative research design with descriptive and explorative strategies was used. One hundred and ten nursing students were sampled after permission to conduct the study was requested and obtained from the University of KwaZulu-Natal Ethics Committee. The results indicated that a majority (68.8%) of respondents understood the concept of soft skills and agreed with the definition of 'soft skills'. They furthermore agreed that soft skills should be part of the training that student nurses receive during their professional training. The study revealed that there is a need for nursing students to be educated in soft skills and that this will enhance their job performances in the clinical environment and improve the way in which they communicate with their clients.
Hard evidence on soft skills.

PubMed

Heckman, James J; Kautz, Tim

2012-08-01

This paper summarizes recent evidence on what achievement tests measure; how achievement tests relate to other measures of "cognitive ability" like IQ and grades; the important skills that achievement tests miss or mismeasure, and how much these skills matter in life. Achievement tests miss, or perhaps more accurately, do not adequately capture, soft skills -personality traits, goals, motivations, and preferences that are valued in the labor market, in school, and in many other domains. The larger message of this paper is that soft skills predict success in life, that they causally produce that success, and that programs that enhance soft skills have an important place in an effective portfolio of public policies.
Soft Skills in Higher Education: Importance and Improvement Ratings as a Function of Individual Differences and Academic Performance

ERIC Educational Resources Information Center

Chamorro-Premuzic, Tomas; Arteche, Adriane; Bremner, Andrew J.; Greven, Corina; Furnham, Adrian

2010-01-01

Three UK studies on the relationship between a purpose-built instrument to assess the importance and development of 15 "soft skills" are reported. "Study 1" (N = 444) identified strong latent components underlying these soft skills, such that differences "between-skills" were over-shadowed by differences…
Integrating Soft Skill Competencies through Project-Based Learning across the Information Systems Curriculum

ERIC Educational Resources Information Center

Woodward, Belle S.; Sendall, Patricia; Ceccucci, Wendy

2010-01-01

Contemporary Information Systems graduates will be more marketable in the workplace upon graduation if they have combined competencies in both technical and soft skills: interpersonal communication, teamwork, time management, planning and organizational skills. Team and project-based learning can be used to incorporate soft skill competencies with…
Leveraging M and S in Soft Skills Training for the DoD

NASA Technical Reports Server (NTRS)

Cimino, James D.

2011-01-01

Soft skills, also called "people skills," are typically hard to observe, quantify and measure. These skills have to do with how we relate to each other; communicating, listening, engaging in dialogue, giving feedback, cooperating as a team member, solving problems and resolving conflicts. Most of the soft skills training is scenario based, utilizing written or video-based scenarios. with limited or no branching, as well as quantitative feedback. This paper will outline a game-based approach to configurable, scenario-based, soft skills training. The paper will discuss the application of realistic visual behavior cues (e.g. body language, vocal inflection, facial expressions) and how these can benefit the learner. Using the concept of a "virtual vignette" this paper will discuss a prototype system intended to leach suicide prevention and provide qualitative feedback to the learner. The paper will also explore other soft skills training applications for this technology
Softly, Softly

ERIC Educational Resources Information Center

Diamond, Abigail

2008-01-01

The term "soft skills" encompasses a cluster of personality traits, language abilities, personal habits and, ultimately, values and attitudes. Soft skills complement "harder", more technical, skills, such as being able to read or type a letter, but they also have a significant impact on the ability of people to do their jobs…
Hard Thinking on Soft Skills. Evidence Speaks Reports, Vol 1, #14

ERIC Educational Resources Information Center

Whitehurst, Grover J.

2016-01-01

The nation's PK-12 education ecosystem is poised to embrace programs intended to enhance soft skills. Soft skills are generally defined by exclusion as personal qualities other than the formal knowledge transmitted by schools that affect student adjustment, i.e., the effort that students put into their work and their social skills. Such soft…
Concrete Steps for Assessing the "Soft Skills" in an MBA Program

ERIC Educational Resources Information Center

Ingols, Cynthia; Shapiro, Mary

2014-01-01

In 2006, our School of Management began the serious path of assessing both the "hard skills" (such as accounting, finance, and strategy) and the "soft skills" (such as leadership, team work, and ethics) of our MBA Program. The data generated from examining the "soft skills" that we want students to learn within our…
Exploring Predictability of Instructor Ratings Using a Quantitative Tool for Evaluating Soft Skills among MBA Students

ERIC Educational Resources Information Center

Brill, Robert T.; Gilfoil, David M.; Doll, Kristen

2014-01-01

Academic researchers have often touted the growing importance of "soft skills" for modern day business leaders, especially leadership and communication skills. Despite this growing interest and attention, relatively little work has been done to develop and validate tools to assess soft skills. Forty graduate students from nine MBA…
The Role of Apprenticeship in the Cultivation of Soft Skills and Dispositions

ERIC Educational Resources Information Center

Vaughan, Karen

2017-01-01

As a learning model, apprenticeship is well known for its capacity to develop skills and vocational identities. It is also increasingly appealing for its potential to develop soft skills and enhance dispositions. This article focuses on the nature and role of apprenticeship and employers in developing dispositions and soft skills. It draws on a…
Hard and Soft Skills Enhancement in Entrepreunership Learning for the Twelfth Grade Students of SMK Kartika IV-1 Malang

ERIC Educational Resources Information Center

Ayuningtyas, Lidya Pradina; Djatmika, Ery Tri; Wardana, Ludi Wishnu

2015-01-01

The purpose of this study is to describe the following things: (1) contributions of both hard and soft skills in entrepreneurship learning in SMK Kartika IV-1 Malang; (2) how to increase hard and soft skills on entrepreneurship learning in SMK Kartika IV-1 Malang; and (3) the purpose hard and the soft skills. The research findings showed that: (1)…
How Volunteering Helps Students to Develop Soft Skills

ERIC Educational Resources Information Center

Khasanzyanova, Albina

2017-01-01

It is widely recognised that tertiary education does not provide all of the knowledge and skills required to succeed in modern societies. Personal and interpersonal skills--so-called "soft skills"--are also needed to complement professional skills and expertise, and become an essential part of an individual's personality. One way of…
Urban College Graduates: Their Investments in and Returns for Strong Quantitative Skills, Social Capital Skills, and Soft Skills

ERIC Educational Resources Information Center

Haynes, Marie Ellen

2010-01-01

This case study examined strong quantitative skills, social capital skills, and soft skills of urban college graduates using data from the Multi-City Study of Urban Inequality Household Survey. The urban college graduates lived in Atlanta, Boston, or Los Angeles and had bachelor's, master's, PhD, and professional degrees. Among the three skills…
Final Year Undergraduates' Perceptions of the Integration of Soft Skills in the Formal Curriculum: A Survey of Malaysian Public Universities

ERIC Educational Resources Information Center

Devadason, Evelyn Shyamala; Subramaniam, Thirunaukarasu; Daniel, Esther Gnanamalar Sarojini

2010-01-01

A recent initiative or skill bridging measure taken by the Malaysian public universities is to build into the formal curriculum soft skills to produce graduates with a right balance of diverse abilities. However, to date, there is no comprehensive attempt to review the integration of soft skills in the formal curriculum (both coursework and…
21st Century-Based Soft Skills: Spotlight on Non-Cognitive Skills in a Cognitive-Laden Dentistry Program

ERIC Educational Resources Information Center

Quieng, Marjorie C.; Lim, Pearly P.; Lucas, Maria Rita D.

2015-01-01

Teaching and learning in the 21st century aims to produce students proficient in content knowledge, specific abilities, literacy, numeracy, and technology uses. From these 21st century skills, soft skills were delineated from these learning outcomes; and defined as intra- and interpersonal skills vital for personal development, social…
Teaching the "Soft Skills": A Professional Development Curriculum to Enhance the Employability Skills of Business Graduates

ERIC Educational Resources Information Center

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

2009-01-01

Today's business climate requires that management recruits not only know the technical aspects of their jobs, but also possess communication, teambuilding and leadership skills. Most business school curricula, however, focus only on technical skills, and do not address the "soft skills" in a formal setting or on a consistent basis. As…
Open and Distance Education Systems: Do They Enhance Graduates' Soft Skills? The Results from 2009 Universitas Terbuka Tracer Study

ERIC Educational Resources Information Center

Ratnaningsih, Dewi Juliah

2013-01-01

The vision and mission of Universitas Terbuka (UT) is to become a highly qualified open and distance education institution and to provide higher education access to all communities. Graduates of UT are expected to acquire adequate knowledge, hard skills and soft skills. Soft skills play important roles in the world of work. The aim of this article…

A Follow up: Developing Growing Need for Soft-Skills in IT Professionals

ERIC Educational Resources Information Center

Swanson, Dewey A.; Phillips, Julie

2004-01-01

In this paper we follow up "Developing Growing Need for Soft-Skills in IT Professionals," a paper from the 2003 ASCUE Conference. In that paper we examined the need for "soft-skills" by information technology professionals. In the current economic climate, IT outsourcing is becoming increasingly popular. Our Columbus, Indiana…
Perceived Leadership Soft Skills and Trustworthiness of Deans in Three Malaysian Public Universities

ERIC Educational Resources Information Center

Tang, Keow Ngang; Ariratana, Wallapha; Treputharan, Saowanee

2013-01-01

Soft skills comprised both rational and emotional elements, becoming a new focus on leadership, as behavior displayed during interaction with other individuals will affect effective interaction outcomes. This study aimed to examine the leadership soft skills of deans in public universities of Malaysia. This survey designed research was performed…
Student Learning Strategy and Soft-skill in Clothing Business Management

NASA Astrophysics Data System (ADS)

Ampera, D.

2018-02-01

Clothing Business Management course is a subject delivering knowledge and skills about how to manage clothing business. This course requires students’ ethics, leadership, commitment, toughness, honesty, and the ability to take initiative, argue logically, and work together. However, students are not fully efficient in managing a business during practical task. The purpose of the study is to investigate: (1) the differences of students’ learning achievement between those receiving gradual and conventional learning strategy, (2)the effect of interactions between learning strategy and soft skills toward students learning achievement, (3) the differences of learning achievement of high soft skills students who receive gradual and conventional learning strategy, (4) the differences of learning achievement of low soft skills students who receive gradual and conventional learning strategy. The 2x2 treatment-by-level experimental study was carried out in Dressmaking Study Program. The result proved significantly that, overall, differences of students learning achievement exist, except of low soft skills students.
Hard Thinking about Soft Skills

ERIC Educational Resources Information Center

Claxton, Guy; Costa, Arthur L.; Kallick, Bena

2016-01-01

People use various terms to refer to traits and tendencies connected to social-emotional behavior and ways of thinking or approaching problems--from 21st century skills to mindsets to habits of mind. Such traits are also often called soft skills or non-cognitive skills. The authors contend that these latter terms imply that these traits and…
Outward Bound Leadership Model: An Exploratory Study of Leadership Variables.

ERIC Educational Resources Information Center

Bartley, Natalie L.

A field study of 29 mountain-course instructors at the Colorado Outward Bound School (COBS) explored the relationships of gender-related personality traits and soft skills to outdoor leadership styles and course outcomes. Soft skills are competencies necessary for effective interpersonal helping skills, as opposed to hard skills, which are…
Gauging Skills of Hospital Security Personnel: a Statistically-driven, Questionnaire-based Approach.

PubMed

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

2013-01-01

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

NASA Astrophysics Data System (ADS)

Khasanzyanova, Albina

2017-06-01

It is widely recognised that tertiary education does not provide all of the knowledge and skills required to succeed in modern societies. Personal and interpersonal skills - so-called "soft skills" - are also needed to complement professional skills and expertise, and become an essential part of an individual's personality. One way of acquiring soft skills is volunteering with associations and non-governmental organisations (NGOs). This paper discusses the involvement of French third-level students in voluntary activities and the skills they acquire as a result. The author presents the findings of a study involving a questionnaire and semi-structured interviews. Results show that many students develop skills linked to their future professional career, that they reflect on this consciously and feel enriched by the experience. The author argues that "non-professional" activities like volunteering can be actively incorporated into students' learning process, making their overall experience of higher education more active, enjoyable and relevant. Learning through action was found to be the most important factor in the acquisition of soft skills. This article aims to contribute to research on the educational dimension of volunteering, demonstrating that it benefits both personal and professional development.
Gauging Skills of Hospital Security Personnel: a Statistically-driven, Questionnaire-based Approach

PubMed Central

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

2013-01-01

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

ERIC Educational Resources Information Center

Nikitina, Larisa; Furuoka, Fumitaka

2012-01-01

In 2006, the Ministry of Higher Education, Malaysia, recommended that all public institutions of higher learning in the country incorporate soft skills formation into their curricula. This qualitative study aimed to explore Malaysian students' expectations of university education with a special focus on the acquisition of soft skills and to…
Soft Skills for Information Technology Professionals in Recruitment Advertisements: A Follow-up Study

ERIC Educational Resources Information Center

McMahon, Cynthia J. Moore

2013-01-01

The purpose of this research is to determine if the use of soft skills requirements in job posting advertisements for information technology professional positions has increased since the dissertation study by G. K. Tannnahill in 2007, titled "Study of Soft Skills for IT Workers in Recruitment Advertising," to support prior research…
Developing Soft Skills in Millennial Students: A Delphi Study

ERIC Educational Resources Information Center

McCullough-Billups, Mary Y.

2017-01-01

This study addressed the deficiency in soft skills of millennial workers in the United States. The weakness or absence of soft skills of millennial workers is problematic because Millennials are rapidly increasing in the workplace as large numbers of baby boomers are retiring. The purpose of this study was to obtain the expert opinions of a sample…
Teamwork, Soft Skills, and Research Training.

PubMed

Gibert, Anaïs; Tozer, Wade C; Westoby, Mark

2017-02-01

We provide a list of soft skills that are important for collaboration and teamwork, based on our own experience and from an opinion survey of team leaders. Each skill can be learned to some extent. We also outline workable short courses for graduate schools to strengthen teamwork and collaboration skills among research students. Copyright © 2016 Elsevier Ltd. All rights reserved.
Improving Students Soft Skills Using Thinking Process Profile Based on Personality Types

ERIC Educational Resources Information Center

Sunarto, M. J. Dewiyani

2015-01-01

The challenge in education field these days rises as the cause of society's expectation for higher education. This increasingly complex expectation demands that higher education prepares the students to gain integrity. Higher education provides not only hard skills for the student, but also soft skills. By observing the hard skills side, in the…
Students' Perspective on Web 2.0-Enhanced Telecollaboration as Added Value in Translator Education

ERIC Educational Resources Information Center

Marczak, Mariusz

2016-01-01

The development of soft skills, which are the most critical skills in the global job market (Abbas & Hum, 2013), is an essential goal of contemporary translator education (Mathias, 2013). A solution that permits students to simultaneously develop translation skills and soft skills is telecollaboration (Dooly & O'Dowd, 2012), i.e. the use…
Nurturing Soft Skills Among High School Students Through Space Weather Competition

NASA Astrophysics Data System (ADS)

Abdullah, Mardina; Abd Majid, Rosadah; Bais, Badariah; Syaidah Bahri, Nor

2016-07-01

Soft skills fulfill an important role in shaping an individual's personality. It is of high importance for every student to acquire adequate skills beyond academic or technical knowledge. The objective of this project was to foster students' enthusiasm in space science and develop their soft skills such as; interpersonal communication, critical thinking and problem-solving, team work, lifelong learning and information management, and leadership skills. This is a qualitative study and the data was collected via group interviews. Soft skills development among high school students were nurtured through space weather competition in solar flare detection. High school students (16 to 17 years old) were guided by mentors consisting of science teachers to carry out this project based on a module developed by UKM's researchers. Students had to acquire knowledge on antenna development and construct the antenna with recyclable materials. They had to capture graphs and identify peaks that indicate solar flare. Their findings were compared to satellite data for verification. They also presented their work and their findings to the panel of judges. After observation, it can be seen that students' soft skills and interest in learning space science had become more positive after being involved in this project.
It's Hard Work Learning Soft Skills: Can Client Based Projects Teach the Soft Skills Students Need and Employers Want?

ERIC Educational Resources Information Center

McCale, Christina

2008-01-01

The importance of business relevance in academia coupled with an increasingly challenging job market magnifies the importance for students to be better prepared for the marketplace. Client-based projects have been lauded for helping students gain the soft skills employers look for in entry-level employees, but little research supports this…
Development and evaluation of a learner-centered educational summer camp program on soft skills for baccalaureate nursing students.

PubMed

Lau, Ying; Wang, Wenru

2014-01-01

The objectives were to develop a learner-centered educational camp program for nursing students and to evaluate 4 areas of soft skills, communication ability, clinical interaction, interpersonal relationships, and social problem solving, before and after the program. The results showed that the summer camp program was effective in improving nursing students' soft skills.
Teacher Trainers' and Trainee Teachers' Understanding towards the Curriculum Philosophy Regarding Soft Skills Embedment in the Malaysian Institute of Teacher Education

ERIC Educational Resources Information Center

Hassan, Aminuddin; Maharoff, Marina; Abiddin, Norhasni Zainal; Ro'is, Ihsan

2016-01-01

The embedment of soft skills into education programs in higher education is closely related to the curriculum philosophy brought by the respective institutions. The soft skills are embedded through understanding belief systems and practices among the teacher trainers. Furthermore it provides an insight into the curriculum philosophy on how to…
The Transferability of Soft Skills of Women Veterans to Corporate America

ERIC Educational Resources Information Center

Clay, Chanty Bradley

2017-01-01

The purpose of this study was to explore the transfer of soft skills of women veterans to their post military career in corporate America in order to support their career success by helping them market and utilize their soft skills and experience in their post military career, and to better understand the employability issues of women veterans.…
The Soft-Skills Learning Triangle: A Learning Model for Supporting Online Management & Leadership Development

ERIC Educational Resources Information Center

Adams, Jean

2010-01-01

The purpose of this paper is to present the Soft-skills Learning Triangle (SLT)--a model created to help coaches, mentors, and educators understand how web-technologies can be used to support management learning and soft-skills development. SLT emerged as part of a larger action-learning research project--the NewMindsets Management Education…

A Review of Soft-skill Needs in in Terms of Industry

NASA Astrophysics Data System (ADS)

Prihatiningsih, S.

2018-02-01

World of work or industry requires a number of characters that are owned by employees working in work activities, it is intended that the industry can easily achieve business success through achievement indicators through the contributions of employees in work activities. For employees who are graduates of vocational education level, should this character have with him since they completed vocational education, but in fact the character is not fully owned by the students in learning in vocational, only 56.4% of characters / soft skills given in vocational learning, so that it becomes soft skill gaps vocational graduates with soft skills required by industry.
Designing Leadership and Soft Skills in Educational Games: The e-Leadership and Soft Skills Educational Games Design Model (ELESS)

ERIC Educational Resources Information Center

Freitas, Sara; Routledge, Helen

2013-01-01

While the field of leadership studies includes a large corpus of literature and studies, the literature and scientific research in the field of e-leadership and soft skills used in learning game environments are at present small in scale. Towards contributing to this newly emerging field of literature and study, this research paper presents a new…
An Examination of Soft Skills Listed in Texas Electronic Job Postings and Undergraduate Business Information Systems Syllabi

ERIC Educational Resources Information Center

Scott-Bracey, Pamela

2011-01-01

The purpose of this study was to explore the alignment of soft skills sought by current business IS entry-level employers in electronic job postings, with the integration of soft skills in undergraduate business information systems (IS) syllabi of public four-year universities in Texas. One hundred fifty job postings were extracted from two major…
Validation of Modified Soft Skills Assessment Instrument (MOSSAI) for Use in Nigeria

ERIC Educational Resources Information Center

Aworanti, O. A.; Taiwo, M. B.; Iluobe, O. I.

2015-01-01

Currently, it has become an accepted norm nearly all over the globe to teach and assess soft skills. However, in Nigeria, it is an emerging area of interest that needs to be addressed squarely. In the light of the fore-going, this study validated a modified version of Measuring and Assessment Soft Skills (MASS) (an instrument developed and used by…
Hard evidence on soft skills✩

PubMed Central

Heckman, James J.; Kautz, Tim

2012-01-01

This paper summarizes recent evidence on what achievement tests measure; how achievement tests relate to other measures of “cognitive ability” like IQ and grades; the important skills that achievement tests miss or mismeasure, and how much these skills matter in life. Achievement tests miss, or perhaps more accurately, do not adequately capture, soft skills—personality traits, goals, motivations, and preferences that are valued in the labor market, in school, and in many other domains. The larger message of this paper is that soft skills predict success in life, that they causally produce that success, and that programs that enhance soft skills have an important place in an effective portfolio of public policies. PMID:23559694
[Generation Y healthcare students’ expectations: hard skills but also soft skills.

PubMed

Engels, Cynthia

2017-12-01

Generation Y’s (born between 1981 and 1999) educational approach in healthcare studies raises questions about their expectations and which teaching methods to use with this generation. The study involved third year students of occupational therapy. One hundred and twelve students were consulted in September 2012 and September 2013 about their expectations regarding the courses and the teaching methods which were offered. Results allowed to highlight firstly the importance of the usefulness of the course and secondly expectations regarding the teachers’ soft skills. If the link between soft skills and success was pointed out in many studies, only a few studies focus on the teachers’ own soft skills development in order to respond to students’ expectations in higher education. This is the topic of this article, which main interest could be the means to develop teaching methods adapted to this students’ generation.
Literacy and Informational Interviews

ERIC Educational Resources Information Center

Decarie, Christina

2010-01-01

Informational interviews are valuable tools for improving writing, editing, and interviewing skills, and they are also extremely valuable in improving the soft skills that are valued by employers, such as confidence, adaptability, the ability to set and keep deadlines, the ability to manage risk, and so on. These soft skills, this article argues,…
Employer Perceptions of Student Informational Interviewing Skills and Behaviors

ERIC Educational Resources Information Center

Orr, Claudia; Sherony, Bruce; Steinhaus, Carol

2011-01-01

Employers continue to report that soft skills are critically important in obtaining employment and achieving long-term career success. Given the challenging job market for college graduates, business school faculty need to provide practical opportunities for students to develop their soft skills in professional settings. A longitudinal study was…
Use of Simulated Psychosocial Role-Playing to Enhance Nursing Students' Development of Soft Skills.

PubMed

Liebrecht, Christina; Montenery, Susan

2016-08-01

Effective communication and interaction enable nurses to develop caring, empathetic, and respectful relationships with patients and families. However, most nurses feel a lack of preparation in the "soft" skills of communication, professionalism, and leadership. Nurse managers are seeking graduates with strong emotional quotient characteristics such as self-awareness, motivation, self-regulation, empathy, and social skills. Assisting nursing students to develop these intangible, high-level skills presents an ongoing challenge to nurse educators. This creative teaching learning strategy examines the use of psychosocial role-playing skits to enhance nursing student development of the soft skills of nursing. In this strategy, senior level nursing students work in small groups to develop and present realistic 3- to 5-minute skits based on common nurse-patient, nurse-family, or nurse-health care team interactions that incorporate the concepts of therapeutic communication, interpersonal interaction, empathy, active listening, teamwork, delegation, and/or professionalism, followed by a debriefing session. Student feedback suggests that confidence and competence related to the skills of therapeutic communication, interpersonal interaction, empathy, active listening, teamwork, delegation, and professionalism may improve by incorporating soft skill psychosocial role-playing into a nursing education course of study.
Mastering the soft skills in the implementation of work based learning among community college students

NASA Astrophysics Data System (ADS)

Ali, Azita Binti; Islamiah Rosli, Doria; Sujadi, Imam; Usodo, Budi; Adie Perdana, Fengky

2017-01-01

Emphasizing the aspects of soft skills among students is an important element to produce graduates who are competitive when facing any situations in the workplace. Various efforts have been taken by the Ministry of Education (MOE) and the Ministry of Higher Education Malaysia (MOHE) to improve the education system in Malaysia. Learning methods were introduced to ensure the education systems achieve the educational goals and to produce individuals who are well-balanced with spiritually, emotionally and physically. However, the issue of unemployment among graduates often being spoken in the community and it was regarded as a failure of educational institutions to produce quality graduates. Thus, the method of Work-Based Learning (WBL) was seen as a way to improve the soft skills among the graduates. The study was conducted using quantitative research survey as the design of the study used a questionnaire that was adapted as an instrument. Data were analysed using Statistical Package of Social Science (SPSS) version 20.0. The respondents were consisted of 97 students who attended WBL programs at the community college. Data were obtained from questionnaires using descriptive statistics for the calculation of the mean and one-way ANOVA test. The findings of the level of soft skills among community colleges were high where the communication skills obtained (mean = 4.1218), critical and problem solving skills (mean = 4.0946), teamwork skills (mean = 4.2297), learning and information management (mean = 4.1219), entrepreneurial skills (mean = 4.0240), professional ethics and moral (mean = 3.9410) and leadership skills (mean = 4.2104). The findings also showed the differences in term of communication skills among the community colleges. This study was significant to the community colleges to identify the level of soft skills among students who performed WBL methods in order to reduce the number of unemployment.
Learning Soft Skills at Work: An Interview with Annalee Luhman

ERIC Educational Resources Information Center

Davis, Barbara D.; Muir, Clive

2004-01-01

Soft skills are attitudes and behaviors displayed in interactions among individuals that affect the outcomes of such encounters. These differ from hard skills, which are the technical knowledge and abilities required to perform specific job-related tasks more formally stated in job descriptions. In the past, it was felt that managers and employees…
Soft Skills: The New Curriculum for Hard-Core Technical Professionals

ERIC Educational Resources Information Center

Bancino, Randy; Zevalkink, Claire

2007-01-01

In this article, the authors talk about the importance of soft skills for hard-core technical professionals. In many technical professions, the complete focus of education and training is on technical topics either directly or indirectly related to a career or discipline. Students are generally required to master various mathematics skills,…
Global Engineering Teams--A Programme Promoting Teamwork in Engineering Design and Manufacturing

ERIC Educational Resources Information Center

Oladiran, M. T.; Uziak, J.; Eisenberg, M.; Scheffer, C.

2011-01-01

Engineering graduates are expected to possess various competencies categorised into hard and soft skills. The hard skills are acquired through specific coursework, but the soft skills are often treated perfunctorily. Global Engineering Teams (GET) is a programme that promotes project-oriented tasks in virtual student teams working in collaboration…
Designing Management Curriculum for Workplace Readiness: Developing Students' Soft Skills

ERIC Educational Resources Information Center

Ritter, Barbara A.; Small, Erika E.; Mortimer, John W.; Doll, Jessica L.

2018-01-01

The increased complexity of today's work environment has made the need for soft skills, such as teamwork, communication, leadership, and problem solving, more salient than ever. Employers hire for these skills because it is increasingly the human resources that give organizations a competitive advantage. Therefore, academia must respond to these…
Get Ready, Get Set, Get to Work!

ERIC Educational Resources Information Center

Lewis, C. Deanna

2007-01-01

The residential construction industry, like much of today's job market, requires young people to have more analytical reasoning ability and a broader skill base. Along with this comes a deeper understanding of what it means to provide students with "good" soft skills. Soft skills are more than just saying thank you. Choosing a career is…
Identification of green skills acquisition in Indonesian TVET curricula

NASA Astrophysics Data System (ADS)

Setiawan, Agus

2017-09-01

Recently, many countries have put the focus on green growth which specifically aims at achieving a resilient, low-carbon, and resource-efficient economy model that leads to higher quality of life. Environmental pollution and climate change are negatively affecting the sustainability of various economical activities across the world, with Indonesia being one of them. To mitigate the environmental problems, the existing economy should be shifted to a greener economy model which will create green jobs and greening the existing occupation in the industries. Green jobs require workers with green skills. Therefore, development of green skills in TVET institutions is urgently needed. By referencing the existing green skills frame work, green skills acquisition has not been clearly integrated into the existing Indonesian TVET curriculum. However, approach to integrate green skills into TVET curriculum can be carried out through the development of hard skills and soft skills in the domain of knowledge, abilities, and attitudes where green skills is an imparting of both hard skills and soft skills.
Developing Cross-Cultural Awareness in IT: Reflections of Australian and Chinese Students

ERIC Educational Resources Information Center

Venables, Anne; Tan, Grace; Miliszewska, Iwona

2013-01-01

To succeed within the increasingly global context of their work environment, today's IT professional needs to be equipped with both cutting-edge technical skills and a strong repertoire of "soft" skills. An important and often unrecognized soft skill is an appreciation of how various IT issues impact upon different peoples and what…
"Second Generation" E-Learning: Characteristics and Design Principles for Supporting Management Soft-Skills Development

ERIC Educational Resources Information Center

Adams, Jean; Morgan, Gareth

2007-01-01

This article develops the concept of "second generation" e-learning as a new paradigm for thinking about online learning. Whereas "first generation" approaches have been effective for developing technical skills, the same approach has not proven effective for developing management soft-skills (e.g., in the field of leadership education). The…
The Effect of Soft Skills and Training Methodology on Employee Performance

ERIC Educational Resources Information Center

Ibrahim, Rosli; Boerhannoeddin, Ali; Bakare, Kazeem Kayode

2017-01-01

Purpose: The purpose of this paper is to investigate the effect of soft skill acquisition and the training methodology adopted on employee work performance. In this study, the authors study the trends of research in training and work performance in organisations that focus on the acquisition of technical or "hard skills" for employee…
The Hard Truth about Soft Skills: What Recruiters Look for in Business Graduates

ERIC Educational Resources Information Center

Jones, Michael; Baldi, Cindi; Phillips, Carl; Waikar, Avinash

2016-01-01

The purpose of this paper is to better understand what recruiters are looking for in potential job applicants. Past studies tend to be unclear on how GPA ranks in relation to soft skills (traits and social skills important in interacting with others). Also, most of these studies were conducted at either Ivy League colleges, where the admissions…

Universiti Kebangsaan Malaysia Learning Contract Course: Experience and Performance of the First Cohort

ERIC Educational Resources Information Center

Ani, Adi Irfan Che; Tawil, Norngainy Mohd; Johar, Suhana; Ismail, Khaidzir; Razak, Mohd Zulhanif Abd

2014-01-01

Research from different parts of the world recognizes the effectiveness of a learning contract course in improving the personal skills of students. Therefore, UKM has chosen this approach to improve the personal soft skills of its students. The university has carried out this approach by making HHHC9118-Soft Skills as a compulsory course for all…
Technical and Soft Skills Expectations During the Transition from Recent Graduate to New Hire

NASA Astrophysics Data System (ADS)

Keane, C. M.

2001-12-01

Employer-applicant skill compatibility represents a major component of the career development process, particularly for new entrants to the job market. Newly minted geoscientists largely bring a distinct set of skills learned during their formal education and training, which combined with a broader view of the person are evaluated for career potential in today's major employers. University departments possess a strong view of their role in educating future geoscientists, including the skill sets imparted, the basis of education provided, and the expectation for how their students will evolve into colleagues in the profession. Regretfully, based on numerous surveys by both the American Geological Institute's Human Resources program and other independent studies, the formally transferred skills and expectations do not necessarily match those of many geoscience employers. While academia has increased its focus on increasing technical skills and greater specialization, most geoscience employers have further increased the technology gap between themselves and academia, leading most employers to seek broadly trained and well-educated graduates. Additionally, soft skills represent an area of major disagreement between what is considered important and what is considered feasible in a formal education. While debate continues both within industry and academia over the ideal set of soft skills, the great variance in soft skill demands lead to better opportunities for matching of graduate to employer. This debate further enhances the ongoing discussion of the role of the university, the importance of employer needs, and the health of the geoscience discipline within society. Fundamentally, the hiring and career development process remains as sequence of compromises for both the employer and the recent graduate.
Professional development training through the veterinary curriculum at the University of Minnesota.

PubMed

Kustritz, Margaret V Root; Nault, André J

2010-01-01

Veterinary education has traditionally focused on clinical skills. Success as a practicing veterinarian, however, also depends on good communication skills, emotional intelligence, and other "soft" skills that can lead to greater employee and employer satisfaction and increased practice revenue. The University of Minnesota has approached this curricular need by convening a task force and creating a series of courses aimed at improving leadership skills, teamwork, and verbal and written communication; managing conflict; and understanding ethics and personal finance. This article describes the evolution and structure of these soft-skill classes and the challenges in securing faculty and student buy-in essential for success.
Development of a Curriculum to Teach the "Soft Skills" Necessary for the Future Deaf and Hard-of-Hearing Laboratory Technician Workforce

ERIC Educational Resources Information Center

Ross, Annemarie D.; Pagano, Todd

2009-01-01

There is often a particular void in the education of deaf and hard-of-hearing students who intend to become competent working laboratory technicians. Inasmuch as certain basic professional skills ("soft skills," in this case) are not generally taught in traditional science courses, a new curriculum has been developed in order to enforce…
Neurological Soft Signs in Indian Children with Specific Developmental Disorders of Scholastic Skills

ERIC Educational Resources Information Center

Sadhu, Raja; Mehta, Manju; Kalra, Veena; Sagar, Rajesh; Mongia, Monica

2008-01-01

Aim: To compare the occurrence of neurological soft signs (NSS) in children with specific developmental disorders of scholastic skills (SDDSS) and normal children. Methods: 36 cases of SDDSS were compared with 30 control children regarding sociodemographic and clinical variables and neurological soft signs. Results: Children with SDDSS had…
Instructional Alignment of Workplace Readiness Skills in Career and Technical Education

ERIC Educational Resources Information Center

Martin, Sarah Jane

2009-01-01

The United States faces a skills shortage that goes beyond academic and technical skills. Employers report entry-level workers lack the necessary "soft" skills, also referred to as workplace readiness skills, needed for success in the workforce; thus, calling on educational institutions to make improvements in high school curriculum in…
Interpersonal Skills in MBA Admissions: How Are They Conceptualized and Assessed?

ERIC Educational Resources Information Center

Beenen, Gerard; Pichler, Shaun; Davoudpour, Shahin

2018-01-01

Employers and students concur that soft skills or interpersonal skills are critical to managerial success, yet we know little about how MBA program admissions professionals conceptualize and assess these skills in the context of global management education. Such practices have key implications for interpersonal skills curriculum and training in…
Soft-leadership competencies for today's healthcare finance executives.

PubMed

Madden, Mark

2015-05-01

With the healthcare industry changing rapidly, organizations seek finance leaders who have skills that go beyond traditional expertise in revenue and expenses. These additional competencies fall under the heading of soft-leadership skills and include the ability to be strategy-oriented, agile, passionate, inspirational, influential, communicative, dependable, driven, integrative, and engaged. Networking, participation in a mentoring program, and continuing education provide avenues for finance leaders to develop these sorts of skills.
An approach to developing independent learning and non-technical skills amongst final year mining engineering students

NASA Astrophysics Data System (ADS)

Knobbs, C. G.; Grayson, D. J.

2012-06-01

There is mounting evidence to show that engineers need more than technical skills to succeed in industry. This paper describes a curriculum innovation in which so-called 'soft' skills, specifically inter-personal and intra-personal skills, were integrated into a final year mining engineering course. The instructional approach was designed to promote independent learning and to develop non-technical skills, essential for students on the threshold of becoming practising engineers. Three psychometric tests were administered at the beginning of the course to make students aware of their own and their classmates' characteristics. Substantial prescribed reading assignments preceded weekly group discussions. Several projects during the course required team work skills and application of content knowledge to real-world contexts. Results obtained from students' reflection papers, assignments related to 'soft' skills and end of course evaluations suggest that students' appreciation of the need for these skills, as well as their own perceived competence, increased during the course. Their ability to function as independent learners also increased.
Teaching the Soft Skills: Three Students Break It Down

ERIC Educational Resources Information Center

Merz, Sandy

2015-01-01

Teaching soft skills (i.e., grit, empathy, collaboration, perseverance, communication, ethics, self-management) is a task that might seem overwhelming to new teachers, but this article offers practical advice from students about how to incorporate the lessons into the classroom.
The effect of Problem/Project-Based Learning on a desired skill set for construction professionals

NASA Astrophysics Data System (ADS)

Sirotiak, Todd L.

The purpose of this study was to investigate if a Problem/Project-Based Learning (PBL) approach can affect certain non-technical, "soft" skills of construction engineers. Such skills include leadership, adaptability, and stress management. In mixed design research, quantitative and qualitative data are assembled and analyzed collectively. For this study, two separate assessment tools were used for the quantitative portion, while open-ended written reflections and a partially closed-ended senior questionnaire were implemented for the qualitative portion. A hypothetical model was used to investigate certain soft skills based on prior research documenting need. Skills investigated were confidence, stress coping, leadership, communication skills, adaptability, and management skills. Descriptive statistics, open-ended final written reflections, and a partially closed-ended senior questionnaire were used to analyze the data. PBL is a process in which the students are challenged to develop realistic solutions on open, less structured, real world type problems. The results of this study performed with the combined count of nearly 60 students suggest that PBL can influence several soft skills of senior construction engineers. Specifically, these findings demonstrate the following: (a) PBL appears to affect students' soft skills; (b) students appear to recognize the realism and "real world" applicability that PBL brings to their skill development; and (c) the data suggest that the experience is holistic and offers opportunities for balanced growth in several ways. Some key competencies such as communication and leadership indicated significant enhancements. Although this study was limited to one academic year of the university's construction engineering program, it provides interesting insight to changes within the time period investigated. This study should be replicated in other construction engineering environments to investigate a larger population sample. In addition, industry, professional consultants, and academic entities are encouraged to review current learning methods to ensure that they are implementing the findings and methodology offered in this study.
Recent Empirical Studies of the Pedagogical Effects of Interactive Video Instruction in "Soft Skill" Areas.

ERIC Educational Resources Information Center

Cronin, Michael W.; Cronin, Karen A.

1992-01-01

Recent empirical research has identified significant advantages for interactive video instruction over traditional teaching methods in "soft skill" (humanities and social sciences) areas, including cognitive achievement, transfer of learning to performance, learning motivation, student achievement across uncontrolled student characteristics, user…
Simulating the Global Workplace for Graduate Employability

ERIC Educational Resources Information Center

Schech, Susanne; Kelton, Maryanne; Carati, Colin; Kingsmill, Verity

2017-01-01

Higher education institutions increasingly recognise the need to develop both disciplinary knowledge and soft skills to foster the employability of their graduates. For students in International Studies programmes, the workplace opportunities to develop soft skills relevant to their intended professions are scarce, costly and unavailable to many.…
Soft Skills in the Technology Education Classroom: What Do Students Need?

ERIC Educational Resources Information Center

Harris, Kara S.; Rogers, George E.

2008-01-01

In this article, the authors examine which nontechnical competencies or soft skills related to technology education should be developed by high school students. Results clearly indicate that university-level engineering and engineering technology professors rate students' interpersonal, communication, and work ethic competencies as desired…
Neurological soft signs feature a double dissociation within the language system in Williams syndrome.

PubMed

Tavano, Alessandro; Gagliardi, Chiara; Martelli, Sara; Borgatti, Renato

2010-09-01

The neurocognitive profile of Williams-Beuren syndrome (WBS) is characterized by visuospatial deficits, apparently fluent language, motor soft signs, and hypersociability. We investigated the association between neuromotor soft signs and visuospatial, executive-attentive, mnestic and linguistic functions in a group of 26 children and young adults with WBS. We hypothesized that neurological soft signs could be an index of subtle neurofunctional deficits and thus provide a behavioural window into the processes underlying neurocognition in Williams-Beuren syndrome. Dysmetria and dystonic movements were selected as grouping neurological variables, indexing cerebellar and basal ganglia dysfunction, respectively. No detrimental effects on visuospatial/visuoconstructive skills were evident following the presence of either neurological variable. As for language skills, participants with dysmetria showed markedly reduced expressive syntactic and lexico-semantic skills as compared to non-affected individuals, while no difference in chronological age was evident. Participants with dystonic movements showed reduced receptive syntax and increased lexical comprehension skills as compared to non-affected individuals, the age factor being significant. In both instances, the effect size was greater for syntactic measures. We take these novel findings as suggestive of a double dissociation between expressive and receptive skills at sentence level within the WBS linguistic phenotype. The investigation of neuromotor soft signs and neuropsychological functions may provide a key to new non-cortico-centric genotype/phenotype relationships. Copyright 2010 Elsevier Ltd. All rights reserved.
Backers of "21st-Century Skills" Take Flak

ERIC Educational Resources Information Center

Sawchuk, Stephen

2009-01-01

The phrase "21st-century skills" is everywhere in education policy discussions these days, from faculty lounges to the highest echelons of the U.S. education system. Broadly speaking, it refers to a push for schools to teach critical-thinking, analytical, and technology skills, in addition to the "soft skills" of creativity, collaboration, and…
Developing Top Managers: The Impact of Interpersonal Skills Training.

ERIC Educational Resources Information Center

Hunt, John W.; Baruch, Yehuda

2003-01-01

A study assessed the impact of interpersonal skills training on top managers (n=252) by analyzing feedback from subordinates. The skills most responsive to training had clear objectives and outcome criteria and could be expressed as step-by-step routines. Soft skills were more difficult to improve in this way. (Contains 62 references.) (JOW)
Work Force Education: Beyond Technical Skills. Trends and Issues Alert No. 1.

ERIC Educational Resources Information Center

Imel, Susan

This brief suggests that during the past 2 decades, the skills needed to succeed in the workplace have changed significantly. Technical skills remain important, but, increasingly, employers recognize another category of skills crucial to a worker's ability to work "smarter, not harder." These "soft,""core,""nontechnical,""essential,""generic," and…
Evaluation of a Soft Skills Training Program

ERIC Educational Resources Information Center

Charoensap-Kelly, Piyawan; Broussard, Lauren; Lindsly, Mallory; Troy, Megan

2016-01-01

This study was conducted to determine the effectiveness of a soft skills employee training program. We examined willingness to learn and delivery methods (face-to-face vs. online) and their associations with the training outcomes in terms of learning and behavioral change. Results showed that neither participants' willingness to learn nor delivery…
Teaching Tip: Adding Intercultural Communication to an IS Curriculum

ERIC Educational Resources Information Center

Mitchell, Alanah; Benyon, Rob

2018-01-01

Increasingly, today's information systems (IS) programs are focused on making sure students are graduating with well-developed soft skills. One of these necessary soft skills is intercultural communication, which is the ability to communicate with people from different cultures. This teaching tip presents an assignment designed to increase the…

Graduates' Employability: What Do Graduates and Employers Think?

ERIC Educational Resources Information Center

Matsouka, Kyriaki; Mihail, Dimitrios M.

2016-01-01

The purpose of this article is to investigate the views of university graduates and human resource managers (HRMs) on graduates' employability in terms of the soft skills required by the labour market. Soft skills (personal attributes that enhance an individual's interactions, job performance and career prospects) are necessary in the labour…
Developing Soft Skills Using "Literature Circles"

ERIC Educational Resources Information Center

Azmi, Mohd Nazri Bin Latiff

2013-01-01

This study investigates the impact of the implementation of "Literature Circles" in an Active Learning classroom in relations to developing soft skills among university students. The use of Literature Circles is a well-known strategy in teaching the students to be more creative, independent, and think out of the box. A group of…
Soft Skills in Practice and in Education: An Evaluation

ERIC Educational Resources Information Center

Wahl, Harald; Kaufmann, Christian; Eckkrammer, Florian; Mense, Alexander; Gollner, Helmut; Himmler, Christian; Rogner, Wolf; Baierl, Thomas; Slobodian, Roman

2012-01-01

The paper measures the soft skills needs of companies and industry to technical oriented academic graduates, especially coming from IT course programs like business informatics, computer science, or information management. Therefore, between March and September 2010, two groups of researchers at the University of Applied Sciences (UAS) Technikum…
Student Perception of Academic Writing Skills Activities in a Traditional Programming Course

ERIC Educational Resources Information Center

Cilliers, Charmain B.

2012-01-01

Employers of computing graduates have high expectations of graduates in terms of soft skills, the most desirable of these being communication skills. Not only must the graduates exhibit writing skills, but they are expected to be highly proficient therein. The consequence of this expectation is not only performance pressure exerted on the…
Development of Graduates' Attributes in Chemistry within an Open Distance Learning (ODL) Environment: UNISA's Experience

ERIC Educational Resources Information Center

Tafesse, Fikru; Mphahlele, Malose J.

2018-01-01

Discipline-specific knowledge and associated technical skills as well as generic skills have represented distinct and separate aspects of chemical sciences in university studies (linear training). In addition to technical skills gained through laboratory training, employers now require a soft skill set such as strengths in analytical thinking,…
The Intersection between Soft Skill Development and Leadership Education

ERIC Educational Resources Information Center

Brungardt, Christie

2011-01-01

This study examined the relationship of soft skills gained to the amount of leadership education completed by graduates from the Department of Leadership studies at a Midwestern regional university. Those who received no leadership education were compared with those who received a leadership certificate and those who received a bachelor's degree…
The State of Simulations: Soft-Skill Simulations Emerge as a Powerful New Form of E-Learning.

ERIC Educational Resources Information Center

Aldrich, Clark

2001-01-01

Presents responses of leaders from six simulation companies about challenges and opportunities of soft-skills simulations in e-learning. Discussion includes: evaluation metrics; role of subject matter experts in developing simulations; video versus computer graphics; technology needed to run simulations; technology breakthroughs; pricing;…
A Tutorial Guide about How to Manage a Client-Financed Project

ERIC Educational Resources Information Center

Clark, Gary L.; King, Michael E.; Jurn, Iksu

2012-01-01

Today's marketing instructors are faced with the challenge of improving their students' soft skills to prepare them for today's business environment. Numerous authors have noted that client-based/-sponsored projects help students improve the soft skills they need to succeed in the business community. This article provides detailed guidelines on…
Cooperative Learning and Soft Skills Training in an IT Course

ERIC Educational Resources Information Center

Zhang, Aimao

2012-01-01

Pedagogy of higher education is shifting from passive to active and deep learning. At the same time, the information technology (IT) industry and the Accreditation Board for Engineering and Technology (ABET) are demanding soft skills training. Thus, in designing an IT course, we devised group teaching projects where students learn to work with…
Comparison of Live Versus Online Instruction of a Novel Soft Skills Course in Mongolia

PubMed Central

Strehlow, Matthew C; Dorjsuren, Khandregzen; Newberry, Jennifer A

2017-01-01

Background Soft skills are essential for employee success in the global marketplace; however, many developing countries lack content experts to provide the requisite instruction to an emerging workforce. One possible solution is to use an online, open-access curriculum. To date, no studies on soft skills curricula using an online learning platform have been undertaken in Mongolia. Objective To evaluate the efficacy of an online versus classroom platform to deliver a novel soft skills course in Mongolia. Methods A series of eight lectures along with corresponding surveys and multiple choice question tests were developed and translated into the Mongolian language. Two different delivery modalities, online and traditional classroom lectures, were then compared for knowledge gain, comfort level, and satisfaction. Knowledge gain and comfort level were assessed pre- and post-course, while satisfaction was assessed only post-course. Results Enrollment in the online and classroom courses was 89 students and 291 students, respectively. Sixty-two online students (68% female) and 114 classroom students (77% female) completed the entire course and took the post-test. The online cohort had higher pre-test scores than the classroom cohort (46.4% and 37.3%, respectively, p < 0.01). The online cohort’s overall knowledge gain was not significant (0.4%, p=0.87), but the classroom cohort’s knowledge gain was significant (13.9%, p < 0.01). Both the online and classroom cohorts demonstrated significant improvement in overall comfort level for all soft skills topics (p < 0.01). Both cohorts were also highly satisfied with the course, as assessed on a Likert scale (4.59 for online, 4.40 for classroom). Conclusion The study compared two cohorts of Mongolian college students who took either an online or classroom-based soft skills course, and it was found that knowledge gain was significantly higher for the classroom group, while comfort and satisfaction with individual course topics was comparable. PMID:29399428
Comparison of Live Versus Online Instruction of a Novel Soft Skills Course in Mongolia.

PubMed

Mahadevan, Aditya; Strehlow, Matthew C; Dorjsuren, Khandregzen; Newberry, Jennifer A

2017-11-30

Background Soft skills are essential for employee success in the global marketplace; however, many developing countries lack content experts to provide the requisite instruction to an emerging workforce. One possible solution is to use an online, open-access curriculum. To date, no studies on soft skills curricula using an online learning platform have been undertaken in Mongolia. Objective To evaluate the efficacy of an online versus classroom platform to deliver a novel soft skills course in Mongolia. Methods A series of eight lectures along with corresponding surveys and multiple choice question tests were developed and translated into the Mongolian language. Two different delivery modalities, online and traditional classroom lectures, were then compared for knowledge gain, comfort level, and satisfaction. Knowledge gain and comfort level were assessed pre- and post-course, while satisfaction was assessed only post-course. Results Enrollment in the online and classroom courses was 89 students and 291 students, respectively. Sixty-two online students (68% female) and 114 classroom students (77% female) completed the entire course and took the post-test. The online cohort had higher pre-test scores than the classroom cohort (46.4% and 37.3%, respectively, p < 0.01). The online cohort's overall knowledge gain was not significant (0.4%, p=0.87), but the classroom cohort's knowledge gain was significant (13.9%, p < 0.01). Both the online and classroom cohorts demonstrated significant improvement in overall comfort level for all soft skills topics (p < 0.01). Both cohorts were also highly satisfied with the course, as assessed on a Likert scale (4.59 for online, 4.40 for classroom). Conclusion The study compared two cohorts of Mongolian college students who took either an online or classroom-based soft skills course, and it was found that knowledge gain was significantly higher for the classroom group, while comfort and satisfaction with individual course topics was comparable.
Effects of the Decline in Social Capital on College Graduates' Soft Skills

ERIC Educational Resources Information Center

Andreas, Sarah

2018-01-01

Both businesses and recent college graduates in the United States attribute the lack of soft skills in recent college graduates to the colleges' inability to prepare students for the workforce. This article explores the literature on social capital, human capital and social learning theory, offering an alternative hypothesis for why recent…
The Understanding of Curriculum Philosophy among Trainee Teachers in Regards to Soft Skills Embedment

ERIC Educational Resources Information Center

Hassan, Aminuddin; Maharoff, Marina

2014-01-01

Curriculum philosophy may assist in learning practices that coincide with the philosophy of educational institution and community. This study was aimed to understand how the teacher trainees who pursued Bachelor of Teaching (PISMP) understand the embedment of soft skills into learning activities for core courses in Malaysian Institutes of Teacher…
Professional Presence and Soft Skills: A Role for Accounting Education

ERIC Educational Resources Information Center

Kermis, George; Kermis, Marguerite

2010-01-01

Current economic conditions have changed the dynamics of all employment, including accounting, which traditionally has had a supply shortfall. CPA firms are beginning to lay off experienced people for the first time in ten years, while still hiring new staff accountants. The AICPA Vision 2011 Project has added soft skills to the list of core…
Critical Soft Skills to Achieve Success in the Workplace

ERIC Educational Resources Information Center

Meeks, Gloria Amparo

2017-01-01

The focus of this study was a problem identified by human resources directors and managers in a medium sized community in the southeast of the United States. The problem was that some college graduates are not equipped with the necessary soft skills to be successful in the workforce. Executive directors and human resources managers brought this…
For Better or Worse? The Marriage of Key Skills Development and On-line Learning.

ERIC Educational Resources Information Center

Jones, Norah; Fitzgibbon, Karen

2002-01-01

Analysis of the University of Glamorgan's electronic learning module on employability and professional development demonstrates the feasibility of teaching transferable, "soft" skills online. Advantages compared with face-to-face include transparency, flexibility, development of information technology skills, openness, and teamwork;…
Association of Polar Early Career Scientists Promotes Professional Skills

NASA Astrophysics Data System (ADS)

Pope, Allen; Fugmann, Gerlis; Kruse, Frigga

2014-06-01

As a partner organization of AGU, the Association of Polar Early Career Scientists (APECS; http://www.apecs.is) fully supports the views expressed in Wendy Gordon's Forum article "Developing Scientists' `Soft' Skills" (Eos, 95(6), 55, doi:10.1002/2014EO060003). Her recognition that beyond research skills, people skills and professional training are crucial to the success of any early-career scientist is encouraging.
The Nature of the Current and Anticipated Shortage of Professional Skills and Qualities of Workers in the Russian Labor Market

ERIC Educational Resources Information Center

Bondarenko, Natal'ia

2015-01-01

This article analyzes the characteristics of the existing and expected deficit of professional skills and qualities of workers employed by Russian companies. Analyzed factors include generic skills, soft or behavioral skills, the influence of the qualification, and shortage on the effectiveness of the companies as a whole. The data is based on a…
Using Short Videos as Testing Elements in Skill Matching-Test Design in the Smart Project

ERIC Educational Resources Information Center

Beutner, Marc; Rüscher, Frederike Anna

2017-01-01

This paper provides insights in the development of a skill matching test which addresses soft skills integrated videos as media to provide information about situations to be rated. The design of the skill testing and matching tool is situated in the educational ERASMUS+ project SMART which is presented as well. With a specific view on team work…
Employability for Music Graduates: Malaysian Educational Reform and the Focus on Generic Skills

ERIC Educational Resources Information Center

Ghazali, Ghaziah; Bennett, Dawn

2017-01-01

In Malaysia, the demand for employable higher education graduates has resulted in a national strategy that outlines desirable graduate attributes including "hard," discipline-specific skills and "soft," generic skills. As a result, music programs are under pressure to become more relevant to the conditions and characteristics…

Competency and Connection: Undergraduate Students and Effective Email Messages

ERIC Educational Resources Information Center

Sims, Christy-Dale L.

2015-01-01

Employers are struggling to fill jobs with qualified candidates because they find that the majority of college graduates lack "soft skills" such as oral and written communication, interpersonal skills, and professionalism (Carr & Stefaniak, 2012; Fischer, 2013; Tugend, 2013). Students are often more confident in their skill set and…
Making Students Eat Their Greens: Information Skills for Chemistry Students

ERIC Educational Resources Information Center

George, Sarah; Munshi, Tasnim

2016-01-01

Employers are increasingly requiring a range of "soft" skills from chemistry graduates, including the ability to search for and critically evaluate information. This paper discusses the issues around encouraging chemistry students to engage with information skills and suggests curricular changes which may help to "drip-feed"…
Business Process Elicitation, Modeling, and Reengineering: Teaching and Learning with Simulated Environments

ERIC Educational Resources Information Center

Jeyaraj, Anand

2010-01-01

The design of enterprise information systems requires students to master technical skills for elicitation, modeling, and reengineering business processes as well as soft skills for information gathering and communication. These tacit skills and behaviors cannot be effectively taught students but rather experienced and learned by students. This…
In Search of Quality Student Teachers in a Digital Era: Reframing the Practices of Soft Skills in Teacher Education

ERIC Educational Resources Information Center

Hadiyanto; Mukmimnin, Amirul; Failasofah; Arif, Nely; Fajaryani, Nunung; Habibi, Akhmad

2017-01-01

The purpose of this current study was to examine and document the practices of soft skills (communication, IT, numeracy, learning how to learn, problem solving, working with others, and subject-specific competencies) among English as foreign language (EFL) student teachers at one public university teacher education program in Jambi, Indonesia. The…
Accounting Education and the Provision of Soft Skills: Implications of the Recent NZICA CA Academic Requirement Changes

ERIC Educational Resources Information Center

Low, Mary; Samkin, Grant; Liu, Christina

2013-01-01

This research examined the role of accounting education in the provision of soft skills to accounting graduates, and how this may be affected by the recent changes in academic requirements initiated by NZICA. A qualitative research method utilizing in-depth interviews was conducted with accounting graduates, partners of the Big4 accounting firms,…
Toward an Omnibus Assessment of Noncognitive Skills: A Longitudinal Multitrait-Multimethod Application in Middle Schools

ERIC Educational Resources Information Center

Rikoon, Samuel H.

2013-01-01

Beyond the traditional notions of intelligence and academic achievement, the successful development of noncognitive or "soft" skills (e.g., personality factors, motivation, creativity) among school-aged youth represents an important objective for any educational system. Such skills have been shown to be significantly predictive of…
Uncovering University Students' Readiness through Their Assessment of Workplace Communication Skills

ERIC Educational Resources Information Center

Magogwe, Joel M.; Nkosana, Leonard B. M.; Ntereke, Beauty B.

2014-01-01

Employers in today's competitive and challenging global world prefer employees who possess "soft skills" in addition to "hard skills" because they make an impact and create a good impression in the workplace. This study examined employment readiness of the University of Botswana (UB) students who took the Advanced Communication…
Information Systems Security Job Advertisement Analysis: Skills Review and Implications for Information Systems Curriculum

ERIC Educational Resources Information Center

Brooks, Nita G.; Greer, Timothy H.; Morris, Steven A.

2018-01-01

The authors' focus was the assessment of skill requirements for information systems security positions to understand expectations for security jobs and to highlight issues relevant to curriculum management. The analysis of 798 job advertisements involved the exploration of domain-related and soft skills as well as degree and certification…
The Readiness of Lecturers in Embedding Soft Skills in the Bachelor's Degree Program in Malaysian Institutes of Teacher Education

ERIC Educational Resources Information Center

Hassan, Aminuddin; Maharoff, Marina; Abiddin, Norhasni Zainal

2014-01-01

This is a preliminary research to obtain information to formulate a problem statement for an overall study of the embedding of soft skills in the program courses in higher learning institutions. This research was conducted in the form of single case and multi-case studies. The research data was attained through mixed methods; the quantitative…
Transferring skills in quality collaboratives focused on improving patient logistics.

PubMed

Weggelaar-Jansen, Anne Marie; van Wijngaarden, Jeroen

2018-04-02

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

ERIC Educational Resources Information Center

Kishore, S.

2013-01-01

In the developing country like India, the output of graduates from higher educational institutions is high. But, the major concern is that majority of graduates are not employable, especially from rural areas for want of skills expected by the employer. The soft skills, communication skills and multidisciplinary knowledge are essential to become…
Learning Racial Hierarchies: Communication Skills Training in Transnational Customer Service Work

ERIC Educational Resources Information Center

Mirchandani, Kiran

2012-01-01

Purpose: This paper aims to focus on the communications skills training given to transnational call center workers in India whose jobs involve providing customer service to Western customers. Emotion work is a key component of customer service jobs, and this work is constructed as an important soft skill. Design/methodology/approach: Between 2002…
Developing students' worksheets applying soft skill-based scientific approach for improving building engineering students' competencies in vocational high schools

NASA Astrophysics Data System (ADS)

Suparno, Sudomo, Rahardjo, Boedi

2017-09-01

Experts and practitioners agree that the quality of vocational high schools needs to be greatly improved. Many construction services have voiced their dissatisfaction with today's low-quality vocational high school graduates. The low quality of graduates is closely related to the quality of the teaching and learning process, particularly teaching materials. In their efforts to improve the quality of vocational high school education, the government have implemented Curriculum 2013 (K13) and supplied teaching materials. However, the results of monitoring and evaluation done by the Directorate of Vocational High School, Directorate General of Secondary Education (2014), the provision of tasks for students in the teaching materials was totally inadequate. Therefore, to enhance the quality and the result of the instructional process, there should be provided students' worksheets that can stimulate and improve students' problem-solving skills and soft skills. In order to develop worksheets that can meet the academic requirements, the development needs to be in accordance with an innovative learning approach, which is the soft skill-based scientific approach.
Exploring the Importance of Soft and Hard Skills as Perceived by IT Internship Students and Industry: A Gap Analysis

ERIC Educational Resources Information Center

Patacsil, Frederick F.; Tablatin, Christine Lourrine S.

2017-01-01

The research paper proposes a skills gap methodology that utilized the respondent experiences in the internship program to measure the importance of the Information Technology (IT) skills gap as perceived by IT students and the industry. The questionnaires were formulated based on previous studies, however, was slightly modified, validated and…
Does Problem-Based Learning Improve Problem Solving Skills?--A Study among Business Undergraduates at Malaysian Premier Technical University

ERIC Educational Resources Information Center

Kadir, Z. Abdul; Abdullah, N. H.; Anthony, E.; Salleh, B. Mohd; Kamarulzaman, R.

2016-01-01

Problem-based Learning (PBL) approach has been widely used in various disciplines since it is claimed to improve students' soft skills. However, empirical supports on the effect of PBL on problem solving skills have been lacking and anecdotal in nature. This study aimed to determine the effect of PBL approach on students' problem solving skills…
Implementation of cooperative learning through collaboration with foreign lecturer to improve students' understanding and soft skills in the course of drug delivery system

NASA Astrophysics Data System (ADS)

Syukri, Yandi; Nugroho, Bambang Hernawan

2017-03-01

The course of Drug Delivery Systems is an elective that supports the development of new products in pharmaceutical industry. The existing learning process has been in the form of one-direction face-to-face lecturing. During the lecture, students find it difficult to follow or understand the materials, so they become passive. Also, class effectiveness is low because it cannot develop students' active participation during the learning process. To improve the learning outcomes and to achieve the desired competence, innovations in the learning process should be attempted. This learning model aimed to improve students' understanding of and soft skills in the course of Drug Delivery Systems through a cooperative learning method and collaboration with foreign lecturers. The order of cooperative learning included explaining the desired learning outcomes of each topic, providing reading materials for students to learn when preparing their papers, instructing students to work on group assignments and to help each other to master the lesson through question-answer sessions and discussions among group members, encouraging group presentations, and evaluating through quizzes. The foreign lecturers played a role in enriching teaching materials and providing an international class atmosphere. The students' hard skills assessed from the quiz, midterm exam, and final semester exam showed a minimum score of 70 > 80% in the quiz and final semester exam components, while the midterm exam value with a minimum of 70 > 80% was only 6%. The assessment of soft skills obtained from the students' independence in constructing knowledge to complete assignments and resolve problems indicated such outcomes as each group's better ability to access relevant journals, their active participation in group discussions, discipline to submit assignments, discipline to be punctual, and good communication skills. It can be concluded that cooperative learning method could improve the soft skills of students, and the role of foreign lecturers was successful in providing an international class atmosphere.
TRADOC Service School Reports. ’Soft Skill Areas.’

DTIC Science & Technology

1979-09-01

situation where Theory Y is appropriate I. Categorize present situation J. Encourage subordinates to participate in planning and decision making activities...soldier I. Assist the soldier in developing a plan for improvement J. Assess extent of the problem K. Define the problem in precise behavioral terms L...THEMSELVES TO THESE CATEGORIES AND SHOULD REPORT ANY AREA WHICH MAY BE PERCEIVED TO FALL WITHIN THE AREA OF SOFT-SKILLS. THE INTENT IS NOT TO CONDUCT A
The Top Training Priorities for 2003.

ERIC Educational Resources Information Center

Hall, Brandon

2003-01-01

A survey of 222 training professionals identified current training priorities: soft skills training; technical training; enhancing the quality of training; business skills; business alignment, business impact, and return on investment; online learning; sales training; safety and compliance training; performance management; and human…
Soft Skills for Hard Impact

NASA Astrophysics Data System (ADS)

Grigorov, Ivo; Davidson, Joy; Knoth, Petr; Kuchma, Iryna; Schmidt, Birgit; Rettberg, Najla; Rogrigues, Eloy

2015-04-01

Marine and Earth Science graduates will be under increasing pressure in future to delve into research questions of relevance to societal challenges. Even fundamental research focused on basic processes of the environment and universe will in the coming decade need to justify their societal impact. As the Research Excellence Frameworks (REF) for research evaluation shift more and more away from the classical Impact Factor and number of peer-reviewed publications to "societal impact", the question remains whether the current graduates, and future researchers, are sufficiently prepared to deal with this reality. The essential compliment of skills beyond research excellence, rigor and method are traditionally described as "soft skills". This includes how to formulate an argument, how to construct a scientific publication, how to communicate such publications to non-experts, place them in context of societal challenges and relevant policies, how to write a competitive proposal and "market" one's research idea to build a research group around an interesting research topic. Such "soft skills" can produce very measurable and concrete impact for career development, but are rarely provided systematically and coherently by graduate schools in general. The presentation will focus on Open Science as a set of "soft skills", and demonstrate why graduate schools should train Open Science competencies alongside research excellence by default. Open Science is about removing all barriers to research process and outputs, both published and unpublished, and directly supports transparency and reproducibility of the research process. Open Science as a set of news competencies can also foster unexpected collaborations, engage citizen scientists into co-creation of solutions to societal challenges, as well as use concepts of Open Science to transfer new knowledge to the knowledge-based private sector, and help them with formulating more competitive research proposals in future.
Do soft skills predict surgical performance?: a single-center randomized controlled trial evaluating predictors of skill acquisition in virtual reality laparoscopy.

PubMed

Maschuw, K; Schlosser, K; Kupietz, E; Slater, E P; Weyers, P; Hassan, I

2011-03-01

Virtual reality (VR) training in minimal invasive surgery (MIS) is feasible in surgical residency and beneficial for the performance of MIS by surgical trainees. Research on stress-coping of surgical trainees indicates the additional impact of soft skills on VR performance in the surgical curriculum. The aim of this study was to evaluate the impact of structured VR training and soft skills on VR performance of trainees. The study was designed as a single-center randomized controlled trial. Fifty first-year surgical residents with limited experience in MIS ("camera navigation" in laparoscopic cholecystectomy only) were randomized for either 3 months of VR training or no training. Basic VR performance and defined soft skills (self-efficacy, stress-coping, and motivation) were assessed prior to randomization using basic modules of the VR simulator LapSim(®) and standardized psychological questionnaires. Three months after randomization VR performance was reassessed. Outcome measurement was based on the results derived from the most complex of the basic VR modules ("diathermy cutting") as the primary end point. A correlation analysis of the VR end-point performance and the psychological scores was done in both groups. Structured VR training enhanced VR performance of surgical trainees. An additional correlation to high motivational states (P < 0.05) was found. Low levels of self-efficacy and negative stress-coping were related to poor VR performance in the untrained control group (P < 0.05). This correlation was absent in the trained intervention group (P > 0.05). Low self-efficacy and negative stress-coping strategies seem to predict poor VR performance. However, structured training along with high motivational states is likely to balance out this impairment.

Providing specialist clinical skills in soft tissue and intra-articular injection through a postgraduate masters module.

PubMed

Stevenson, Kay; Waterfield, Jackie

2005-01-01

Current philosophy and policy changes in the National Health Service are encouraging healthcare practitioners to extend their clinical skills to create a more patient-centred approach thus allowing patients to be seen in a timely and more appropriate manner. This often requires further development of the practitioners' skills and knowledge. One approach to achieve this is through collaboration between employers and educational providers to ensure that educational experience is not only evidence based but also responsive to the needs of the current and future workforce. A postgraduate module was developed to raise critical and evaluative skills, as well as the technical skills of practitioners using injections in the management of joint and soft tissue pathology, while developing a professional responsibility towards injection practice. The module emphasized learning though experience by contextualizing the theoretical aspects of the module and by its student centred assessments. Further strengths of this module are that it has utilized academic and clinical expertise and knowledge to enable clinicians to gain additional skills and the multidisciplinary approach engendered good working practice Overall the module was evaluated positively by both tutors and students and not only met its aims but also addressed the current professional and policy issues around continuing professional development. Copyright (c) 2005 John Wiley & Sons, Ltd.
Practical implications of pre-employment nurse assessments.

PubMed

Kuthy, James E; Ramon, Cheree; Gonzalez, Ronald; Biddle, Dan A

2013-01-01

Hiring nurses is a difficult task that can have serious repercussions for medical facilities. If nurses without proper skills are hired, patients can suffer from insufficient quality of care and potentially life-threatening conditions. Nurse applicants' technical knowledge is extremely important to avoid negative outcomes; however, there are soft skills that factor into their success, such as bedside manner, personality, communication, and decision making. In order for medical facilities to select and maintain high-performing nurse staff, hiring managers must incorporate evaluations for these types of skills in their hiring process. The current study focused on using content/criterion-related validation design to create assessments by which nurse applicants can be evaluated for both technical knowledge/skills and soft skills. The study included participation of more than 876 nursing staff members. To rank applicants on divergent skills, 3 assessment types were investigated, resulting in the creation of an assessment with 3 components. The clinical, situational, and behavioral components that were created measure applicants' job knowledge, interpersonal competency in medical facility-related situations, and aspects of personality and behavior, respectively. Results indicate that using the assessment can predict 45% of a nurse applicant's future job performance. Practical implications include hiring and maintaining a higher quality of nurses and decreased hiring costs.
Building Your Undergraduate Physics Career

NASA Astrophysics Data System (ADS)

2014-03-01

In this interactive event for undergraduates, students will learn important lessons about career preparation, including skill building, networking, and developing ``soft skills.'' Our expert panel of working physicists will be on hand to answer questions, offer advice, and share their stories. Light refreshments will be served.
Defining, Developing and Assessing Global Competence in Engineers

ERIC Educational Resources Information Center

Lohmann, Jack R.; Rollins, Howard A.; Hoey, J. Joseph

2006-01-01

Engineering curricula are increasingly focused on developing student competencies. Many new competencies needed by engineers today are professional skills (sometimes called the "soft skills"). Among the new competencies for engineering graduates is global competence, the ability to work knowledgeably and live comfortably in a…
Enhancing Individual Employability: The Perspective of Engineering Graduates

ERIC Educational Resources Information Center

Nilsson, Staffan

2010-01-01

Purpose: Employability includes the ability to find employment and remain employed. Employability includes both hard and soft skills, including formal and actual competence, interpersonal skills, and personal characteristics. This paper aims to focus on illuminating perceptions engineering graduates have regarding employability. More specifically,…
CEI-PEA Alert, Summer 2006

ERIC Educational Resources Information Center

Center for Educational Innovation - Public Education Association, 2006

2006-01-01

The "CEI-PEA Alert" is an advocacy newsletter that deals with topics of interest to all concerned with the New York City public schools. This issue includes: (1) Practical Skills & High Academic Standards: Career Technical Education; (2) Parents: Help Your Children Gain "Soft Skills" for the Workforce; (3) Culinary Arts…
Supporting international development through the integration of relevant 'soft-skills' into geoscience education

NASA Astrophysics Data System (ADS)

Gill, Joel C.

2014-05-01

Geologists have an important role to play in international development, improving disaster risk reduction and access to clean water, sanitation, infrastructure, and natural resources. That geologists can contribute to international development is well established. Less so, however, is an understanding of the 'soft' skills required to do this effectively. The fight against global poverty requires an integrated and interdisciplinary approach, demanding a host of skills other than technical geology. Factors such as cultural understanding, cross disciplinary communication, diplomacy, community mobilisation and participation are all aspects that, if lacking, may result in a project failing to have maximum impact. Whilst project success may be highly dependent on these skills and aspects of knowledge, opportunities to develop them throughout a geologist's education are not common. Through a discussion of two case studies (based on water and hazards work), this study seeks to demonstrate the value of an integrated approach and the skills that geologists should invest in at an early stage of their career. It proceeds to examine a range of practical ways by which geology students can develop these skills during and after their education. A number of these opportunities are currently being utilised by Geology for Global Development (GfGD), a not-for-profit organisation working in the UK to support young geoscientists to make a long-term and effective contribution to international development.
Developing Scientists' "Soft" Skills

NASA Astrophysics Data System (ADS)

Gordon, Wendy

2014-02-01

A great deal of professional advice directed at undergraduates, graduate students, postdoctoral fellows, and even early-career scientists focuses on technical skills necessary to succeed in a complex work environment in which problems transcend disciplinary boundaries. Collaborative research approaches are emphasized, as are cross-training and gaining nonacademic experiences [Moslemi et al., 2009].
Interdisciplinary Business Education: Curriculum through Collaboration

ERIC Educational Resources Information Center

Bajada, Christopher; Trayler, Rowan

2013-01-01

Purpose: A modern business graduate is expected to have strong disciplinary skills as well as the soft skills of communication and team work. However today's business graduate needs to be more than the traditional "I-shaped" graduate of the past and more of the "T-shaped" graduate employers are looking for. Many undergraduate…
Mining the gap: Assessing leadership needs to improve 21st century plant pathology

USDA-ARS?s Scientific Manuscript database

Scientists and plant pathologists are trained in scientific knowledge and critical thinking as part of their career preparation process. However, the extensive training in science-related skills comes at a cost to “soft skills”, the competencies needed for interpersonal skills, communication, manage...
How to Teach Emotional Intelligence Skills in IT Project Management

ERIC Educational Resources Information Center

Connolly, Amy J.; Reinicke, Bryan

2017-01-01

High emotional intelligence ("EQ") is considered one of the greatest strengths of an alpha project manager, yet undergraduate project management students are not directly trained in EQ soft skills such as communication, politics and teamwork. This article describes examples of active learning exercises implemented in an undergraduate IT…
Developing Open Badges: A Comprehensive Approach

ERIC Educational Resources Information Center

Devedžic, Vladan; Jovanovic, Jelena

2015-01-01

Open Badges (OBs) have evolved as novel means of recognizing and credentialing skills/competences (either hard or soft skills) acquired in various learning settings (formal or informal, online or traditional classroom). In addition, they offer new ways of motivating learners and scaffolding the learning process, while also promoting values such as…
Experiences of New Information Technology Managers: A Qualitative Hermeneutic Phenomenological Study of IT Managers

ERIC Educational Resources Information Center

Snyder, Walter Wesley, V.

2012-01-01

Transitioning from a technical role to a managerial role has many challenges, particularly in information technology (IT) (Lester & Parnell, 2006). These challenges include people or soft skills, language skills, knowledge, intuition, mentoring, and delegation (Brokett, 2007; Feyerherm & Rice, 2002; Lester & Parnell, 2006). The IT…
Engaging Youth in Work Experiences. Innovative Strategies Practice Brief. Issue 2

ERIC Educational Resources Information Center

Larson, Mindy

2011-01-01

Work experiences are a critical component of preparing youth for transition to adulthood. Potential benefits for youth who participate in work experiences include: 1) gaining career readiness skills including the "soft skills" that employers look for in entry level workers; 2) increasing one's knowledge of specific occupational skills…
Using Student Technical Conferences to Build Multidisciplinary Teamwork Skills

ERIC Educational Resources Information Center

Silverstein, David L.

2007-01-01

An open-ended student conference project involving sophomore, junior, and senior chemical engineering students is described. The project is designed to address outcomes in each of the courses in which those students are enrolled, as well as broader "soft skills" including multidisciplinary teamwork, communications, lifelong learning, and…
Live theater on a virtual stage: incorporating soft skills and teamwork in computer graphics education.

PubMed

Schweppe, M; Geigel, J

2011-01-01

Industry has increasingly emphasized the need for "soft" or interpersonal skills development and team-building experience in the college curriculum. Here, we discuss our experiences with providing such opportunities via a collaborative project called the Virtual Theater. In this joint project between the Rochester Institute of Technology's School of Design and Department of Computer Science, the goal is to enable live performance in a virtual space with participants in different physical locales. Students work in teams, collaborating with other students in and out of their disciplines.
GDPs' self-perceived confidence and anxiety in their clinical and communication skills used when screening for oral cancer: UK variations.

PubMed

Farrand, Paul; Clover, Henry; Hutchison, Iain L

2003-07-01

To compare anxieties of general dental practitioners (GDPs) across the UK in communicating with patients about oral cancer and confidence in clinical skills required to perform soft tissue screening for oral cancer. A questionnaire was sent to 2200 randomly selected GDPs from across the UK. Responses to the questionnaires were analysed using 95% confidence intervals. Dental practitioners in general practice within England, Northern Ireland, Scotland and Wales. The response rate varied between 57% in England and 65% in Northern Ireland. A high percentage of dental practitioners across all UK regions reported performing soft tissue examinations (range 78% to 88%). The number of soft tissue examinations per month varied between 129 (95% CI 109, 148) and 162 (95% CI 154, 170) indicating criteria when selecting patients for screening. Using a nine-point rating scale (1 = not at all, 9 = extremely), confidence in the clinical skills required during oral cancer screening was generally good (ratings varying between 5.4 and 6.7). With the exception of reporting positive findings to patients (rating 4.5 to 5.2), anxiety in communication skills used during oral cancer screening was generally low (ratings varying between 1.8 and 3.9). While concerns over generalizing the results exist, the situation with respect to the clinical and communication skills required by GDPs during oral cancer screening is generally encouraging. An area of concern is discussing positive findings with patients. This may be overcome by developing specialist courses on breaking bad news within undergraduate dental curricula and programmes of continuing professional development.
Adapting nurse competence to future patient needs using Checkland's Soft Systems Methodology.

PubMed

Železnik, Danica; Kokol, Peter; Blažun Vošner, Helena

2017-01-01

New emerging technologies, health globalization, demographic change, new healthcare paradigms, advances in healthcare delivery and social networking will change the needs of patients in the future and consequently will require that new knowledge, competence and skill sets be acquired by nurses. Checkland's Soft Systems Methodology, focusing on the enriched CATWOE and PQR elements of the root definitions, combined with our own developed "Too much - Too little constraint" approach was used to devise impending knowledge, competence and skill sets. The analysis revealed ten needs among patients of the future, 63 constraints and 18 knowledge, competence and skill sets for the future nurse. The completed study showed that SSM is an appropriate tool for high level structuring of a "messy" real-world problem situation to meet prospective nursing challenges. Copyright Â© 2016 Elsevier Ltd. All rights reserved.
Self-Perceptions of Interpersonal, Intrapersonal, and Leadership Skills among Recent Engineering Graduates: A Qualitative Study

ERIC Educational Resources Information Center

Watson, Fallon E.

2013-01-01

This study describes the communication-specific soft skills that recent engineering graduates from Accreditation Board for Engineering and Technology (ABET) accredited universities in the state of Kentucky report they use at work. Utilizing a basic interpretive qualitative approach in-depth semi-structured interviews were conducted to obtain the…
Plugging a Gap? Soft Skills Courses and Learning for Work

ERIC Educational Resources Information Center

Weedon, Elisabet; Tett, Lyn

2013-01-01

Governments across Europe have been encouraged by the European Union (EU) to take measures to upskill their workforce to ensure growth and social inclusion. Low-skilled workers are particular targets and learning providers and employers are expected to provide learning opportunities for them. However, research shows that those with low skills…

Talking about Code: Integrating Pedagogical Code Reviews into Early Computing Courses

ERIC Educational Resources Information Center

Hundhausen, Christopher D.; Agrawal, Anukrati; Agarwal, Pawan

2013-01-01

Given the increasing importance of soft skills in the computing profession, there is good reason to provide students withmore opportunities to learn and practice those skills in undergraduate computing courses. Toward that end, we have developed an active learning approach for computing education called the "Pedagogical Code Review"…
Communication Skills to Develop Trusting Relationships on Global Virtual Engineering Capstone Teams

ERIC Educational Resources Information Center

Zaugg, Holt; Davies, Randall S.

2013-01-01

As universities seek to provide cost-effective, cross-cultural experiences using global virtual (GV) teams, the "soft" communication skills typical of all teams, increases in importance for GV teams. Students need to be taught how to navigate through cultural issues and virtual tool issues to build strong trusting relationships with…
Business Simulation as an Active Learning Activity for Developing Soft Skills

ERIC Educational Resources Information Center

Levant, Yves; Coulmont, Michel; Sandu, Raluca

2016-01-01

Business simulations are innovative instruction models for active or cooperative learning. In this paper, we look at the social constructionist roots of these education models in light of the current efforts to enhance employability skills in undergraduate and graduate studies. More specifically, we analyse the role of business simulations in…
A Descriptive Study: Determining the Difference in the Perceptions of Employers

ERIC Educational Resources Information Center

Jewette, Karen P.

2013-01-01

The U.S. workforce is not prepared for the demands of today's workplace (Conference Board, 2006), Previously, workplace employers emphasized environments where the main thrust was expertise in technical skills of employees. However, a shift occurred that caused employers to realize the importance of soft skills in order to maximize business…
The Multinational Undergraduate Teamwork Project: An Effective Way to Improve Students' Soft Skills

ERIC Educational Resources Information Center

Escudeiro, Nuno Filipe; Escudeiro, Paula Maria

2012-01-01

Societies are experiencing changes in work organization, in part due to the growing ease with which people can collaborate. People with common interests are interacting within heterogeneous teams composed of members from different cultural groups and with distinct skills and backgrounds. Modern economies require professionals to excel in…
Cultivating ICT Students' Interpersonal Soft Skills in Online Learning Environments Using Traditional Active Learning Techniques

ERIC Educational Resources Information Center

Myers, Trina S.; Blackman, Anna; Andersen, Trevor; Hay, Rachel; Lee, Ickjai; Gray, Heather

2014-01-01

Flexible online delivery of tertiary ICT programs is experiencing rapid growth. Creating an online environment that develops team building and interpersonal skills is difficult due to factors such as student isolation and the individual-centric model of online learning that encourages discrete study rather than teamwork. Incorporating teamwork…
Education for Future-Oriented Citizenship: Implications for the Education of Twenty-First Century Competencies

ERIC Educational Resources Information Center

Lee, Wing On

2012-01-01

Globalization and the knowledge economy have opened up worldwide agendas for national development. Following this is the emphasis on the social dimension, otherwise known as social capital. Much of social capital includes "soft skills" and "twenty-first century skills", which broadly cover critical, creative and inventive…
Enhanced Critical Thinking Skills through Problem-Solving Games in Secondary Schools

ERIC Educational Resources Information Center

McDonald, Scott Douglas

2017-01-01

Aim/Purpose: Students face many challenges improving their soft skills such as critical thinking. This paper offers one possible solution to this problem. Background: This paper considers one method of enhancing critical thinking through a problem-solving game called the Coffee Shop. Problem-solving is a key component to critical thinking, and…
Combining Technology and Narrative in a Learning Environment for Workplace Training.

ERIC Educational Resources Information Center

Nelson, Wayne A.; Wellings, Paula; Palumbo, David; Gupton, Christine

In a project designed to provide training for entry-level job skills in high tech industries, a combination of narrative and technology was employed to aid learners in developing the necessary soft skills (dependability, responsibility, listening comprehension, collaboration, et cetera) sought by employers. The EnterTech Project brought together a…
Hard Facts and Soft Skills

ERIC Educational Resources Information Center

Terego, Alex

2009-01-01

The argument now raging in academic circles pits those who espouse teaching 21st century skills against those who believe that schools should be teaching explicit and well-sequenced content. This debate has largely been framed as an either-or proposition. In this author's view, portraying this debate as one between two mutually exclusive sides…
Optimize scientific communication skills on work and energy concept with implementation of interactive conceptual instruction and multi representation approach

NASA Astrophysics Data System (ADS)

Patriot, E. A.; Suhandi, A.; Chandra, D. T.

2018-05-01

The ultimate goal of learning in the curriculum 2013 is that learning must improve and balance between soft skills and hard skills of learners. In addition to the knowledge aspect, one of the other skills to be trained in the learning process using a scientific approach is communication skills. This study aims to get an overview of the implementation of interactive conceptual instruction with multi representation to optimize the achievement of students’ scientific communication skills on work and energy concept. The scientific communication skills contains the sub-skills were searching the information, scientific writing, group discussion and knowledge presentation. This study was descriptive research with observation method. Subjects in this study were 35 students of class X in Senior High School at Sumedang. The results indicate an achievement of optimal scientific communication skills. The greatest achievement of KKI based on observation is at fourth meeting of KKI-3, which is a sub-skill of resume writing of 89%. Allmost students responded positively to the implication of interactive conceptual instruction with multi representation approach. It can be concluded that the implication of interactive conceptual instruction with multi representation approach can optimize the achievement of students’ scientific communication skill on work and energy concept.
A review of creative and expressive writing as a pedagogical tool in medical education.

PubMed

Cowen, Virginia S; Kaufman, Diane; Schoenherr, Lisa

2016-03-01

The act of writing offers an opportunity to foster self-expression and organisational abilities, along with observation and descriptive skills. These soft skills are relevant to clinical thinking and medical practice. Medical school curricula employ pedagogical approaches suitable for assessing medical and clinical knowledge, but teaching methods for soft skills in critical thinking, listening and verbal expression, which are important in patient communication and engagement, may be less formal. Creative and expressive writing that is incorporated into medical school courses or clerkships offers a vehicle for medical students to develop soft skills. The aim of this review was to explore creative and expressive writing as a pedagogical tool in medical schools in relation to outcomes of medical education. This project employed a scoping review approach to gather, evaluate and synthesise reports on the use of creative and expressive writing in US medical education. Ten databases were searched for scholarly articles reporting on creative or expressive writing during medical school. Limitation of the results to activities associated with US medical schools, produced 91 articles. A thematic analysis of the articles was conducted to identify how writing was incorporated into the curriculum. Enthusiasm for writing as a pedagogical tool was identified in 28 editorials and overviews. Quasi-experimental, mixed methods and qualitative studies, primarily writing activities, were aimed at helping students cognitively or emotionally process difficult challenges in medical education, develop a personal identity or reflect on interpersonal skills. The programmes and interventions using creative or expressive writing were largely associated with elective courses or clerkships, and not required courses. Writing was identified as a potentially relevant pedagogical tool, but not included as an essential component of medical school curricula. © 2016 John Wiley & Sons Ltd.
Global engineering teams - a programme promoting teamwork in engineering design and manufacturing

NASA Astrophysics Data System (ADS)

Oladiran, M. T.; Uziak, J.; Eisenberg, M.; Scheffer, C.

2011-05-01

Engineering graduates are expected to possess various competencies categorised into hard and soft skills. The hard skills are acquired through specific coursework, but the soft skills are often treated perfunctorily. Global Engineering Teams (GET) is a programme that promotes project-oriented tasks in virtual student teams working in collaboration with industry partners. Teamwork is a major success factor for GET as students always work in groups of varying sizes. A questionnaire-based survey of the 2008 cohort of GET students was conducted to assess teamwork, communication and conflict resolution among group members. The results confirmed that deliverables are readily achieved in teams and communication was open. A challenge of using virtual teams is the availability of high-speed Internet access. The GET programme shows that it is possible to deliver engineering design and manufacturing via industry/university collaboration. The programme also facilitates multidisciplinary teamwork at an international level.
Relationships among video gaming proficiency and spatial orientation, laparoscopic, and traditional surgical skills of third-year veterinary students.

PubMed

Millard, Heather A Towle; Millard, Ralph P; Constable, Peter D; Freeman, Lyn J

2014-02-01

To determine the relationships among traditional and laparoscopic surgical skills, spatial analysis skills, and video gaming proficiency of third-year veterinary students. Prospective, randomized, controlled study. A convenience sample of 29 third-year veterinary students. The students had completed basic surgical skills training with inanimate objects but had no experience with soft tissue, orthopedic, or laparoscopic surgery; the spatial analysis test; or the video games that were used in the study. Scores for traditional surgical, laparoscopic, spatial analysis, and video gaming skills were determined, and associations among these were analyzed by means of Spearman's rank order correlation coefficient (rs). A significant positive association (rs = 0.40) was detected between summary scores for video game performance and laparoscopic skills, but not between video game performance and traditional surgical skills scores. Spatial analysis scores were positively (rs = 0.30) associated with video game performance scores; however, that result was not significant. Spatial analysis scores were not significantly associated with laparoscopic surgical skills scores. Traditional surgical skills scores were not significantly associated with laparoscopic skills or spatial analysis scores. Results of this study indicated video game performance of third-year veterinary students was predictive of laparoscopic but not traditional surgical skills, suggesting that laparoscopic performance may be improved with video gaming experience. Additional studies would be required to identify methods for improvement of traditional surgical skills.
Adapting to Change in a Master Level Real-World-Projects Capstone Course

ERIC Educational Resources Information Center

Tappert, Charles C.; Stix, Allen

2012-01-01

Our mission of capstone computing courses for the past ten years has been to offer students experience with the development of real-world information technology projects. This experience has included both the hard and soft skills required for the work they could expect as industrial practitioners. Hard skills entail extending one's knowledge…
A Nationwide Comparative Study between Private and Public University Students' Soft Skills

ERIC Educational Resources Information Center

Karim, Abdul Malek Abdul; Abdullah, Nabilah; Rahman, Abdul Malek Abdul; Noah, Sidek Mohd; Jaafar, Wan Marzuki Wan; Othman, Joharry; Borhan, Lihanna; Badushah, Jamaludin; Said, Hamdan

2012-01-01

The main function of Higher Educational Institutions (HEIs) is to produce skilled and knowledgeable workforce who are able to not only function with minimal guidance but also to contribute effectively to the hiring organizations. Many studies have indicated that most HEIs have somewhat similar course content and thrived at producing students with…
A Content Analysis of Accounting Job Advertisements: Skill Requirements for Graduates

ERIC Educational Resources Information Center

Dunbar, Kirsty; Laing, Gregory; Wynder, Monte

2016-01-01

The purpose of this study is to investigate the emphasis placed on technical and soft skills by prospective employers for accounting positions and graduate accounting positions in particular. The data was gathered from job advertisements placed in the careers section of a major newspaper in Queensland Australia over a four-year period from 2006 to…
Case-based learning in endocrine physiology: an approach toward self-directed learning and the development of soft skills in medical students.

PubMed

Gade, Shubhada; Chari, Suresh

2013-12-01

The Medical Council of India, in the recent Vision 2015 document, recommended curricular reforms for undergraduates. Case-based learning (CBL) is one method where students are motivated toward self-directed learning and to develop analytic and problem-solving skills. An overview of thyroid physiology was given in a didactic lecture. A paper-based case scenario of multinodular goiter was given to phase I Bachelor of Medicine, Bachelor of Surgery students in two sessions. An attitude survey of the students and teachers was done using a Likert scale ranging from strongly disagrees to strongly agree. A pretest and posttest were conducted. The students opined that CBL helped them to better their understanding of a particular topic, gave them better retention of knowledge, helped them to relate clinical conditions to basic sciences, improved soft skills such as communication skills and group dynamics, and promoted a better teacher-student relationship. There was significant improvement in student's performance when pre- and posttest scores were compared (P = 0.018). Furthermore, faculty members opined that CBL promoted self-study and problem-solving abilities of the students. In conclusion, CBL motivates students toward self-directed learning and to develop analytic and problem-solving skills; thus, CBL could be beneficial for students' entry into clinical departments and, finally, in managing patients.
Student-Chosen Criteria for Peer Assessment of Tertiary Rock Groups in Rehearsal and Performance: What's Important?

ERIC Educational Resources Information Center

Blom, Diana; Encarnacao, John

2012-01-01

The study investigates criteria chosen by music students for peer and self assessment of both the rehearsal process and performance outcome of their rock groups. The student-chosen criteria and their explanations of these criteria were analysed in relation to Birkett's skills taxonomy of "soft" and "hard" skills. In the rehearsal process, students…
Students as Producers and Collaborators: Exploring the Use of Padlets and Videos in MFL Teaching

ERIC Educational Resources Information Center

de Berg, Anna

2016-01-01

In today's digital age, Languages graduates need more specific skills than fluency in the foreign language and intercultural competence. Employers expect from all applicants a high level of computer literacy and a set of soft skills such as creativity or the ability to solve problems and work on team projects. Modern Foreign Language (MFL)…

Communicating to Influence Drug Development and Regulatory Decisions: A Tutorial

PubMed Central

Mehrotra, S

2016-01-01

Pharmacometricians require three skills to be influential: technical, business (e.g., drug development), and soft skills (e.g., communication). Effective communication is required to translate technical and often complicated quantitative findings to interdisciplinary team members in order to influence drug development or regulatory decisions. In this tutorial, we highlight important aspects related to communicating pharmacometric analysis to influence decisions. PMID:27299706
College Graduates' Perceptions of Their Use of Teamwork Skills: Soft Skill Development in Fort Hays State University Leadership Education

ERIC Educational Resources Information Center

Brungardt, Christie J.

2009-01-01

As the world has changed over the last century, so has the world of work. Today's knowledge workers have fewer individual repetitive tasks, more autonomy, and more need to work with and through people at every level of an organization (Overtoom, 2000). As a result of the 'flattening' of the organizational hierarchy, it is critical that…
Making a S.P.E.C.I.A.L. First Impression

ERIC Educational Resources Information Center

Dovico, Adam

2016-01-01

Teachers at all levels have reported a stark decline in students' ability to interact with others face-to-face in a technology-driven world. In the world of work, communicative soft skills have surfaced as both a concern and focal point for potential employers. Schools can teach these skills using an approach called S.P.E.C.I.A.L, which focuses on…
Case-Based Learning in Endocrine Physiology: An Approach toward Self-Directed Learning and the Development of Soft Skills in Medical Students

ERIC Educational Resources Information Center

Gade, Shubhada; Chari, Suresh

2013-01-01

The Medical Council of India, in the recent "Vision 2015" document, recommended curricular reforms for undergraduates. Case-based learning (CBL) is one method where students are motivated toward self-directed learning and to develop analytic and problem-solving skills. An overview of thyroid physiology was given in a didactic lecture. A…
Connecting the Dots: Linking Creativity, Synthesis Skills, and the Students' Anxiety about the Future

ERIC Educational Resources Information Center

Susnea, Ioan; Pecheanu, Emilia; Dumitriu, Luminita; Cocu, Adina

2017-01-01

In the past few years we have participated in several EU funded projects, aimed to create the educational content and auxiliary ICT tools to support the development of some essential soft skills of the students: the creativity, and the ability to write syntheses of the ideas extracted from various sources. In this context, we produced an easy to…
Developing learning community model with soft skill integration for the building engineering apprenticeship programme in vocational high school

NASA Astrophysics Data System (ADS)

Sutrisno, Dardiri, Ahmad; Sugandi, R. Machmud

2017-09-01

This study aimed to address the procedure, effectiveness, and problems in the implementation of learning model for Building Engineering Apprenticeship Training Programme. This study was carried out through survey method and experiment. The data were collected using questionnaire, test, and assessment sheet. The collected data were examined through description, t-test, and covariance analysis. The results of the study showed that (1) the model's procedure covered preparation course, readiness assessment, assignment distribution, handing over students to apprenticeship instructors, task completion, assisting, field assessment, report writing, and follow-up examination, (2) the Learning Community model could significantly improve students' active learning, but not improve students' hard skills and soft skills, and (3) the problems emerging in the implementation of the model were (1) students' difficulties in finding apprenticeship places and qualified instructors, and asking for relevant tasks, (2) teachers' difficulties in determining relevant tasks and monitoring students, and (3) apprenticeship instructors' difficulties in assigning, monitoring, and assessing students.
Haptic communication between humans is tuned by the hard or soft mechanics of interaction

PubMed Central

Usai, Francesco; Ganesh, Gowrishankar; Sanguineti, Vittorio; Burdet, Etienne

2018-01-01

To move a hard table together, humans may coordinate by following the dominant partner’s motion [1–4], but this strategy is unsuitable for a soft mattress where the perceived forces are small. How do partners readily coordinate in such differing interaction dynamics? To address this, we investigated how pairs tracked a target using flexion-extension of their wrists, which were coupled by a hard, medium or soft virtual elastic band. Tracking performance monotonically increased with a stiffer band for the worse partner, who had higher tracking error, at the cost of the skilled partner’s muscular effort. This suggests that the worse partner followed the skilled one’s lead, but simulations show that the results are better explained by a model where partners share movement goals through the forces, whilst the coupling dynamics determine the capacity of communicable information. This model elucidates the versatile mechanism by which humans can coordinate during both hard and soft physical interactions to ensure maximum performance with minimal effort. PMID:29565966
Satisfaction climbs with smiles, other soft skills.

PubMed

2004-03-01

Patient satisfaction can be improved with more attention to interpersonal skills and catering to the concerns that most patients have about emergency care. Staff may resist the idea at first but can be convinced to try it. Simple things such as how a nurse talks to a patient have a significant effect. Managers should role model the changes they want. The environment of the waiting room and other areas also is important.
Predicting College Students' First Year Success: Should Soft Skills Be Taken into Consideration to More Accurately Predict the Academic Achievement of College Freshmen?

ERIC Educational Resources Information Center

Powell, Erica Dion

2013-01-01

This study presents a survey developed to measure the skills of entering college freshmen in the areas of responsibility, motivation, study habits, literacy, and stress management, and explores the predictive power of this survey as a measure of academic performance during the first semester of college. The survey was completed by 334 incoming…
Machinima and Video-Based Soft-Skills Training for Frontline Healthcare Workers.

PubMed

Conkey, Curtis A; Bowers, Clint; Cannon-Bowers, Janis; Sanchez, Alicia

2013-02-01

Multimedia training methods have traditionally relied heavily on video-based technologies, and significant research has shown these to be very effective training tools. However, production of video is time and resource intensive. Machinima technologies are based on videogaming technology. Machinima technology allows videogame technology to be manipulated into unique scenarios based on entertainment or training and practice applications. Machinima is the converting of these unique scenarios into video vignettes that tell a story. These vignettes can be interconnected with branching points in much the same way that education videos are interconnected as vignettes between decision points. This study addressed the effectiveness of machinima-based soft-skills education using avatar actors versus the traditional video teaching application using human actors in the training of frontline healthcare workers. This research also investigated the difference between presence reactions when using avatar actor-produced video vignettes as compared with human actor-produced video vignettes. Results indicated that the difference in training and/or practice effectiveness is statistically insignificant for presence, interactivity, quality, and the skill of assertiveness. The skill of active listening presented a mixed result indicating the need for careful attention to detail in situations where body language and facial expressions are critical to communication. This study demonstrates that a significant opportunity exists for the exploitation of avatar actors in video-based instruction.
Transferring experience labs for production engineering students to universities in newly industrialized countries

NASA Astrophysics Data System (ADS)

Leiden, A.; Posselt, G.; Bhakar, V.; Singh, R.; Sangwan, K. S.; Herrmann, C.

2018-01-01

The Indian economy is one of the fastest growing economies in the world and the demand for the skilled engineers is increasing. Subsequently the Indian education sector is growing to provide the necessary number of skilled engineers. Current Indian engineering graduates have broad theoretical background but lack in methodological, soft and practical skills. To bridge this gap, the experience lab ideas from the engineering education at “Die Lernfabrik” (learning factory) of the Technische Universität Braunschweig (TU Braunschweig) is transferred to the Birla Institute of Technology and Science in Pilani (BITS Pilani), India. This Lernfabrik successfully strengthened the methodological, soft and practical skills of the TU Braunschweig production-engineering graduates. The target group is discrete manufacturing education with focusing on energy and resource efficiency as well as cyber physical production systems. As the requirements of industry and academia in India differs from Germany, the transfer of the experience lab to the Indian education system needs special attention to realize a successful transfer project. This publication provides a unique approach to systematically transfer the educational concept in Learning Factory from a specific university environment to a different environment in a newly industrialized country. The help of a bilateral university driven practice partnership between the two universities creates a lighthouse for the Indian university environment.
Manual wheelchair propulsion by people with hemiplegia: within-participant comparisons of forward versus backward techniques.

PubMed

Charbonneau, Rebecca; Kirby, R Lee; Thompson, Kara

2013-09-01

To test the hypotheses that people with hemiplegia using arms and legs to propel their wheelchairs perform better backward than forward and prefer the backward direction. Within-participant cross-sectional design. Manual wheelchair users (N=18) with hemiplegia caused by stroke, a sample of convenience. Rehabilitation center. Participants each performed 9 skills from the Wheelchair Skills Test (WST 4.1)-4 low-rolling-resistance skills (rolls 10m, turns 90° while moving, rolls 2m across 5° side slope, descends 5cm level change) and 5 high-rolling-resistance skills (ascends 5° incline, rolls 2m on soft surface, gets over 15-cm pothole, gets over 2-cm threshold, ascends 5cm level change)-in both the forward and backward directions, in random order. Total percentage capacity scores from the modified WST 4.1, success rates for individual skills, and responses from an orally administered questionnaire regarding direction preferences. The mean ± SD total WST 4.1 capacity scores were 53%±26% in the forward direction and 76%±30% in the backward direction (P<.001). For the 4 low-rolling-resistance skills, there were no clinically significant differences (≥20%) between forward and backward success rates. For the 5 high-rolling-resistance skills, the success rates were 33% to 50% higher in the backward direction. Participants preferred the forward direction for low-rolling-resistance skills and the backward direction for high-rolling-resistance skills. Wheelchair skills that involve high rolling resistance are performed more successfully in the backward than the forward direction, and participants prefer the backward direction for such skills. These findings have implications for wheelchair selection and skills training. Copyright © 2013 American Congress of Rehabilitation Medicine. Published by Elsevier Inc. All rights reserved.
Can you hear me now? Teaching listening skills.

PubMed

Nemec, Patricia B; Spagnolo, Amy Cottone; Soydan, Anne Sullivan

2017-12-01

This column provides an overview of methods for training to improve service provider active listening and reflective responding skills. Basic skills in active listening and reflective responding allow service providers to gather information about and explore the needs, desires, concerns, and preference of people using their services-activities that are of critical importance if services are to be truly person-centered and person-driven. Sources include the personal experience of the authors as well as published literature on the value of basic counseling skills and best practices in training on listening and other related soft skills. Training in listening is often needed but rarely sought by behavioral health service providers. Effective curricula exist, providing content and practice opportunities that can be incorporated into training, supervision, and team meetings. When providers do not listen well to the people who use their services, the entire premise of recovery-oriented person-driven services is undermined. (PsycINFO Database Record (c) 2017 APA, all rights reserved).
Soft Skills: An Important Asset Acquired from Organizing Regional Student Group Activities

PubMed Central

de Ridder, Jeroen; Meysman, Pieter; Oluwagbemi, Olugbenga; Abeel, Thomas

2014-01-01

Contributing to a student organization, such as the International Society for Computational Biology Student Council (ISCB-SC) and its Regional Student Group (RSG) program, takes time and energy. Both are scarce commodities, especially when you are trying to find your place in the world of computational biology as a graduate student. It comes as no surprise that organizing ISCB-SC-related activities sometimes interferes with day-to-day research and shakes up your priority list. However, we unanimously agree that the rewards, both in the short as well as the long term, make the time spent on these extracurricular activities more than worth it. In this article, we will explain what makes this so worthwhile: soft skills. PMID:24992198
Soft skills: an important asset acquired from organizing regional student group activities.

PubMed

de Ridder, Jeroen; Meysman, Pieter; Oluwagbemi, Olugbenga; Abeel, Thomas

2014-07-01

Contributing to a student organization, such as the International Society for Computational Biology Student Council (ISCB-SC) and its Regional Student Group (RSG) program, takes time and energy. Both are scarce commodities, especially when you are trying to find your place in the world of computational biology as a graduate student. It comes as no surprise that organizing ISCB-SC-related activities sometimes interferes with day-to-day research and shakes up your priority list. However, we unanimously agree that the rewards, both in the short as well as the long term, make the time spent on these extracurricular activities more than worth it. In this article, we will explain what makes this so worthwhile: soft skills.
Relative importance of professional practice and engineering management competencies

NASA Astrophysics Data System (ADS)

Pons, Dirk

2016-09-01

Problem: The professional practice of engineering always involves engineering management, but it is difficult to know what specifically to include in the undergraduate curriculum. Approach: The population of New Zealand practising engineers was surveyed to determine the importance they placed on specific professional practice and engineering management competencies. Findings: Results show that communication and project planning were the two most important topics, followed by others as identified. The context in which practitioners use communication skills was found to be primarily with project management, with secondary contexts identified. The necessity for engineers to develop the ability to use multiple soft skills in an integrative manner is strongly supported by the data. Originality: This paper is one of only a few large-scale surveys of practising engineers to have explored the soft skill attributes. It makes a didactic contribution of providing a ranked list of topics which can be used for designing the curriculum and prioritising teaching effort, which has not previously been achieved. It yields the new insight that combinations of topics are sometimes more important than individual topics.
A Soft OR Approach to Fostering Systems Thinking: SODA Maps plus Joint Analytical Process

ERIC Educational Resources Information Center

Wang, Shouhong; Wang, Hai

2016-01-01

Higher order thinking skills are important for managers. Systems thinking is an important type of higher order thinking in business education. This article investigates a soft Operations Research approach to teaching and learning systems thinking. It outlines the integrative use of Strategic Options Development and Analysis maps for visualizing…
[Reconstruction and balance of soft tissue in hemi-shoulder replacement for patients with four-part fracture of the proximal humerus].

PubMed

Wu, Xing; Lou, Lie-ming; Chen, Zheng-rong; Zhang, Guang-jian

2008-10-01

To explore the effective skills of reconstruction and balance of soft tissue in hemi-shoulder replacement for patients with four-part fracture of the proximal humerus in order to avoid postoperative complications of joint instability and great tubercle displacement. From June 2002 to June 2006, 25 patients with Neer four-part fracture of the proximal humerus were adopted in the study which included 15 females and 10 males, with the mean age of 66 years (ranged from 56 years to 80 years). They were treated with humeral head replacement and should joint reparation simultaneously by modified operation approach and reconstruction and balance skills of soft tissue. The mean duration of follow-up was 2.3 years (ranged from 1 to 4.5 years). No infection, nerve damage and prosthesis loosing were found in all cases. Two cases of infra-forward dislocation or subluxation occurred due to affected limb placed on abduction splint postoperatively. One case occurred prosthesis upward displacement due to early active abduction exercise but no complains. Neither joint instability nor displacement and malunion of great tubercle were found in other patients. According to Neer scoring system, 6 cases were rated as excellent, 15 as good and 5 as fair. The good and excellent rate was 84%. In hemi-shoulder replacement for patients with Neer four-part fracture the modified operation approach and reconstruction and balance of soft tissue skills combined with rational rehabilitation exercise can prevent postoperative shoulder joint instability and displacement and malunion of great tubercle.
Fostering soft skills in project-oriented learning within an agile atmosphere

NASA Astrophysics Data System (ADS)

Chassidim, Hadas; Almog, Dani; Mark, Shlomo

2018-07-01

The project-oriented and Agile approaches have motivated a new generation of software engineers. Within the academic curriculum, the issue of whether students are being sufficiently prepared for the future has been raised. The objective of this work is to present the project-oriented environment as an influential factor that software engineering profession requires, using the second year course 'Software Development and Management in Agile Approach' as a case-study. This course combines academic topics, self-learned and soft skills implementation, the call for creativity, and the recognition of updated technologies and dynamic circumstances. The results of a survey that evaluated the perceived value of the course showed that the highest contribution of our environment was in the effectiveness of the team-work and the overall development process of the project.
Competency-based achievement system: using formative feedback to teach and assess family medicine residents' skills.

PubMed

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

2011-09-01

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

Pushrim kinetics during advanced wheelchair skills in manual wheelchair users with spinal cord injury.

PubMed

Nagy, Jennifer; Winslow, Amy; Brown, Jessica M; Adams, Lisa; O'Brien, Kathleen; Boninger, Michael; Nemunaitis, Gregory

2012-01-01

To assess the peak force during wheelchair propulsion of individuals with spinal cord injury propelling over obstacles from the Wheelchair Skills Test. Twenty-three individuals with spinal cord injury (SCI) who are full-time manual wheelchair users were included in this prospective study. A SmartWheel (Three Rivers Holdings, LLC) was used to analyze each push while subjects negotiated standardized obstacles used in the Wheelchair Skills Test, including tile, carpet, soft surface, 5° and 10° ramps, 2 cm, 5 cm, and 15 cm curbs. When the peak forces of the advanced skills were compared to level 10 m tile/10 m carpet, there was a statistically significant increase in all peak forces (P value ranged from .0001 to .0268). It is well documented that a large number of individuals with SCI develop upper limb pain. One of the recommendations to preserve the upper limb is to minimize force during repetitive tasks. Advanced wheelchair skills require an increase in force to accomplish. The increase in forces ranged from 18% to 130% over that required for level 10 m tile/10 m carpet.
Embedding Volunteer Activity into Paramedic Education.

PubMed

Ross, Linda; Kabidi, Sophia

2017-01-01

Paramedics require a wide range of skills that are beyond clinical or technical skills in order to meet the demands of the role and provide quality and compassionate care to patients. Non-technical or "soft" skills and attributes are generally challenging to teach and develop in the classroom setting. Volunteerism provides an opportunity for students to gain exposure to different communities and develop interpersonal skills. This cross-sectional study used one-on-one interviews with 12 third-year Bachelor of Emergency Health (Paramedic) students from Monash University, Australia, who completed a community volunteering program. Results suggest that paramedic students see volunteering as a highly valuable means of developing a number of skills crucial to their future roles and paramedic practice. Volunteering also provided students with an opportunity to learn about themselves and the broader community, develop confidence, and improve overall job-readiness and employability. This study demonstrates that embedding volunteering into paramedic education is an effective way to develop the broad range of paramedic attributes required for the role. These experiences allow students to make the important transition to a job-ready graduate paramedic who can provide holistic patient-centred care.
Innovative Training Experience for Advancing Entry Level, Mid-Skilled and Professional Level URM Participation in the Geosciences Workforce

NASA Astrophysics Data System (ADS)

Okoro, M. H.; Johnson, A.

2015-12-01

The representation of URMs in the U.S. Geosciences workforce remains proportionally low compared to their representation in the general population (Bureau of Labor Sta.s.cs, 2014). Employment in this and related industries is projected to grow 32% by 2030 for minority workers (Gillula and Fullenbaum, 2014), corresponding to an additional 48,000 jobs expected to be filled by minorities (National Research Council, 2014). However, there is a shortage of employees with proper training in the hard sciences (Holeywell, 2014; Ganzglass, 2011), as well as craft skills (Hoover and Duncan, 2013), both important for middle skill employment. Industry recognizes the need for developing and retaining a diverse workforce, therefore we hightlight a program to serve as a potential vanguard initative for developing an innovative training experience for URM and underserved middle skilled workers with essential knowledge, experience and skills necessary to meet the demands of the Geosciences industry's growing need for a safe, productive and diverse workforce. Objectives are for participants to achieve the following: understanding of geosciences workforce trends and associated available opportunities; mastery of key environmental, health and safety topics; improvements in decision making skills and preparedness for responding to potential environmental, health and safety related situations; and engagement in one-on-one coaching sessions focused on resume writing, job interviewing and key "soft skills" (including conflict resolution, problem solving and critical observation, representing 3 major skills that entry- level workers typically lack.
Training + Technology: The Future Is Now.

ERIC Educational Resources Information Center

Heathman, Dena J.; Kleiner, Brian H.

1991-01-01

New applications of computer-assisted training being developed include telecommunications, artificial intelligence, soft skills training, and performance support systems. Barriers to acceptance are development time, costs, and lack of human contact. (SK)
We All Work on the Network.

ERIC Educational Resources Information Center

Charuhas, Chris

2002-01-01

The number of companies offering computer, soft skills, and management training has exploded in the last decade. The Internet has fragmented the training marketing, creating ne niches and reducing barriers to access. (JOW)
Soft tissue balancing in total shoulder replacement.

PubMed

Mueller, Maike; Hoy, Gregory

2014-03-01

Total shoulder arthroplasty is now capable of recreating near anatomic reproduction of native bony shoulder anatomy, but the function and longevity of anatomic shoulder replacement is dependent on a competent soft tissue envelope and adequate motoring of all musculo-tendinous units about the shoulder. Balancing the soft tissues requires understanding of the anatomy and pathology, as well as technical skills. The advent of reverse shoulder biomechanics has brought with it special requirements of understanding of the soft tissue elements still left in the shoulder despite major rotator cuff deficiency.
Surgeon-tool force/torque signatures--evaluation of surgical skills in minimally invasive surgery.

PubMed

Rosen, J; MacFarlane, M; Richards, C; Hannaford, B; Sinanan, M

1999-01-01

The best method of training for laparoscopic surgical skills is controversial. Some advocate observation in the operating room, while others promote animal and simulated models or a combination of surgical related tasks. The mode of proficiency evaluation common to all of these methods has been subjective evaluation by a skilled surgeon. In order to define an objective means of evaluating performance, an instrumented laparoscopic grasper was developed measuring the force/torque at the surgeon hand/tool interface. The measured database demonstrated substantial differences between experienced and novice surgeon groups. Analyzing forces and torques combined with the state transition during surgical procedures allows an objective measurement of skill in MIS. Teaching the novice surgeon to limit excessive loads and improve movement efficiency during surgical procedures can potentially result in less injury to soft tissues and less wasted time during laparoscopic surgery. Moreover the force/torque database measured in this study may be used for developing realistic virtual reality simulators and optimization of medical robots performance.
The Welfare to Work Transition in the United States: Implications for Work-Related Learning

NASA Astrophysics Data System (ADS)

Fisher, James C.; Martin, Larry G.

2000-11-01

This paper summarizes the legislation upon which the current welfare-to-work transition in the United States is based and describes characteristics of the former welfare population from which various tiers of employment options have emerged: unsubsidized-employed workers, subsidized-employed workers, subsidized-unemployed recipients, and unsubsidized-unemployed individuals. It also discusses current program emphases, and presents a format for directions for future program development which includes academic programs, situated cognition programs, integrated literacy/occupational skills programs, and integrated literacy/soft skills training.
Communication and relationship skills for rapid response teams at hamilton health sciences.

PubMed

Cziraki, Karen; Lucas, Janie; Rogers, Toni; Page, Laura; Zimmerman, Rosanne; Hauer, Lois Ann; Daniels, Charlotte; Gregoroff, Susan

2008-01-01

Rapid response teams (RRT) are an important safety strategy in the prevention of deaths in patients who are progressively failing outside of the intensive care unit. The goal is to intervene before a critical event occurs. Effective teamwork and communication skills are frequently cited as critical success factors in the implementation of these teams. However, there is very little literature that clearly provides an education strategy for the development of these skills. Training in simulation labs offers an opportunity to assess and build on current team skills; however, this approach does not address how to meet the gaps in team communication and relationship skill management. At Hamilton Health Sciences (HHS) a two-day program was developed in collaboration with the RRT Team Leads, Organizational Effectiveness and Patient Safety Leaders. Participants reflected on their conflict management styles and considered how their personality traits may contribute to team function. Communication and relationship theories were reviewed and applied in simulated sessions in the relative safety of off-site team sessions. The overwhelming positive response to this training has been demonstrated in the incredible success of these teams from the perspective of the satisfaction surveys of the care units that call the team, and in the multi-phased team evaluation of their application to practice. These sessions offer a useful approach to the development of the soft skills required for successful RRT implementation.
University of Malaya dental students' attitudes towards communication skills learning: implications for dental education.

PubMed

Nor, Nor Azlida M; Yusof, Zamros Y M; Shahidan, Mohd Noor F M

2011-12-01

The Ministry of Higher Education in Malaysia has called for the implementation of a soft skills module in all public universities in Malaysia. In response to this and as part of curriculum development efforts for a new integrated program for 2011, a study was undertaken to improve the University of Malaya (UM) Faculty of Dentistry's communication skills course. One of the study objectives was to investigate dental students' attitudes towards communication skills learning and the association between their attitudes and demographic and education-related characteristics. A cross-sectional survey--using a self-administered twenty-four-item adapted Communication Skills Attitude Scale (CSAS) that contained both positive (PAS) and negative (NAS) attitude subscales--was carried out targeting all final-year dental students at the UM and the Universiti Kebangsaan Malaysia (UKM). A total of 148 students completed the survey, yielding a response rate of 88.1 percent. Overall, UKM students had significantly more positive attitudes towards communication skills learning (PAS score: mean=48.69, SD=4.48, p<0.001) than UM students (mean=46.03, SD=4.22). There was no statistically significant difference in negative attitudes between the two groups. UKM students with more positive attitudes tended to be female (p<0.05). UM students with more negative attitudes perceived themselves as poor communicators (p<0.05), and UKM students with more negative attitudes tended to have poor English proficiency (p<0.05). This study found that both UM and UKM final-year dental students have positive and negative attitudes towards learning communication skills. These attitudes were significantly associated with certain background and education-related attributes. Outcomes of this study served as a valuable guide in strengthening the communication skills course for the UM's new, integrated dental curriculum.
Capital We Must Develop: Emotional Competence Educating Pre-Licensure Nursing Students.

PubMed

Waite, Roberta; McKinney, Nicole S

2016-01-01

Emotional competency is a skill commonly overlooked within the nursing curriculum. However, with the complexity of the health care environment and increased emphasis on team collaboration, nurse educators who focus on health promotion and technical, medical, and organizational competencies need to consider adding a focus on soft skills, such as emotional competency. This pilot study engaged 14 pre-licensure nursing students who were involved in an 18-month leadership program. Pre-post scores of the Emotional and Social Competency Inventory are described. Statistical significance was found with three core areas: emotional self-awareness, emotional self-control, and inspirational leadership.
A new A-scan ultrasonoscope.

PubMed

Bronson, N R

1984-05-01

A new A-mode biometry system for determining axial length measurements of the eye has been developed that incorporates a soft-membrane transducer. The soft transducer decreases the risk of indenting the cornea with the probe resulting in inaccurate measurements. A microprocessor evaluates echo patterns and determines whether or not axial alignment has been obtained, eliminating possible user error. The new A-scan requires minimal user skill and can be used successfully by both physician and technician.
Graduate capabilities: putting mathematics into context

NASA Astrophysics Data System (ADS)

Wood, L. N.

2010-03-01

The transition from university to professional working life is important to individual students, employers, universities and more generally to national economies. A better understanding of the match between skills required by industry and skills learnt at university is therefore paramount. This study examines the transition from the perspectives of those undergoing the shift-graduates! There are many studies from the viewpoint of employers but these often end up as an extensive list of requirements that are not possible to achieve in a degree programme. There is a significant expectation gap between employers and graduates. Using a small in-depth study, we show that the mathematics graduates interviewed required more computing power than was taught at university and more 'soft' skills such as communication. An understanding of the transition from learning to work for mathematics graduates points the way to how curricula may be reformed to better prepare graduates for professional work.
Competent statistical programmer: Need of business process outsourcing industry

PubMed Central

Khan, Imran

2014-01-01

Over the last two decades Business Process Outsourcing (BPO) has evolved as much mature practice. India is looked as preferred destination for pharmaceutical outsourcing over a cost arbitrage. Among the biometrics outsourcing, statistical programming and analysis required very niche skill for service delivery. The demand and supply ratios are imbalance due to high churn out rate and less supply of competent programmer. Industry is moving from task delivery to ownership and accountability. The paradigm shift from an outsourcing to consulting is triggering the need for competent statistical programmer. Programmers should be trained in technical, analytical, problem solving, decision making and soft skill as the expectations from the customer are changing from task delivery to accountability of the project. This paper will highlight the common issue SAS programming service industry is facing and skills the programmers need to develop to cope up with these changes. PMID:24987578
Competent statistical programmer: Need of business process outsourcing industry.

PubMed

Khan, Imran

2014-07-01

Over the last two decades Business Process Outsourcing (BPO) has evolved as much mature practice. India is looked as preferred destination for pharmaceutical outsourcing over a cost arbitrage. Among the biometrics outsourcing, statistical programming and analysis required very niche skill for service delivery. The demand and supply ratios are imbalance due to high churn out rate and less supply of competent programmer. Industry is moving from task delivery to ownership and accountability. The paradigm shift from an outsourcing to consulting is triggering the need for competent statistical programmer. Programmers should be trained in technical, analytical, problem solving, decision making and soft skill as the expectations from the customer are changing from task delivery to accountability of the project. This paper will highlight the common issue SAS programming service industry is facing and skills the programmers need to develop to cope up with these changes.
Human-robot skills transfer interfaces for a flexible surgical robot.

PubMed

Calinon, Sylvain; Bruno, Danilo; Malekzadeh, Milad S; Nanayakkara, Thrishantha; Caldwell, Darwin G

2014-09-01

In minimally invasive surgery, tools go through narrow openings and manipulate soft organs to perform surgical tasks. There are limitations in current robot-assisted surgical systems due to the rigidity of robot tools. The aim of the STIFF-FLOP European project is to develop a soft robotic arm to perform surgical tasks. The flexibility of the robot allows the surgeon to move within organs to reach remote areas inside the body and perform challenging procedures in laparoscopy. This article addresses the problem of designing learning interfaces enabling the transfer of skills from human demonstration. Robot programming by demonstration encompasses a wide range of learning strategies, from simple mimicking of the demonstrator's actions to the higher level imitation of the underlying intent extracted from the demonstrations. By focusing on this last form, we study the problem of extracting an objective function explaining the demonstrations from an over-specified set of candidate reward functions, and using this information for self-refinement of the skill. In contrast to inverse reinforcement learning strategies that attempt to explain the observations with reward functions defined for the entire task (or a set of pre-defined reward profiles active for different parts of the task), the proposed approach is based on context-dependent reward-weighted learning, where the robot can learn the relevance of candidate objective functions with respect to the current phase of the task or encountered situation. The robot then exploits this information for skills refinement in the policy parameters space. The proposed approach is tested in simulation with a cutting task performed by the STIFF-FLOP flexible robot, using kinesthetic demonstrations from a Barrett WAM manipulator. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.
Assessing fundamental 2-dimensional understanding of basic soft tissue techniques.

PubMed

Jabbour, Noel; Dobratz, Eric J; Dresner, Harley S; Hilger, Peter A

2011-01-01

To develop a written practical examination and scoring system for assessing trainee skills in basic soft-tissue techniques. A brief written practical examination was developed to assess the ability of trainees to sketch preoperative plans and postoperative results for common soft-tissue techniques: simple-excision, M-plasty, geometric broken line closure, Z-plasty, V-to-Y flap, and rhombic flap. A scoring system was developed to assign 0 to 5 points to each of 10 items on the examination for a total score of 0-50. The 15-minute examination was administered as a pretest, posttest, and 3-month posttest assessment as part of a soft-tissue course at our institution. University of Minnesota, Otolaryngology Department. Three raters reviewed all examination answer sheets independently. The pretest scores of examinees correlated strongly with their level of training; the average pretest for junior residents (PGY 1-2) compared with senior residents (PGY 4-5) was 17.3 (of 50) versus 26.0 (p < 0.01). The scoring system showed a high intrarater reliability and high interrater reliability with correlation coefficients of r = 0.99 and r = 0.95, respectively and agreement coefficients of κ = 0.82 and κ = 0.77, respectively. This written practical examination and scoring system may be used to assess the skills of trainees accurately in basic soft tissue techniques and to expose areas of deficiency that can be addressed in future training sessions. Copyright © 2011 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.
Language skills of young children with unilateral cleft lip and palate following infant orthopedics: a randomized clinical trial.

PubMed

Konst, Emmy M; Rietveld, Toni; Peters, Herman F M; Kuijpers-Jagtman, Anne Marie

2003-07-01

To investigate the effects of infant orthopedics (IO) on the language skills of children with complete unilateral cleft lip and palate (UCLP). In a prospective randomized clinical trial (Dutchcleft), two groups of children with complete UCLP were followed up longitudinally: one group was treated with IO based on a modified Zurich approach in the first year of life (IO group); the other group did not receive this treatment (non-IO group). At the ages of 2, 2(1/2), 3, and 6 years, language development was evaluated in 12 children (six IO and six non-IO). Receptive language skills were assessed using the Reynell test. Expressive language skills of the toddlers were evaluated by calculating mean length of utterance (MLU) and mean length of longest utterances (MLLU); in the 6-year-olds, the expressive language skills were measured using standardized Dutch language tests. The participants had complete UCLP without soft tissue bands or other malformations. IO did not affect the receptive language skills. However, the expressive language measures MLU and MLLU were influenced by IO. At age 2(1/2) and 3 years, the IO group produced longer utterances than the non-IO group. In the follow-up, the difference in expressive language between the two groups was no longer significant. Children treated with IO during their first year of life produced longer sentences than non-IO children at the ages of 2(1/2) and 3 years. At 6 years of age, both groups presented similar expressive language skills. Hence, IO treatment did not have long-lasting effects on language development.
What surgical skills rural surgeons need to master.

PubMed

Halverson, Amy L; Hughes, Tyler G; Borgstrom, David C; Sachdeva, Ajit K; DaRosa, Debra A; Hoyt, David B

2013-11-01

As new technology is developed and scientific evidence demonstrates strategies to improve the quality of care, it is essential that surgeons keep current with their skills. Rural surgeons need efficient and targeted continuing medical education that matches their broader scope of practice. Developing such a program begins with an assessment of the learning needs of the rural surgeon. The aim of this study was to assess the learning needs considered most important to surgeons practicing in rural areas. A needs assessment questionnaire was administered to surgeons practicing in rural areas. An additional gap analysis questionnaire was administered to registrants of a skills course for rural surgeons. Seventy-one needs assessment questionnaires were completed. The self-reported procedures most commonly performed included laparoscopic cholecystectomy (n = 44), hernia repair (n = 42), endoscopy (n = 43), breast surgery (n = 23), appendectomy (n = 20), and colon resection (n = 18). Respondents indicated that they would most like to learn more skills related to laparoscopic colon resection (n = 16), laparoscopic antireflux procedures (n = 6), laparoscopic common bile duct exploration/ERCP (n = 5), colonoscopy/advanced techniques and esophagogastroscopy (n = 4), and breast surgery (n = 4). Ultrasound, hand surgery, and leadership and communication were additional topics rated as useful by the respondents. Skills course participants indicated varying levels of experience and confidence with breast ultrasound, ultrasound for central line insertion, hand injury, and facial soft tissue injury. Our results demonstrated that surgeons practicing in rural areas have a strong interest in acquiring additional skills in a variety of general and subspecialty surgical procedures. The information obtained in this study may be used to guide curriculum development of further postgraduate skills courses targeted to rural surgeons. Copyright © 2013 American College of Surgeons. Published by Elsevier Inc. All rights reserved.
Optimization methods for activities selection problems

NASA Astrophysics Data System (ADS)

Mahad, Nor Faradilah; Alias, Suriana; Yaakop, Siti Zulaika; Arshad, Norul Amanina Mohd; Mazni, Elis Sofia

2017-08-01

Co-curriculum activities must be joined by every student in Malaysia and these activities bring a lot of benefits to the students. By joining these activities, the students can learn about the time management and they can developing many useful skills. This project focuses on the selection of co-curriculum activities in secondary school using the optimization methods which are the Analytic Hierarchy Process (AHP) and Zero-One Goal Programming (ZOGP). A secondary school in Negeri Sembilan, Malaysia was chosen as a case study. A set of questionnaires were distributed randomly to calculate the weighted for each activity based on the 3 chosen criteria which are soft skills, interesting activities and performances. The weighted was calculated by using AHP and the results showed that the most important criteria is soft skills. Then, the ZOGP model will be analyzed by using LINGO Software version 15.0. There are two priorities to be considered. The first priority which is to minimize the budget for the activities is achieved since the total budget can be reduced by RM233.00. Therefore, the total budget to implement the selected activities is RM11,195.00. The second priority which is to select the co-curriculum activities is also achieved. The results showed that 9 out of 15 activities were selected. Thus, it can concluded that AHP and ZOGP approach can be used as the optimization methods for activities selection problem.

Conceptualizing Learning and Employability "Learning and Employability Framework"

ERIC Educational Resources Information Center

Sumanasiri, Erabaddage Gishan Tharanga; Yajid, Mohd Shukri Ab; Khatibi, Ali

2015-01-01

Extensive studies have been done on employability and the factors that lead to employability. Previous studies have focused on career development programs, internships, work experience programs, soft-skill development programs, and even university admission criteria which can be considered external factors to university student learning…
Encouraging Undergraduate Engineering Students towards Civic Engagement

ERIC Educational Resources Information Center

Wallen, Matthew R.; Pandit, Abhay S.

2009-01-01

Responding to the calls for teaching "soft skills" within the undergraduate engineering curriculum and for the university to address a perceived decrease in social capital, a programme titled Community Awareness Initiatives Responsibly Directed by Engineers (CAIRDE, an Irish language word meaning "friends") was instituted at…
New Principals' Perspectives of Their Multifaceted Roles

ERIC Educational Resources Information Center

Gentilucci, James L.; Denti, Lou; Guaglianone, Curtis L.

2013-01-01

This study utilizes Symbolic Interactionism to explore perspectives of neophyte principals. Findings explain how these perspectives are modified through complex interactions throughout the school year, and they also suggest preparation programs can help new principals most effectively by teaching "soft" skills such as active listening…
Development of the Supported Employment, Comprehensive Cognitive Enhancement, and Social Skills program for adults on the autism spectrum: Results of initial study.

PubMed

Baker-Ericzén, Mary J; Fitch, Meghan A; Kinnear, Mikaela; Jenkins, Melissa M; Twamley, Elizabeth W; Smith, Linda; Montano, Gabriel; Feder, Joshua; Crooke, Pamela J; Winner, Michelle G; Leon, Juan

2018-01-01

The population of adults on the autism spectrum continues to increase, and vocational outcomes are particularly poor. Longitudinal studies of adults with autism spectrum and without intellectual disability have shown consistent and persistent deficits across cognitive, social, and vocational domains, indicating a need for effective treatments of functional disabilities as each impact employment. This initial pilot study is an open trial investigation of the feasibility, acceptability, and initial estimates of outcomes for the newly developed Supported Employment, Comprehensive Cognitive Enhancement, and Social Skills intervention, a manualized "soft skills" curriculum, to enhance both cognitive and social development in adults with autism spectrum. A total of eight adults with autism spectrum, without intellectual disability (78% males), participated in the study. Results support the original hypothesis that adults with autism spectrum can improve both cognitive (i.e. executive functioning) and social cognitive (i.e. social thinking and social communication) abilities. Further Supported Employment, Comprehensive Cognitive Enhancement, and Social Skills was found to be feasible, acceptable, and highly satisfactory for participants and parents. Employment rates more than doubled post-intervention, with an increase from 22% to 56% of participants employed. Conclusion is that Supported Employment, Comprehensive Cognitive Enhancement, and Social Skills has promise as an intervention that can be easily embedded into exiting supported employment vocational training programs to improve cognitive, social, and vocational outcomes.
Soft Skills and the Science Curriculum

ERIC Educational Resources Information Center

Ediger, Marlow

2017-01-01

Care must be given to align curricular goal and instructional methods, materials, and assessments. Student effort, student interest in science and pupil perseverance are key factors that impact the learning process. Educators must be aware of the interactions among these critical concepts to assist students in attaining desired outcomes.
Assessment of Student Professional Outcomes for Continuous Improvement

ERIC Educational Resources Information Center

Keshavarz, Mohsen; Baghdarnia, Mostafa

2013-01-01

This article describes a method for the assessment of professional student outcomes (performance-type outcomes or soft skills). The method is based upon group activities, research on modern electrical engineering topics by individual students, classroom presentations on chosen research topics, final presentations, and technical report writing.…
Feasibility Pilot Study: Training Soft Skills in Virtual Worlds.

PubMed

Abshier, Patricia

2012-04-01

In a world where funding is limited, training for healthcare professionals is turning more and more to distance learning in an effort to maintain a knowledgeable and skilled work force. In 2010, Cicatelli Associates, Inc. began exploring the feasibility of using games and virtual worlds as an alternative means to teach skills-training in a distance-learning environment. The pilot study was conducted with six individuals familiar with general counseling and communication skills used by the healthcare industry to promote behavior change. Participants reported that the venue, although challenging at first, showed great potential for use with healthcare providers, as it allowed for more interaction and activities than traditional Webinars. However, there are significant limitations that must be overcome in order for this healthcare training modality to be utilized on a large scale. These limitations included a lack of microgestures and issues regarding the technology being used. In spite of the limitations, however, the potential use of virtual worlds for the training of healthcare providers exists and should be researched further. This article discusses the need and intended benefits of virtual world training as well as the results and conclusions of the pilot study.
Implementation of a Project-Based Telecommunications Engineering Design Course

ERIC Educational Resources Information Center

Aliakbarian, Hadi; Soh, Ping Jack; Farsi, Saeed; Xu, Hantao; Van Lil, Emmanuel H. E. M. J. C.; Nauwelaers, Bart K. J. C.; Vandenbosch, Guy A. E.; Schreurs, Dominique M. M.-P.

2014-01-01

This paper describes and discusses the implementation of a project-based graduate design course in telecommunications engineering. This course, which requires a combination of technical and soft skills for its completion, enables guided independent learning (GIL) and application of technical knowledge acquired from classroom learning. Its main…
Baccalaureate Accounting Student Mentors' Social Representations of Their Mentorship Experiences

ERIC Educational Resources Information Center

Roy, Vicky; Brown, Patricia A.

2016-01-01

Mentorship has been shown to enhance engagement, participation, and understanding of the workplace through the development of soft-skills and leadership capacity. This research identifies and describes the social representations of second and third year Baccalaureate accounting students relating to their experiences in mentoring first year…
Job Rotation at Cardiff University Library Service: A Pilot Study

ERIC Educational Resources Information Center

Earney, Sally; Martins, Ana

2009-01-01

This paper presents case study research of a job rotation pilot involving six library assistants in Cardiff University Library Service (ULS). Firstly, it investigates whether job rotation improves motivation and secondly, whether there is an improvement in skills, both technical and "soft". Following a review of the literature,…
Critical Global Competence and the C3 in Social Studies Education

ERIC Educational Resources Information Center

Harshman, Jason

2016-01-01

Research in global education has turned toward global citizenship education and the fostering of a more critical reading of the tenets of "soft" global education laid out over four decades ago in Hanvey's (1976) "An Attainable Global Perspective." Interested in skill building and informed application of concepts forwarded…
Using Digital Badges to Organize Student Learning Opportunities

ERIC Educational Resources Information Center

Ippoliti, Cinthya; Baeza, Victor D.

2017-01-01

A growing trend at universities is to use digital badges (micro-credentialing) for capturing the "soft skills" students gain outside of the classroom. Libraries can use this opportunity to become campus leaders in digital badges, using the system to not only promote their information literacy activities but to coordinate workshop…
Listening in the Business Context: Reviewing the State of Research

ERIC Educational Resources Information Center

Flynn, Jan; Valikoski, Tuula-Riitta; Grau, Jennie

2008-01-01

For more than 50 years, business professionals and some researchers have held that effective listening is a highly desirable workplace skill (Cooper, 1997; Husband, Cooper, & Monsour, 1988; Nichols & Stevens, 1957; Rogers & Rothlisberger, 1952; Sypher, 1984). However, listening as an organizational variable continues to be seen as a "soft" skill…
Energy Auditor and Quality Control Inspector Competency Model

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

Head, Heather R.; Kurnik, Charles W.; Schroeder, Derek

The Energy Auditor (EA) and Quality Control Inspector (QCI) Competency model was developed to identify the soft skills, foundational competencies and define the levels of Knowledge, Skills, and Abilities (KSAs) required to successfully perform the tasks defined in the EA and QCI Job Task Analysis (JTAs), the U.S. Department of Energy (DOE) used the U.S. Department of Labor's (DOL) Competency Model Clearinghouse resources to develop a QCI and EA Competency Model. To keep the QCI and EA competency model consistent with other construction and energy management competency models, DOE and the National Renewable Energy Laboratory used the existing 'Residential Constructionmore » Competency Model' and the 'Advanced Commercial Building Competency Model' where appropriate.« less
Developing soft skill training for salespersons to increase total sales

NASA Astrophysics Data System (ADS)

Mardatillah, A.; Budiman, I.; Tarigan, U. P. P.; Sembiring, A. C.; Hendi

2018-04-01

This research was conducted in the multilevel marketing industry. Unprofessional salespersons behavior and responsibility can ruin the image of the multilevel marketing industry and distrust to the multilevel marketing industry. This leads to decreased company revenue due to lack of public interest in multilevel marketing products. Seeing these conditions, researcher develop training programs to improve the competence of salespersons in making sales. It was done by looking at factors that affect the level of salespersons sales. The research analyzes several factors that influence the salesperson’s sales level: presentation skills, questioning ability, adaptability, technical knowledge, self-control, interaction involvement, sales environment, and intrapersonal skills. Through the analysis of these factors with One Sample T-Test and Multiple Linear Regression methods, researchers design a training program for salespersons to increase their sales. The developed training for salespersons is basic training and special training and before training was given, salespersons need to be assessed for the effectivity and efficiency reasons.
The European Project Semester at ISEP: the challenge of educating global engineers

NASA Astrophysics Data System (ADS)

Malheiro, Benedita; Silva, Manuel; Ribeiro, Maria Cristina; Guedes, Pedro; Ferreira, Paulo

2015-05-01

Current engineering education challenges require approaches that promote scientific, technical, design and complementary skills while fostering autonomy, innovation and responsibility. The European Project Semester (EPS) at Instituto Superior de Engenharia do Porto (ISEP) (EPS@ISEP) is a one semester project-based learning programme (30 European Credit Transfer Units (ECTU)) for engineering students from diverse scientific backgrounds and nationalities that intends to address these goals. The students, organised in multidisciplinary and multicultural teams, are challenged to solve real multidisciplinary problems during one semester. The EPS package, although on project development (20 ECTU), includes a series of complementary seminars aimed at fostering soft, project-related and engineering transversal skills (10 ECTU). Hence, the students enrolled in this programme improve their transversal skills and learn, together and with the team of supervisors, subjects distinct from their core training. This paper presents the structure, implementation and results of the EPS@ISEP that was created in 2011 to apply the best engineering practices and promote internationalisation and engineering education innovation at ISEP.
Aquatic Sciences and Its Appeal for Expeditionary Research Science Education

NASA Astrophysics Data System (ADS)

Aguilar, C.; Cuhel, R. L.

2016-02-01

Our multi-program team studies aim to develop specific "hard" and "soft" STEM skills that integrate, literally, both disciplinary and socio-economic aspects of students lives to include peer mentoring, advisement, enabling, and professional mentorship, as well as honestly productive, career-developing hands-on research. Specifically, we use Interdependent, multidisciplinary research experiences; Development and honing of specific disciplinary skill (you have to have something TO network); Use of skill in a team to produce big picture product; Interaction with varied, often outside professionals; in order to Finish with self-confidence and a marketable skill. In a given year our umbrella projects involve linked aquatic science disciplines: Analytical Chemistry; Geology; Geochemistry; Microbiology; Engineering (Remotely Operated Vehicles); and recently Policy (scientist-public engagement). We especially use expeditionary research activities aboard our research vessel in Lake Michigan, during which (a dozen at a time, from multiple programs) students: Experience ocean-scale research cruise activities; Apply a learned skill in real time to characterize a large lake; Participate in interdisciplinary teamwork; Learn interactions among biology, chemistry, geology, optics, physics for diverse aquatic habitats; and, importantly, Experience leadership as "Chief Scientist-for-a-station". These team efforts achieve beneficial outcomes: Develop self-confidence in application of skills; Enable expression of leadership capabilities; Provide opportunity to assess "love of big water"; Produce invaluable long-term dataset for the studied region (our benefit); and they are Often voted as a top influence for career decisions. These collectively have led to some positive outcomes for "historical" undergraduate participants - more than half in STEM graduate programs, only a few not still involved in a STEM career at some level, or involved as for example a lawyer in environmental policy.
Expert validation of a teamwork assessment rubric: A modified Delphi study.

PubMed

Parratt, Jenny A; Fahy, Kathleen M; Hutchinson, Marie; Lohmann, Gui; Hastie, Carolyn R; Chaseling, Marilyn; O'Brien, Kylie

2016-01-01

Teamwork is a 'soft skill' employability competence desired by employers. Poor teamwork skills in healthcare have an impact on adverse outcomes. Teamwork skills are rarely the focus of teaching and assessment in undergraduate courses. The TeamUP Rubric is a tool used to teach and evaluate undergraduate students' teamwork skills. Students also use the rubric to give anonymised peer feedback during team-based academic assignments. The rubric's five domains focus on planning, environment, facilitation, conflict management and individual contribution; each domain is grounded in relevant theory. Students earn marks for their teamwork skills; validity of the assessment rubric is critical. To what extent do experts agree that the TeamUP Rubric is a valid assessment of 'teamwork skills'? Modified Delphi technique incorporating Feminist Collaborative Conversations. A heterogeneous panel of 35 professionals with recognised expertise in communications and/or teamwork. Three Delphi rounds using a survey that included the rubric were conducted either face-to-face, by telephone or online. Quantitative analysis yielded item content validity indices (I-CVI); minimum consensus was pre-set at 70%. An average of the I-CVI also yielded sub-scale (domain) (D-CVI/Ave) and scale content validity indices (S-CVI/Ave). After each Delphi round, qualitative data were analysed and interpreted; Feminist Collaborative Conversations by the research team aimed to clarify and confirm consensus about the wording of items on the rubric. Consensus (at 70%) was obtained for all but one behavioural descriptor of the rubric. We modified that descriptor to address expert concerns. The TeamUP Rubric (Version 4) can be considered to be well validated at that level of consensus. The final rubric reflects underpinning theory, with no areas of conceptual overlap between rubric domains. The final TeamUP Rubric arising from this study validly measures individual student teamwork skills and can be used with confidence in the university setting. Copyright © 2015 Elsevier Ltd. All rights reserved.
Committed to work but vulnerable: self-perceptions and mental health in NEET 18-year olds from a contemporary British cohort.

PubMed

Goldman-Mellor, Sidra; Caspi, Avshalom; Arseneault, Louise; Ajala, Nifemi; Ambler, Antony; Danese, Andrea; Fisher, Helen; Hucker, Abigail; Odgers, Candice; Williams, Teresa; Wong, Chloe; Moffitt, Terrie E

2016-02-01

Labour market disengagement among youths has lasting negative economic and social consequences, yet is poorly understood. We compared four types of work-related self-perceptions, as well as vulnerability to mental health and substance abuse problems, among youths not in education, employment or training (NEET) and among their peers. Participants were from the Environmental Risk (E-Risk) longitudinal study, a nationally representative UK cohort of 2,232 twins born in 1994-1995. We measured commitment to work, job-search effort, professional/technical skills, 'soft' skills (e.g. teamwork, decision-making, communication), optimism about getting ahead, and mental health and substance use disorders at age 18. We also examined childhood mental health. At age 18, 11.6% of participants were NEET. NEET participants reported themselves as committed to work and searching for jobs with greater diligence than their non-NEET peers. However, they reported fewer 'soft' skills (B = -0.98, p < .001) and felt less optimistic about their likelihood of getting ahead in life (B = -2.41, p < .001). NEET youths also had higher rates of concurrent mental health and substance abuse problems, but these did not explain the relationship with work-related self-perceptions. Nearly 60% of NEET (vs. 35% of non-NEET) youths had already experienced ≥1 mental health problem in childhood/adolescence. Associations of NEET status with concurrent mental health problems were independent of pre-existing mental health vulnerability. Our findings indicate that while NEET is clearly an economic and mental health issue, it does not appear to be a motivation issue. Alongside skills, work-related self-perceptions and mental health problems may be targets for intervention and service provision among this high-risk population. © 2015 Association for Child and Adolescent Mental Health.
Every Child Every Promise Workforce Readiness. Issue Brief

ERIC Educational Resources Information Center

America's Promise Alliance (NJ1), 2007

2007-01-01

The third "Every Child, Every Promise" research brief focuses on the large percentage of the children and youth who will enter the workforce over the next two decades are lacking enough of the "soft" or applied skills--such as teamwork, decision-making, and communication--that will help them become effective employees and managers. The report…

MATLAB Meets LEGO Mindstorms--A Freshman Introduction Course into Practical Engineering

ERIC Educational Resources Information Center

Behrens, A.; Atorf, L.; Schwann, R.; Neumann, B.; Schnitzler, R.; Balle, J.; Herold, T.; Telle, A.; Noll, T. G.; Hameyer, K.; Aach, T.

2010-01-01

In today's teaching and learning approaches for first-semester students, practical courses more and more often complement traditional theoretical lectures. This practical element allows an early insight into the real world of engineering, augments student motivation, and enables students to acquire soft skills early. This paper describes a new…
Taking Soft Skills for Granted?

ERIC Educational Resources Information Center

Dutton, Gail

2012-01-01

The U.S. Department of Labor will award a total of $2 billion over the next four years through the Trade Adjustment Assistance Community College and Career Training Grant Program. Grants will support the development and improvement of postsecondary programs of two years or less that use evidence-based or innovative strategies to prepare students…
The Curriculum Debate: Why It Is Important Today

ERIC Educational Resources Information Center

Tedesco, Juan Carlos; Opertti, Renato; Amadio, Massimo

2014-01-01

This article highlights some of the key issues in current discussions around curriculum, such as values education, inclusive education, competency-based approaches, soft and hard skills, and scientific and digital culture. It starts with the assumption that quality education for all is necessary to achieve social justice, and it looks at curricula…
Web-Based Training Design for Human Resources Topics: A Case Study

ERIC Educational Resources Information Center

Hsieh, Patricia Yee

2004-01-01

Human resources (HR) departments are often responsible for providing employee and supervisory training in soft skill areas-such as performance management-and in compliance with HR-related laws, such as the Family and Medical Leave Act. Traditionally, this training has occurred in classrooms. In recent years, however, HR departments have made…
Examining Perceptions of Online Faculty Regarding the Value of Emotional Intelligence in Online Classrooms

ERIC Educational Resources Information Center

Hamilton, Diane

2017-01-01

Due to the growth of interest in soft skills and personality traits in education, the perceptions of the value online instructors place on emotional intelligence (EI), warrants scholarly attention. Organizations have embraced the value of emotional intelligence in employees. If online professors are instrumental in preparing students to be…
Can Kindness Be Taught?

ERIC Educational Resources Information Center

Schachter, Ron

2011-01-01

There's no doubt that children's home environments have a huge impact on the kind of people they become. But so do their educational environments. A number of schools are beginning to realize it's worth it to spend the time on "soft" skills such as empathy. Even forgetting the recent scary headlines about bullying, teachers know that a classroom…
The Relationship of the Principal's Soft Skills to School Climate

ERIC Educational Resources Information Center

Malone, Mark E.

2013-01-01

School Climate has been identified by a large body of literature as having a direct relationship on student achievement (Johnson, & Stevens, 2000; Kezar & Eckel, 2007; West, 1985), and) and numerous other components used to determine the success and safety of both students and teachers in schools (Finnan, Schnepel, & Anderson, 2003;…
Fostering Soft Skills in Project-Oriented Learning within an Agile Atmosphere

ERIC Educational Resources Information Center

Chassidim, Hadas; Almog, Dani; Mark, Shlomo

2018-01-01

The project-oriented and Agile approaches have motivated a new generation of software engineers. Within the academic curriculum, the issue of whether students are being sufficiently prepared for the future has been raised. The objective of this work is to present the project-oriented environment as an influential factor that software engineering…
Thinking about Applications: Effects on Mental Models and Creative Problem-Solving

ERIC Educational Resources Information Center

Barrett, Jamie D.; Peterson, David R.; Hester, Kimberly S.; Robledo, Issac C.; Day, Eric A.; Hougen, Dean P.; Mumford, Michael D.

2013-01-01

Many techniques have been used to train creative problem-solving skills. Although the available techniques have often proven to be effective, creative training often discounts the value of thinking about applications. In this study, 248 undergraduates were asked to develop advertising campaigns for a new high-energy soft drink. Solutions to this…
Supporting Graduate Attribute Development in Introductory Accounting with Student-Generated Screencasts

ERIC Educational Resources Information Center

Frawley, Jessica K.; Dyson, Laurel Evelyn; Wakefield, James; Tyler, Jonathan

2016-01-01

In recent years educational, industry and government bodies have placed increasing emphasis on the need to better support the development of "soft" skills or graduate attributes within higher education. This paper details the adoption of a student-generated multimedia screencast assignment that was found to address this need. Implemented…
Role Engagement and Anonymity in Synchronous Online Role Play

ERIC Educational Resources Information Center

Cornelius, Sarah; Gordon, Carole; Harris, Margaret

2011-01-01

Role play activities provide opportunities for learners to adopt unfamiliar roles, engage in interactions with others, and get involved in realistic tasks. They are often recommended to foster the development of soft skills and a wider perspective of the world. Such activities are widely used as an online teaching approach, with examples ranging…
Engineering Education on the "Fuzzy" Front End: A High-Technology Entrepreneurship Model

ERIC Educational Resources Information Center

Crawford, G. P.; Broer, D. J.; Bastiaansen, C. W. M.

2006-01-01

We have developed a university entrepreneurship program, culminating in a prototype and business plan, with five objectives: (1) value for all academic participants' (2) introduction to engineering issues for students; (3) refinement of engineering students' "soft" skills; (4) training for students in creating value out of embryonic ideas; and (5)…
Using Enterprise Education to Prepare Healthcare Professional Graduates for the Real World

ERIC Educational Resources Information Center

Refai, Deema; Thompson, John

2014-01-01

This paper reports an investigation of the extent to which enterprise education (EE) is used in professional health schools at HEIs to develop graduates' "soft" and "functional" enterprise skills, and assesses the effectiveness of the process of delivering this education. A qualitative research study was carried out, using…
Soft Skills for the Workplace

ERIC Educational Resources Information Center

Kyllonen, Patrick C.

2013-01-01

In the latter part of the 20th century, behavioral scientists and society generally adopted a cultural belief that cognitive ability was the most significant determinant of educational and workforce outcomes. This led to efforts to raise students' test scores, the promotion of teachers who were successful in doing so, and heavy if not…
Understanding Leadership Theory: The Documentary of Sir Ernest Shackleton

ERIC Educational Resources Information Center

Cheramie, Robin A.

2015-01-01

Leadership theory is one of the most complex groups of theories to teach management students; nevertheless, it is the one of the most interesting and often desired topics to learn from students. Many organizations are seeking soft skills that are commonly discussed in leadership theory such as building relationships with followers, taking…
Evaluating the Relevance of the Chemistry Curriculum to the Workplace: Keeping Tertiary Education Relevant

ERIC Educational Resources Information Center

Yasin, Nur Yaisyah Bte Md; Yueying, Ong

2017-01-01

There are various programs and initiatives in universities that aim to maximize students' potential in their academic journey, personal life, and future career. Research opportunities, internships, overseas exchange programs, and other initiatives aim to equip students with the hard and soft skills needed by employers. Although these efforts are…
A Progressive Approach to Teaching Analytics in the Marketing Curriculum

ERIC Educational Resources Information Center

Liu, Yiyuan; Levin, Michael A.

2018-01-01

With the emerging use of analytics tools and methodologies in marketing, marketing educators have provided students training and experiences beyond the soft skills associated with understanding consumer behavior. Previous studies have only discussed how to apply analytics in course designs, tools, and related practices. However, there is a lack of…
Infant Manual Exploration of Composite Substrates

ERIC Educational Resources Information Center

Fontenelle, Sarah A.; Kahrs, Bjorn Alexander; Neal, S. Ashley; Newton, A. Taylor; Lockman, Jeffrey J.

2007-01-01

Everyday environments, even small regions within reach, vary dramatically in terms of material composition. Adapting one's manual behavior to such transitions can be considered to be an important element of skilled action. To investigate the origins of this ability, we presented 8-month-olds (n=24) and 10-month-olds (n=24) hard or soft objects on…
A study of deficiencies in teamwork skills among Jordan caregivers.

PubMed

Al-Araidah, Omar; Al Theeb, Nader; Bader, Mariam; Mandahawi, Nabeel

2018-05-14

Purpose The purpose of this paper is to present the deficiencies in teamwork skills at Jordan hospitals as seen by team members. The study aims to identify training needs to improve teamwork-related soft skills of caregivers to enhance staff satisfaction and improve quality of care. Moreover, the paper provides a methodology to identify the training needs in any healthcare workplace by repeating the same questionnaire. Design/methodology/approach A self-administrated questionnaire was designed to study deficiencies in teamwork and team leadership at Jordan hospitals as seen by team members. Surveyed care providers included physicians, nursing and anesthesiologists operating in emergency departments, surgical operating rooms and intensive care units from various hospitals. Findings With a response rate of 78.8 percent, statistical analysis of collected data of opposing staff members revealed low levels of satisfaction (40.7-48 percent opposing), lack of awareness on the impact of teamwork on quality of care (15.6-22.1 percent opposing), low levels of involvement of top management (27.1-57.3 percent opposing), lack of training (52.5-69.8 percent opposing), lack of leadership skills (29.8-60 percent opposing), lack of communication (22.3-62.1 percent opposing), lack of employee involvement (37.6-50.8 percent opposing) and lack of collaboration among team members (28.6-50 percent opposing). Among the many, results illustrate the need for improving leadership skills of team leaders, improving communication and involving team members in decision making. Originality/value Several studies investigated relationships between teamwork skills and quality of care in many countries. To the authors' knowledge, no local study investigated the deficiencies of teamwork skills among Jordan caregivers and its impact on quality of care. The study provides the ground for management at Jordan hospitals and to healthcare academic departments to tailor training courses to improve teamwork skills of caregivers. Data of this study are collected from the society who is working in the field of healthcare. As the results of this are produced from a real data, it is expected that applying the recommendations will impact the society positively by enhancing the patients' satisfaction.
Developments in undergraduate teaching of small-animal soft-tissue surgical skills at the University of Sydney.

PubMed

Gopinath, Deepa; McGreevy, Paul D; Zuber, Richard M; Klupiec, Corinna; Baguley, John; Barrs, Vanessa R

2012-01-01

This article discusses recent developments in soft-tissue surgery teaching at the University of Sydney, Faculty of Veterinary Science. An integrated teaching program was developed for Bachelor of Veterinary Science (BVSc) students with the aim of providing them with optimal learning opportunities to meet "Day One" small-animal soft-tissue surgical competencies. Didactic lectures and tutorials were introduced earlier into the curriculum to prepare students for live-animal surgery practical. In addition to existing clinics, additional spay/neuter clinics were established in collaboration with animal welfare organizations to increase student exposure to live-animal surgery. A silicon-based, life-like canine ovariohysterectomy model was developed with the assistance of a model-making and special effects company. The model features elastic ovarian pedicles and suspensory ligaments, which can be stretched and broken like those of an actual dog. To monitor the volume and type of student surgical experience, an E-portfolio resource was established. This resource allows for the tracking of numbers of live, student-performed desexing surgeries and incorporates competency-based assessments and reflective tasks to be completed by students. Student feedback on the integrated surgical soft-tissue teaching program was assessed. Respondents were assessed in the fourth year of the degree and will have further opportunities to develop Day One small-animal soft-tissue surgical competencies in the fifth year. Ninety-four percent of respondents agreed or strongly agreed that they were motivated to participate in all aspects of the program, while 78% agreed or strongly agreed that they received an adequate opportunity to develop their skills and confidence in ovariohysterectomy or castration procedures through the fourth-year curriculum.

Research Skills and Ethics--A Graduate Course Empowering Graduate Students for Productive Research Careers in Graduate School and Beyond

NASA Astrophysics Data System (ADS)

Mabrouk, Patricia Ann

2001-12-01

This paper describes a course for first-year graduate students that teaches the fundamental so-called "soft skills" required for success in graduate school and beyond. Topics covered are ethics, laboratory safety and waste management, chemical information retrieval and literacy, experimental design, scientific record keeping, statistics, career development, and communications, including technical writing and oral presentation. Whenever possible students are put in direct contact with local technical experts and available resources. The course, well regarded by both students and faculty, has now been taught at Northeastern University for five years in the summer academic quarter to graduate students in chemistry and related departments (pharmacy and chemical engineering) who have successfully completed their first-year course work.
Social Emotional Learning in High School: How Three Urban High Schools Engage, Educate, and Empower Youth. Research Brief

ERIC Educational Resources Information Center

Hamedani, MarYam G.; Darling-Hammond, Linda

2015-01-01

The psychological, social, and emotional aspects of education have enjoyed increased attention in recent years as often termed "non-cognitive factors" and "soft skills" have gained traction in research, policy, and practice circles as major drivers of student achievement. This renewed attention represents an important shift, as…
Agent-Based Simulation of Learning Dissemination in a Project-Based Learning Context Considering the Human Aspects

ERIC Educational Resources Information Center

Seman, Laio Oriel; Hausmann, Romeu; Bezerra, Eduardo Augusto

2018-01-01

Contribution: This paper presents the "PBL classroom model," an agent-based simulation (ABS) that allows testing of several scenarios of a project-based learning (PBL) application by considering different levels of soft-skills, and students' perception of the methodology. Background: While the community has made great advances in…
Workplace deviance: strategies for modifying employee behavior.

PubMed

Pulich, Marcia; Tourigny, Louise

2004-01-01

More than ever, today's health care employees must perform their jobs as efficiently and effectively as possible. Job performance must integrate both technical and necessary soft skills. Workplace deviant behaviors are counterproductive to good job performance. Various deviant behaviors are examined. Areas and strategies of managerial intervention are reviewed which will enable the prevention or modification of undesired employee behaviors.
Communicating across the Curriculum in an Undergraduate Business Program: Management 100--Leadership and Communication in Groups

ERIC Educational Resources Information Center

Tuleja, Elizabeth A.; Greenhalgh, Anne M.

2008-01-01

Educating undergraduate business students in the 21st century requires more than addressing the quantitative side of business; rather, it calls for including the more qualitative "soft skills," such as speaking and writing. This article examines the design, delivery, and effectiveness of an undergraduate program dedicated to leadership,…
Education in Human Values (EHV): Alternative Approach for a Holistic Teaching

ERIC Educational Resources Information Center

Kaliannan, Maniam; Chandran, Suseela Devi

2010-01-01

A good and comprehensive education system is expected to create the necessary human capital and knowledge workers who will bring the country to greater heights. In this regards, a holistic education programme is needed which can equip students with both the hard and soft skills required as well as human values. However, the main emphasis in…
What Is It "To Lead?": A Nuanced Exploration of Leadership by 3M National Student Fellows

ERIC Educational Resources Information Center

Bajer-Koulack, Ameena; Csorba, Emerson Thomas; Lee, Kyuwon Rosa; Smrke, Brianna; Smyth, Tristan

2014-01-01

In Canadian higher education, students from across the world interact within tight-knit communities, sharing ideas and developing a wealth of soft and disciplinary skills. With many universities playing host to dozens if not hundreds of student groups, the word "leadership" is uttered by students and faculty in hallways, gymnasiums,…
Professional Development of English Professors in Indian Engineering Colleges: The Need of the Hour

ERIC Educational Resources Information Center

Clement, A.; Murugavel, T.

2015-01-01

English has become the language of international business and in this age of globalization, communication skills in the English language are of supreme importance in the professional success of individuals. In India, the percentage of engineering graduates who remain unemployed after graduation steadily increases due to lack of soft skills…
An Innovative Approach to Preparing Students for College and Careers: YouthForce NOLA. Issue Focus

ERIC Educational Resources Information Center

MDRC, 2018

2018-01-01

Career pathways models are an increasingly popular approach to engaging high school students and equipping them with the academic, technical, and "soft" skills they need to succeed in postsecondary education and careers. When linked with local labor market needs, career pathways models can also create a talent pipeline for local…
Enduring Learning: Integrating C21st Soft Skills through Technology Education

ERIC Educational Resources Information Center

Snape, Paul

2017-01-01

As times change we need to continually review what our education systems offer and where priorities might lie. The Technology and Knowledge Ages of the twenty-first century have brought about new understandings, new ways of doing things, and an array of new career and workplace opportunities. Employees today are expected to bring more than an…
Perceptions of Social Presence among Public University Graduate Students Enrolled in Synchronous and Asynchronous Coursework

ERIC Educational Resources Information Center

Lee, Daniel; Spear, Rita; Kero, Patty

2017-01-01

Students are accessing graduate study online in ever-increasing numbers with interactive experiences differing from those who traditionally enroll in corresponding face-to-face (F2F) classes. Soft skills such as collaboration/teamwork, communication and presentation are important to learning but difficult to practice outside the F2F environment.…
The Hard Work of Soft Skills: Augmenting the Project-Based Learning Experience with Interdisciplinary Teamwork

ERIC Educational Resources Information Center

Vogler, Jane S.; Thompson, Penny; Davis, David W.; Mayfield, Blayne E.; Finley, Patrick M.; Yasseri, Dar

2018-01-01

This two-year qualitative study explored the learning process alongside students' perceived outcomes within an interdisciplinary project-based learning (PjBL) task. Students from three different undergraduate courses were assigned a project that spanned across all three classes and placed student teams in the roles of client and contractor.…
The Effect of Teaching Methodology on Accounting Students' Perceptions of Traits Important to Success

ERIC Educational Resources Information Center

Nichols, Linda M.

2018-01-01

This study evolved from a previous study that examined the perceptions of the importance of specific traits to success in the accounting profession by both accounting professionals in the United States and internationally. That study found that the international subjects valued some soft skills, such as creativity, as being more important to…
Autofeedback from ultrasound images provides rapid improvement in palpation skills for identifying joint swelling in rheumatoid arthritis.

PubMed

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

2012-06-01

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

NASA Astrophysics Data System (ADS)

Wiguna, B. J. P. K.; Suwarma, I. R.; Liliawati, W.

2018-05-01

Science and technology are rapidly developing needs to be balanced with the human resources that have the qualified ability. Not only cognitive ability, but also have the soft skills that support 21st century skills. Science, Technology, Engineering, and Mathematics (STEM) Education is a solution to improve the quality of learning and prepare students may be able to trained 21st century skills. This study aims to analyse the implementation of STEM-based science learning on Newton’s law of motion by identifying the personal intelligences profile junior high school students. The method used in this research is pre experiment with the design of the study one group pre-test post-test. Samples in this study were 26 junior high school students taken using Convenience Sampling. Students personal intelligences profile after learning STEM-based science uses two instruments, self-assessment and peer assessment. Intrapersonal intelligence profile based self-assessment and peer assessment are respectively 69.38; and 64.08. As for interpersonal intelligence for self-assessment instrument is 73 and the peer assessment is 60.23.
[Interpersonal competence in orthopedics and traumatology : Why technical and procedural skills alone are not sufficient].

PubMed

Seemann, R; Münzberg, M; Stange, R; Rüsseler, M; Egerth, M; Bouillon, B; Hoffmann, R; Mutschler, M

2016-10-01

Patient safety has increasingly gained significance as criterion which clinics and doctors will be measured against in terms of ethics and finances. The "human factor" moved into focus regarding the question of how to reduce treatment errors in clinical daily routine. Nevertheless, systematic mediation of interpersonal competences only plays a minor role in the catalogue of requirements for medical specialization and professional training. This is the case not only in orthopedics and traumatology, but in other medical fields as well. At the insistence of DGOU and in cooperation with Lufthansa Flight Training, a training model was initiated, comparable to training models used in aviation. In aviation, apart from the training of procedural and technical abilities, regular soft skills training has become standard in the training of all Lufthansa staff. Several studies confirm that by improving communication, interaction, and teamwork skills not only a reduction of intolerable incidents is observed, but also a positive economic effect. Interpersonal competences should be firmly anchored in orthopedics and traumatology and thus be implemented as third post in specialist training.
Embracing "Soft Skill" Diversity in the Workplace (Invited)

NASA Astrophysics Data System (ADS)

Thomas, T.

2010-12-01

Embracing "Soft Skill" Diversity in the Workplace Terri Thomas, Sr. Director Global Customer Support ShoreTel INRODUCTION Truly successful diversity programs go beyond gender, age, ethnicity, race, sexual orientation and spiritual practice. They include diversity of thought, style, leadership and communication styles, the so called “soft skills”. The increasing need for global workforces is stronger than ever and high performance teams have fully embraced, successfully harnessed and put into practice robust diversity programs than include a “soft skill” focus. Managing diversity presents significant organizational challenges, and is not an easy task, particularly in organizations that are heavily weighted with highly technical professionals such as engineers, accountants etc.. The focus of this presentation is on leveraging the “Soft Skills” diversity in technical work environments to create high performance and highly productive teams. WHY DIVERSITY and WHY NOW? Due to increasing changes in the U.S. population, in order to stay competitive, companies need to focus on diversity and look for ways to become inclusive organizations because diversity has the potential of yielding greater productivity and competitive advantages . Managing and valuing diversity is a key component of effective people management, which can improve workplace productivity (Black Enterprise, 2001). Changing demographics, from organizational restructuring, women in the workplace, equal opportunity legislation and other legal issues, are forcing organizations to become more aggressive in implementing robust diversity practices. However, YOU do not need to wait for your organization to introduce a formal “Diversity” program. There are steps you can take to introduce diversity into your own workgroups. There is no “one single answer” to solve this issue, however this discussion will provide thought provoking ideas, examples of success and failure and a starting point for you to implement “soft skill” diversity practices in your work environment. Most workplaces are made up of many aspects of diversity already so why not embrace it and use it to your competitive advantage.
Development of the Supported Employment, Comprehensive Cognitive Enhancement, and Social Skills program for adults on the autism spectrum: Results of initial study

PubMed Central

Baker-Ericzén, Mary J; Fitch, Meghan A; Kinnear, Mikaela; Jenkins, Melissa M; Twamley, Elizabeth W; Smith, Linda; Montano, Gabriel; Feder, Joshua; Crooke, Pamela J; Winner, Michelle G; Leon, Juan

2018-01-01

The population of adults on the autism spectrum continues to increase, and vocational outcomes are particularly poor. Longitudinal studies of adults with autism spectrum and without intellectual disability have shown consistent and persistent deficits across cognitive, social, and vocational domains, indicating a need for effective treatments of functional disabilities as each impact employment. This initial pilot study is an open trial investigation of the feasibility, acceptability, and initial estimates of outcomes for the newly developed Supported Employment, Comprehensive Cognitive Enhancement, and Social Skills intervention, a manualized “soft skills” curriculum, to enhance both cognitive and social development in adults with autism spectrum. A total of eight adults with autism spectrum, without intellectual disability (78% males), participated in the study. Results support the original hypothesis that adults with autism spectrum can improve both cognitive (i.e. executive functioning) and social cognitive (i.e. social thinking and social communication) abilities. Further Supported Employment, Comprehensive Cognitive Enhancement, and Social Skills was found to be feasible, acceptable, and highly satisfactory for participants and parents. Employment rates more than doubled post-intervention, with an increase from 22% to 56% of participants employed. Conclusion is that Supported Employment, Comprehensive Cognitive Enhancement, and Social Skills has promise as an intervention that can be easily embedded into exiting supported employment vocational training programs to improve cognitive, social, and vocational outcomes. PMID:29034696
How healthcare leaders can increase emotional intelligence.

PubMed

Scott, Jason

2013-01-01

How leaders deal with a variety of feelings will deduce how successful they are in dealing with the daily challenges of being in a leadership position. Successful healthcare leaders are those who lead with heart and possess the soft skills needed to positively influence others. All humans have two minds: the rational one and the emotional one, which operate in tight harmony to assist in decision making. When passions surge, the emotional mind takes over and sometimes makes a decision before the rational mind has time to react. Some strategies to help leaders strengthen emotional intelligence include keeping an emotional journal, daily meditation, positive visualization, appreciative inquiry, thought before action, and empathetic listening. Four skills that will enhance an individual's emotional intelligence include self awareness, self management, social management, and relationship management.
Hard/Soft, Formal/Informal, Work/Learning: Tenuous/Persistent Binaries in the Knowledge-Based Society

ERIC Educational Resources Information Center

Jubas, Kaela; Butterwick, Shauna

2008-01-01

Purpose: This paper discusses insights from a study of women working, or seeking or preparing for work, in the information technology (IT) field. At issue is how and whether alternative career pathways and informally acquired skills and knowledge, as well as the operation of gender in learning and work, are acknowledged by employers, colleagues…

A Service Learning Project on Aluminum Recycling--Developing Soft Skills in a Material and Energy Balances Course

ERIC Educational Resources Information Center

West, Christy Wheeler

2017-01-01

This paper describes a project carried out in a sophomore chemical engineering course, in which students studied the energetic differences between refining and recycling aluminum. They worked in teams to prepare a presentation about the importance of aluminum recycling to a lay audience. The project reinforced classroom learning and provided an…
A Program Like Any Other…Like None Other: Sustaining a Laboratory Science Technology Program for Deaf and Hard-of-Hearing Students

ERIC Educational Resources Information Center

Pagano, Todd; Ross, Annemarie D.; O'Neill, George J.

2012-01-01

A goal of the Laboratory Science Technology program at the National Technical Institute for the Deaf, a college of Rochester Institute of Technology, is to produce graduates with strong foundations in applied science, hands-on laboratory applications, and "soft skills" necessary for competitive employment as laboratory technicians.…
A Demonstration Project of Speech Training for the Preschool Cleft Palate Child. Final Report.

ERIC Educational Resources Information Center

Harrison, Robert J.

To ascertain the efficacy of a program of language and speech stimulation for the preschool cleft palate child, a research and demonstration project was conducted using 137 subjects (ages 18 to 72 months) with defects involving the soft palate. Their language and speech skills were matched with those of a noncleft peer group revealing that the…
Soft Skills in Health Careers Programs: A Case Study of A Regional Vocational Technical High School

ERIC Educational Resources Information Center

Park, Chong Myung

2017-01-01

The purpose of this study is to develop an understanding of the ways in which educational experiences might differ between a regional vocational technical high school (RVTH) and short-term career-training programs. A particular regional vocational technical high school was selected for its outstanding academic records and placement rates, and a…
Supermarket Healthy Eating for Life (SHELf): protocol of a randomised controlled trial promoting healthy food and beverage consumption through price reduction and skill-building strategies

PubMed Central

2011-01-01

Background In the context of rising food prices, there is a need for evidence on the most effective approaches for promoting healthy eating. Individually-targeted behavioural interventions for increasing food-related skills show promise, but are unlikely to be effective in the absence of structural supports. Fiscal policies have been advocated as a means of promoting healthy eating and reducing obesity and nutrition-related disease, but there is little empirical evidence of their effectiveness. This paper describes the Supermarket Healthy Eating for LiFe (SHELf) study, a randomised controlled trial to investigate effectiveness and cost-effectiveness of a tailored skill-building intervention and a price reduction intervention, separately and in combination, against a control condition for promoting purchase and consumption of healthy foods and beverages in women from high and low socioeconomic groups. Methods/design SHELf comprises a randomised controlled trial design, with participants randomised to receive either (1) a skill-building intervention; (2) price reductions on fruits, vegetables and low-joule soft drink beverages and water; (3) a combination of skill-building and price reductions; or (4) a control condition. Five hundred women from high and low socioeconomic areas will be recruited through a store loyalty card program and local media. Randomisation will occur on receipt of informed consent and baseline questionnaire. An economic evaluation from a societal perspective using a cost-consequences approach will compare the costs and outcomes between intervention and control groups. Discussion This study will build on a pivotal partnership with a major national supermarket chain and the Heart Foundation to investigate the effectiveness of intervention strategies aimed at increasing women's purchasing and consumption of fruits and vegetables and decreased purchasing and consumption of sugar-sweetened beverages. It will be among the first internationally to examine the effects of two promising approaches - skill-building and price reductions - on diet amongst women. Trial Registration Current Controlled Trials ISRCTN39432901 PMID:21936957
Supermarket Healthy Eating for Life (SHELf): protocol of a randomised controlled trial promoting healthy food and beverage consumption through price reduction and skill-building strategies.

PubMed

Ball, Kylie; McNaughton, Sarah A; Mhurchu, Cliona Ni; Andrianopoulos, Nick; Inglis, Victoria; McNeilly, Briohny; Le, Ha N D; Leslie, Deborah; Pollard, Christina; Crawford, David

2011-09-22

In the context of rising food prices, there is a need for evidence on the most effective approaches for promoting healthy eating. Individually-targeted behavioural interventions for increasing food-related skills show promise, but are unlikely to be effective in the absence of structural supports. Fiscal policies have been advocated as a means of promoting healthy eating and reducing obesity and nutrition-related disease, but there is little empirical evidence of their effectiveness. This paper describes the Supermarket Healthy Eating for LiFe (SHELf) study, a randomised controlled trial to investigate effectiveness and cost-effectiveness of a tailored skill-building intervention and a price reduction intervention, separately and in combination, against a control condition for promoting purchase and consumption of healthy foods and beverages in women from high and low socioeconomic groups. SHELf comprises a randomised controlled trial design, with participants randomised to receive either (1) a skill-building intervention; (2) price reductions on fruits, vegetables and low-joule soft drink beverages and water; (3) a combination of skill-building and price reductions; or (4) a control condition. Five hundred women from high and low socioeconomic areas will be recruited through a store loyalty card program and local media. Randomisation will occur on receipt of informed consent and baseline questionnaire. An economic evaluation from a societal perspective using a cost-consequences approach will compare the costs and outcomes between intervention and control groups. This study will build on a pivotal partnership with a major national supermarket chain and the Heart Foundation to investigate the effectiveness of intervention strategies aimed at increasing women's purchasing and consumption of fruits and vegetables and decreased purchasing and consumption of sugar-sweetened beverages. It will be among the first internationally to examine the effects of two promising approaches - skill-building and price reductions - on diet amongst women. Current Controlled Trials ISRCTN39432901.
Development of a residency program in radiation oncology physics: an inverse planning approach.

PubMed

Khan, Rao F H; Dunscombe, Peter B

2016-03-08

Over the last two decades, there has been a concerted effort in North America to organize medical physicists' clinical training programs along more structured and formal lines. This effort has been prompted by the Commission on Accreditation of Medical Physics Education Programs (CAMPEP) which has now accredited about 90 residency programs. Initially the accreditation focused on standardized and higher quality clinical physics training; the development of rounded professionals who can function at a high level in a multidisciplinary environment was recognized as a priority of a radiation oncology physics residency only lately. In this report, we identify and discuss the implementation of, and the essential components of, a radiation oncology physics residency designed to produce knowledgeable and effective clinical physicists for today's safety-conscious and collaborative work environment. Our approach is that of inverse planning, by now familiar to all radiation oncology physicists, in which objectives and constraints are identified prior to the design of the program. Our inverse planning objectives not only include those associated with traditional residencies (i.e., clinical physics knowledge and critical clinical skills), but also encompass those other attributes essential for success in a modern radiation therapy clinic. These attributes include formal training in management skills and leadership, teaching and communication skills, and knowledge of error management techniques and patient safety. The constraints in our optimization exercise are associated with the limited duration of a residency and the training resources available. Without compromising the knowledge and skills needed for clinical tasks, we have successfully applied the model to the University of Calgary's two-year residency program. The program requires 3840 hours of overall commitment from the trainee, of which 7%-10% is spent in obtaining formal training in nontechnical "soft skills".
Is That Graduate Degree Worth It? Comparing the Recruitment of Undergraduate and Graduate Degree Job Applicants

NASA Astrophysics Data System (ADS)

Richardson, R. M.

2001-12-01

One could argue from a business prospective that colleges and universities are not working hard enough to train students for life in the business and civic world, at either the undergraduate or graduate levels. What is it that employers are looking for in students? How different are the skills and attributes employers are looking for between undergraduate and graduate students? How unique are the geosciences in this respect? At the undergraduate level recruiters have spoken loud and clear about what they want. According to the dean of the business school here at the University of Arizona, recruiters at the undergraduate degree level in business base less than half of their hiring decision on specific content knowledge in the discipline, and correspondingly more than half on the so-called soft skills ... ability to apply knowledge in new situations, ability to think critically, ability to communicate with others in both written and oral forms, ability to work in teams, ability to work with a diverse set of employees and customers (especially, but not limited to, the global job market), etc. How true is this at the graduate level, where students have typically spent 4-6 years specializing in a discipline? Is there a set of fundamental knowledge that employers are looking for at the graduate level? Are the so-called soft skills correspondingly less important? I will present results from a survey of graduate programs and industry recruiters addressing these questions, and highlight the areas of overlap and difference between undergraduates and graduates looking for jobs. I will concentrate specifically on jobs in the oil industry and on both masters and Ph.D. programs.
Building capacity for water, sanitation, and hygiene programming: Training evaluation theory applied to CLTS management training in Kenya.

PubMed

Crocker, Jonny; Shields, Katherine F; Venkataramanan, Vidya; Saywell, Darren; Bartram, Jamie

2016-10-01

Training and capacity building are long established critical components of global water, sanitation, and hygiene (WaSH) policies, strategies, and programs. Expanding capacity building support for WaSH in developing countries is one of the targets of the Sustainable Development Goals. There are many training evaluation methods and tools available. However, training evaluations in WaSH have been infrequent, have often not utilized these methods and tools, and have lacked rigor. We developed a conceptual framework for evaluating training in WaSH by reviewing and adapting concepts from literature. Our framework includes three target outcomes: learning, individual performance, and improved programming; and two sets of influences: trainee and context factors. We applied the framework to evaluate a seven-month community-led total sanitation (CLTS) management training program delivered to 42 government officials in Kenya from September 2013 to May 2014. Trainees were given a pre-training questionnaire and were interviewed at two weeks and seven months after initial training. We qualitatively analyzed the data using our conceptual framework. The training program resulted in trainees learning the CLTS process and new skills, and improving their individual performance through application of advocacy, partnership, and supervision soft skills. The link from trainees' performance to improved programming was constrained by resource limitations and pre-existing rigidity of trainees' organizations. Training-over-time enhanced outcomes and enabled trainees to overcome constraints in their work. Training in soft skills is relevant to managing public health programs beyond WaSH. We make recommendations on how training programs can be targeted and adapted to improve outcomes. Our conceptual framework can be used as a tool both for planning and evaluating training programs in WaSH. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.
Alleviating Bandwidth Constraints by Implementing Quality of Service on Teleport Site Connections

DTIC Science & Technology

2008-02-19

adequate 1 SkillSoft, "Implementing Quality of Service," DISA eLearning Portal, <https://hr.disa.mil...training/ elearning /index.html> (19 February 2008), QoS overview. Cited hereafter as Skillsoft. 4 bandwidth, the router’s QoS mechanism is passive...nation’s warfighter. Hence, he tasked DISA to create Net- Centric Implementation Documents (NCID) that relate Global
The Differences between Hard and Soft Skills and Their Relative Impact on Training Transfer

ERIC Educational Resources Information Center

Laker, Dennis R.; Powell, Jimmy L.

2011-01-01

Most research and conceptualizing of training transfer assumes that the content of the training is irrelevant in whether or not or to what extent transfer is successful. The singular perspective that all training is the same when it comes to issues of training transfer is misguided. This is especially true for the types of training that have been…
From Soft Skills to Hard Data: Measuring Youth Program Outcomes. Second Edition

ERIC Educational Resources Information Center

Wilson-Ahlstrom, Alicia; Yohalem, Nicole; DuBois, David; Ji, Peter; Hillaker, Barbara; Weikart, David P.

2014-01-01

Everyone who runs a youth program believes in their hearts that their program helps kids, but in their heads, they know they need convincing data to prove it. This guide--updated from 2011--is here to help them get the data they need. The guide addresses a common problem throughout the youth field: Out-of-school time (OST) programs can help youth…
Building Bridges to the Economic Mainstream for African American Male Ex-Offenders: A Preliminary Assessment of an Inmate Education Re-Entry Program.

ERIC Educational Resources Information Center

Johnson, James H., Jr.; Farrell, Walter C., Jr.; Braithwaite, Lawrence P.

This paper describes a state-funded inmate education and re-entry program that provides soft skills training for soon-to-be released offenders. The paper presents preliminary evidence regarding the impact of this training on 14 young male participants. Data came from information prepared by inmates throughout the training program and ethnographic…
High Schools' Role in College and Workforce Preparation: Do College-for-All Policies Make High School Irrelevant? Spotlight on Student Success.

ERIC Educational Resources Information Center

Rosenbaum, James E.

High schools have responded to the poor labor market primarily by encouraging college-for-all policies, leading the majority of seniors to plan to get college degrees, even those who perform poorly. School policies focus too narrowly on academic achievement, overlooking soft skills like motivation, dependability, attention to quality, and social…
Systems Thinking and Participatory Research and Extension Skills: Can These Be Taught in the Classroom? Occasional Papers in Rural Extension, No. 10.

ERIC Educational Resources Information Center

Jiggins, Janice; Roling, Niels

Over the last decade, there have been rapid developments in field methodologies within participatory approaches to rural and agricultural development. At the same time, the use of "soft systems" methodologies for bringing potentially conflictual or disparate actors together for action has spread from the business world to other applications. These…
How does Entrepreneurship Education Develop Soft Skills?

NASA Astrophysics Data System (ADS)

Humsona, R.; Yuliani, S.

2018-02-01

The objective of research was to identify the comprehensive information on the entrepreneurship education program in Olifant School, Yogyakarta, Indonesia. The research method employed was descriptive qualitative one. The sampling technique used was purposive; the data collection was carried out using observation, in-depth interview and document. The data validation was carried out using source triangulations, and data analysis using an interactive model. The result of research showed that the headmaster implemented entrepreneurship education program through holding some training for the teachers, admitting the students with special needs, modifying curriculum and providing school infrastructure in accordance with the needs of the students. The constraints with entrepreneurship education programs included the limited number of special assistant teachers and the response of parents. The result of learning process can be seen from the students’ creativity, independency, and optimism as mentioned in entrepreneurship skill.
A Review of the Positive Influence of Crown Contours on Soft-Tissue Esthetics.

PubMed

Kinsel, Richard P; Pope, Bryan I; Capoferri, Daniele

2015-05-01

Successful crown restorations duplicate the natural tooth in hue, chroma, value, maverick colors, and surface texture. Equally important is the visual harmony of the facial and proximal soft-tissue contours, which requires the collaborative skills of the restorative dentist, periodontist, and dental technician. The treatment team must understand the biologic structures adjacent to natural dentition and dental implants. This report describes the potential for specifically designed restorative contours to dictate the optimal gingival profile for tooth-supported and implant-supported crowns. Showing several cases, the article explains how esthetic soft-tissue contours enhance the definitive crown restoration, highlights the importance of clinical evaluation of adjacent biologic structures, and discusses keys to predicting when the proximal papilla has the potential to return to a favorable height and shape.
[Simulation-based training in anesthesia and emergency medicine: preparation for the unexpected: on the way to new standards of education in Germany].

PubMed

Issleib, Malte; Zöllner, C

2015-01-01

Medical expertise consists of knowledge, professional skills and individual attitudes. Training and education of this expertise starts in medical school and develops throughout the qualification process of anesthesists and emergency physicians. Medical decisions are not only rational but also intuitive. The combination of these characteristics cannot and should not be trained on patients. The implementation of modern simulation techniques offers the opportunity to train for emergency situations similar to training systems in the energy industry and aviation. Repetitive training of rare emergency situations brings routine to seldomly used procedures. In simulation training mistakes can be detected and systematically corrected. The team interactions and soft skills can also be focussed on. Video analysis gives the participant the opportunity for self-reflection and can lead to correction of individual behavior patterns. This dimension of education cannot be done in real patient care. This training goes far beyond the level of skills training. Through simulation training involves the whole team, the communication and the interaction between the team members in medically challenging situations. Crisis resource management leads to measurable improvements in patient safety and safety culture as well as personnel satisfaction.
Development of an interprofessional lean facilitator assessment scale.

PubMed

Bravo-Sanchez, Cindy; Dorazio, Vincent; Denmark, Robert; Heuer, Albert J; Parrott, J Scott

2018-05-01

High reliability is important for optimising quality and safety in healthcare organisations. Reliability efforts include interprofessional collaborative practice (IPCP) and Lean quality/process improvement strategies, which require skilful facilitation. Currently, no validated Lean facilitator assessment tool for interprofessional collaboration exists. This article describes the development and pilot evaluation of such a tool; the Interprofessional Lean Facilitator Assessment Scale (ILFAS), which measures both technical and 'soft' skills, which have not been measured in other instruments. The ILFAS was developed using methodologies and principles from Lean/Shingo, IPCP, metacognition research and Bloom's Taxonomy of Learning Domains. A panel of experts confirmed the initial face validity of the instrument. Researchers independently assessed five facilitators, during six Lean sessions. Analysis included quantitative evaluation of rater agreement. Overall inter-rater agreement of the assessment of facilitator performance was high (92%), and discrepancies in the agreement statistics were analysed. Face and content validity were further established, and usability was evaluated, through primary stakeholder post-pilot feedback, uncovering minor concerns, leading to tool revision. The ILFAS appears comprehensive in the assessment of facilitator knowledge, skills, abilities, and may be useful in the discrimination between facilitators of different skill levels. Further study is needed to explore instrument performance and validity.
SPIN-UP and Preparing Undergraduate Physics Majors for Careers in Industry

NASA Astrophysics Data System (ADS)

Howes, Ruth

2011-03-01

Seven years ago, the Strategic Programs for Innovations in Undergraduate Physics (SPIN-UP) Report produced by the National Task Force on Undergraduate Physics identified several key characteristics of thriving undergraduate physics departments including steps these departments had taken to prepare students better for careers in industry. Today statistical data from AIP shows that almost 40% of students graduating with a degree in physics seek employment as soon as they graduate. Successful undergraduate physics programs have taken steps to adapt their rigorous physics programs to ensure that graduating seniors have the skills they need to enter the industrial workplace as well as to go on to graduate school in physics. Typical strategies noted during a series of SPIN-UP workshops funded by a grant from NSF to APS, AAPT, and AIP include flexible curricula, early introduction of undergraduates to research techniques, revised laboratory experiences that provide students with skills they need to move directly into jobs, and increased emphasis on ``soft'' skills such as communication and team work. Despite significant success, undergraduate programs face continuing challenges in preparing students to work in industry, most significantly the fact that there is no job called ``physicist'' at the undergraduate level. supported by grant NSF DUE-0741560.

Soft Somatosensitive Actuators via Embedded 3D Printing.

PubMed

Truby, Ryan L; Wehner, Michael; Grosskopf, Abigail K; Vogt, Daniel M; Uzel, Sebastien G M; Wood, Robert J; Lewis, Jennifer A

2018-04-01

Humans possess manual dexterity, motor skills, and other physical abilities that rely on feedback provided by the somatosensory system. Herein, a method is reported for creating soft somatosensitive actuators (SSAs) via embedded 3D printing, which are innervated with multiple conductive features that simultaneously enable haptic, proprioceptive, and thermoceptive sensing. This novel manufacturing approach enables the seamless integration of multiple ionically conductive and fluidic features within elastomeric matrices to produce SSAs with the desired bioinspired sensing and actuation capabilities. Each printed sensor is composed of an ionically conductive gel that exhibits both long-term stability and hysteresis-free performance. As an exemplar, multiple SSAs are combined into a soft robotic gripper that provides proprioceptive and haptic feedback via embedded curvature, inflation, and contact sensors, including deep and fine touch contact sensors. The multimaterial manufacturing platform enables complex sensing motifs to be easily integrated into soft actuating systems, which is a necessary step toward closed-loop feedback control of soft robots, machines, and haptic devices. © 2018 WILEY-VCH Verlag GmbH & Co. KGaA, Weinheim.
Soft skills turned into hard facts: nucleosome remodelling at developmental switches.

PubMed

Chioda, M; Becker, P B

2010-07-01

Nucleosome remodelling factors are regulators of DNA accessibility in chromatin and lubricators of all major functions of eukaryotic genomes. Their action is transient and reversible, yet can be decisive for irreversible cell-fate decisions during development. In addition to the well-known local actions of nucleosome remodelling factors during transcription initiation, more global and fundamental roles for remodelling complexes in shaping the epigenome during development are emerging.
Dr. John H. Hopps Jr. Defense Research Scholars Program

DTIC Science & Technology

2014-12-16

Summer 2011) Post -Graduation Plans • Employed as a mechanical engineer at Allegion. • Applying to graduate programs in industrial design and mechanical...Summer 2010) • Multi-Layer Mirror Design for Ultra-Soft X-Rays, Ecole Polytechnique (Summer 2011) Post -Graduation Plans • Post Baccalaureate Research...the year off to work while others planned on strengthening their applications by broadening their research skills in post baccalaureate programs
Leadership for the 1970s. Organizational Leadership Tasks for Army Leadership Training

DTIC Science & Technology

1977-05-01

environment, training and development efforts in the leadership / management field become extremely complicated. It is a most difficult--perhaps fruitless...principles theory of learning for the soft skills area, we are not faced with the necessity to list ever task implicit in the leadership / management domain...a monumental undertaking by any standards. This monograph represents an attempt to clarify leadership / management activities within reasonable limits
Apeiron: engaging students if ocean science

NASA Astrophysics Data System (ADS)

Manzella, Alessandro; Manzella, Giuseppe M. R.

2017-04-01

Anaxagoras believed that all things existed in a boundless form. Ápeiron begun to rotate under the control of Nous (Mind) and the rotation caused the universe to break up into fragments, each containing parts of all other things. However, since all individual things had originated from the same ápeiron, all things must contain parts of all other things. In some sense, the title contain the main concept on the interdependence of humans and the natural environment that make necessary to have a general understanding on how anthropogenic activities have changed the earth system and how they are impacting the climate cycles. Ápeiron is the interdependence of humans and natural environment. A general understanding on human influences on earth system is necessary. The ability to solve a problem, to write a coherent paragraph, to utter a cogent statement are soft skills supporting sustainable development. Soft skills must be tempered with the ability to integrate knowledge from various sources into a coherent whole. Students, professors and researchers interaction improve personal comprehension. Students must be encouraged to debate ideas and the way to present them. They are asked to look for and develop bases for shared understanding. In this way they participated to the definition of a knowledge building process as a social epistemology: from personal beliefs to social shared vision.
A follow-up study of the effects of early malnutrition on subsequent development. II. Fine motor skills in adolescence.

PubMed

Galler, J R; Ramsey, F; Solimano, G

1985-06-01

One hundred nine children, aged 8 through 15 yr, who suffered from malnutrition in the 1st yr of life and 107 well-nourished comparison children were tested for fine motor skills by the Purdue Pegboard test. The performance of index children was impaired on three of the four test measures. IQ measured concurrently showed a reduction in the index group; when the effects of IQ were eliminated, there was no longer any significant difference between index and comparison groups. The data suggest that the effects of early malnutrition on Pegboard performance are largely mediated by deficits in IQ. The presence of soft neurologic signs measured 4 yr earlier in the same children was highly correlated with reduced Pegboard performance, implying that early malnutrition has effects on nervous system function that are evident at least through 15 yr of age.
It's Not Only about Technology, It's about People: Interpersonal skills as a Part of the IT Education

NASA Astrophysics Data System (ADS)

Colomo-Palacios, Ricardo; Casado-Lumbreras, Cristina; García-Crespo, Ángel; Gómez-Berbís, Juan Miguel

The importance of what have been termed the "soft skills" for the professional development of IT professionals is beyond any doubt. Taking account of this circumstance, the objective of the current research may be phrased as two separate questions. In the first place, determining the importance which IT related degree students place on these types of competencies for their professional future. In the second place, the importance which the development of the mentioned competencies has been given during their studies. The realization of an empirical study has fulfilled the two objectives described. The results demonstrate, on the one side, the moderate relevance which students assign to interpersonal competencies, especially emotional competencies, in contrast to the international curricular recommendations and studies concerning labor markets. On the other hand, the results indicate the scarce emphasis which lecturers have placed on the development of such competencies.
[Soft tissue defects treated with perforator flaps].

PubMed

Weum, Sven; de Weerd, Louis; Klein, Steven; Hage, J Joris

2008-01-31

Treatment of soft tissue defects caused by trauma, tumour surgery or pressure sores is a challenge to the reconstructive surgeon. Although contour and function may be restored by tissue transposition, traditional methods often cause significant donor site morbidity. This article describes how increased understanding of vascular anatomy has led to the development of new techniques. The article is based on textbooks of plastic surgery, selected articles and own clinical experience. Pedicled and free perforator flaps represent the latest development in surgical treatment of soft tissue defects. The use of perforator flaps can considerably reduce the disadvantages that are associated with other surgical methods. The use of perforator flaps demands microsurgical skills, but has many advantages. Reliable vascular supply and a good aesthetical result can be combined with minimal donor site morbidity. In many cases this technique may even give sensibility to the reconstructed area.
Fabrication of flexible grating sensing waveguide based on nano-imprint lithography and micro-replication process

NASA Astrophysics Data System (ADS)

Liu, Yueming; Tian, Weijian; Zhang, Shaojun

2009-05-01

Soft and flexible grating sensing waveguides is urgently demanded in application of micro-bending sensing and surface distortion sensing in medical catheter and smart skin sensing unit etc. Based on Nano-imprint Lithography and micro-replication process, polymer grating waveguides with core size 4μm×20μm and pitch 0.75μm are fabricated successfully in this paper. This novel grating waveguides is soft and flexible enough for related application and with the bio-medical safe feature when used in human body catheter. Fabricated processes are presented including the fabrication of micro mould and UV-replication process, and relative skills are discussed also in this paper.
Hard facts about soft skills.

PubMed

Ray, Joel D; Overman, Angela S

2014-02-01

This is the third article in a series on leadership coordinated by the American Organization of Nurse Executives (AONE) that highlights how nurses are leading change efforts in hospitals. It describes work done in conjunction with the AONE's Care Innovation and Transformation initiative, which provides leadership development and educational opportunities to nurse managers and staff aimed at supporting nurses at the point of care in making changes to improve the quality and safety of patient care.
Integration and Interoperability: An Analysis to Identify the Attributes for System of Systems

DTIC Science & Technology

2008-09-01

divisions of the enterprise. Examples of the current I2 are: • a nightly feed of elearning information is captured through an automated and...standardized process throughout the enterprise and • the LMS has been integrated with SkillSoft, a third party elearning software system, (http...Command (JITC) is responsible to test all programs that utilize standard interfaces to specific global nets or systems. Many times programs that
CONARC Soft Skills Training Conference.

DTIC Science & Technology

1973-04-05

videocassette) Script of video tape: (Audio portion only) USAMPS Presents DYNAMICS OF HUMAN BEHAVIOR EGO DEFENSE MECHANISMS V-98 Ib I I SCENE fI Mr...prepared for distribution on request to CONARC Training Aids Agency, Fort Eustis, Virginia 23604. In order to secure said presentation a 60 minute video ...potential critical situations with which a driver may have to cope . In order to identify the specific purposes and situations which constitute a given job
Space Flight Resource Management for ISS Operations

NASA Technical Reports Server (NTRS)

Schmidt, Lacey L.; Slack, Kelley; Holland, Albert; Huning, Therese; O'Keefe, William; Sipes, Walter E.

2010-01-01

Although the astronaut training flow for the International Space Station (ISS) spans 2 years, each astronaut or cosmonaut often spends most of their training alone. Rarely is it operationally feasible for all six ISS crewmembers to train together, even more unlikely that crewmembers can practice living together before launch. Likewise, ISS Flight Controller training spans 18 months of learning to manage incredibly complex systems remotely in plug-and-play ground teams that have little to no exposure to crewmembers before a mission. How then do all of these people quickly become a team - a team that must respond flexibly yet decisively to a variety of situations? The answer implemented at NASA is Space Flight Resource Management (SFRM), the so-called "soft skills" or team performance skills. Based on Crew Resource Management, SFRM was developed first for shuttle astronauts and focused on managing human errors during time-critical events (Rogers, et al. 2002). Given the nature of life on ISS, the scope of SFRM for ISS broadened to include teamwork during prolonged and routine operations (O'Keefe, 2008). The ISS SFRM model resembles a star with one competency for each point: Communication, Cross-Culture, Teamwork, Decision Making, Team Care, Leadership/Followership, Conflict Management, and Situation Awareness. These eight competencies were developed with international participation by the Human Behavior and Performance Training Working Group. Over the last two years, these competencies have been used to build a multi-modal SFRM training flow for astronaut candidates and flight controllers that integrates team performance skills into the practice of technical skills. Preliminary results show trainee skill increases as the flow progresses; and participants find the training invaluable to performing well and staying healthy during ISS operations. Future development of SFRM training will aim to help support indirect handovers as ISS operations evolve further with the retirement of the Space Shuttle Program.
Technical realization of a sensorized neonatal intubation skill trainer for operators' retraining and a pilot study for its validation.

PubMed

Panizza, Davide; Scaramuzzo, Rosa T; Moscuzza, Francesca; Vannozzi, Ilaria; Ciantelli, Massimiliano; Gentile, Marzia; Baldoli, Ilaria; Tognarelli, Selene; Boldrini, Antonio; Cuttano, Armando

2018-01-04

In neonatal endotracheal intubation, excessive pressure on soft tissues during laryngoscopy can determine permanent injury. Low-fidelity skill trainers do not give valid feedback about this issue. This study describes the technical realization and validation of an active neonatal intubation skill trainer providing objective feedback. We studied expert health professionals' performances in neonatal intubation, underlining chance for procedure retraining. We identified the most critical points in epiglottis and dental arches and fixed commercial force sensors on chosen points on a ©Laerdal Neonatal Intubation Trainer. Our skill trainer was set up as a grade 3 on Cormack and Lehane's scale, i.e. a model of difficult intubation. An associated software provided real time sound feedback if pressure during laryngoscopy exceeded an established threshold. Pressure data were recorded in a database, for subsequent analysis with non-parametric statistical tests. We organized our study in two intubation sessions (5 attempts each one) for everyone of our participants, held 24 h apart. Between the two sessions, a debriefing phase took place. In addition, we gave our participants two interview, one at the beginning and one at the end of the study, to get information about our subjects and to have feedback about our design. We obtained statistical significant differences between consecutive attempts, with evidence of learning trends. Pressure on critical points was significantly lower during the second session (p < 0.0001). Epiglottis' sensor was the most stressed (p < 0.000001). We found a significant correlation between time spent for each attempt and pressures applied to the airways in the two sessions, more significant in the second one (shorter attempts with less pressure, r s = 0.603). Our skill trainer represents a reliable model of difficult intubation. Our results show its potential to optimize procedures related to the control of trauma risk and to improve personnel retraining.
The benefits of working abroad for British General Practice trainee doctors: the London deanery out of programme experience in South Africa.

PubMed

Reardon, Candice; George, Gavin; Enigbokan, Oluwatobi

2015-10-14

The value of international health experience for doctors from developed nations is well recognised. Provisions have been made for medical staff in the United Kingdom to embark on work experiences abroad during their careers in the National Health Service. The London Deanery and Africa Health Placements provide an Out of Programme Experience for British General Practice trainee doctors wanting to work for a year in rural hospitals in South Africa. A qualitative study was conducted among fifteen British General Practice trainees who participated in the programme. The research aim was to understand the perceived benefit and value of their experience and their opinions about the structure of the programme. The data was analysed using thematic analysis. Their experience provided an accelerated year of learning and development that contributed to their professional and personal development. In addition to their general development, their improved ability to work in resource limited settings, enhancement of soft skills, a greater appreciation for the National Health Service and a better understanding of working within foreign health care systems were important gains. The timing of the experience, the security of re-employment on their return, assistance with administrative requirements of destination countries and the opportunity to gain varied, hands-on experience were highly valued components of the Out of Programme Experience. The value and benefits derived from the doctors' experience in South Africa are discussed in relation to another evaluation of the Out of Programme Experience, as well as issues of transferability of skills and competencies and future impacts on career decisions. This study provides evidence to suggest programmes such as the OOPE have the potential to create substantial benefits for trainee doctors, both in terms of their medical skills and competencies and through the development of softer skills. This programme, through the supply of scarce skills, further benefits the host country and specifically the health facilities and communities served by these trainee doctors.
Exploring employer job requirements: An analysis of pharmacy job announcements.

PubMed

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

Postgraduate training, dual degrees, and board certifications are credentials viewed by academic pharmacy communities and professional organizations as positive assets for those seeking pharmacist jobs; however, a key question merits further investigation: do these views match employer expectations? The primary objective of this study was to identify the most common qualifications employers require as stated in job advertisements. Pharmacist job postings from the aggregate jobs website Indeed.com were evaluated for the 20 largest metropolitan areas in the United States. Search criteria included: pharmacist, full-time, and within a 50-mile radius of the metropolitan area. Positions were excluded if they were not pharmacist specific, did not require a pharmacy degree, were part-time, or were temporary. Required and preferred qualifications were collected in the following categories: practice type, experience needed, training, certification, and desired skills. Six hundred and eleven of 1356 postings met inclusion criteria. Positions were classified as community (113), health-system (264), industry (149), academia (9), or other (76). Four hundred and six (66.4%) required a minimum of a Bachelor's of Pharmacy degree, while 174 (28.4%) required a Doctor of Pharmacy degree. Experience was required for 467 positions (range of 6 months to 14 years). Postgraduate training was required for 73 positions (66 residency/7 fellowship). One job required a Master's degree, type unspecified. BPS certifications were required for 7 positions (1.1%) and preferred for 22 positions (3.6%). Certifications and skills most required by employers were verbal and written skills (248), Microsoft Office proficiency (93), immunization certifications (51), and Basic Life Support/Cardiopulmonary Resuscitation certifications (37). Postgraduate training, dual degrees, and board certification were not significant factors in the qualification criteria for the positions identified. The qualifications most often required by employers were experience and skills. Our findings indicated that employers wanted many soft skills that cannot be quantified. Copyright © 2017 American Pharmacists Association®. Published by Elsevier Inc. All rights reserved.
An Analysis of Secondary Integrated STEM Lesson Plans: Common Characteristics, Learning Expectations and the Impact from the Teacher's Definition of I-STEM

NASA Astrophysics Data System (ADS)

Hayward, Jacob B.

This qualitative study investigated teachers' understanding of their definition of I-STEM (Integrated STEM education), how those understandings manifested into lessons and associated lesson artifacts, how they assessed students in such lessons, and what factors or rationales supported their ability to conduct or not conduct I-STEM lessons. A survey was sent to the members of four professional organizations representing I-STEM disciplines to solicit their participation in this project. Ten teachers ranging from grades 9-12 participated in this study. Of those who responded, six teachers identified with National Science Teachers Association (NSTA), three teachers selected International Technology and Engineering Education Association (ITEEA), and one teacher claimed International STEM Education Association (ISEA). No teachers identified with National Council of Teachers of Mathematics. In addition to surveys, data were collected using interviews, email responses, and a review of lesson artifacts. Three distinct factors emerged from this study. First, there was a lack of consistency among I-STEM disciplines, then, assessments of students was predominately focused on soft-skills, and finally, several participants shared three characteristics that seemed to define experiences for conducting what they believed were I-STEM lessons. Additionally teachers emphasized factors effecting implementation of I-STEM describing rationales enabling participants' to implement I-STEM lessons. Responses provided insight and revealed how teachers understood I-STEM definition, how they interpreted integration of the disciplines, and "why" they conducted I-STEM lessons. The majority of participants implemented I-STEM in the absence of an official school/district definition. Assessments provided interesting results in this study. The majority of participants identified expected outcomes or products based on their I-STEM definition and in their responses. However, the rubrics submitted measured or awarded points to various soft skills, such as teamwork and communication abilities. Participants discussed the implementation of I-STEM skills and knowledge, however, of the submitted rubrics, only a very criteria were presented that actually awarded points to students based on their understanding or growing in I-STEM knowledge or skills. Most points or grades were awarded based on the students' abilities to communicate either in a presentation or paper. Few points were awarded to the process of I-STEM or to the constructed products.
Comparisons between physics-based, engineering, and statistical learning models for outdoor sound propagation.

PubMed

Hart, Carl R; Reznicek, Nathan J; Wilson, D Keith; Pettit, Chris L; Nykaza, Edward T

2016-05-01

Many outdoor sound propagation models exist, ranging from highly complex physics-based simulations to simplified engineering calculations, and more recently, highly flexible statistical learning methods. Several engineering and statistical learning models are evaluated by using a particular physics-based model, namely, a Crank-Nicholson parabolic equation (CNPE), as a benchmark. Narrowband transmission loss values predicted with the CNPE, based upon a simulated data set of meteorological, boundary, and source conditions, act as simulated observations. In the simulated data set sound propagation conditions span from downward refracting to upward refracting, for acoustically hard and soft boundaries, and low frequencies. Engineering models used in the comparisons include the ISO 9613-2 method, Harmonoise, and Nord2000 propagation models. Statistical learning methods used in the comparisons include bagged decision tree regression, random forest regression, boosting regression, and artificial neural network models. Computed skill scores are relative to sound propagation in a homogeneous atmosphere over a rigid ground. Overall skill scores for the engineering noise models are 0.6%, -7.1%, and 83.8% for the ISO 9613-2, Harmonoise, and Nord2000 models, respectively. Overall skill scores for the statistical learning models are 99.5%, 99.5%, 99.6%, and 99.6% for bagged decision tree, random forest, boosting, and artificial neural network regression models, respectively.
Reading performance with large fonts on high-resolution displays

NASA Astrophysics Data System (ADS)

Powers, Maureen K.; Larimer, James O.; Gille, Jennifer; Liu, Hsien-Chang

2004-06-01

Reading is a fundamental task and skill in many environments including business, education, and the home. Today, reading often occurs on electronic displays in addition to traditional hard copy media such as books and magazines, presenting issues of legibility and other factors that can affect human performance [1]. In fact, the transition to soft copy media for text images is often met with worker complaints about their vision and comfort while reading [2-6]. Careful comparative evaluations of reading performance across hard and soft copy device types are rare, even though they are clearly important given the rapid and substantial improvements in soft copy devices available in the marketplace over the last 5 years. To begin to fill this evaluation gap, we compared reading performance on three different soft copy devices and traditional paper. This study does not investigate comfort factors such as display location, seating comfort, and more general issues of lighting, rather we focus instead on a narrow examination of reading performance differences across display types when font sizes are large.
Clinical value of a self-designed training model for pinpointing and puncturing trigeminal ganglion.

PubMed

He, Yu-Quan; He, Shu; Shen, Yun-Xia; Qian, Cheng

2014-04-01

OBJECTIVES. A training model was designed for learners and young physicians to polish their skills in clinical practices of pinpointing and puncturing trigeminal ganglion. METHODS. A head model, on both cheeks of which the deep soft tissue was replaced by stuffed organosilicone and sponge while the superficial soft tissue, skin and the trigeminal ganglion were made of organic silicon rubber for an appearance of real human being, was made from a dried skull specimen and epoxy resin. Two physicians who had experiences in puncturing foramen ovale and trigeminal ganglion were selected to test the model, mainly for its appearance, X-ray permeability, handling of the puncture, and closure of the puncture sites. Four inexperienced physicians were selected afterwards to be trained combining Hartel's anterior facial approach with the new method of real-time observation on foramen ovale studied by us. RESULTS. Both appearance and texture of the model were extremely close to those of a real human. The fact that the skin, superficial soft tissue, deep muscles of the cheeks, and the trigeminal ganglion made of organic silicon rubber all had great elasticity resulted in quick closure and sealing of the puncture sites. The head model made of epoxy resin had similar X-ray permeability to a human skull specimen under fluoroscopy. The soft tissue was made of radiolucent material so that the training can be conducted with X-ray guidance. After repeated training, all the four young physicians were able to smoothly and successfully accomplish the puncture. CONCLUSION. This self-made model can substitute for cadaver specimen in training learners and young physicians on foramen ovale and trigeminal ganglion puncture. It is very helpful for fast learning and mastering this interventional operation skill, and the puncture accuracy can be improved significantly with our new method of real-time observation on foramen ovale.

From Autonomous to Peer E-Learning: How the FReE Team Turned ePortfolio Into a Social Network Between First and Final-Year Modern Languages Students

ERIC Educational Resources Information Center

Penet, Jean-Christophe

2015-01-01

In this case study, I will show how I redesigned the curriculum of a post-A Level French module in order to improve students' career awareness and their soft--interpersonal and transferable--skills through autonomous e-learning. In the first phase of the project (2012/13), students were encouraged to start thinking in French about their career…
THE USAF CHAPLAIN CORPS 2016 A ROADMAP TO THE FUTURE

DTIC Science & Technology

2016-03-01

there? As we look to the future I believe we must base our changes and our concepts on a new appreciation for the nature of human beings. And we...new programs and policies through the question “Are we helping the Air Force and the human resource system become more agile?”53 Current initiatives...leaders whose actions increase the health of an organization. Some of these soft leadership skills are empathy , self-awareness, self-regulation
Contribution of Oral Language Skills, Linguistic Skills, and Transcription Skills to Chinese Written Composition among Fourth-Grade Students

ERIC Educational Resources Information Center

Yeung, Pui-sze; Ho, Connie Suk-han; Chan, David Wai-ock; Chung, Kevin Kien-hoa

2013-01-01

The present study aimed to investigate the contribution of oral language skills, linguistic skills, and transcription skills to Chinese written composition among Grade 4 students in Hong Kong. Measures assessing verbal working memory, oral language skills, linguistic skills (i.e., syntactic skills and discourse skills), transcription skills (i.e.,…
“PERLE bedside-examination-course for candidates in state examination” – Developing a training program for the third part of medical state examination (oral examination with practical skills)

PubMed Central

Karthaus, Anne; Schmidt, Anita

2016-01-01

Introduction: In preparation for the state examination, many students have open questions and a need for advice. Tutors of the Skills Lab PERLE-„Praxis ERfahren und Lernen“ (experiencing and learning practical skills) have developed a new course concept to provide support and practical assistance for the examinees. Objectives: The course aims to familiarize the students with the exam situation in order to gain more confidence. This enables the students to experience a confrontation with the specific situation of the exam in a protected environment. Furthermore, soft skills are utilized and trained. Concept of the course: The course was inspired by the OSCE-model (Objective Structured Clinical Examination), an example for case-based learning and controlling. Acquired knowledge can be revised and extended through the case studies. Experienced tutors provide assistance in discipline-specific competencies, and help in organizational issues such as dress code and behaviour. Evaluation of the course: An evaluation was conducted by the attending participants after every course. Based on this assessment, the course is constantly being developed. In March, April and October 2015 six courses, with a total of 84 participants, took place. Overall 76 completed questionnaires (91%) were analysed. Discussion: Strengths of the course are a good tutor-participants-ratio with 1:4 (1 Tutor provides guidance for 4 participants), the interactivity of the course, and the high flexibility in responding to the group's needs. Weaknesses are the tight schedule, and the currently not yet performed evaluation before and after the course. Conclusion: In terms of “best practise”, this article shows an example of how to offer low-cost and low-threshold preparation for the state examination. PMID:27579355
"PERLE bedside-examination-course for candidates in state examination" - Developing a training program for the third part of medical state examination (oral examination with practical skills).

PubMed

Karthaus, Anne; Schmidt, Anita

2016-01-01

In preparation for the state examination, many students have open questions and a need for advice. Tutors of the Skills Lab PERLE-"Praxis ERfahren und Lernen" (experiencing and learning practical skills) have developed a new course concept to provide support and practical assistance for the examinees. The course aims to familiarize the students with the exam situation in order to gain more confidence. This enables the students to experience a confrontation with the specific situation of the exam in a protected environment. Furthermore, soft skills are utilized and trained. Concept of the course: The course was inspired by the OSCE-model (Objective Structured Clinical Examination), an example for case-based learning and controlling. Acquired knowledge can be revised and extended through the case studies. Experienced tutors provide assistance in discipline-specific competencies, and help in organizational issues such as dress code and behaviour. Evaluation of the course: An evaluation was conducted by the attending participants after every course. Based on this assessment, the course is constantly being developed. In March, April and October 2015 six courses, with a total of 84 participants, took place. Overall 76 completed questionnaires (91%) were analysed. Strengths of the course are a good tutor-participants-ratio with 1:4 (1 Tutor provides guidance for 4 participants), the interactivity of the course, and the high flexibility in responding to the group's needs. Weaknesses are the tight schedule, and the currently not yet performed evaluation before and after the course. In terms of "best practise", this article shows an example of how to offer low-cost and low-threshold preparation for the state examination.
Parental Expectation from Children with Cochlear Implants in Indian Context: a Questionnaire Based Study.

PubMed

Kumar, Prawin; Sanju, Himanshu Kumar; Mishra, Rajkishor; Singh, Varun; Mohan, Priyanka

2017-04-01

Introduction Parental support is important in the habilitation/rehabilitation of children using cochlear implant devices. Hence, it is important for families to know the realistic expectations regarding outcomes from CIs. Objective The objective of the present study is to know the parents' expectation from children using CIs. Methods For this study, we recruited 23 parents of children using CIs. We administered 15 questions translated in to Hindi related to communication abilities, social skills, academic achievement, change in future life, rehabilitation demand, and stress due to hearing impairment. Results The response of the questions (5-point rating scale) related to communication abilities showed that parents were expecting children using CIs to use the telephone (95%), to be able to detect soft sounds (99%), to listen in crowds (86%), to be able to easily understand others (76%), and to show improvement in communication skills (78%). Similarly, for questions related to social skills showed 90% of the parents expecting that their children with CIs should be able to easily make friends with normal hearing peers, and 80% of the parents were expecting the children to achieve high standards in their reading and writing skills. Questions related to change in future life showed 86% of the parents expecting their children with CIs to act like normal hearing children. Further, 78% parents showed positive response regarding importance of intensive training. However, 70% of the parents reported stress in the family due to the existence of the hearing impaired child. Conclusion Overall, the existing questionnaire-based study showed that parents have high expectations from their children with cochlear implant.
Mock ECHO: A Simulation-Based Medical Education Method.

PubMed

Fowler, Rebecca C; Katzman, Joanna G; Comerci, George D; Shelley, Brian M; Duhigg, Daniel; Olivas, Cynthia; Arnold, Thomas; Kalishman, Summers; Monnette, Rebecca; Arora, Sanjeev

2018-04-16

This study was designed to develop a deeper understanding of the learning and social processes that take place during the simulation-based medical education for practicing providers as part of the Project ECHO® model, known as Mock ECHO training. The ECHO model is utilized to expand access to care of common and complex diseases by supporting the education of primary care providers with an interprofessional team of specialists via videoconferencing networks. Mock ECHO trainings are conducted through a train the trainer model targeted at leaders replicating the ECHO model at their organizations. Trainers conduct simulated teleECHO clinics while participants gain skills to improve communication and self-efficacy. Three focus groups, conducted between May 2015 and January 2016 with a total of 26 participants, were deductively analyzed to identify common themes related to simulation-based medical education and interdisciplinary education. Principal themes generated from the analysis included (a) the role of empathy in community development, (b) the value of training tools as guides for learning, (c) Mock ECHO design components to optimize learning, (d) the role of interdisciplinary education to build community and improve care delivery, (e) improving care integration through collaboration, and (f) development of soft skills to facilitate learning. Mock ECHO trainings offer clinicians the freedom to learn in a noncritical environment while emphasizing real-time multidirectional feedback and encouraging knowledge and skill transfer. The success of the ECHO model depends on training interprofessional healthcare providers in behaviors needed to lead a teleECHO clinic and to collaborate in the educational process. While building a community of practice, Mock ECHO provides a safe opportunity for a diverse group of clinician experts to practice learned skills and receive feedback from coparticipants and facilitators.
Integrating Field-Centered, Project Based Activities with Academic Year Coursework: A Curriculum Wide Approach

NASA Astrophysics Data System (ADS)

Kelso, P. R.; Brown, L. M.

2015-12-01

Based upon constructivist principles and the recognition that many students are motivated by hands-on activities and field experiences, we designed a new undergraduate curriculum at Lake Superior State University. One of our major goals was to develop stand-alone field projects in most of the academic year courses. Examples of courses impacted include structural geology, geophysics, and geotectonics, Students learn geophysical concepts in the context of near surface field-based geophysical studies while students in structural geology learn about structural processes through outcrop study of fractures, folds and faults. In geotectonics students learn about collisional and rifting processes through on-site field studies of specific geologic provinces. Another goal was to integrate data and samples collected by students in our sophomore level introductory field course along with stand-alone field projects in our clastic systems and sequence stratigraphy courses. Our emphasis on active learning helps students develop a meaningful geoscience knowledge base and complex reasoning skills in authentic contexts. We simulate the activities of practicing geoscientists by engaging students in all aspects of a project, for example: field-oriented project planning and design; acquiring, analyzing, and interpreting data; incorporating supplemental material and background data; and preparing oral and written project reports. We find through anecdotal evidence including student comments and personal observation that the projects stimulate interest, provide motivation for learning new concepts, integrate skill and concept acquisition vertically through the curriculum, apply concepts from multiple geoscience subdisiplines, and develop soft skills such as team work, problem solving, critical thinking and communication skills. Through this projected-centered Lake Superior State University geology curriculum students practice our motto of "learn geology by doing geology."
Evaluating outcomes of computer-based classroom testing: Student acceptance and impact on learning and exam performance.

PubMed

Zheng, Meixun; Bender, Daniel

2018-03-13

Computer-based testing (CBT) has made progress in health sciences education. In 2015, the authors led implementation of a CBT system (ExamSoft) at a dental school in the U.S. Guided by the Technology Acceptance Model (TAM), the purposes of this study were to (a) examine dental students' acceptance of ExamSoft; (b) understand factors impacting acceptance; and (c) evaluate the impact of ExamSoft on students' learning and exam performance. Survey and focus group data revealed that ExamSoft was well accepted by students as a testing tool and acknowledged by most for its potential to support learning. Regression analyses showed that perceived ease of use and perceived usefulness of ExamSoft significantly predicted student acceptance. Prior CBT experience and computer skills did not significantly predict acceptance of ExamSoft. Students reported that ExamSoft promoted learning in the first program year, primarily through timely and rich feedback on examination performance. t-Tests yielded mixed results on whether students performed better on computerized or paper examinations. The study contributes to the literature on CBT and the application of the TAM model in health sciences education. Findings also suggest ways in which health sciences institutions can implement CBT to maximize its potential as an assessment and learning tool.
Practical Framework for an Electron Beam Induced Current Technique Based on a Numerical Optimization Approach

NASA Astrophysics Data System (ADS)

Yamaguchi, Hideshi; Soeda, Takeshi

2015-03-01

A practical framework for an electron beam induced current (EBIC) technique has been established for conductive materials based on a numerical optimization approach. Although the conventional EBIC technique is useful for evaluating the distributions of dopants or crystal defects in semiconductor transistors, issues related to the reproducibility and quantitative capability of measurements using this technique persist. For instance, it is difficult to acquire high-quality EBIC images throughout continuous tests due to variation in operator skill or test environment. Recently, due to the evaluation of EBIC equipment performance and the numerical optimization of equipment items, the constant acquisition of high contrast images has become possible, improving the reproducibility as well as yield regardless of operator skill or test environment. The technique proposed herein is even more sensitive and quantitative than scanning probe microscopy, an imaging technique that can possibly damage the sample. The new technique is expected to benefit the electrical evaluation of fragile or soft materials along with LSI materials.
Informative Top-k Retrieval for Advanced Skill Management

NASA Astrophysics Data System (ADS)

Colucci, Simona; di Noia, Tommaso; Ragone, Azzurra; Ruta, Michele; Straccia, Umberto; Tinelli, Eufemia

The paper presents a knowledge-based framework for skills and talent management based on an advanced matchmaking between profiles of candidates and available job positions. Interestingly, informative content of top-k retrieval is enriched through semantic capabilities. The proposed approach allows to: (1) express a requested profile in terms of both hard constraints and soft ones; (2) provide a ranking function based also on qualitative attributes of a profile; (3) explain the resulting outcomes (given a job request, a motivation for the obtained score of each selected profile is provided). Top-k retrieval allows to select most promising candidates according to an ontology formalizing the domain knowledge. Such a knowledge is further exploited to provide a semantic-based explanation of missing or conflicting features in retrieved profiles. They also indicate additional profile characteristics emerging by the retrieval procedure for a further request refinement. A concrete case study followed by an exhaustive experimental campaign is reported to prove the approach effectiveness.
Real-time simulation of soft tissue deformation and electrocautery procedures in laparoscopic rectal cancer radical surgery.

PubMed

Sui, Yuan; Pan, Jun J; Qin, Hong; Liu, Hao; Lu, Yun

2017-12-01

Laparoscopic surgery (LS), also referred to as minimally invasive surgery, is a modern surgical technique which is widely applied. The fulcrum effect makes LS a non-intuitive motor skill with a steep learning curve. A hybrid model of tetrahedrons and a multi-layer triangular mesh are constructed to simulate the deformable behavior of the rectum and surrounding tissues in the Position-Based Dynamics (PBD) framework. A heat-conduction based electric-burn technique is employed to simulate the electrocautery procedure. The simulator has been applied for laparoscopic rectum cancer surgery training. From the experimental results, trainees can operate in real time with high degrees of stability and fidelity. A preliminary study was performed to evaluate the realism and usefulness. This prototype simulator has been tested and verified by colorectal surgeons through a pilot study. They believed both the visual and the haptic performance of the simulation are realistic and helpful to enhance laparoscopic skills. Copyright © 2017 John Wiley & Sons, Ltd.
Communication skills to develop trusting relationships on global virtual engineering capstone teams

NASA Astrophysics Data System (ADS)

Zaugg, Holt; Davies, Randall S.

2013-05-01

As universities seek to provide cost-effective, cross-cultural experiences using global virtual (GV) teams, the 'soft' communication skills typical of all teams, increases in importance for GV teams. Students need to be taught how to navigate through cultural issues and virtual tool issues to build strong trusting relationships with distant team members. Weekly team meetings provide an excellent opportunity to observe key team interactions that facilitate relationship and trust-building among team members. This study observed the weekly team meetings of engineering students attending two US universities and one Asian university as they collaborated as a single GV capstone GV team. In addition local team members were interviewed individually and collectively throughout the project to determine strategies that facilitated team relations and trust. Findings indicate the importance of student choice of virtual communication tools, the refining of communication practices, and specific actions to build trusting relationships. As student developed these attributes, collaboration and success was experienced on this GV team.
Science on stage

NASA Astrophysics Data System (ADS)

Ciceri, Piera

2017-04-01

Pictures and diaries of the legendary Antarctic Expedition of sir E. Shackleton and his crew aboard the Endurance (1914/16) have become the starting point to learn about Natural Science, Earth Science and Climate Change. Students, 12 years old, were involved in hands on activities, took part to a network project, used interactive virtual labs, talked to university researchers on Skype and became the writers of a play. The theater was the place to act the story of Shackleton's expedition, to "stage" some scientific experiments and to tell to the audience about ice cores, climate change, physical and geographical characteristic of polar regions, thermal phenomena related to adaptations of polar animals, solar radiation at different latitude, day/night duration. The project was carried out from teachers of science, letters, geography and English in collaboration with the "Piccolo Teatro di Milano", the association "Scienza Under 18", researchers of the "Byrd Polar and Climate Research Center of Ohio State University" and of "M. Zucchelli Station" based in Antarctica. In our opinion drama activities improve both verbal and non-verbal communication skills and soft skills such as teamwork, responsibility and commitment. To be able to write and to act, students need a deep understanding of contents. To have an audience different from their own teachers and classmates and to interact with university researchers offer real tasks. The project aims to develop a relevant skill for the students: to become awareness citizens in a changing word.
Total mesorectal excision training in soft cadaver: feasibility and clinical application.

PubMed

Tantiphlachiva, Kasaya; Suansawan, Channarong

2006-09-01

The major problem in the treatment of rectal cancer is local recurrence. After the introduction of total mesorectal excision (TME), the recurrent rate decreased from 100% to around 10%. The purpose of the present study was to evaluate the quality of organ and tissue plane preservation in soft cadaver and to assess the feasibility to perform the procedure (mobilization of colon and rectum, total mesorectal excision and stapler anastomosis) in soft cadaver. Colorectal Division, Department of Surgery and Surgical Training Center Department of Anatomy, Faculty of Medicine, Chulalongkorn University. Prospective descriptive study. Seven soft cadavers were used for total mesorectal excision (TME) training. These procedures were performed by 21 participants (1 soft cadaver for 3 participants). The procedures were done under the supervision of experienced colorectal surgeons. The successfulness, satisfaction in performing the procedure and the quality of organ preservation were evaluated using standardized questionnaires. Participants were satisfied about TME training in soft cadaver (mean 8.24-8.71) and rated that soft cadavers were good in terms of internal organs and tissue plane preservation (mean 7.19-8.19) (0 = extremely unsatisfied, 10 = extremely satisfied). Training of TME in soft cadaver is feasible. The similarity in tissue quality (texture, consistency, color) of the preserved organs to that of the living and the good feel of performing the procedure make the trainee better understand the techniques and improve their skills.
Parent-Adolescent Informant Discrepancies of Social Skill Importance and Social Skill Engagement for Higher-Functioning Adolescents with Autism Spectrum Disorder

PubMed Central

McMahon, Camilla M.; Solomon, Marjorie

2015-01-01

Parent- and adolescent-report of social skill importance and social skill engagement on the Social Skills Rating System (Gresham & Elliott, 1990) were assessed in higher-functioning adolescents with Autism Spectrum Disorder (ASD). Compared to parents, adolescents reported that social skills were less important. Additionally, adolescents reported that they engaged in social skills more frequently than parents reported them to be engaging in social skills. Parents, but not adolescents, reported a discrepancy between importance and engagement, such that the importance of social skills was rated higher than the frequency of adolescent engagement in social skills. These results suggest that social skills interventions for individuals with ASD may need to target awareness of social skill importance and accurate monitoring of social skill engagement. PMID:26077952
What does patient feedback reveal about the NHS? A mixed methods study of comments posted to the NHS Choices online service.

PubMed

Brookes, Gavin; Baker, Paul

2017-04-27

To examine the key themes of positive and negative feedback in patients' online feedback on NHS (National Health Service) services in England and to understand the specific issues within these themes and how they drive positive and negative evaluation. Computer-assisted quantitative and qualitative studies of 228 113 comments (28 971 142 words) of online feedback posted to the NHS Choices website. Comments containing the most frequent positive and negative evaluative words are qualitatively examined to determine the key drivers of positive and negative feedback. Contributors posting comments about the NHS between March 2013 and September 2015. Overall, NHS services were evaluated positively approximately three times more often than negatively. The four key areas of focus were: treatment, communication, interpersonal skills and system/organisation. Treatment exhibited the highest proportion of positive evaluative comments (87%), followed by communication (77%), interpersonal skills (44%) and, finally, system/organisation (41%). Qualitative analysis revealed that reference to staff interpersonal skills featured prominently, even in comments relating to treatment and system/organisational issues. Positive feedback was elicited in cases of staff being caring, compassionate and knowing patients'' names, while rudeness, apathy and not listening were frequent drivers of negative feedback. Although technical competence constitutes an undoubtedly fundamental aspect of healthcare provision, staff members were much more likely to be evaluated both positively and negatively according to their interpersonal skills. Therefore, the findings reported in this study highlight the salience of such 'soft' skills to patients and emphasise the need for these to be focused upon and developed in staff training programmes, as well as ensuring that decisions around NHS funding do not result in demotivated and rushed staff. The findings also reveal a significant overlap between the four key themes in the ways that care is evaluated by patients. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.
How to Classify the Diversity of Seventh Grade Students' Mathematical Process Skills: An Application of Latent Profile Analysis

ERIC Educational Resources Information Center

Kaosa-ard, Chanapat; Erawan, Waraporn; Damrongpanit, Suntonrapot; Suksawang, Poonpong

2015-01-01

The researcher applied latent profile analysis to study the difference of the students' mathematical process skill. These skills are problem solving skills, reasoning skills, communication and presentation skills, connection knowledge skills, and creativity skills. Samples were 2,485 seventh-grade students obtained from Multi-stage Random…
[Soft skills : Somewhat different doping].

PubMed

Heppner, H J

2018-02-01

Doping actually means the taking of illegal substances or the use of forbidden methods to increase or maintain performance. Diseases associated with age and functional decline can lead to constraints in the activities of daily living and this leads to loss of autonomy; therefore, doping in its different variations is used to try to achieve performance, which would not otherwise be possible. A somewhat different method is soft skills, i.e. personal, social and methodological competences, which are adopted to remain fit with the help of selection and compensation. One of the main cornerstones for healthy aging apart from medical interventions is physical activity and to keep training up to old age. An early beginning with sports activities and to continue practicing sport in a variety of forms into old age, plays a decisive role in healthy aging. There are also many recommendations for nutrition, such as changing eating habits and the composition of nourishment to counteract the process of aging. With increasing age the interests and life style also change and therefore early planning is absolutely necessary. Preservation of cognitive capabilities is one of the most important requirements to overcome aging. Not only the cognitive resources must be promoted but also attention must be paid to the resilience to deal with losses. Resilience plays a key role. People with a positive attitude to living with old age show less functional physical impairment and recover from illness more quickly. Humor, optimism and physical activity are crucial for successful aging.
Final year dental students in New Zealand: Self-reported confidence levels prior to BDS graduation.

PubMed

Murray, C; Chandler, N

2016-12-01

It is expected that the graduating dental student will have acquired the skills and knowledge to confidently treat most circumstances that they may encounter in private practice. The aims of this study were to evaluate final year dental students' self-reported levels of confidence in expected core skills just prior to graduation and to explore their career intentions both directly after graduating as well as in the longer term. After ethical approval was obtained, a survey and participant information sheet was distributed to all final year undergraduate dental students in 2014. Statistical analysis was carried out using SPSS version 22.0 with the alpha value set at 0.05. The response rate was 69% (58/84). Most (44.8%) were going to be working in New Zealand private practices with 34.5% definitely considering specializing. The majority reported high self-confidence levels for sealant restorations (96.6%) and radiography (94.8%), while very few were confident in carrying out soft tissue biopsies (1 .8%) or restoring dental implants and treating medical emergencies (10.5%). Some gender differences were found. The general finding was that most NZ graduates perceived themselves to be confident in managing the most fundamental aspects of general practice. Similar to their counterparts around the world, they will benefit from further mentoring and additional exposure to the more complex clinical tasks such as the restoration of implants and soft tissue biopsies.

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

PubMed

Raisbeck, Louisa D; Diekfuss, Jed A

2015-10-01

Dual-task methodology often directs participants' attention towards a gross motor skill involved in the execution of a skill, but researchers have not investigated the comparative effects of attention on fine motor skill tasks. Furthermore, there is limited information about participants' subjective perception of workload with respect to task performance. To examine this, the current study administered the NASA-Task Load Index following a simulated shooting dual-task. The task required participants to stand 15 feet from a projector screen which depicted virtual targets and fire a modified Glock 17 handgun equipped with an infrared laser. Participants performed the primary shooting task alone (control), or were also instructed to focus their attention on a gross motor skill relevant to task execution (gross skill-focused) and a fine motor skill relevant to task execution (fine skill-focused). Results revealed that workload was significantly greater during the fine skill-focused task for both skill levels, but performance was only affected for the lesser-skilled participants. Shooting performance for the lesser-skilled participants was greater during the gross skill-focused condition compared to the fine skill-focused condition. Correlational analyses also demonstrated a significant negative relationship between shooting performance and workload during the gross skill-focused task for the higher-skilled participants. A discussion of the relationship between skill type, workload, skill level, and performance in dual-task paradigms is presented. Copyright © 2015 Elsevier B.V. All rights reserved.
Intra-Personal Skills: A Conceptual Model. Intra-Personal Skills Series. Coombe Lodge Working Paper. Information Bank Number 2047.

ERIC Educational Resources Information Center

Marsh, D. T.

This first paper in the intrapersonal skills series presents a conceptual model of intrapersonal skills. Intrapersonal skills are defined as those skills individuals need to possess and perfect in order to manage themselves, and as a prerequisite to interpersonal skills. It is noted that intrapersonal skills are concerned with lessening internal…
Mathematical Skills and Motor Life Skills in Toddlers: Do Differences in Mathematical Skills Reflect Differences in Motor Skills?

ERIC Educational Resources Information Center

Reikerås, Elin; Moser, Thomas; Tønnessen, Finn Egil

2017-01-01

This study examines possible relations between early mathematical skills and motor life skills in 450 toddlers aged two years and nine months. The study employs baseline data from the longitudinal Stavanger Project--The Learning Child. The children's mathematical skills and motor life skills were assessed by structured observation in the natural…
Life Skills Activities for Secondary Students with Special Needs.

ERIC Educational Resources Information Center

Mannix, Darlene

This resource for life skills activities for adolescents with special needs covers aspects of interpersonal relationships, communication skills, academic and school skills, practical living skills, vocational skills, problem-solving skills, and lifestyle choices. Included are 190 illustrated activity sheets with related exercises, discussion…
Business training and education needs of chiropractors.

PubMed

Henson, Steve W; Pressley, Milton; Korfmann, Scott

2008-01-01

This report is an examination of the perceived need for business skills among chiropractors. An online survey was completed by 64 chiropractors. They assessed the need for business skills and current levels of business skills. Using this information, gaps in business skills are identified. The need for business skills is broad, encompassing all major business functions. Existing business skills are well below needed levels. The chiropractic profession needs significantly greater business and practice management skills. The existing gap between needed business skills and existing skills suggests that current training and education programs are not providing adequate business skills training.
Wages and Skills Utilization: Effect of Broad Skills and Generic Skills on Wages in Singapore

ERIC Educational Resources Information Center

Ramos, Catherine R.; Ng, Michael Chi Man; Sung, Johnny; Loke, Fiona

2013-01-01

Many people go for training to upgrade their skills which is hoped to pave the way for better pay. But what are the kinds of skills that really affect wages? Employers have emphasized the value of generic skills such as interpersonal and communication skills, teamwork and problem solving. Does possession of these skills translate to at least the…
Teaching Independent Community Social Skills to the Multihandicapped.

ERIC Educational Resources Information Center

Beaulac, Pauline F.

Ten multihandicapped high-school students in the Dayton (Ohio) Public Schools were trained using a curriculum of independent community social skills, focusing specifically on restaurant skills, travel skills, shopping skills, self-care skills, and skills for visiting a business or government agency. The students made weekly trips into the…
I. SPATIAL SKILLS, THEIR DEVELOPMENT, AND THEIR LINKS TO MATHEMATICS.

PubMed

Verdine, Brian N; Golinkoff, Roberta Michnick; Hirsh-Pasek, Kathy; Newcombe, Nora S

2017-03-01

Understanding the development of spatial skills is important for promoting school readiness and improving overall success in STEM (science, technology, engineering, and mathematics) fields (e.g., Wai, Lubinski, Benbow, & Steiger, 2010). Children use their spatial skills to understand the world, including visualizing how objects fit together, and can practice them via spatial assembly activities (e.g., puzzles or blocks). These skills are incorporated into measures of overall intelligence and have been linked to success in subjects like mathematics (Mix & Cheng, 2012) and science (Pallrand & Seeber, 1984; Pribyl & Bodner, 1987). This monograph sought to answer four questions about early spatial skill development: 1) Can we reliably measure spatial skills in 3- and 4-year-olds?; 2) Do spatial skills measured at 3 predict spatial skills at age 5?; 3) Do preschool spatial skills predict mathematics skills at age 5?; and 4) What factors contribute to individual differences in preschool spatial skills (e.g., SES, gender, fine-motor skills, vocabulary, and executive function)? Longitudinal data generated from a new spatial skill test for 3-year-old children, called the TOSA (Test of Spatial Assembly), show that it is a reliable and valid measure of early spatial skills that provides strong prediction to spatial skills measured with established tests at age 5. New data using this measure finds links between early spatial skill and mathematics, language, and executive function skills. Analyses suggest that preschool spatial experiences may play a central role in children's mathematical skills around the time of school entry. Executive function skills provide an additional unique contribution to predicting mathematical performance. In addition, individual differences, specifically socioeconomic status, are related to spatial and mathematical skill. We conclude by exploring ways of providing rich early spatial experiences to children. © 2017 The Society for Research in Child Development, Inc.
Clinical skills training in a skills lab compared with skills training in internships: comparison of skills development curricula.

PubMed

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

2007-11-01

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

PubMed Central

Henson, Steve W; Pressley, Milton; Korfmann, Scott

2008-01-01

Objective: This report is an examination of the perceived need for business skills among chiropractors. Methods: An online survey was completed by 64 chiropractors. They assessed the need for business skills and current levels of business skills. Using this information, gaps in business skills are identified. Results: The need for business skills is broad, encompassing all major business functions. Existing business skills are well below needed levels. Conclusion: The chiropractic profession needs significantly greater business and practice management skills. The existing gap between needed business skills and existing skills suggests that current training and education programs are not providing adequate business skills training PMID:19043535
Selection and Review of Measurement Item to Study Students' Generic Skills

ERIC Educational Resources Information Center

Mokhtar, Seri Bunian; Rahman, Saemah; Mokhtar, Seri Intan; Husain, Mohd Yusof

2012-01-01

This study was carried out to review the GS (generic skills) instruments used for engineering students. A total of 455 respondents were involved in this study. The variables presented in this study were the information management skills, communication skill, team working skill, problem-solving skill, lifelong learning skill, technology utilization…
Measurement of Employability Skills on Teaching Factory Learning

NASA Astrophysics Data System (ADS)

Subekti, S.; Ana, A.

2018-02-01

Vocational High Schools as one of the educational institutions that has the responsibility in preparing skilled labors has a challenge to improve the quality of human resources as a candidate for skilled labors, to compete and survive in a changing climate of work. BPS noted an increase in the number of non-worker population (BAK) in 2015-2017 on vocational graduates as many as 564,272 people. The ability to adapt and maintain jobs in a variety of conditions is called employability skills. This study purpose to measure the development of employability skills of communication skills, problem-solving skills and teamwork skills on the implementation of teaching factory learning in SMK Negeri 1 Cibadak, THPH Skills Program on bakery competency. This research uses mixed method, with concurrent triangulation mix methods research design. Data collection techniques used interviews and questionnaires. The result shows that there are increasing students’ employability skills in communication skills, problem solving skills, and teamwork skills in teaching factory learning. Principles of learning that apply learning by doing student centering and learning arrangements such as situations and conditions in the workplace have an impact on improving student employability skills.
Early language and executive skills predict variations in number and arithmetic skills in children at family-risk of dyslexia and typically developing controls

PubMed Central

Moll, Kristina; Snowling, Margaret J.; Göbel, Silke M.; Hulme, Charles

2015-01-01

Two important foundations for learning are language and executive skills. Data from a longitudinal study tracking the development of 93 children at family-risk of dyslexia and 76 controls was used to investigate the influence of these skills on the development of arithmetic. A two-group longitudinal path model assessed the relationships between language and executive skills at 3–4 years, verbal number skills (counting and number knowledge) and phonological processing skills at 4–5 years, and written arithmetic in primary school. The same cognitive processes accounted for variability in arithmetic skills in both groups. Early language and executive skills predicted variations in preschool verbal number skills, which in turn, predicted arithmetic skills in school. In contrast, phonological awareness was not a predictor of later arithmetic skills. These results suggest that verbal and executive processes provide the foundation for verbal number skills, which in turn influence the development of formal arithmetic skills. Problems in early language development may explain the comorbidity between reading and mathematics disorder. PMID:26412946
The relationship of motor skills and social communicative skills in school-aged children with autism spectrum disorder.

PubMed

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

2013-07-01

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

NASA Technical Reports Server (NTRS)

Yu, Sophia T.; Slack, Marc G.; Miller, David P.

1994-01-01

This paper documents a powerful set of software tools used for developing situated skills. These situated skills form the reactive level of a three-tiered intelligent agent architecture. The architecture is designed to allow these skills to be manipulated by a task level engine which is monitoring the current situation and selecting skills necessary for the current task. The idea is to coordinate the dynamic activations and deactivations of these situated skills in order to configure the reactive layer for the task at hand. The heart of the skills environment is a data flow mechanism which pipelines the currently active skills for execution. A front end graphical interface serves as a debugging facility during skill development and testing. We are able to integrate skills developed in different languages into the skills environment. The power of the skills environment lies in the amount of time it saves for the programmer to develop code for the reactive layer of a robot.
Student views on the effective teaching of physical examination skills: a qualitative study.

PubMed

Martens, Merel J C; Duvivier, Robbert J; van Dalen, Jan; Verwijnen, G Maarten; Scherpbier, Albert J J A; van der Vleuten, Cees P M

2009-02-01

The lack of published studies into effective skills teaching in clinical skills centres inspired this study of student views of the teaching behaviours of skills teachers. We organised focus group discussions with students from Years 1-3 of a 6-year undergraduate medical curriculum. A total of 30 randomly selected students, divided into three groups, took part in two sessions. They discussed what teaching skills helped them to acquire physical examination skills. Students' opinions related to didactic skills, interpersonal and communication skills and preconditions. Students appreciated didactic skills that stimulate deep and active learning. Another significant set of findings referred to teachers' attitudes towards students. Students wanted teachers to be considerate and to take them seriously. This was reflected in student descriptions of positive behaviours, such as: 'responding to students' questions'; 'not exposing students' weaknesses in front of the group', and '[not] putting students in an embarrassing position in skill demonstrations'. They also appreciated enthusiasm in teachers. Important preconditions included: the integration of skills training with basic science teaching; linking of skills training to clinical practice; the presence of clear goals and well-structured sessions; good time management; consistency of teaching, and the appropriate personal appearance of teachers and students. The teaching skills and behaviours that most facilitate student acquisition of physical examination skills are interpersonal and communication skills, followed by a number of didactic interventions, embedded in several preconditions. Findings related to interpersonal and communication skills are comparable with findings pertaining to the teaching roles of tutors and clinical teachers; however, the didactic skills merit separate attention as teaching skills for use in skills laboratories. The results of this study should be complemented by a study performed in a larger population and a study exploring teachers' views.
An Alumni Assessment of MIS Related Job Skill Importance and Skill Gaps

ERIC Educational Resources Information Center

Wilkerson, Jerod W.

2012-01-01

This paper presents the results of a job skill survey of Management Information Systems (MIS) alumni from a Northeastern U.S. university. The study assesses job skill importance and skill gaps associated with 104 technical and non-technical skill items. Survey items were grouped into 6 categories based on prior research. Skill importance and skill…
A Management Framework for Training Providers to Improve Workplace Skills Development in South Africa

ERIC Educational Resources Information Center

Bisschoff, Tom; Govender, Cookie

2007-01-01

Deputy President, Ms Phumzile Mlambo-Ngcuka, says a skills revolution is necessary for South Africa's (SA) skills crisis. The SA skills revolution began with the skills legislation of 1998-1999 when the Departments of Labour and Education intended a seamless, integrated approach to rapid skills development. The National Skills Development…
Two Reading Assessments for Youth in Alternative Basic Skills and Livelihood Skills Training Programs

ERIC Educational Resources Information Center

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

2017-01-01

This article describes two assessment tools that have been used to assess the reading skills of youth participating in alternative basic skills and livelihood skills training programs. The Rapid Assessment of Reading Skills (RARS) was developed to identify potential participants who needed to improve their reading skills before beginning training…
Improved staff procedure skills lead to improved managment skills: an observational study in an educational setting.

PubMed

Rüter, Anders; Vikstrom, Tore

2009-01-01

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

Large-scale visualization projects for teaching software engineering.

PubMed

Müller, Christoph; Reina, Guido; Burch, Michael; Weiskopf, Daniel

2012-01-01

The University of Stuttgart's software engineering major complements the traditional computer science major with more practice-oriented education. Two-semester software projects in various application areas offered by the university's different computer science institutes are a successful building block in the curriculum. With this realistic, complex project setting, students experience the practice of software engineering, including software development processes, technologies, and soft skills. In particular, visualization-based projects are popular with students. Such projects offer them the opportunity to gain profound knowledge that would hardly be possible with only regular lectures and homework assignments.
Effectiveness of a Motivation and Practical Skills Development Methods on the Oral Hygiene of Orphans Children in Kaunas, Lithuania.

PubMed

Markeviciute, Greta; Narbutaite, Julija

2015-01-01

The aim of this study was to evaluate the effect of a motivation and practical skills development methods on the oral hygiene of orphans. Sixty eight orphans aged between 7 and 17 years from two orphanages in Kaunas were divided into two groups: practical application group and motivation group. Children were clinically examined by determining their oral hygiene status using Silness-Löe plaque index. Questionnaire was used to estimate the oral hygiene knowledge and practices at baseline and after 3 months. Statistical analysis included: Chi-square test (χ(2)), Fisher's exact test, Student's t-test, nonparametric Mann-Whitney test, Spearman's rho correlation coefficient and Kappa coefficient. All children had a plaque on at least one tooth in both groups: motivation 1.14 (SD 0.51), practical application 1.08 (SD 0.4) (P = 0.58). Girls in both groups showed significantly better oral hygiene than boys (P < 0.001). After 3 months educational program oral hygiene status improved in both groups significantly 0.4 (SD 0.35) (P < 0.001). Significantly better oral hygiene was determined in practical application group 0.19 (SD 0.27) in comparison with motivation group 0.55 (SD 0.32) (P < 0.001). By comparing results of first and second questionnaire surveys on use of soft drinks, the statistically significant decline of their use was in both groups (P = 0.004). Educational programs are effective in improving oral hygiene, especially when they're based on practical skills training.
Using the TA to Prepare Graduate Students for Research and Employment

NASA Astrophysics Data System (ADS)

Heller, Kenneth

One of the most underused components of the physics graduate program is the time spent being a teaching assistant (TA). Often the TA duties consist of grading and trying to help undergraduates survive a physics course. How those duties are accomplished is left to each TA. The most common TA preparation, if it exists, has a narrow focus on the class being taught. Preparation consists of describing, or perhaps practicing, specific teaching skills and gaining familiarity with the equipment used in the laboratory portion of the class. Instead TAs can be integrated into the entire course in which they function so that they learn the course as a system. This means treating a course in the same way one approaches a research project with the TAs as members of the research team headed by a faculty advisor. TA preparation is broadened and support includes the management, teamwork, and communication skills necessary. This makes the TAs more efficient and effective teachers while explicitly connecting the TA experience to the ``soft'' skills they need in their own research careers whether in industry, national laboratories, or academia. This talk describes such a program, functioning for over 20 years at the University of Minnesota, that takes no more time than the usual TA but results in graduate students that are more satisfied with their TA experience, are better prepared to function in research groups, and provide a better classroom experience for their undergraduate students.
An assessment of the impact of entrepreneurial skills of community pharmacists on pharmaceutical business performance in Jos metropolis, Nigeria.

PubMed

Asieba, Iyeseun O; Nmadu, Teresa M

2018-01-01

Community pharmacy has been a lucrative area of practice for pharmacists in Jos, Nigeria, until about the turn of the millennium where a decline in viability of the business has been observed. This study assessed the entrepreneurial skills of community pharmacists, the business performance of community pharmacies and the impact of their entrepreneurial skills on business performance. A cross sectional survey was conducted by administering a pretested questionnaire to 30 community pharmacists in Jos. An adaptation of the Bernelli model and the expanded Katz (1974)/Herron (1990) Skill Typology Model was used to assess nine entrepreneurial skills - product, organizational, industry, networking, leadership, executive, entrepreneurial, marketing and money skills; while sales growth, net profit and stock growth were used to assess business performance. Frequency distribution of results was presented, with further analysis done with the Epi-Info software using the chi square test of association. The results from this study showed that community pharmacies in Jos do possess requisite entrepreneurial skills, but to varying extents. Product skills ranked highest while money skills and entrepreneurial skills ranked least, portraying a need for skills enhancement in these areas. Business performance was suboptimal, being rated as average or poor by 56.6% of respondents. However, most respondents (90%) still assessed their businesses as profitable. Money skills had a significant impact on business performance (P=0.03) and stock growth (P=0.04); while stock growth was significantly affected by leadership skills (P=0.002) and entrepreneurial skills (0.02). Net profit was significantly affected by industry skills (P=0.008). Community pharmacy business is still a profitable business venture in Jos though business performance is sub optimal. The entrepreneurial skills set of a community pharmacist set has an impact on business performance with money skills, leadership skills and entrepreneurial skills being most significant. This study recommended that entrepreneurial skills of community pharmacists in Nigeria are further developed to improve pharmaceutical business performance.
Building Skills for All in Australia: Policy Insights from the Survey of Adult Skills. OECD Skills Studies

ERIC Educational Resources Information Center

OECD Publishing, 2017

2017-01-01

Australia's overall performance in the Survey of Adult Skills (PIAAC) ranges from average to very good. However, three million adults, representing one-fifth of the working age population, have low literacy and/or numeracy skills. Building Skills for All in Australia describes the characteristics of the low-skilled and discusses the consequences…
Analysis of students geometry skills viewed from spatial intelligence

NASA Astrophysics Data System (ADS)

Riastuti, Nova; Mardiyana, Pramudya, Ikrar

2017-12-01

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

PubMed

Danielson, Jared A; Wu, Tsui-Feng; Fales-Williams, Amanda J; Kirk, Ryan A; Preast, Vanessa A

2012-01-01

Employers of 2007-2009 graduates from Iowa State University College of Veterinary Medicine were asked to respond to a survey regarding their overall satisfaction with their new employees as well as their new employees' preparation in several technical and non-technical skill areas. Seventy-five responses contained complete data and were used in the analysis. Four technical skill areas (data collection, data interpretation, planning, and taking action) and five non-technical skill areas (interpersonal skills, ability to deal with legal issues, business skills, making referrals, and problem solving) were identified. All of the skill area subscales listed above had appropriate reliability (Cronbach's alpha>0.70) and were positively and significantly correlated with overall employer satisfaction. Results of two simultaneous regression analyses indicated that of the four technical skill areas, taking action is the most salient predictor of employer satisfaction. Of the five non-technical skill areas, interpersonal skills, business skills, making referrals, and problem solving were the most important skills in predicting employer satisfaction. Hierarchical regression analysis revealed that all technical skills explained 25% of the variation in employer satisfaction; non-technical skills explained an additional 42% of the variation in employer satisfaction.
Clinical Skills Passport: A Method to Increase Participation in Clinical Skills by Medical Students During a Surgery Clerkship.

PubMed

Read, Thomas E

To prospectively evaluate the effect of introducing a clinical skills "passport" on medical students' reporting of their experience with basic clinical skills. A prospective longitudinal intervention study was conducted. Medical students were administered a questionnaire at the conclusion of their 12-week surgery clerkship regarding their experience with 15 clinical skills, inquiring whether they had "learned on surgery clerkship", "learned before surgery clerkship", or "not learned". Preintervention baseline data were obtained for 2 consecutive academic years (n = 213 students). In the third year, students (n = 124) were given a clinical skills passport to document performance of 8 of the 15 skills under the supervision of a surgical resident or faculty member. After excluding from analysis those students who learned a skill before their surgery clerkship, the fraction of students who reported learning clinical skills during their surgery clerkship before and after the introduction of the clinical skills passport was compared using Fisher exact test and chi-squared test, where appropriate (p ≤ 0.003 was considered significant; Bonferroni correction for multiple comparisons). Washington University School of Medicine. A total of 337 medical students completing the junior surgery clerkship over a 3-year period were included in the study. All 337 students completed a survey. Considering each skill individually, survey response rate was 5045/5055 (99.8%). Combining all responses for all skills, the fraction of students reporting that skills were learned on the surgery clerkship increased after the introduction of the clinical skills passport (1498/1938 [77%] preintervention vs. 974/1109 [88%] postintervention, p < 0.0001, chi square). After the introduction of the clinical skills passport, the fraction of students reporting that a skill was "learned on surgery clerkship" significantly increased for the 8 skills listed on the passport (1026/1699 [83%] preintervention vs. 685/714 [96%] postintervention, p < 0.0001, chi square), but did not increase for the 7 skills not listed on the passport (472/695 [68%] preintervention vs. 289/395 [73%] postintervention, p = 0.08, chi square). Considering each skill individually, after the introduction of the clinical skills passport, the fraction of students reporting that a skill was "learned on surgery clerkship" significantly increased for 4/15 skills (all listed on the clinical passport) and decreased for 0/15 skills (p < 0.003, Fisher exact test, 2 tailed). Institution of a clinical skills passport system during a surgery clerkship increased medical student reporting of their performance of basic clinical skills. Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.
Teaching psychomotor skills in the twenty-first century: Revisiting and reviewing instructional approaches through the lens of contemporary literature.

PubMed

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

2016-10-01

A diverse range of health professionals use psychomotor skills as part of their professional practice roles. Most health disciplines use large or complex psychomotor skills. These skills are first taught by the educator then acquired, performed, and lastly learned. Psychomotor skills may be taught using a variety of widely-accepted and published teaching models. The number of teaching steps used in these models varies from two to seven. However, the utility of these models to teach skill acquisition and skill retention are disputable when teaching complex skills, in contrast to simple skills. Contemporary motor learning and cognition literature frames instructional practices which may assist the teaching and learning of complex task-based skills. This paper reports 11 steps to be considered when teaching psychomotor skills.
Analysis of Prospective Mathematics Teachers’ Basic Teaching Skills (a Study of Mathematics Education Departement Students’ Field Experience Program at STKIP Garut)

NASA Astrophysics Data System (ADS)

Rahayu, D. V.

2017-02-01

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

PubMed

Rudd, James R; Barnett, Lisa M; Butson, Michael L; Farrow, Damian; Berry, Jason; Polman, Remco C J

2015-01-01

In motor development literature fundamental movement skills are divided into three constructs: locomotive, object control and stability skills. Most fundamental movement skills research has focused on children's competency in locomotor and object control skills. The first aim of this study was to validate a test battery to assess the construct of stability skills, in children aged 6 to 10 (M age = 8.2, SD = 1.2). Secondly we assessed how the stability skills construct fitted into a model of fundamental movement skill. The Delphi method was used to select the stability skill battery. Confirmatory factor analysis (CFA) was used to assess if the skills loaded onto the same construct and a new model of FMS was developed using structural equation modelling. Three postural control tasks were selected (the log roll, rock and back support) because they had good face and content validity. These skills also demonstrated good predictive validity with gymnasts scoring significantly better than children without gymnastic training and children from a high SES school performing better than those from a mid and low SES schools and the mid SES children scored better than the low SES children (all p < .05). Inter rater reliability tests were excellent for all three skills (ICC = 0.81, 0.87, 0.87) as was test re-test reliability (ICC 0.87-0.95). CFA provided good construct validity, and structural equation modelling revealed stability skills to be an independent factor in an overall FMS model which included locomotor (r = .88), object control (r = .76) and stability skills (r = .81). This study provides a rationale for the inclusion of stability skills in FMS assessment. The stability skills could be used alongside other FMS assessment tools to provide a holistic assessment of children's fundamental movement skills.
Critical Thinking Skills Of Junior High School Female Students With High Mathematical Skills In Solving Contextual And Formal Mathematical Problems

NASA Astrophysics Data System (ADS)

Ismail; Suwarsono, St.; Lukito, A.

2018-01-01

Critical thinking is one of the most important skills of the 21st century in addition to other learning skills such as creative thinking, communication skills and collaborative skills. This is what makes researchers feel the need to conduct research on critical thinking skills in junior high school students. The purpose of this study is to describe the critical thinking skills of junior high school female students with high mathematical skills in solving contextual and formal mathematical problems. To achieve this is used qualitative research. The subject of the study was a female student of eight grade junior high school. The students’ critical thinking skills are derived from in-depth problem-based interviews using interview guidelines. Interviews conducted in this study are problem-based interviews, which are done by the subject given a written assignment and given time to complete. The results show that critical thinking skills of female high school students with high math skills are as follows: In solving the problem at the stage of understanding the problem used interpretation skills with sub-indicators: categorization, decode, and clarify meaning. At the planning stage of the problem-solving strategy is used analytical skills with sub-indicators: idea checking, argument identification and argument analysis and evaluation skills with sub indicators: assessing the argument. In the implementation phase of problem solving, inference skills are used with subindicators: drawing conclusions, and problem solving and explanatory skills with sub-indicators: problem presentation, justification procedures, and argument articulation. At the re-checking stage all steps have been employed self-regulatory skills with sub-indicators: self-correction and selfstudy.
A Framework for Measuring the Progress in Exoskeleton Skills in People with Complete Spinal Cord Injury

PubMed Central

van Dijsseldonk, Rosanne B.; Rijken, Hennie; van Nes, Ilse J. W.; van de Meent, Henk; Keijsers, Noel L. W.

2017-01-01

For safe application of exoskeletons in people with spinal cord injury at home or in the community, it is required to have completed an exoskeleton training in which users learn to perform basic and advanced skills. So far, a framework to test exoskeleton skills is lacking. The aim of this study was to develop and test the hierarchy and reliability of a framework for measuring the progress in the ability to perform basic and advanced skills. Twelve participants with paraplegia were given twenty-four training sessions in 8 weeks with the Rewalk-exoskeleton. During the 2nd, 4th, and 6th training week the Intermediate-skills-test was performed consisting of 27 skills, measured in an hierarchical order of difficulty, until two skills were not achieved. When participants could walk independently, the Final-skills-test, consisting of 20 skills, was performed in the last training session. Each skill was performed at least two times with a maximum of three attempts. As a reliability measure the consistency was used, which was the number of skills performed the same in the first two attempts relative to the total number. Ten participants completed the training program. Their number of achieved intermediate skills was significantly different between the measurements XF2(2) = 12.36, p = 0.001. Post-hoc analysis revealed a significant increase in the median achieved intermediate skills from 4 [1–7] at the first to 10.5 [5–26] at the third Intermediate-skills-test. The rate of participants who achieved the intermediate skills decreased and the coefficient of reproducibility was 0.98. Eight participants met the criteria to perform the Final-skills-test. Their median number of successfully performed final skills was 16.5 [13–20] and 17 [14–19] skills in the first and second time. The overall consistency of >70% was achieved in the Intermediate-skills-test (73%) and the Final-skills-test (81%). Eight out of twelve participants experienced skin damage during the training, in four participants this resulted in missed training sessions. The framework proposed in this study measured the progress in performing basic and advanced exoskeleton skills during a training program. The hierarchical ordered skills-test could discriminate across participants' skill-level and the overall consistency was considered acceptable. PMID:29311780
A Framework for Measuring the Progress in Exoskeleton Skills in People with Complete Spinal Cord Injury.

PubMed

van Dijsseldonk, Rosanne B; Rijken, Hennie; van Nes, Ilse J W; van de Meent, Henk; Keijsers, Noel L W

2017-01-01

For safe application of exoskeletons in people with spinal cord injury at home or in the community, it is required to have completed an exoskeleton training in which users learn to perform basic and advanced skills. So far, a framework to test exoskeleton skills is lacking. The aim of this study was to develop and test the hierarchy and reliability of a framework for measuring the progress in the ability to perform basic and advanced skills. Twelve participants with paraplegia were given twenty-four training sessions in 8 weeks with the Rewalk-exoskeleton. During the 2nd, 4th, and 6th training week the Intermediate-skills-test was performed consisting of 27 skills, measured in an hierarchical order of difficulty, until two skills were not achieved. When participants could walk independently, the Final-skills-test, consisting of 20 skills, was performed in the last training session. Each skill was performed at least two times with a maximum of three attempts. As a reliability measure the consistency was used, which was the number of skills performed the same in the first two attempts relative to the total number. Ten participants completed the training program. Their number of achieved intermediate skills was significantly different between the measurements X F 2 (2) = 12.36, p = 0.001. Post-hoc analysis revealed a significant increase in the median achieved intermediate skills from 4 [1-7] at the first to 10.5 [5-26] at the third Intermediate-skills-test. The rate of participants who achieved the intermediate skills decreased and the coefficient of reproducibility was 0.98. Eight participants met the criteria to perform the Final-skills-test. Their median number of successfully performed final skills was 16.5 [13-20] and 17 [14-19] skills in the first and second time. The overall consistency of >70% was achieved in the Intermediate-skills-test (73%) and the Final-skills-test (81%). Eight out of twelve participants experienced skin damage during the training, in four participants this resulted in missed training sessions. The framework proposed in this study measured the progress in performing basic and advanced exoskeleton skills during a training program. The hierarchical ordered skills-test could discriminate across participants' skill-level and the overall consistency was considered acceptable.
Social skills training as nursing intervention to improve the social skills and self-esteem of inpatients with chronic schizophrenia.

PubMed

Seo, Ji-Min; Ahn, Sukhee; Byun, Eun-Kyung; Kim, Chul-Kweon

2007-12-01

The effects of social skills training on the social skills and self-esteem of 66 patients with chronic schizophrenia were evaluated using the basic training and problem-solving training models. The experimental group received 16 group training sessions, and the control group received routine nursing care. The training program consisted of two parts: conversational skills and assertiveness skills. Data were collected at pretreatment and posttreatment. The conversational, interpersonal relationship, and assertiveness skills, and self-esteem of the experimental group showed significant improvement, whereas problem-solving skills did not improve. The results indicate that training in social skills is effective for improving the social skills and self-esteem of inpatients with chronic schizophrenia.
Increase in counselling communication skills after basic and advanced microskills training.

PubMed

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

2009-03-01

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

PubMed

Hulteen, Ryan M; Morgan, Philip J; Barnett, Lisa M; Stodden, David F; Lubans, David R

2018-03-09

Evidence supports a positive association between competence in fundamental movement skills (e.g., kicking, jumping) and physical activity in young people. Whilst important, fundamental movement skills do not reflect the broad diversity of skills utilized in physical activity pursuits across the lifespan. Debate surrounds the question of what are the most salient skills to be learned which facilitate physical activity participation across the lifespan. In this paper, it is proposed that the term 'fundamental movement skills' be replaced with 'foundational movement skills'. The term 'foundational movement skills' better reflects the broad range of movement forms that increase in complexity and specificity and can be applied in a variety of settings. Thus, 'foundational movement skills' includes both traditionally conceptualized 'fundamental' movement skills and other skills (e.g., bodyweight squat, cycling, swimming strokes) that support physical activity engagement across the lifespan. A proposed conceptual model outlines how foundational movement skill competency can provide a direct or indirect pathway, via specialized movement skills, to a lifetime of physical activity. Foundational movement skill development is hypothesized to vary according to culture and/or geographical location. Further, skill development may be hindered or enhanced by physical (i.e., fitness, weight status) and psychological (i.e., perceived competence, self-efficacy) attributes. This conceptual model may advance the application of motor development principles within the public health domain. Additionally, it promotes the continued development of human movement in the context of how it leads to skillful performance and how movement skill development supports and maintains a lifetime of physical activity engagement.
Implementation of science process skills using ICT-based approach to facilitate student life skills

NASA Astrophysics Data System (ADS)

Rahayu, Y. S.; Yuliani; Wijaya, B. R.

2018-01-01

The purpose of this study is to describe the results of the implementation of a teaching-learning package in Plant Physiology courses to improve the student’s life skills using the science process skills-based approach ICT. This research used 15 students of Biology Education of Undergraduate International Class who are in the Plant Physiology course. This study consists of two phases items, namely the development phase and implementation phase by using a one-shot case study design. Research parameters were the feasibility of lesson plans, student achievement, Including academic skills, thinking skills, and social skills. Data were descriptively Analyzed According to the characteristics of the existing data. The result shows that the feasibility of a lesson plan is very satisfied and can be improvements in student’s life skills, especially with regards to student’s thinking skills and scientific thinking skills. The results indicate that the science process skills using ICT-based approach can be effective methods to improve student’s life skills.
Teachers' Emotion Regulation Skills Facilitate Implementation of Health-related Intentions.

PubMed

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

2015-11-01

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

ERIC Educational Resources Information Center

Erdogan, Ozge

2011-01-01

The purpose of this study was to determine the relationship between the phonological awareness skills and writing skills of the first year students at primary school. In the study, the phonological awareness skills and writing skills of the students were measured at the beginning of the term. Students' writing skills were measured in the middle of…

Let your communication skills equal your clinical skills.

PubMed

Demarais, Ann; Baum, Neil

2012-01-01

Relating effectively with patients is among the most valued skills of clinical care. Honing your communication skills is an art that every physician needs to learn and understand. In this era of increased volume of patients there is a tendency to lose sight of the importance of having good communication skills. This article will review 11 suggestions for letting your communication skills equal your clinical skills.
Automated social skills training with audiovisual information.

PubMed

Tanaka, Hiroki; Sakti, Sakriani; Neubig, Graham; Negoro, Hideki; Iwasaka, Hidemi; Nakamura, Satoshi

2016-08-01

People with social communication difficulties tend to have superior skills using computers, and as a result computer-based social skills training systems are flourishing. Social skills training, performed by human trainers, is a well-established method to obtain appropriate skills in social interaction. Previous works have attempted to automate one or several parts of social skills training through human-computer interaction. However, while previous work on simulating social skills training considered only acoustic and linguistic features, human social skills trainers take into account visual features (e.g. facial expression, posture). In this paper, we create and evaluate a social skills training system that closes this gap by considering audiovisual features regarding ratio of smiling, yaw, and pitch. An experimental evaluation measures the difference in effectiveness of social skill training when using audio features and audiovisual features. Results showed that the visual features were effective to improve users' social skills.
Social Skills Training for Adolescents With Intellectual Disabilities: A School-Based Evaluation.

PubMed

O'Handley, Roderick D; Ford, W Blake; Radley, Keith C; Helbig, Kate A; Wimberly, Joy K

2016-07-01

Individuals with intellectual disabilities (ID) often demonstrate impairments in social functioning, with deficits becoming more apparent during adolescence. This study evaluated the effects of the Superheroes Social Skills program, a program that combines behavioral skills training and video modeling to teach target social skills, on accurate demonstration of three target social skills in adolescents with ID. Skills taught in the present study include Expressing Wants and Needs, Conversation, and Turn Taking. Four adolescents with ID participated in a 3-week social skills intervention, with the intervention occurring twice per week. A multiple baseline across skills design was used to determine the effect of the intervention on social skill accuracy in both a training and generalization setting. All participants demonstrated substantial improvements in skill accuracy in both settings, with teacher ratings of social functioning further suggesting generalization of social skills to nontraining settings. © The Author(s) 2016.
Soft tissue differentiation by diffuse reflectance spectroscopy

NASA Astrophysics Data System (ADS)

Zam, Azhar; Stelzle, Florian; Nkenke, Emeka; Tangermann-Gerk, Katja; Schmidt, Michael; Adler, Werner; Douplik, Alexandre

2009-07-01

Laser surgery gives the possibility to work remotely which leads to high precision, little trauma and high level sterility. However these advantages are coming with the lack of haptic feedback during the laser ablation of tissue. Therefore additional means are required to control tissue-specific ablation during laser surgery supporting the surgeon regardless of experience and skills. Diffuse Reflectance Spectroscopy provides a straightforward and simple approach for optical tissue differentiation. We measured diffuse reflectance from four various tissue types ex vivo. We applied Linear Discriminant Analysis (LDA) to differentiate the four tissue types and computed the area under the ROC curve (AUC). Special emphasis was taken on the identification of nerve as the most crucial tissue for maxillofacial surgery. The results show a promise for differentiating soft tissues as guidance for tissue-specific laser surgery by means of the diffuse reflectance.
When Health Diplomacy Serves Foreign Policy: Use of Soft Power to Quell Conflict and Crises.

PubMed

Hosseini Divkolaye, Nasim Sadat; Radfar, Mohammad Hadi; Seighali, Fariba; Burkle, Frederick M

2016-10-01

Health diplomacy has increasingly become a crucial element in forging political neutrality and conflict resolution and the World Health Organization has strongly encouraged its use. Global turmoil has heightened, especially in the Middle East, and with it, political, religious, and cultural differences have become major reasons to incite crises. The authors cite the example of the human stampede and the deaths of over 2000 pilgrims during the 2015 annual Haj pilgrimage in Mecca. The resulting political conflict between Iran and Saudi Arabia had the potential to escalate into a more severe political and military crisis had it not been for the ministers of health from both countries successfully exercising "soft power" options. Global health security demands critical health diplomacy skills and training for all health providers. (Disaster Med Public Health Preparedness. 2016;page 1 of 4).
Electronic Nose: A Promising Tool For Early Detection Of Alicyclobacillus spp In Soft Drinks

NASA Astrophysics Data System (ADS)

Concina, I.; Bornšek, M.; Baccelliere, S.; Falasconi, M.; Sberveglieri, G.

2009-05-01

In the present work we investigate the potential use of the Electronic Nose EOS835 (SACMI scarl, Italy) to early detect Alicyclobacillus spp in two flavoured soft drinks. These bacteria have been acknowledged by producer companies as a major quality control target microorganisms because of their ability to survive commercial pasteurization processes and produce taint compounds in final product. Electronic Nose was able to distinguish between uncontaminated and contaminated products before the taint metabolites were identifiable by an untrained panel. Classification tests showed an excellent rate of correct classification for both drinks (from 86% uo to 100%). High performance liquid chromatography analyses showed no presence of the main metabolite at a level of 200 ppb, thus confirming the skill of the Electronic Nose technology in performing an actual early diagnosis of contamination.
The Effect of Training Problem-Solving Skills on Coping Skills of Depressed Nursing and Midwifery Students

PubMed Central

Ebrahimi, Hossein; Barzanjeh Atri, Shirin; Ghavipanjeh, Somayeh; Farnam, Alireza; Gholizadeh, Leyla

2013-01-01

Introduction: Nurses have a considerable role in caring and health promotion. Depressed nurses are deficient in their coping skills that are important in mental health. This study evaluated the effectiveness of training problem-solving skills on coping skills of depressed nursing and midwifery students. Methods: The Beck Depression Scale and coping skills questionnaire were administered in Tabriz and Urmia nursing and midwifery schools. 92 students, who had achieved a score above 10 on the Beck Depression Scale, were selected. 46 students as study group and 46 students as control group were selected randomly. The intervention group received six sessions of problem-solving training within three weeks. Finally, after the end of sessions, coping skills and depression scales were administered and analyzed for both groups. Results: Comparing the mean coping skills showed that before the intervention there were no significant differences between the control and study groups. However, after the intervention, a significant difference was observed between the control group and the study group. By comparing the mean coping skills before and after the intervention, a significant difference was observed in the study group. Conclusion: Training problem-solving skills increased the coping skills of depressed students. According to the role of coping skills in people's mental health, increasing coping skills can promote mental health, provide the basis for caring skills, and improve the quality of nurses’ caring skills. PMID:25276704
Principles of definitive soft tissue coverage with flaps.

PubMed

Levin, L Scott

2008-01-01

Despite the emergence of negative pressure wound therapy with reticulated open cell foam (NPWT/ROCF) as delivered by V.A.C.(R) Therapy (KCI, San Antonio, TX) for orthopaedic trauma, vascularized tissue transfer whether it be pedicle, free, or tissue transfer using the operating microscope or as an island, remains the mainstay of soft tissue reconstruction for orthopaedic traumatology. The critisism of microvascular procedures has been that they are lengthy, costly, and required technical expertise to perform. While technical skills are required, microsurgical care has evolved into a routine operation with high degrees of success in experienced hand. The problem that still remains is access to surgeons who are interested in soft tissue reconstruction and can perform definitive coverage with flaps. There is a need in the orthopaedic community to solve the problem of lack of flap surgeons and as a result, NPWT/ROCF has been touted as the answer to flap reconstruction. NPWT/ROCF is an important addition to soft tissue reconstruction but it serves as a bridge rather than definitive coverage in many hands. Just as wound technology is evolving with tissue substitutes, growth factors and NPWT/ROCF flaps technology continues to advance with new perforator flaps and local regional flaps, particularly the sural flap, coming on line as mainstays of soft tissue reconstruction.
Risk assessment framework on time impact: Infrastructure projects in soft soil during construction stage

NASA Astrophysics Data System (ADS)

Low, W. W.; Wong, K. S.; Lee, J. L.

2018-04-01

With the growth of economy and population, there is an increase in infrastructure construction projects. As such, it is unavoidable to have construction projects on soft soil. Without proper risk management plan, construction projects are vulnerable to different types of risks which will have negative impact on project’s time, cost and quality. Literature review showed that little or none of the research is focused on the risk assessment on the infrastructure project in soft soil. Hence, the aim of this research is to propose a risk assessment framework in infrastructure projects in soft soil during the construction stage. This research was focused on the impact of risks on project time and internal risk factors. The research method was Analytical Hierarchy Process and the sample population was experienced industry experts who have experience in infrastructure projects. Analysis was completed and result showed that for internal factors, the five most significant risks on time element are lack of special equipment, potential contractual disputes and claims, shortage of skilled workers, delay/lack of materials supply, and insolvency of contractor/sub-contractor. Results indicated that resources risk factor play a critical role on project time frame in infrastructure projects in soft soil during the construction stage.
The Nature of Employability Skills: Empirical Evidence from Singapore

ERIC Educational Resources Information Center

Sung, Johnny; Ng, Michael Chi Man; Loke, Fiona; Ramos, Catherine

2013-01-01

This paper concerns the changing nature of employability skills, moving from the original life skills or basic skills concepts to the increasingly work-oriented interpretation. The early concept of employability skills linked employability skills to job readiness and holding down employment. However, the work-oriented focus is increasingly linking…
Auditing and Mapping Key Skills within University Curricula

ERIC Educational Resources Information Center

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

2004-01-01

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

ERIC Educational Resources Information Center

OECD Publishing, 2017

2017-01-01

This report describes the construction of the database of skill needs indicators, i.e. the OECD Skills for Jobs Database, and presents initial results and analysis. It identifies the existing knowledge gaps concerning skills imbalances, providing the rationale for the development of the new skill needs and mismatch indicators. Moreover, it…
Learning Activities for the Young Handicapped Child.

ERIC Educational Resources Information Center

Bailey, Don; And Others

Presented is a collection of learning activities for the young handicapped child covering 295 individual learning objectives in six areas of development: gross motor skills, fine motor skills, social skills, self help skills, cognitive skills, and language skills. Provided for each learning activity are the teaching objective, teaching procedures,…
Getting Skills Right: France

ERIC Educational Resources Information Center

OECD Publishing, 2017

2017-01-01

This report identifies effective strategies to tackle skills imbalances in France. It provides an assessment of practices and policies in the following areas: the collection and use of information on skill needs to foster a better alignment of skills acquisitions with labour market needs; policies stimulating skills demand and skills use; policies…
Personal Skills. Facilitator's Skill Packets 1-7. Social Skills Training.

ERIC Educational Resources Information Center

Model Classrooms, Bellevue, WA.

This document contains the following seven facilitators' skill packets on personal skills: (1) personal hygiene; (2) personal appearance; (3) locker hygiene; (4) dorm cleanliness; (5) punctuality and attendance; (6) responding to supervision; and (7) teamwork. Each packet contains the following sections: definition of personal skills; objective;…
Learning in Out-of-Class Experiences: The Importance of Professional Skills

ERIC Educational Resources Information Center

Hund, Alycia M.; Bueno, Daisy

2015-01-01

Our goal was to document professional skills and attitudes gained via out-of-class teaching and research experiences during the undergraduate years. Qualitative analysis of reflection papers revealed that students noted gains in professional skills, communication skills, interpersonal skills, and intrapersonal skills. Importantly, students also…
Brief Report: Using Behavioral Skills Training to Teach Skateboarding Skills to a Child with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Thomas, Benjamin R.; Lafasakis, Michael; Spector, Vicki

2016-01-01

The aim of this study was to evaluate the effects of behavioral skills training (BST) on the skateboarding skills of an 11-year-old male with autism spectrum disorder (ASD). BST was used in a multiple-probe across skills design to teach five target skateboarding skills. Imitation of an additional skill was also assessed outside of BST sessions.…
Brief Report: Using Behavioral Skills Training to Teach Skateboarding Skills to a Child with Autism Spectrum Disorder.

PubMed

Thomas, Benjamin R; Lafasakis, Michael; Spector, Vicki

2016-12-01

The aim of this study was to evaluate the effects of behavioral skills training (BST) on the skateboarding skills of an 11-year-old male with autism spectrum disorder (ASD). BST was used in a multiple-probe across skills design to teach five target skateboarding skills. Imitation of an additional skill was also assessed outside of BST sessions. The overall percentage of correct skateboarding skills improved following BST. Performance gains were stable in probes across settings, and additional imitations increased across the study.
Exploring Differences in the Content of Job Interviews between Youth with and without a Physical Disability

PubMed Central

Lindsay, Sally; DePape, Anne-Marie

2015-01-01

Objective Although people with disabilities have great potential to provide advantages to work environments, many encounter barriers in finding employment, especially youth who are looking for their first job. A job interview is an essential component of obtaining employment. The objective of this study is to explore the content of the answers given in job interviews among youth with disabilities compared to typically developing youth. Methods A purposive sample of 31 youth (16 with typical development and 15 with disability) completed a mock job interview as part of an employment readiness study. The interview questions focused on skills and experiences, areas for improvement, and actions taken during problem-based scenarios. Transcribed interviews were analyzed using a content analysis of themes that emerged from the interviews. Results We found several similarities and differences between youth with disabilities and typically developing youth. Similarities included giving examples from school, emphasizing their “soft skills” (i.e., people and communication skills) and giving examples of relevant experience for the position. Both groups of youth gave similar examples for something they were proud of but fewer youth with disabilities provided examples. Differences in the content of job interview answers between the two groups included youth with disabilities: (1) disclosing their condition; (2) giving fewer examples related to customer service and teamwork skills; (3) experiencing greater challenges in providing feedback to team members and responding to scenario-based problem solving questions; and (4) drawing on examples from past work, volunteer and extra curricular activities. Conclusions Clinicians and educators should help youth to understand what their marketable skills are and how to highlight them in an interview. Employers need to understand that the experiences of youth with disabilities may be different than typically developing youth. Our findings also help to inform employment readiness programs by highlighting the areas where youth with disabilities may need extra help as compared to typically developing youth. PMID:25799198
Influence of timing of delayed hard palate closure on articulation skills in 3-year-old Danish children with unilateral cleft lip and palate.

PubMed

Willadsen, Elisabeth; Boers, Maria; Schöps, Antje; Kisling-Møller, Mia; Nielsen, Joan Bogh; Jørgensen, Line Dahl; Andersen, Mikael; Bolund, Stig; Andersen, Helene Søgaard

2018-01-01

Differing results regarding articulation skills in young children with cleft palate (CP) have been reported and often interpreted as a consequence of different surgical protocols. To assess the influence of different timing of hard palate closure in a two-stage procedure on articulation skills in 3-year-olds born with unilateral cleft lip and palate (UCLP). Secondary aims were to compare results with peers without CP, and to investigate if there are gender differences in articulation skills. Furthermore, burden of treatment was to be estimated in terms of secondary surgery, hearing and speech therapy. A randomized controlled trial (RCT). Early hard palate closure (EHPC) at 12 months versus late hard palate closure (LHPC) at 36 months in a two-stage procedure was tested in a cohort of 126 Danish-speaking children born with non-syndromic UCLP. All participants had the lip and soft palate closed around 4 months of age. Audio and video recordings of a naming test were available from 113 children (32 girls and 81 boys) and were transcribed phonetically. Recordings were obtained prior to hard palate closure in the LHPC group. The main outcome measures were percentage consonants correct adjusted (PCC-A) and consonant errors from blinded assessments. Results from 36 Danish-speaking children without CP obtained previously by Willadsen in 2012 were used for comparison. Children with EHPC produced significantly more target consonants correctly (83%) than children with LHPC (48%; p < .001). In addition, children with LHPC produced significantly more active cleft speech characteristics than children with EHPC (p < .001). Boys achieved significantly lower PCC-A scores than girls (p = .04) and produced significantly more consonant errors than girls (p = .02). No significant differences were found between groups regarding burden of treatment. The control group performed significantly better than the EHPC and LHPC groups on all compared variables. © 2017 Royal College of Speech and Language Therapists.

Development of a residency program in radiation oncology physics: an inverse planning approach

PubMed Central

Dunscombe, Peter B.

2016-01-01

Over the last two decades, there has been a concerted effort in North America to organize medical physicists’ clinical training programs along more structured and formal lines. This effort has been prompted by the Commission on Accreditation of Medical Physics Education Programs (CAMPEP) which has now accredited about 90 residency programs. Initially the accreditation focused on standardized and higher quality clinical physics training; the development of rounded professionals who can function at a high level in a multidisciplinary environment was recognized as a priority of a radiation oncology physics residency only lately. In this report, we identify and discuss the implementation of, and the essential components of, a radiation oncology physics residency designed to produce knowledgeable and effective clinical physicists for today's safety‐conscious and collaborative work environment. Our approach is that of inverse planning, by now familiar to all radiation oncology physicists, in which objectives and constraints are identified prior to the design of the program. Our inverse planning objectives not only include those associated with traditional residencies (i.e., clinical physics knowledge and critical clinical skills), but also encompass those other attributes essential for success in a modern radiation therapy clinic. These attributes include formal training in management skills and leadership, teaching and communication skills, and knowledge of error management techniques and patient safety. The constraints in our optimization exercise are associated with the limited duration of a residency and the training resources available. Without compromising the knowledge and skills needed for clinical tasks, we have successfully applied the model to the University of Calgary's two‐year residency program. The program requires 3840 hours of overall commitment from the trainee, of which 7%–10% is spent in obtaining formal training in nontechnical “soft skills”. PACS number(s): 01.40 Di, 01.40.gb, 87.10‐e PMID:27074469
The 21st century skills with model eliciting activities on linear program

NASA Astrophysics Data System (ADS)

Handajani, Septriana; Pratiwi, Hasih; Mardiyana

2018-04-01

Human resources in the 21st century are required to master various forms of skills, including critical thinking skills and problem solving. The teaching of the 21st century is a teaching that integrates literacy skills, knowledge, skills, attitudes, and mastery of ICT. This study aims to determine whether there are differences in the effect of applying Model Elliciting Activities (MEAs) that integrates 21st century skills, namely 4C and conventional learning to learning outcomes. This research was conducted at Vocational High School in the odd semester of 2017 and uses the experimental method. The experimental class is treated MEAs that integrates 4C skills and the control class is given conventional learning. Methods of data collection in this study using the method of documentation and test methods. The data analysis uses Z-test. Data obtained from experiment class and control class. The result of this study showed there are differences in the effect of applying MEAs that integrates 4C skills and conventional learning to learning outcomes. Classes with MEAs that integrates 4C skills give better learning outcomes than the ones in conventional learning classes. This happens because MEAs that integrates 4C skills can improved creativity skills, communication skills, collaboration skills, and problem-solving skills.
Work-related social skills: Definitions and interventions in public vocational rehabilitation.

PubMed

Phillips, Brian N; Kaseroff, Ashley A; Fleming, Allison R; Huck, Garrett E

2014-11-01

Social skills play an important role in employment. This study provides a qualitative analysis of salient work related social skills and interventions for addressing social skills in public vocational rehabilitation (VR). A modified consensual qualitative research (CQR) approach was taken to understand the elements and influence of work related social skills in public VR. Thirty-five counselors, supervisors, and administrators participated in semistructured interviews to provide their perspectives of work related social skills and the interventions they use for addressing these skills. Multiple aspects of work-related social skills were described as being important for VR consumer success. The most common work related social skills across all participants were nonverbal communication and the ability to connect with others. Primary social interventions included informal social skills training (SST), systems collaboration, and creating an appropriate job match. Public rehabilitation agency staff, constantly faced with addressing work related social skills, possess many insights about salient skills and interventions that can benefit future research and practice. Agencies currently address social skills deficits by providing interventions to both person and environment. The research provides directions for future research related to identification of social skills and interventions to address related deficits. (PsycINFO Database Record (c) 2014 APA, all rights reserved).
Design of a biomimetic robotic octopus arm.

PubMed

Laschi, C; Mazzolai, B; Mattoli, V; Cianchetti, M; Dario, P

2009-03-01

This paper reports the rationale and design of a robotic arm, as inspired by an octopus arm. The octopus arm shows peculiar features, such as the ability to bend in all directions, to produce fast elongations, and to vary its stiffness. The octopus achieves these unique motor skills, thanks to its peculiar muscular structure, named muscular hydrostat. Different muscles arranged on orthogonal planes generate an antagonistic action on each other in the muscular hydrostat, which does not change its volume during muscle contractions, and allow bending and elongation of the arm and stiffness variation. By drawing inspiration from natural skills of octopus, and by analysing the geometry and mechanics of the muscular structure of its arm, we propose the design of a robot arm consisting of an artificial muscular hydrostat structure, which is completely soft and compliant, but also able to stiffen. In this paper, we discuss the design criteria of the robotic arm and how this design and the special arrangement of its muscular structure may bring the building of a robotic arm into being, by showing the results obtained by mathematical models and prototypical mock-ups.
The Future of the Pharmaceutical Sciences and Graduate Education: Recommendations from the AACP Graduate Education Special Interest Group

PubMed Central

Gobburu, Jogarao; O’Barr, Stephen; Shah, Kumar; Huber, Jason; Weiner, Daniel

2013-01-01

Despite pharma's recent sea change in approach to drug discovery and development, U.S. pharmaceutical sciences graduate programs are currently maintaining traditional methods for master's and doctoral student education. The literature on graduate education in the biomedical sciences has long been advocating educating students to hone soft skills like communication and teamwork, in addition to maintaining excellent basic skills in research. However, recommendations to date have not taken into account the future trends in the pharmaceutical industry. The AACP Graduate Education Special Interest Group has completed a literature survey of the trends in the pharmaceutical industry and graduate education in order to determine whether our graduate programs are strategically positioned to prepare our graduates for successful careers in the next few decades. We recommend that our pharmaceutical sciences graduate programs take a proactive leadership role in meeting the needs of our future graduates and employers. Our graduate programs should bring to education the innovation and collaboration that our industry also requires to be successful and relevant in this century. PMID:23716757
The future of the pharmaceutical sciences and graduate education: recommendations from the AACP Graduate Education Special Interest Group.

PubMed

Wu-Pong, Susanna; Gobburu, Jogarao; O'Barr, Stephen; Shah, Kumar; Huber, Jason; Weiner, Daniel

2013-05-13

Despite pharma's recent sea change in approach to drug discovery and development, U.S. pharmaceutical sciences graduate programs are currently maintaining traditional methods for master's and doctoral student education. The literature on graduate education in the biomedical sciences has long been advocating educating students to hone soft skills like communication and teamwork, in addition to maintaining excellent basic skills in research. However, recommendations to date have not taken into account the future trends in the pharmaceutical industry. The AACP Graduate Education Special Interest Group has completed a literature survey of the trends in the pharmaceutical industry and graduate education in order to determine whether our graduate programs are strategically positioned to prepare our graduates for successful careers in the next few decades. We recommend that our pharmaceutical sciences graduate programs take a proactive leadership role in meeting the needs of our future graduates and employers. Our graduate programs should bring to education the innovation and collaboration that our industry also requires to be successful and relevant in this century.
Changing societies and four tasks of schooling: Challenges for strongly differentiated educational systems

NASA Astrophysics Data System (ADS)

van de Werfhorst, Herman G.

2014-05-01

Changing labour markets, increased calls for selection and excellence, and increased diversity and individualisation have repercussions on how educational systems can prepare youth for work, optimise knowledge production, achieve equality of opportunity, and socialise students into active civic engagement. This paper discusses four central tasks of schooling and examines to what extent societal developments challenge education policy to deliver on the tasks at hand. Particular attention is given to the challenges Europe's strongly diversified educational systems are currently facing. Both the Netherlands and Germany, for example, have been offering vocationally-oriented pathways alongside traditional academic higher education for some time. But today's ongoing changes in job descriptions, mainly due to ever-accelerating technological developments, are causing a risk of skills obsolescence which can only be avoided by continuous upskilling and/or reskilling of a sufficiently flexible workforce. Overcoming differences of intelligence as well as differences of diverse socioeconomic, ethnic and linguistic backgrounds by way of education is another challenge, as is fostering "soft" skills and political awareness. This paper investigates the effectiveness of current education systems in preparing citizens for a functioning modern society.
Managers' perceptions of radiographers' skills: current and future needs.

PubMed

Akroyd, D; Wold, B

1996-01-01

As the healthcare delivery system changes, it is imperative to assess the skills of practitioners to ensure consistency between educational preparation and work place needs. The purpose of this study was to examine radiology managers' perception of selected workplace skills and new radiography graduates' ability to perform them. A random sample of 1,932 members of the American Healthcare Radiology Administrators (AHRA) received a questionnaire containing 35 skills categorized as basic, intermediate or advanced. Skills were ranked by the magnitude of the difference between managers' rating of importance of each skill and their rating of graduates' ability to perform that skill satisfactorily. In the basic skill area, the four top-ranked skills represented problem-solving ability or critical thinking. Of the five highest-ranked intermediate skills, the top three were patient care skills: venipuncture, taking vital signs and monitoring patient equipment. In the advanced skill area, six skills exhibited high values for the difference between importance and ability. Two of those related to patient care, three were non-technical and the sixth was the ability to perform CT in addition to basic radiography. Employers and educators should work together to seek educational methods that produce radiographers who are better prepared for the fast-changing workplace.
The Critical Care Communication project: improving fellows' communication skills.

PubMed

Arnold, Robert M; Back, Anthony L; Barnato, Amber E; Prendergast, Thomas J; Emlet, Lillian L; Karpov, Irina; White, Patrick H; Nelson, Judith E

2015-04-01

The aim of this study was to develop an evidence-based communication skills training workshop to improve the communication skills of critical care fellows. Pulmonary and critical care fellows (N = 38) participated in a 3-day communication skills workshop between 2008 and 2010 involving brief didactic talks, faculty demonstration of skills, and faculty-supervised small group skills practice sessions with simulated families. Skills included the following: giving bad news, achieving consensus on goals of therapy, and discussing the limitations of life-sustaining treatment. Participants rated their skill levels in a pre-post survey in 11 core communication tasks using a 5-point Likert scale. Of 38 fellows, 36 (95%) completed all 3 days of the workshop. We compared pre and post scores using the Wilcoxon signed rank test. Overall, self-rated skills increased for all 11 tasks. In analyses by participant, 95% reported improvement in at least 1 skill; with improvement in a median of 10 of 11 skills. Ninety-two percent rated the course as either very good/excellent, and 80% recommended that it be mandatory for future fellows. This 3-day communication skills training program increased critical care fellows' self-reported family meeting communication skills. Copyright © 2014 Elsevier Inc. All rights reserved.
An assessment of the impact of entrepreneurial skills of community pharmacists on pharmaceutical business performance in Jos metropolis, Nigeria

PubMed Central

Nmadu, Teresa M.

2018-01-01

Background: Community pharmacy has been a lucrative area of practice for pharmacists in Jos, Nigeria, until about the turn of the millennium where a decline in viability of the business has been observed. Objective: This study assessed the entrepreneurial skills of community pharmacists, the business performance of community pharmacies and the impact of their entrepreneurial skills on business performance. Methods: A cross sectional survey was conducted by administering a pretested questionnaire to 30 community pharmacists in Jos. An adaptation of the Bernelli model and the expanded Katz (1974)/Herron (1990) Skill Typology Model was used to assess nine entrepreneurial skills - product, organizational, industry, networking, leadership, executive, entrepreneurial, marketing and money skills; while sales growth, net profit and stock growth were used to assess business performance. Frequency distribution of results was presented, with further analysis done with the Epi-Info software using the chi square test of association. Result: The results from this study showed that community pharmacies in Jos do possess requisite entrepreneurial skills, but to varying extents. Product skills ranked highest while money skills and entrepreneurial skills ranked least, portraying a need for skills enhancement in these areas. Business performance was suboptimal, being rated as average or poor by 56.6% of respondents. However, most respondents (90%) still assessed their businesses as profitable. Money skills had a significant impact on business performance (P=0.03) and stock growth (P=0.04); while stock growth was significantly affected by leadership skills (P=0.002) and entrepreneurial skills (0.02). Net profit was significantly affected by industry skills (P=0.008). Conclusions: Community pharmacy business is still a profitable business venture in Jos though business performance is sub optimal. The entrepreneurial skills set of a community pharmacist set has an impact on business performance with money skills, leadership skills and entrepreneurial skills being most significant. This study recommended that entrepreneurial skills of community pharmacists in Nigeria are further developed to improve pharmaceutical business performance. PMID:29619138
Retrospectively Assessed Early Motor and Current Pragmatic Language Skills in Autistic and Neurotypical Children.

PubMed

Stevenson, Jennifer L; Lindley, Caitlin E; Murlo, Nicole

2017-08-01

Autistic individuals often struggle developmentally, even in areas that are not explicit diagnostic criteria, such as motor skills. This study explored the relation between early motor skills, assessed retrospectively, and current pragmatic language skills. Caregivers of neurotypical and autistic children, matched on gender and age, completed assessments of their child's early motor development and current language abilities. Early motor skills were correlated with later pragmatic language skills, and autistic children exhibited fewer motor skills than neurotypical children. In fact, motor skills were a better predictor of an autism spectrum diagnosis than were scores on a measure of current pragmatic language. These results highlight the important role of motor skills in autism spectrum disorders.
Self-assessment and goal-setting is associated with an improvement in interviewing skills.

PubMed

Hanley, Kathleen; Zabar, Sondra; Charap, Joseph; Nicholson, Joseph; Disney, Lindsey; Kalet, Adina; Gillespie, Colleen

2014-01-01

Purpose Describe the relationship between medical students' self-assessment and goal-setting (SAGS) skills and development of interviewing skills during the first-year doctoring course. Method 157 first-year medical students completed three two-case standardized patient (SP) interviews. After each of the first two, students viewed videotapes of their interview, completed a SAGS worksheet, and reviewed a selected tape segment in a seminar. SAGS was categorized into good and poor quality and interviewing skills were rated by trained raters. Results SAGS improved over time (37% good week 1 vs. 61% good week 10). Baseline SAGS and interviewing skills were not associated. Initial SAGS quality was associated with change in interviewing skills - those with poor-quality SAGS demonstrated a decrease and those with good-quality SAGS demonstrated an increase in scores by 17 weeks (ANOVA F=4.16, p=0.024). For students whose SAGS skills were good at both week 1 and 10, interviewing skills declined in weeks 1-10 and then increased significantly at week 17. For those whose SAGS remained 'poor' in weeks 1-10, interviewing skills declined in weeks 10-17. Conclusions In general, the quality of students' SAGS improved over time. Poor baseline SAGS skills and failure to improve were associated with a decrease in interviewing skills at 17 weeks. For students with better SAGS, interviewing skills increased at week 17. Improvement in SAGS skills was not associated with improved interviewing skills. Understanding structured self-assessment skills helps identify student characteristics that influence progressive mastery of communication skills and therefore may inform curriculum and remediation tailoring.
Basic practical skills teaching and learning in undergraduate medical education - a review on methodological evidence.

PubMed

Vogel, Daniela; Harendza, Sigrid

2016-01-01

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

PubMed

Hanley, Kathleen; Zabar, Sondra; Charap, Joseph; Nicholson, Joseph; Disney, Lindsey; Kalet, Adina; Gillespie, Colleen

2014-01-01

Describe the relationship between medical students' self-assessment and goal-setting (SAGS) skills and development of interviewing skills during the first-year doctoring course. 157 first-year medical students completed three two-case standardized patient (SP) interviews. After each of the first two, students viewed videotapes of their interview, completed a SAGS worksheet, and reviewed a selected tape segment in a seminar. SAGS was categorized into good and poor quality and interviewing skills were rated by trained raters. SAGS improved over time (37% good week 1 vs. 61% good week 10). Baseline SAGS and interviewing skills were not associated. Initial SAGS quality was associated with change in interviewing skills - those with poor-quality SAGS demonstrated a decrease and those with good-quality SAGS demonstrated an increase in scores by 17 weeks (ANOVA F=4.16, p=0.024). For students whose SAGS skills were good at both week 1 and 10, interviewing skills declined in weeks 1-10 and then increased significantly at week 17. For those whose SAGS remained 'poor' in weeks 1-10, interviewing skills declined in weeks 10-17. In general, the quality of students' SAGS improved over time. Poor baseline SAGS skills and failure to improve were associated with a decrease in interviewing skills at 17 weeks. For students with better SAGS, interviewing skills increased at week 17. Improvement in SAGS skills was not associated with improved interviewing skills. Understanding structured self-assessment skills helps identify student characteristics that influence progressive mastery of communication skills and therefore may inform curriculum and remediation tailoring.
Basic practical skills teaching and learning in undergraduate medical education – a review on methodological evidence

PubMed Central

Vogel, Daniela; Harendza, Sigrid

2016-01-01

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

NASA Astrophysics Data System (ADS)

Akasum, G. F.; Ramdhania, L. N.; Suprijanto; Widyotriatmo, A.

2016-03-01

Minimally Invasive Surgery (MIS) has been widely used to perform any surgical procedures nowadays. Currently, MIS has been applied in some cases in Indonesia. Needle insertion is one of simple MIS procedure that can be used for some purposes. Before the needle insertion technique used in the real situation, it essential to train this type of medical student skills. The research has developed an open platform of needle insertion simulator with haptic feedback that providing the medical student a realistic feel encountered during the actual procedures. There are three main steps in build the training simulator, which are configure hardware system, develop a program to create soft tissue model and the integration of hardware and software. For evaluating its performance, haptic simulator was tested by 24 volunteers on a scenario of soft tissue model. Each volunteer must insert the needle on simulator until rearch the target point with visual feedback that visualized on the monitor. From the result it can concluded that the soft tissue model can bring the sensation of touch through the perceived force feedback on haptic actuator by looking at the different force in accordance with different stiffness in each layer.
Discovering Prerequisite Structure of Skills through Probabilistic Association Rules Mining

ERIC Educational Resources Information Center

Chen, Yang; Wuillemin, Pierre-Henr; Labat, Jean-Marc

2015-01-01

Estimating the prerequisite structure of skills is a crucial issue in domain modeling. Students usually learn skills in sequence since the preliminary skills need to be learned prior to the complex skills. The prerequisite relations between skills underlie the design of learning sequence and adaptation strategies for tutoring systems. The…
The Effect of Communication Skills and Interpersonal Problem Solving Skills on Social Self-Efficacy

ERIC Educational Resources Information Center

Erozkan, Atilgan

2013-01-01

The purpose of this study was to examine communication skills, interpersonal problem solving skills, and social self-efficacy perception of adolescents and the predictive role of communication skills and interpersonal problem solving skills on social self-efficacy. This study is a quantitative and relational study aimed at examining the…
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…
A Problem in Online Interpersonal Skills Training: Do Learners Practice Skills?

ERIC Educational Resources Information Center

Doo, Min Young

2006-01-01

One problem found when teaching interpersonal skills online is learners' lack of opportunity for skill practice. The online learning environment is deficient in face-to-face interaction, and opportunities for self-regulation make it difficult to ensure learners practice skills despite the positive effects of such practice on skill improvement. The…

Report of the Defense Science Board Task Force on Future Strategic Strike Skills

DTIC Science & Technology

2006-03-01

25 Figure 11: Re - entry Systems – Critical Skills...SKILLS___________________________________________________25 Figure 9: Guidance – Critical Skills Figure 10: Re - entry Systems – Critical Skills ICBMS/BASING...ability to survive intercontinental ballistic missile re - entry and then to operate effectively thereafter, is another area where current skills are
Better Skills, Better Jobs, Better Lives: A Strategic Approach to Skills Policies

ERIC Educational Resources Information Center

OECD Publishing (NJ3), 2012

2012-01-01

Recognising both the complexity of skills policies and the potential for peer learning, the OECD has developed a global Skills Strategy that helps countries to identify the strengths and weaknesses of their national skills systems, benchmark them internationally, and develop policies that can transform better skills into better jobs, economic…
Student Self-Assessment of Professional Communication Skills at the Illinois College of Optometry.

ERIC Educational Resources Information Center

Gross, Sanford M.; Zoltoski, Rebecca K.; Cornick, Michelle L.; Wong, Kenneth K. W.

2000-01-01

A self-evaluation of communication skills was administered to approximately 500 optometry students before, during, and after a curriculum intervention to enhance these skills. Findings indicated that the intervention had a modest impact that was differential over the skill categories (interpersonal skills, patient care, interdisciplinary skills,…
Orthographic and phonological preview benefits: parafoveal processing in skilled and less-skilled deaf readers.

PubMed

Bélanger, Nathalie N; Mayberry, Rachel I; Rayner, Keith

2013-01-01

Many deaf individuals do not develop the high-level reading skills that will allow them to fully take part into society. To attempt to explain this widespread difficulty in the deaf population, much research has honed in on the use of phonological codes during reading. The hypothesis that the use of phonological codes is associated with good reading skills in deaf readers, though not well supported, still lingers in the literature. We investigated skilled and less-skilled adult deaf readers' processing of orthographic and phonological codes in parafoveal vision during reading by monitoring their eye movements and using the boundary paradigm. Orthographic preview benefits were found in early measures of reading for skilled hearing, skilled deaf, and less-skilled deaf readers, but only skilled hearing readers processed phonological codes in parafoveal vision. Crucially, skilled and less-skilled deaf readers showed a very similar pattern of preview benefits during reading. These results support the notion that reading difficulties in deaf adults are not linked to their failure to activate phonological codes during reading.
Medical and psychology students' self-assessed communication skills: A pilot study.

PubMed

Tiuraniemi, Juhani; Läärä, Riitta; Kyrö, Tuuli; Lindeman, Sari

2011-05-01

The purpose of this study was to describe how psychology and medical students assess their own competency and skills before and after training, in which role-play was used to teach interpersonal and communication skills. Interpersonal and communication skills were assessed with a semi-structured questionnaire before and after the training. The students of both medicine and psychology estimated their skill levels to be higher after the course. The psychology students estimated their skills for communication, motivating interviewing, empathy and reflection, and change orientation to be better at the end of the course. Medical students estimated their communication skills, motivating interviewing skills, and change orientation skills to be better at the end of the course. Even a short period of training in interpersonal and communication skills can positively affect the self-assessed skills of the medical students. In the future, it would be worthwhile to pay attention to reflective teaching practices in the training of both medical and psychology students. The cognitive and emotional components of these practices help students to develop their own communication skills. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.
Does a brief suicide prevention gatekeeper training program enhance observed skills?

PubMed

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

2010-01-01

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

PubMed Central

Rienhoff, Rebecca; Hopwood, Melissa J.; Fischer, Lennart; Strauss, Bernd; Baker, Joseph; Schorer, Jörg

2013-01-01

The quiet eye is a perceptual skill associated with expertise and superior performance; however, little is known about the transfer of quiet eye across domains. We attempted to replicate previous skill-based differences in quiet eye and investigated whether transfer of motor and perceptual skills occurs between similar tasks. Throwing accuracy and quiet eye duration for skilled and less-skilled basketball players were examined in basketball free throw shooting and the transfer task of dart throwing. Skilled basketball players showed significantly higher throwing accuracy and longer quiet eye duration in the basketball free throw task compared to their less-skilled counterparts. Further, skilled basketball players showed positive transfer from basketball to dart throwing in accuracy but not in quiet eye duration. Our results raise interesting questions regarding the measurement of transfer between skills. PMID:24062703
Teaching clinical skills in developing countries: are clinical skills centres the answer?

PubMed

Stark, Patsy; Fortune, F

2003-11-01

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

PubMed

Kurtz, Matthew M; Donato, Jad; Rose, Jennifer

2011-11-01

To study the relationship of superior (i.e., ≥ 90th percentile), average (11th-89th percentile) or extremely low (i.e., ≤ 10th percentile) crystallized verbal skills to neurocognitive profiles, symptoms and everyday life function in schizophrenia. Crystallized verbal skill was derived from Vocabulary subtest scores from the Wechsler Adult Intelligence Scale (WAIS). Out of a sample of 165 stable outpatients with schizophrenia we identified 25 participants with superior crystallized verbal skill, 104 participants with average verbal skill, and 36 participants with extremely low crystallized verbal skill. Each participant was administered measures of attention, working memory, verbal learning and memory, problem-solving and processing speed, as well as symptom and performance-based adaptive life skill assessments. The magnitude of neuropsychological impairment across the three groups was different, after adjusting for group differences in education and duration of illness. Working memory, and verbal learning and memory skills were different across all three groups, while processing speed differentiated the extremely low verbal skill group from the other two groups and problem-solving differentiated the very low verbal skill group from the superior verbal skill group. There were no group differences in sustained attention. Capacity measures of everyday life skills were different across each of the three groups. Crystallized verbal skill in schizophrenia is related to the magnitude of impairment in neurocognitive function and performance-based skills in everyday life function. Patterns of neuropsychological impairment were similar across different levels of crystallized verbal skill.
Fundamental Movement Skills Are More than Run, Throw and Catch: The Role of Stability Skills

PubMed Central

Rudd, James R.; Barnett, Lisa M.; Butson, Michael L.; Farrow, Damian; Berry, Jason; Polman, Remco C. J.

2015-01-01

Introduction In motor development literature fundamental movement skills are divided into three constructs: locomotive, object control and stability skills. Most fundamental movement skills research has focused on children’s competency in locomotor and object control skills. The first aim of this study was to validate a test battery to assess the construct of stability skills, in children aged 6 to 10 (M age = 8.2, SD = 1.2). Secondly we assessed how the stability skills construct fitted into a model of fundamental movement skill. Method The Delphi method was used to select the stability skill battery. Confirmatory factor analysis (CFA) was used to assess if the skills loaded onto the same construct and a new model of FMS was developed using structural equation modelling. Results Three postural control tasks were selected (the log roll, rock and back support) because they had good face and content validity. These skills also demonstrated good predictive validity with gymnasts scoring significantly better than children without gymnastic training and children from a high SES school performing better than those from a mid and low SES schools and the mid SES children scored better than the low SES children (all p < .05). Inter rater reliability tests were excellent for all three skills (ICC = 0.81, 0.87, 0.87) as was test re-test reliability (ICC 0.87–0.95). CFA provided good construct validity, and structural equation modelling revealed stability skills to be an independent factor in an overall FMS model which included locomotor (r = .88), object control (r = .76) and stability skills (r = .81). Discussion This study provides a rationale for the inclusion of stability skills in FMS assessment. The stability skills could be used alongside other FMS assessment tools to provide a holistic assessment of children’s fundamental movement skills. PMID:26468644
FACTOR ANALYSIS OF A SOCIAL SKILLS SCALE FOR HIGH SCHOOL STUDENTS.

PubMed

Wang, H-Y; Lin, C-K

2015-10-01

The objective of this study was to develop a social skills scale for high school students in Taiwan. This study adopted stratified random sampling. A total of 1,729 high school students were included. The students ranged in age from 16 to 18 years. A Social Skills Scale was developed for this study and was designed for classroom teachers to fill out. The test-retest reliability of this scale was tested by Pearson's correlation coefficient. Exploratory factor analysis was used to determine construct validity. The Social Skills Scale had good overall test-retest reliability of .92, and the internal consistency of the five subscales was above .90. The results of the factor analysis showed that the Social Skills Scale covered the five domains of classroom learning skills, communication skills, individual initiative skills, interaction skills, and job-related social skills, and the five factors explained 68.34% of the variance. Thus, the Social Skills Scale had good reliability and validity and would be applicable to and could be promoted for use in schools.
Relational skill assets and anti-immigrant sentiments.

PubMed

Lee, Naeyun; Lee, Cheol-Sung

2015-07-01

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

NASA Astrophysics Data System (ADS)

Jin, Yishuai; Rong, Xinyao; Liu, Zhengyu

2017-12-01

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

NASA Astrophysics Data System (ADS)

Fikri, P. M.; Sinaga, P.; Hasanah, L.; Solehat, D.

2018-05-01

This study aims to determine profile of students’ generated representations and creative thinking skill on problem solving in vocational school. This research is a descriptive research to get an idea of comprehend students’ generated representations and creative thinking skill on problem solving of vocational school in Bandung. Technique of collecting data is done by test method, observation, and interview. Representation is something that represents, describes or symbolizes an object or process. To evaluate the multi-representation skill used essay test with rubric of scoring was used to assess multi-depressant student skills. While creative thinking skill on problem solving used essay test which contains the components of skills in finding facts, problem finding skills, idea finding skills and solution finding skills. The results showed generated representations is still relatively low, this is proven by average student answers explanation is mathematically correct but there is no explanation verbally or graphically. While creative thinking skill on problem solving is still relatively low, this is proven by average score for skill indicator in finding the student problem is 1.52 including the non-creative category, average score for the skill indicator in finding the student idea is 1.23 including the non-creative category, and the average score of the students skill in finding this solution is 0.72 belongs to a very uncreative category.
Cleveland Clinic's summer research program in reproductive medicine: an inside look at the class of 2014

PubMed Central

Durairajanayagam, Damayanthi; Kashou, Anthony H; Tatagari, Sindhuja; Vitale, Joseph; Cirenza, Caroline; Agarwal, Ashok

2015-01-01

Background The American Center for Reproductive Medicine's summer internship course in reproductive medicine and research at Cleveland Clinic is a rigorous, results-oriented annual program that began in 2008 to train both local and international students in the fundamentals of scientific research and writing. The foremost goal of the program is to encourage premedical and medical students to aspire toward a career as a physician–scientist. The internship provides participants with an opportunity to engage in original bench research and scientific writing while developing theoretical knowledge and soft skills. This study describes selected survey responses from interns who participated in the 2014 internship program. The objective of these surveys was to elicit the interns' perspective on the internship program, its strengths and weaknesses, and to obtain insight into potential areas for improvement. Methods Questionnaires were structured around the five fundamental aspects of the program: 1) theoretical knowledge, 2) bench research, 3) scientific writing, 4) mentorship, and 5) soft skills. In addition, an exit survey gathered information on factors that attracted the interns to the program, communication with mentors, and overall impression of the research program. Results The opportunity to experience hands-on bench research and scientific writing, personalized mentorship, and the reputation of the institution were appreciated and ranked highly among the interns. Nearly 90% of the interns responded that the program was beneficial and well worth the time and effort invested by both interns and faculty. Conclusion The outcomes portrayed in this study will be useful in the implementation of new programs or refinement of existing medical research training programs. PMID:26563960
Using serious gaming to transfer knowledge and develop soft skills in postgraduate education

NASA Astrophysics Data System (ADS)

Craven, Joanne; Corzo Perez, Gerald Augusto; Karimi, Poolad; Dastgheib, Ali

2017-04-01

"Serious gaming" is gaming designed for a purpose other than entertainment and involves using board games, computer games and role-plays or a combination of all, for serious purposes, such as education, outreach, training, or decision support. It is argued that this approach provides a safe environment which facilitates group learning, allows for "learning by experience" in fields where long timescales or high risks make real experience impossible, motivates learners and stimulates players from different disciplines to share knowledge with each other. UNESCO-IHE offers education to water sector professionals from around the globe. All the courses at UNESCO-IHE involve serious games in one way or another. A varied range of games is developed and/or used: the group sizes for the games range from 5 students to over 100. Sometimes they are used as simulations to illustrate feedbacks, tradeoffs, variability, uncertainty and other phenomena, create an awareness of multidimensional water related issues, and sometimes they are used to train and develop soft skills, such as interdisciplinary collaboration, creative problem identification and problem solving, teamwork and robust decision-making under uncertainty. Often, they are able to do both, which is a key strength of serious games as an education tool. These games are also been used in research and advisory projects as well to communicate research outputs to stakeholders and the public and together with them reach an optimum technical decision which is socially viable. This session will discuss the experience with these games and what lessons can be learned for the future.
A Review and Annotated Bibliography of Armor Gunnery Training Device Effectiveness Literature

DTIC Science & Technology

1993-11-01

training effectiveness (skill acquisition, skill reten-tion, performance prediction, transfer of training) and (b) research limitations (sample size...standalone, tank-appended, subcaliber, and laser) and four areas of training effectiveness (skill acquisition, skill retention, performance prediction, and...standalone, tank-appended, subcaliber, laser) and areas of training effectiveness (skill acquisition, skill retention, performance prediction, transfer of
Basic Learning Skills Grades K-6. Minimum Statewide Educational Objectives Approved by the Board of Education May 27, 1977.

ERIC Educational Resources Information Center

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

The specific educational objectives or basic learning skills are listed for the Virginia elementary school grades. Minimum skills are listed in reading, communications, and mathematics. Terminal objectives for reading include skills in word identification or decoding, comprehension, and study skills. Communication skills include listening,…
Teaching Reading Comprehension Skills to a Child with Autism Using Behaviour Skills Training

ERIC Educational Resources Information Center

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

2017-01-01

A multiple probe design across skills was used to examine the effects of behaviour skills training (BST) on teaching four reading comprehension skills (predicting, questioning, clarifying, and summarizing) to a 7th grade student with autism. Following baseline, the student received 12 sessions of BST during which each skill was taught to…
Conditional Subspace Clustering of Skill Mastery: Identifying Skills that Separate Students

ERIC Educational Resources Information Center

Nugent, Rebecca; Ayers, Elizabeth; Dean, Nema

2009-01-01

In educational research, a fundamental goal is identifying which skills students have mastered, which skills they have not, and which skills they are in the process of mastering. As the number of examinees, items, and skills increases, the estimation of even simple cognitive diagnosis models becomes difficult. We adopt a faster, simpler approach:…

Workforce Skills Development and Engagement in Training through Skill Sets: Literature Review. Occasional Paper

ERIC Educational Resources Information Center

Mills, John; Bowman, Kaye; Crean, David; Ranshaw, Danielle

2012-01-01

This literature review examines the available research on skill sets. It provides background for a larger research project "Workforce skills development and engagement in training through skill sets," the report of which will be released early next year. This paper outlines the origin of skill sets and explains the difference between…
Building Skills for All in Australia: Policy Insights from the Survey of Adult Skills

ERIC Educational Resources Information Center

OECD Publishing, 2017

2017-01-01

Australia's overall performance in the Survey of Adult Skills (PIAAC) ranges from average to very good. However, three million adults, representing one-fifth of the working age population, have low literacy and/or numeracy skills. Building Skills for All in Australia describes the characteristics of the low-skilled and discusses the consequences…
A Study To Identify the Appropriate Vocational Education Related Competencies Needed for Graduation by Handicapped Students. Final Report.

ERIC Educational Resources Information Center

North Texas Univ., Denton.

A project developed competency profiles identifying entry-level skills and employability skills to be acquired by handicapped students before graduation. Research literature was reviewed to identify generalizable skills, employability skills, self-help skills, and job skills. Feedback was obtained from practitioners in the field regarding rating…
Teaching Reading Comprehension Skills to a Child with Autism Using Behaviour Skills Training.

PubMed

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

2017-10-01

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

PubMed

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

2015-12-01

Active video games (AVGs) may be useful for movement skill practice. This study examined children's skill execution while playing Xbox Kinect™ and during movement skill assessment. Nineteen children (10 boys, 9 girls; M age=7.9 yr., SD=1.4) had their skills assessed before AVG play and then were observed once a week for 6 wk. while playing AVGs for 50 min. While AVG play showed evidence of correct skill performance (at least 30-50% of the time when playing table tennis, tennis, and baseball), nearly all skills were more correctly performed during skill assessment (generally more than 50% of the time). This study may help researchers to better understand the role AVGs could play in enhancing real life movement skills.
Do procedural skills workshops during family practice residency work?

PubMed

MacKenzie, Mark S; Berkowitz, Jonathan

2010-08-01

To determine if participation in a procedural skills workshop during family practice residency affects future use of these skills in postgraduate clinical practice. Survey involving self-assessment of procedural skills experience and competence. British Columbia. Former University of British Columbia family practice residents who trained in Vancouver, BC, including residents who participated in a procedural skills workshop in 2001 or 2003 and residents graduating in 2000 and 2002 who did not participate in the procedural skills workshop. Self-assessed experience and competence in the 6 office-based procedural skills that were taught during the procedural skills workshops in 2001 and 2003. Participation in a procedural skills workshop had no positive effect on future use of these skills in clinical practice. Participation in the workshop was associated with less reported experience (P = .091) in injection of lateral epicondylitis. As with previous Canadian studies, more women than men reported experience and competence in gynecologic procedures. More women than men reported experience (P = .001) and competence (P = .004) in intrauterine device insertion and experience (P = .091) in endometrial aspiration biopsy. More men than women reported competence (P = .052) in injection of trochanteric bursae. A third year of emergency training was correlated with an increase in reported experience (P = .021) in shoulder injection. Participation in a procedural skills workshop during family practice residency did not produce a significant increase in the performance of these skills on the part of participants once they were in clinical practice. The benefit of a skills workshop might be lost when there is no opportunity to practise and perfect these skills. Sex bias in the case of some procedures might represent a needs-based acquisition of skills on the part of practising physicians. Short procedural skills workshops might be better suited to graduated physicians with more clinical experience.
Self-assessment and goal-setting is associated with an improvement in interviewing skills

PubMed Central

Hanley, Kathleen; Zabar, Sondra; Charap, Joseph; Nicholson, Joseph; Disney, Lindsey; Kalet, Adina; Gillespie, Colleen

2014-01-01

Purpose Describe the relationship between medical students’ self-assessment and goal-setting (SAGS) skills and development of interviewing skills during the first-year doctoring course. Method 157 first-year medical students completed three two-case standardized patient (SP) interviews. After each of the first two, students viewed videotapes of their interview, completed a SAGS worksheet, and reviewed a selected tape segment in a seminar. SAGS was categorized into good and poor quality and interviewing skills were rated by trained raters. Results SAGS improved over time (37% good week 1 vs. 61% good week 10). Baseline SAGS and interviewing skills were not associated. Initial SAGS quality was associated with change in interviewing skills – those with poor-quality SAGS demonstrated a decrease and those with good-quality SAGS demonstrated an increase in scores by 17 weeks (ANOVA F=4.16, p=0.024). For students whose SAGS skills were good at both week 1 and 10, interviewing skills declined in weeks 1–10 and then increased significantly at week 17. For those whose SAGS remained ‘poor’ in weeks 1–10, interviewing skills declined in weeks 10–17. Conclusions In general, the quality of students’ SAGS improved over time. Poor baseline SAGS skills and failure to improve were associated with a decrease in interviewing skills at 17 weeks. For students with better SAGS, interviewing skills increased at week 17. Improvement in SAGS skills was not associated with improved interviewing skills. Understanding structured self-assessment skills helps identify student characteristics that influence progressive mastery of communication skills and therefore may inform curriculum and remediation tailoring. PMID:25059835
Savant skills in autism: psychometric approaches and parental reports

PubMed Central

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

2009-01-01

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

NASA Astrophysics Data System (ADS)

Sudjimat, Dwi Agus

2017-09-01

Mastery of employability skills is one of the main characteristics of HR XXI Century. The conclusions of various theoretical and empirical studies show that human resources with high employability skills are not only easier to find a job but will also be able to exist and develop successfully in their work. This study aims to describe the opinion of the industry leaders about the importance of employability skills owned by SMK graduates, to identify the various values of employability skills that the industry needs from SMK graduates, and categorize the values of employability skills that SMK graduates should have. A total of 27 industries partner of SMK in East Java were involved in survey research and 14 productive teachers from seven SMKs were included in the FGD on employability skills development. The results showed that (1) all industry leaders argue that the graduates of SMK must have good employability skills, (2) dimensions of employability skills include the fundamental skills, personal management skills, and team work skills; and (3) the ownership of various values of employability skills by SMK graduates can be classified into two, namely (a) must be owned and should be developed in SMK, and (b) well owned and better developed in SMK.
Psychological skills training as a way to enhance an athlete's performance in high-intensity sports.

PubMed

Birrer, D; Morgan, G

2010-10-01

The importance of psychological skills training (PST) in the development of athletic performance is widely recognized. This paper is a comprehensive review of PST in elite sports, with a special focus on high-intensity sports (HIS). The reviewed literature showed a lack of convincing evidence and theoretical underpinning concerning traditional psychological skills to enhance performance in HIS. Therefore, a model with three conceptual levels (psychological demands, skills and techniques) is presented. The model facilitates the identification of the psychological demands of a specific sport, which in turn enables distinguishing which psychological skills are required. This allows an expert to choose psychological techniques to improve the athlete's psychological skill. Considerations based on our model and the limited HIS-related literature available revealed self-skills, personal development and life skills, arousal-regulation skills, volitional skills, motivational skills and recovery skills as the most important skills to address in order to enhance performance. Development of harmonious passion, in-practice integration of volitional strategies, use of associative attentional techniques, pain management techniques, use of the mindfulness-acceptance approach and the facilitative interpretation of cognitive and somatic sensations are regarded as suitable to meet the psychological demands of HIS. They are recommended for systematic application by athletes and coaches. © 2010 John Wiley & Sons A/S.
Expectations of Graduate Communication Skills in Professional Veterinary Practice.

PubMed

Haldane, Sarah; Hinchcliff, Kenneth; Mansell, Peter; Baik, Chi

Good communication skills are an important entry-level attribute of graduates of professional degrees. The inclusion of communication training within the curriculum can be problematic, particularly in programs with a high content load, such as veterinary science. This study examined the differences between the perceptions of students and qualified veterinarians with regards to the entry-level communication skills required of new graduates in clinical practice. Surveys were distributed to students in each of the four year levels of the veterinary science degree at the University of Melbourne and to recent graduates and experienced veterinarians registered in Victoria, Australia. Respondents were asked to rank the relative importance of six different skill sets: knowledge base; medical and technical skills; surgical skills; verbal communication and interpersonal skills; written communication skills; and critical thinking and problem solving. They were then asked to rate the importance of specific communication skills for new graduate veterinarians. Veterinarians and students ranked verbal communication and interpersonal skills as the most important skill set for an entry-level veterinarian. Veterinarians considered many new graduates to be deficient in these skills. Students often felt they lacked confidence in this area. This has important implications for veterinary educators in terms of managing the expectations of students and improving the delivery of communication skills courses within the veterinary curriculum.
Longitudinal Change in the Relationship between Fundamental Motor Skills and Perceived Competence: Kindergarten to Grade 2

PubMed Central

Naylor, Patti-Jean

2017-01-01

As children transition from early to middle childhood, the relationship between motor skill proficiency and perceptions of physical competence should strengthen as skills improve and inflated early childhood perceptions decrease. This study examined change in motor skills and perceptions of physical competence and the relationship between those variables from kindergarten to grade 2. Participants were 250 boys and girls (Mean age = 5 years 8 months in kindergarten). Motor skills were assessed using the Test of Gross Motor Development-2 and perceptions were assessed using a pictorial scale of perceived competence. Mixed-design analyses of variance revealed there was a significant increase in object-control skills and perceptions from kindergarten to grade 2, but no change in locomotor skills. In kindergarten, linear regression showed that locomotor skills and object-control skills explained 10% and 9% of the variance, respectively, in perceived competence for girls, and 7% and 11%, respectively, for boys. In grade 2, locomotor skills predicted 11% and object-control skills predicted 19% of the variance in perceptions of physical competence, but only among the boys. Furthermore, the relationship between motor skills and perceptions of physical competence strengthened for boys only from early to middle childhood. However, it seems that forces other than motor skill proficiency influenced girls’ perceptions of their abilities in grade 2.
Skill networks and measures of complex human capital

PubMed Central

2017-01-01

We propose a network-based method for measuring worker skills. We illustrate the method using data from an online freelance website. Using the tools of network analysis, we divide skills into endogenous categories based on their relationship with other skills in the market. Workers who specialize in these different areas earn dramatically different wages. We then show that, in this market, network-based measures of human capital provide additional insight into wages beyond traditional measures. In particular, we show that workers with diverse skills earn higher wages than those with more specialized skills. Moreover, we can distinguish between two different types of workers benefiting from skill diversity: jacks-of-all-trades, whose skills can be applied independently on a wide range of jobs, and synergistic workers, whose skills are useful in combination and fill a hole in the labor market. On average, workers whose skills are synergistic earn more than jacks-of-all-trades. PMID:29133397
Assessment of technical and nontechnical skills in surgical residents.

PubMed

Ponton-Carss, Alicia; Kortbeek, John B; Ma, Irene W Y

2016-11-01

Surgical competence encompasses both technical and nontechnical skills. This study seeks to evaluate the validity evidence for a comprehensive surgical skills examination and to examine the relationship between technical and nontechnical skills. Six examination stations assessing both technical and nontechnical skills, conducted yearly for surgical trainees (n = 120) between 2010 and 2014 are included. The assessment tools demonstrated acceptable internal consistency. Interstation reliability for technical skills was low (alpha = .39). Interstation reliability for the nontechnical skills was lower (alpha range -.05 to .31). Nontechnical skills domains were strongly correlated, ranging from r = .65, P < .001 to .86, P < .001. The associations between nontechnical and technical skills were inconsistent, ranging from poor (r = -.06; P = .54) to moderate (r = .45; P < .001). Multiple samplings of integrated technical and nontechnical skills are necessary to assess overall surgical competency. Copyright © 2016 Elsevier Inc. All rights reserved.
Student-selected projects: can they enhance lifelong learning skills?

PubMed

Whittle, Sue R; Murdoch-Eaton, Deborah G

2002-01-01

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

NASA Astrophysics Data System (ADS)

Kyouno, Noboru

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

PubMed

Kauffman, Nancy A; Kinnealey, Moya

2015-01-01

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

PubMed

Kim, Helyn; Carlson, Abby G; Curby, Timothy W; Winsler, Adam

2016-01-01

Despite the comorbidity between motor difficulties and certain disabilities, limited research has examined links between early motor, cognitive, and social skills in preschool-aged children with developmental disabilities. The present study examined the relative contributions of gross motor and fine motor skills to the prediction of improvements in children's cognitive and social skills among 2,027 pre-kindergarten children with developmental disabilities, including specific learning disorder, speech/language impairment, intellectual disability, and autism spectrum disorder. Results indicated that for pre-kindergarten children with developmental disabilities, fine motor skills, but not gross motor skills, were predictive of improvements in cognitive and social skills, even after controlling for demographic information and initial skill levels. Moreover, depending on the type of developmental disability, the pattern of prediction of gross motor and fine motor skills to improvements in children's cognitive and social skills differed. Implications are discussed. Copyright © 2016 Elsevier Ltd. All rights reserved.
Real-time forecasting at weekly timescales of the SST and SLA of the Ligurian Sea with a satellite-based ocean forecasting (SOFT) system

NASA Astrophysics Data System (ADS)

ÁLvarez, A.; Orfila, A.; Tintoré, J.

2004-03-01

Satellites are the only systems able to provide continuous information on the spatiotemporal variability of vast areas of the ocean. Relatively long-term time series of satellite data are nowadays available. These spatiotemporal time series of satellite observations can be employed to build empirical models, called satellite-based ocean forecasting (SOFT) systems, to forecast certain aspects of future ocean states. SOFT systems can predict satellite-observed fields at different timescales. The forecast skill of SOFT systems forecasting the sea surface temperature (SST) at monthly timescales has been extensively explored in previous works. In this work we study the performance of two SOFT systems forecasting, respectively, the SST and sea level anomaly (SLA) at weekly timescales, that is, providing forecasts of the weekly averaged SST and SLA fields with 1 week in advance. The SOFT systems were implemented in the Ligurian Sea (Western Mediterranean Sea). Predictions from the SOFT systems are compared with observations and with the predictions obtained from persistence models. Results indicate that the SOFT system forecasting the SST field is always superior in terms of predictability to persistence. Minimum prediction errors in the SST are obtained during winter and spring seasons. On the other hand, the biggest differences between the performance of SOFT and persistence models are found during summer and autumn. These changes in the predictability are explained on the basis of the particular variability of the SST field in the Ligurian Sea. Concerning the SLA field, no improvements with respect to persistence have been found for the SOFT system forecasting the SLA field.
A Coordinated Approach to Curricular Review and Development in Undergraduate Geoscience Programs: Using a Matrix to Identify and Track Skills and Skill Development

NASA Astrophysics Data System (ADS)

MacDonald, R.; Savina, M. E.

2003-12-01

One approach to curriculum review and development is to construct a matrix of the desired skills versus courses in the departmental curriculum. The matrix approach requires faculty to articulate their goals, identify specific skills, and assess where in the curriculum students will learn and practice these skills and where there are major skills gaps. Faculty members in the Geology Department at Carleton College developed a matrix of skills covered in geology courses with the following objectives: 1) Geology majors should begin their "senior integrative exercise" having practiced multiple times all of the formal steps in the research process (recognizing problems, writing proposals, carrying out a project, reporting a project in several ways); 2) Geology majors should learn and practice a variety of professional and life skills life (e.g. computer skills, field skills, lab skills, and interpretive skills).The matrix was used to identify where in the curriculum various research methods and skills were addressed and to map potential student experiences to the objectives. In Carleton's non-hierarchical curriculum, the matrix was used to verify that students have many opportunities to practice research and life skills regardless of the path they take to completion of the major. In William and Mary's more structured curriculum, the matrix was used to ensure that skills build upon each other from course to course. Faculty members in the Geology Department at the College of William and Mary first used this approach to focus on teaching quantitative skills across the geology curriculum, and later used it in terms of teaching research, communication, and information literacy skills. After articulating goals and skills, faculty members in both departments developed more specific skill lists within each category of skills, then described the current assignments and activities in each course relative to the specific components of the matrix and discussed whether to add assignment or activities. We have found that much conversation among faculty and change within courses happens simply as a result of compiling the matrix. One effect of the use of the matrix is that faculty in the department know fairly specifically what skills students are learning and practicing in their other geology courses. Moreover, some faculty members are better suited by background or inclination to teach certain sets of skills. This coordinated approach avoids unnecessary duplication and allows faculty to build on skills and topics developed in previous courses. The matrix can also be used as a planning tool to identify gaps in the curriculum. In our experience, the skills matrix is a powerful organizational and communication tool. The skills matrix is a representation of what the department believes actually happens in the curriculum. Thus, development of a skills matrix provides a basis for departmental discussions of student learning goals and objectives as well as for describing the existing curriculum. The matrix is also a graphic representation, to college administrators and outside evaluators, of the "intentionality" of an entire curriculum, going beyond single courses and their syllabi. It can be used effectively to engage administration in discussions of departmental planning and needs analysis.

Co-occurring development of early childhood communication and motor skills: results from a population-based longitudinal study.

PubMed

Wang, M V; Lekhal, R; Aarø, L E; Schjølberg, S

2014-01-01

Communicative and motor development is frequently found to be associated. In the current study we investigate to what extent communication and motor skills at 1½ years predict skills in the same domains at 3 years of age. This study is based on the Norwegian Mother and Child Cohort Study (MoBa) conducted by the Norwegian Institute of Public Heath. Data stem from 62,944 children and their mothers. Mothers completed questionnaires on their child's communication and motor skills at ages 1½ and 3. Associations between communication and motor skills were estimated in a cross-lagged model with latent variables. Early communication skills were correlated with early motor skills (0.72). Stability was high (0.81) across time points for motor skills and somewhat lower (0.40) for communication skills. Early motor skills predicted later communication skills (0.38) whereas early communication skills negatively predicted later motor skills (-0.14). Our findings provide support for the hypothesis that these two difficulties are not symptoms of separate disorders, but might rather be different manifestations of a common underlying neurodevelopmental weakness. However, there also seem to be specific developmental pathways for each domain. Besides theoretical interest, more knowledge about the relationship between these early skills might shed light upon early intervention strategies and preventive efforts commonly used with children with problems in these areas. Our findings suggest that the relationship between language and motor skills is not likely to be simple and directional but rather to be complex and multifaceted. © 2012 John Wiley & Sons Ltd.
A comparison of functional academic and daily living skills in males with fragile X syndrome with and without autism.

PubMed

Raspa, Melissa; Franco, Vitor; Bishop, Ellen; Wheeler, Anne C; Wylie, Amanda; Bailey, Donald B

2018-05-03

Adaptive behaviors, such as functional academic and daily living skills, are critical for independence in adults with intellectual and developmental disabilities. However, little is known about these skills in fragile X syndrome (FXS), the most common form of inherited intellectual disability. The purposes of this study were to describe the functional academic and daily living skills of males diagnosed with FXS across different age groups and compare skill attainment by autism status and other common co-occurring conditions. We used survey methods to assess parent-reported functional academic and daily living skills in 534 males with FXS. Functional academic skills included time and schedules, money, math, reading, and writing skills. Daily living skills included hygiene, cooking, laundry and housekeeping, transportation, and safety skills. Analyses examined functional academic and daily living skills in a cross-sectional sample of males between ages 5 and 67. Differences in skill attainment were found by child age, co-morbid autism status, total number of co-occurring conditions, and respondent education. Functional academic and daily living skills were predictive of community employment and independent living. These data provide important information on the mastery of both foundational and more complex adaptive skills in males with FXS. Both functional academic and daily living skills were predictive of measures of independence above and beyond other child and family characteristics. These findings point to the need to focus interventions to support the attainment of independence in males with FXS. Copyright © 2018 Elsevier Ltd. All rights reserved.
Leadership Skills.

ERIC Educational Resources Information Center

Hutchison, Cathleen; And Others

1988-01-01

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

ERIC Educational Resources Information Center

Wood, R.; Ferguson, Carolyn M.

1975-01-01

Discusses a two-year assessment undertaken to evaluate the Nuffield A-Level chemistry course. Secondary teachers selected chemistry experiments for assessment purposes and assessed their students in manipulative skills, observational skills, interpretation skills, creative skills, and attitudes. (MLH)
Skill as Metaphor: An Analysis of Terminology Used in "Success for All" and "21st Century Skills"

ERIC Educational Resources Information Center

Williams, Joanna

2005-01-01

This paper considers the significance of the term 'skills' in recent policy documents concerning the future developments of post-16 education. This paper argues that the skills debate, as outlined in "Success For All" and "21st Century Skills", comprises two dominant discourses: it is considered necessary for youngsters to gain skills for their…
Evaluating Behavioral Skills Training to Teach Safe Tackling Skills to Youth Football Players

ERIC Educational Resources Information Center

Tai, Sharayah S. M.; Miltenberger, Raymond G.

2017-01-01

With concussion rates on the rise for football players, there is a need for further research to increase skills and decrease injuries. Behavioral skills training is effective in teaching a wide variety of skills but has yet to be studied in the sports setting. We evaluated behavioral skills training to teach safer tackling techniques to six…
Unpacking the Information, Media, and Technology Skills Domain of the New Learning Paradigm

ERIC Educational Resources Information Center

Kivunja, Charles

2015-01-01

Put simply, "Teaching our students so that they become well-equipped with the 21st century skills is the new learning paradigm" (Kivunja, 2014b, p. 85). These skills fall into four domains which the Partnership for 21st Century Skills (P21) identify as the Traditional Core Skills, the Learning and Innovation Skills, the Career and Life…
Exhibit Positive Work Attitudes. Work Skills: Work Maturity Skills Competency 2.0. Connections. School and Work Transitions.

ERIC Educational Resources Information Center

Lankard, Bettina A.

This learning module is one of a series that teaches the competencies of "Job Search Skills," part of the "Work Skills" package--a set of competency-based instructional materials written for low-level readers that prepares students with specific job search and job keeping skills. ("Work Skills" is part of the "Connections" package, which…
OECD Skills Outlook 2013: First Results from the Survey of Adult Skills

ERIC Educational Resources Information Center

OECD Publishing, 2013

2013-01-01

This first "OECD Skills Outlook" presents the initial results of the Survey of Adult Skills (PIAAC), which evaluates the skills of adults in 22 OECD member countries and two partner countries. The PIAAC survey was designed to provide insights into the availability of some key skills and how they are used at work and at home through the…
Reading Skill and Word Skipping: Implications for Visual and Linguistic Accounts of Word Skipping

ERIC Educational Resources Information Center

Eskenazi, Michael A.; Folk, Jocelyn R.

2015-01-01

We investigated whether high-skill readers skip more words than low-skill readers as a result of parafoveal processing differences based on reading skill. We manipulated foveal load and word length, two variables that strongly influence word skipping, and measured reading skill using the Nelson-Denny Reading Test. We found that reading skill did…
Teaching Striking Skills in Elementary Physical Education Using Woodball

ERIC Educational Resources Information Center

Chang, Seung Ho; Lee, Jihyun

2017-01-01

Object control (OC) skills are a part of fundamental motor skills and basic functional skills, which work as a prerequisite to becoming a skilled performer in many sports. Of various OC skills, striking is one of the most difficult to master due to a variety of interrelated movement components. A form of vertical or underarm striking is a more…
Brief Report: Parent-Adolescent Informant Discrepancies of Social Skill Importance and Social Skill Engagement for Higher-Functioning Adolescents with Autism Spectrum Disorder

ERIC Educational Resources Information Center

McMahon, Camilla M.; Solomon, Marjorie

2015-01-01

Parent- and adolescent-report of social skill importance and social skill engagement on the Social Skills Rating System (Gresham and Elliott in The social skills rating system, American Guidance Service, Circle Pines, 1990) were assessed in higher-functioning adolescents with Autism Spectrum Disorder (ASD). Compared to parents, adolescents…
Using a Behavioral Skills Training Package to Teach Conversation Skills to Young Adults with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Nuernberger, Jodi E.; Ringdahl, Joel E.; Vargo, Kristina K.; Crumpecker, Anna C.; Gunnarsson, Karl F.

2013-01-01

A behavioral skills training package was used to teach vocal and non-vocal conversation skills to young adults with autism spectrum disorders. A task analysis was created and verified that included both vocal conversation skills such as making comments related to the conversation topic, and non-vocal conversation skills such as maintaining…
The Effect of the Cherry Hill Study Skills Program on Eighth Grade Students' Reading Comprehension and Study Skills.

ERIC Educational Resources Information Center

La Marca, Marilyn Tierney

A study was conducted to determine the effects of the "Cherry Hill Study Skills Program" on eighth grade students' reading comprehension and study skills. The "Cherry Hill Study Skills Program" is a process oriented course dealing with the sequential development of nine specific skills deemed essential to the retrieval and retention of information…
The Working Life: The Labor Market for Workers in Low-Skilled Jobs

ERIC Educational Resources Information Center

Maxwell, Nan L.

2006-01-01

Over the past few decades, the economic prospects for workers possessing relatively few skills have worsened as the demand for skills in the labor market has increased. Even in jobs that might be categorized as low-skilled, workers require a diverse set of skills to succeed. Many of these skills can only be obtained through schooling or job…
Do pattern recognition skills transfer across sports? A preliminary analysis.

PubMed

Smeeton, Nicholas J; Ward, Paul; Williams, A Mark

2004-02-01

The ability to recognize patterns of play is fundamental to performance in team sports. While typically assumed to be domain-specific, pattern recognition skills may transfer from one sport to another if similarities exist in the perceptual features and their relations and/or the strategies used to encode and retrieve relevant information. A transfer paradigm was employed to compare skilled and less skilled soccer, field hockey and volleyball players' pattern recognition skills. Participants viewed structured and unstructured action sequences from each sport, half of which were randomly represented with clips not previously seen. The task was to identify previously viewed action sequences quickly and accurately. Transfer of pattern recognition skill was dependent on the participant's skill, sport practised, nature of the task and degree of structure. The skilled soccer and hockey players were quicker than the skilled volleyball players at recognizing structured soccer and hockey action sequences. Performance differences were not observed on the structured volleyball trials between the skilled soccer, field hockey and volleyball players. The skilled field hockey and soccer players were able to transfer perceptual information or strategies between their respective sports. The less skilled participants' results were less clear. Implications for domain-specific expertise, transfer and diversity across domains are discussed.
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
Seeing beyond monitors-Critical care nurses' multiple skills in patient observation: Descriptive qualitative study.

PubMed

Alastalo, Mika; Salminen, Leena; Lakanmaa, Riitta-Liisa; Leino-Kilpi, Helena

2017-10-01

The aim of this study was to provide a comprehensive description of multiple skills in patient observation in critical care nursing. Data from semi-structured interviews were analysed using thematic analysis. Experienced critical care nurses (n=20) from three intensive care units in two university hospitals in Finland. Patient observation skills consist of: information gaining skills, information processing skills, decision-making skills and co-operation skills. The first three skills are integrated in the patient observation process, in which gaining information is a prerequisite for processing information that precedes making decisions. Co-operation has a special role as it occurs throughout the process. This study provided a comprehensive description of patient observation skills related to the three-phased patient observation process. The findings contribute to clarifying this part of the competence. The description of patient observation skills may be applied in both clinical practice and education as it may serve as a framework for orientation, ensuring clinical skills and designing learning environments. Based on this study, patient observation skills can be recommended to be included in critical care nursing education, orientation and as a part of critical care nurses' competence evaluation. Copyright © 2017 Elsevier Ltd. All rights reserved.
Associations between skill perceptions and young children's actual fundamental movement skills.

PubMed

Liong, Grace H E; Ridgers, Nicola D; Barnett, Lisa M

2015-04-01

Given that children with low movement skill competence engage in less physical activity, it is important to understand how children's perceptions relate to actual movement competence. This study examined relationships between (i) children's self-perception and objective assessments of their movement skills (object control and locomotor) and (ii) parents' perceptions of the children's movement skills and objective assessment. Children's skill perceptions were assessed using the Pictorial Scale of Perceived Movement Skill Competence for Young Children. Parent perceptions of their child's skills were assessed using a modified version of this instrument. The Test of Gross Motor Development-2nd edition assessed children's skills objectively. Participants were 136 Australian children (51% boys; M=6.5 yr., SD=1.1) and 133 parents. Regression analyses (by sex) examined the relationship between perceptions and children's scores for actual skilled performance. Boys' perceptions were associated with their actual object control ability. Parents accurately perceived boys' object control ability and girls' locomotor ability, but not the reverse. This suggests interventions aiming to improve children's movement skills could target parents and be designed to teach parents how to recognize good and poor skill performance in their children.
Does a brief suicide prevention gatekeeper training program enhance observed skills?

PubMed Central

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

2010-01-01

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

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

NASA Astrophysics Data System (ADS)

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

2017-12-01

This study investigates the factors that impact the forecast skill for the real world (actual skill) and perfect model (perfect skill) in ensemble climate model forecast with a series of fully coupled general circulation model forecast experiments. It is found that the actual skill of sea surface temperature (SST) in seasonal forecast is substantially higher than the perfect skill on a large part of the tropical oceans, especially the tropical Indian Ocean and the central-eastern Pacific Ocean. The higher actual skill is found to be related to the higher observational SST persistence, suggesting a skill-persistence rule: a higher SST persistence in the real world than in the model could overwhelm the model bias to produce a higher forecast skill for the real world than for the perfect model. The relation between forecast skill and persistence is further examined using a first-order autoregressive model (AR1) analytically for theoretical solutions and numerically for analogue experiments. The AR1 model study shows that the skill-persistence rule is strictly valid in the case of infinite ensemble size, but can be distorted by the sampling error and non-AR1 processes.
The relationship between motor skills and cognitive skills in 4-16 year old typically developing children: A systematic review.

PubMed

van der Fels, Irene M J; Te Wierike, Sanne C M; Hartman, Esther; Elferink-Gemser, Marije T; Smith, Joanne; Visscher, Chris

2015-11-01

This review aims to give an overview of studies providing evidence for a relationship between motor and cognitive skills in typically developing children. A systematic review. PubMed, Web of Science, and PsychINFO were searched for relevant articles. A total of 21 articles were included in this study. Methodological quality was independently assessed by two reviewers. Motor and cognitive skills were divided into six categories. There was either no correlation in the literature, or insufficient evidence for or against many correlations between motor skills and cognitive skills. However, weak-to-strong evidence was found for some correlations between underlying categories of motor and cognitive skills, including complex motor skills and higher order cognitive skills. Furthermore, a stronger relationship between underlying categories of motor and cognitive skills was found in pre-pubertal children compared to pubertal children (older than 13 years). Weak-to-strong relations were found between some motor and cognitive skills. The results suggest that complex motor intervention programs can be used to stimulate both motor and higher order cognitive skills in pre-pubertal children. Copyright © 2014 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.
Assessing Motor Skill Competency in Elementary School Students: A Three-Year Study.

PubMed

Chen, Weiyun; Mason, Steve; Hypnar, Andrew; Bennett, Austin

2016-03-01

This study was to examine how well fourth- and fifth-grade students demonstrated motor skill competency assessed with selected PE Metrics assessment rubrics (2009). Fourth- and fifth-grade students (n = 1,346-1,926) were assessed on their performance of three manipulative skills using the PE Metrics Assessment Rubrics during the pre-intervention year, the post-intervention year 1, and the post-intervention year 3. Descriptive statistics, independent t-test, ANOVA, and follow-up comparisons were conducted for data analysis. The results indicated that the post-intervention year 2 cohort performed significantly more competent than the pre-intervention cohort and the post-intervention year 1 cohort on the three manipulative skill assessments. The post-intervention year 1 cohort significantly outperformed the pre-intervention cohort on the soccer dribbling, passing, and receiving and the striking skill assessments, but not on the throwing skill assessment. Although the boys in the three cohorts performed significantly better than the girls on all three skills, the girls showed substantial improvement on the overhand throwing and the soccer skills from baseline to the post-intervention year 1 and the post-intervention year 2. However, the girls, in particular, need to improve striking skill. The CTACH PE was conducive to improving fourth- and fifth-grade students' motor skill competency in the three manipulative skills. This study suggest that PE Metrics assessment rubrics are feasible tools for PE teachers to assess levels of students' demonstration of motor skill competency during a regular PE lesson. Key pointsCATCH PE is an empirically-evidenced quality PE curricular that is conducive to improving students' manipulative skill competency.Boys significantly outperformed than girls in all three manipulative skills.Girls need to improve motor skill competency in striking skill. PE Metrics are feasible assessment rubrics that can be easily used by trained physical education teachers to assess students' manipulative skill competency.
Assessing Motor Skill Competency in Elementary School Students: A Three-Year Study

PubMed Central

Chen, Weiyun; Mason, Steve; Hypnar, Andrew; Bennett, Austin

2016-01-01

This study was to examine how well fourth- and fifth-grade students demonstrated motor skill competency assessed with selected PE Metrics assessment rubrics (2009). Fourth- and fifth-grade students (n = 1,346-1,926) were assessed on their performance of three manipulative skills using the PE Metrics Assessment Rubrics during the pre-intervention year, the post-intervention year 1, and the post-intervention year 3. Descriptive statistics, independent t-test, ANOVA, and follow-up comparisons were conducted for data analysis. The results indicated that the post-intervention year 2 cohort performed significantly more competent than the pre-intervention cohort and the post-intervention year 1 cohort on the three manipulative skill assessments. The post-intervention year 1 cohort significantly outperformed the pre-intervention cohort on the soccer dribbling, passing, and receiving and the striking skill assessments, but not on the throwing skill assessment. Although the boys in the three cohorts performed significantly better than the girls on all three skills, the girls showed substantial improvement on the overhand throwing and the soccer skills from baseline to the post-intervention year 1 and the post-intervention year 2. However, the girls, in particular, need to improve striking skill. The CTACH PE was conducive to improving fourth- and fifth-grade students’ motor skill competency in the three manipulative skills. This study suggest that PE Metrics assessment rubrics are feasible tools for PE teachers to assess levels of students’ demonstration of motor skill competency during a regular PE lesson. Key points CATCH PE is an empirically-evidenced quality PE curricular that is conducive to improving students’ manipulative skill competency. Boys significantly outperformed than girls in all three manipulative skills. Girls need to improve motor skill competency in striking skill. PE Metrics are feasible assessment rubrics that can be easily used by trained physical education teachers to assess students’ manipulative skill competency. PMID:26957932
Perceived importance and self-assessment of the skills of Canada's health-system pharmacy managers.

PubMed

Axworthy, Sheri; MacKinnon, Neil J

2002-06-01

The relationship between the perceived importance of managerial skills and self-assessed proficiency in each skill among health-system pharmacy managers in Canada was examined, and the demographic characteristics associated with pharmacy managers who lack these skills were analyzed. Surveys were mailed to 514 health-system pharmacy managers in Canada in July 2000. The survey listed 61 specific managerial skills, under seven general categories. The respondents were asked to rate the level of importance that each of the skills had in their job and rate their proficiency in each skill. Ratings were based on a five-point Likert scale ranging from very high importance or skill level to very low importance or skill level. The response rate was 52.7%. Of the 61 specific managerial skills considered, the majority of respondents identified "Demonstrating ethical conduct" as both the most important skill and their greatest strength. "Understand the operating principles of managed care" was viewed as the least important skill, while "Participating in the implementation of a marketing program" was respondents' greatest weakness. There were significant differences in the mean self-assessed skill levels of the respondents according to their educational background, size of the institution in which they work, and years of managerial experience. Health-system pharmacy managers with a master of business administration degree had a significantly higher overall mean perceived skill level than managers in all other "Education" categories. Managers with a bachelor of science degree in pharmacy had a significantly lower overall mean perceived skill level than those with a bachelor of science degree in pharmacy plus "other" degrees, while managers employed in institutions of 500 or more inpatient beds had a significantly higher overall self-rated mean skill level than managers employed in institutions of 51-100 inpatient beds. A national survey of health-system pharmacy managers in Canada revealed a pressing need for better training in managerial skills for these pharmacists.
Physiotherapy students' conceptions of skill at the beginning of their Bachelor studies.

PubMed

Kurunsaari, Merja; Piirainen, Arja; Tynjälä, Päivi

2015-05-01

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

PubMed

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

2013-02-01

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

PubMed

van Deursen, Alexander J A M; van Dijk, Jan A G M

2011-04-29

Despite the amount of online health information, there are several barriers that limit the Internet's adoption as a source of health information. One of these barriers is highlighted in conceptualizations of the digital divide which include the differential possession of Internet skills, or "eHealth literacy". Most measures of Internet skills among populations at large use self-assessments. The research discussed here applies a multifaceted definition of Internet skills and uses actual performance tests. The purpose of this study was to assess how ready a sample of the general population is for eHealth. More specifically, four types of Internet skills were measured in a performance test in which subjects had to complete health-related assignments on the Internet. From November 1, 2009, through February 28, 2010, 88 subjects participated in the study. Subjects were randomly selected from a telephone directory. A selective quota sample was used divided over equal subsamples of gender, age, and education. Each subject had to accomplish assignments on the Internet. The Internet skills accounted for were categorized as operational (basic skills to use the Internet), formal (navigation and orientation), information (finding information), and strategic (using the information for personal benefits). The tests took approximately 1.5 hours and were conducted in a University office, making the setting equally new for all. Successful completion and time spent on the assignments-the two main outcomes-were directly measured by the test leader. The subjects successfully completed an average of 73% (5.8/8) of the operational Internet skill tasks and an average of 73% (2.9/4) of the formal Internet skill tasks. Of the information Internet skills tasks, an average of 50% (1.5/3) was completed successfully and, of the strategic Internet skills tasks, 35% (0.7/2). Only 28% (25/88) of the subjects were able to successfully complete all operational skills tasks, 39% (34/88), all formal skills tasks, 13% (11/88), all information skills tasks, and 20% (18/88), both the strategic skill tasks. The time spent on the assignments varied substantially. Age and education were the most important contributors to the operational and formal Internet skills. Regarding the formal Internet skills, years of Internet experience also had some influence. Educational level of attainment was the most important contributor to the information and strategic Internet skills. Although the amount of online health-related information and services is consistently growing, it appears that the general population lacks the skills to keep up. Most problematic appear to be the lack of information and strategic Internet skills, which, in the context of health, are very important. The lack of these skills is also problematic for members of younger generations, who are often considered skilled Internet users. This primarily seems to account for the operational and formal Internet skills. The results of the study strongly call for policies to increase the level of Internet skills.
Internet Skills Performance Tests: Are People Ready for eHealth?

PubMed Central

van Dijk, Jan A G M

2011-01-01

Background Despite the amount of online health information, there are several barriers that limit the Internet’s adoption as a source of health information. One of these barriers is highlighted in conceptualizations of the digital divide which include the differential possession of Internet skills, or “eHealth literacy”. Most measures of Internet skills among populations at large use self-assessments. The research discussed here applies a multifaceted definition of Internet skills and uses actual performance tests. Objective The purpose of this study was to assess how ready a sample of the general population is for eHealth. More specifically, four types of Internet skills were measured in a performance test in which subjects had to complete health-related assignments on the Internet. Methods From November 1, 2009, through February 28, 2010, 88 subjects participated in the study. Subjects were randomly selected from a telephone directory. A selective quota sample was used divided over equal subsamples of gender, age, and education. Each subject had to accomplish assignments on the Internet. The Internet skills accounted for were categorized as operational (basic skills to use the Internet), formal (navigation and orientation), information (finding information), and strategic (using the information for personal benefits). The tests took approximately 1.5 hours and were conducted in a University office, making the setting equally new for all. Successful completion and time spent on the assignments—the two main outcomes—were directly measured by the test leader. Results The subjects successfully completed an average of 73% (5.8/8) of the operational Internet skill tasks and an average of 73% (2.9/4) of the formal Internet skill tasks. Of the information Internet skills tasks, an average of 50% (1.5/3) was completed successfully and, of the strategic Internet skills tasks, 35% (0.7/2). Only 28% (25/88) of the subjects were able to successfully complete all operational skills tasks, 39% (34/88) all formal skills tasks, 13% (11/88) all information skills tasks, and 20% (18/88) both the strategic skill tasks. The time spent on the assignments varied substantially. Age and education were the most important contributors to the operational and formal Internet skills. Regarding the formal Internet skills, years of Internet experience also had some influence. Educational level of attainment was the most important contributor to the information and strategic Internet skills. Conclusions Although the amount of online health-related information and services is consistently growing, it appears that the general population lacks the skills to keep up. Most problematic appear to be the lack of information and strategic Internet skills, which, in the context of health, are very important. The lack of these skills is also problematic for members of younger generations, who are often considered skilled Internet users. This primarily seems to account for the operational and formal Internet skills. The results of the study strongly call for policies to increase the level of Internet skills. PMID:21531690
Pre-Kindergarten Scale.

ERIC Educational Resources Information Center

Flynn, Tim

This 25-item scale for rating prekindergarten children concerns personal and cognitive skills. Directions for using the scale are provided. Personal skills include personal hygiene, communication skills, eating habits, relationships with the teacher, peer relations, and personal behavior. Cognitive skills rated are verbal skills, object…
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.
A contextual approach to social skills assessment in the peer group: who is the best judge?

PubMed

Kwon, Kyongboon; Kim, Elizabeth Moorman; Sheridan, Susan M

2012-09-01

Using a contextual approach to social skills assessment in the peer group, this study examined the criterion-related validity of contextually relevant social skills and the incremental validity of peers and teachers as judges of children's social skills. Study participants included 342 (180 male and 162 female) students and their classroom teachers (N = 22) from rural communities. As expected, contextually relevant social skills were significantly related to a variety of social status indicators (i.e., likability, peer- and teacher-assessed popularity, reciprocated friendships, clique centrality) and positive school functioning (i.e., school liking and academic competence). Peer-assessed social skills, not teacher-assessed social skills, demonstrated consistent incremental validity in predicting various indicators of social status outcomes; peer- and teacher-assessed social skills alike showed incremental validity in predicting positive school functioning. The relation between contextually relevant social skills and study outcomes did not vary by child gender. Findings are discussed in terms of the significance of peers in the assessment of children's social skills in the peer group as well as the usefulness of a contextual approach to social skills assessment.
What determines adult cognitive skills? Influences of pre-school, school, and post-school experiences in Guatemala

PubMed Central

Hoddinott, John; Maluccio, John A.; Soler-Hampejsek, Erica; Behrman, Emily L.; Martorell, Reynaldo; Ramírez-Zea, Manuel; Stein, Aryeh D.

2015-01-01

Most empirical investigations of the effects of cognitive skills assume that they are produced by schooling. Drawing on longitudinal data to estimate production functions for adult verbal and nonverbal cognitive skills, we find that: (1) School attainment has a significant and substantial effect on adult verbal cognitive skills but not on adult nonverbal cognitive skills; and (2) Pre-school and post-school experiences also have substantial positive significant effects on adult cognitive skills. Pre-school experiences captured by height for age at 6 years substantially and significantly increase adult nonverbal cognitive skills, even after controlling for school attainment. Post-school tenure in skilled jobs has significant positive effects on both types of cognitive skills. The findings (1) reinforce the importance of early life investments; (2) support the importance of childhood nutrition (“Flynn effect”) and work complexity in explaining increases in nonverbal cognitive skills; (3) call into question interpretations of studies reporting productivity impacts of cognitive skills that do not control for endogeneity; and (4) point to limitations in using adult school attainment alone to represent human capital. PMID:26550556
Media resistance skills and drug skill refusal techniques: What is their relationship with alcohol use among inner-city adolescents?

PubMed

Epstein, Jennifer A; Botvin, Gilbert J

2008-04-01

Past research related to alcohol advertising examined whether underage adolescents were targets of the alcohol industry and what impact such advertising had on adolescent drinking. The purpose of this study was to longitudinally examine the impact of media resistance skills on subsequent drinking among adolescents residing in inner-city regions of New York City. The study also tested whether drug skill refusal techniques (knowing how to say no to alcohol and other drugs) mediated the relationship between media resistance skills and adolescent drinking. A panel sample of baseline, one-year and two-year follow-ups (N=1318) from the control group of a longitudinal drug abuse prevention trial participated. A series of structural equations models showed that media resistance skills directly negatively predicted alcohol use 2 years later and that drug skill refusal techniques mediated this effect. Baseline media resistance skills were associated with one-year drug skill refusal techniques, which in turn negatively predicted two-year alcohol use. These findings provided empirical support for including media resistance skills and drug skill refusal techniques in alcohol prevention programs.
Media Resistance Skills and Drug Skill Refusal Techniques: What is Their Relationship with Alcohol Use Among Inner-City Adolescents?

PubMed Central

Epstein, Jennifer A.; Botvin, Gilbert J.

2008-01-01

Past research related to alcohol advertising examined whether underage adolescents were targets of the alcohol industry and what impact such adverting had on adolescent drinking. The purpose of this study was to longitudinally examine the impact of media resistance skills on subsequent drinking among adolescents residing in inner-city regions of New York City. The study also tested whether drug skill refusal techniques (knowing how to say no to alcohol and other drugs) mediated the relationship between media resistance skills and adolescent drinking. A panel sample of baseline, 1-year and 2-year follow-ups (N = 1318) from the control group of a longitudinal drug abuse prevention trial participated. A series of structural equations models showed that media resistance skills directly negatively predicted alcohol use two years later and that drug skill refusal techniques mediated this effect. Baseline media resistance skills were associated with 1-year drug skill refusal techniques, which in turn negatively predicted 2-year alcohol use. These findings provided empirical support for including media resistance skills and drug skill refusal techniques in alcohol prevention programs. PMID:18164827
Social Skills and Executive Function Among Youth With Sickle Cell Disease: A Preliminary Investigation

PubMed Central

Wolfe, Kelly; Lebensburger, Jeffrey; Nieman, Jilian; Barnes, Margaux; Nolan, William; King, Allison; Madan-Swain, Avi

2014-01-01

Objectives To explore the relationship between executive function (EF) and social skills in youth with sickle cell disease (SCD). Methods 20 youth with SCD completed objective tests of EF (Tasks of Executive Control; Animal Sorting subtest from the Developmental Neuropsychological Assessment-Second Edition), an IQ screener, and paper-and-pencil measures of social skills (Social Skills Improvement System [SSIS]). Primary caregivers completed paper-and-pencil measures of EF (Behavior Rating Inventory of Executive Function) and social skills (SSIS). Results EF scores from the Behavior Rating Inventory of Executive Function related to parent- and child-reported social skills such that EF deficits correlated with poorer overall and domain-specific social skills. Similarly, EF scores from the Animal Sorting test related to child-reported social skills. Worse parent-reported EF predicted worse parent-reported social skills above the variance accounted for by IQ. Conclusions EF is related to social skills and may be necessary for successful social interaction among youth with SCD. These results provide rationale and guidance for future larger-scale investigations of EF and social skills among children with SCD. PMID:24431467
Counting on fine motor skills: links between preschool finger dexterity and numerical skills.

PubMed

Fischer, Ursula; Suggate, Sebastian P; Schmirl, Judith; Stoeger, Heidrun

2017-10-26

Finger counting is widely considered an important step in children's early mathematical development. Presumably, children's ability to move their fingers during early counting experiences to aid number representation depends in part on their early fine motor skills (FMS). Specifically, FMS should link to children's procedural counting skills through consistent repetition of finger-counting procedures. Accordingly, we hypothesized that (a) FMS are linked to early counting skills, and (b) greater FMS relate to conceptual counting knowledge (e.g., cardinality, abstraction, order irrelevance) via procedural counting skills (i.e., one-one correspondence and correctness of verbal counting). Preschool children (N = 177) were administered measures of procedural counting skills, conceptual counting knowledge, FMS, and general cognitive skills along with parent questionnaires on home mathematics and fine motor environment. FMS correlated with procedural counting skills and conceptual counting knowledge after controlling for cognitive skills, chronological age, home mathematics and FMS environments. Moreover, the relationship between FMS and conceptual counting knowledge was mediated by procedural counting skills. Findings suggest that FMS play a role in early counting and therewith conceptual counting knowledge. © 2017 John Wiley & Sons Ltd.
Workplace Literacy and Basic Skills = L'alphabetisation et les competences de base en milieu de travail.

ERIC Educational Resources Information Center

Waugh, Sue

Workplace literacy and basic skills may be defined as skills needed by employees at work: reading, writing, math, and problem solving. Workplace literacy and skill requirements are based on the needs of each workplace and its workers. These skills are important because the work force needs to be highly skilled and adaptable to compete in a global…
Employer-Led Organizations and Skill Supply Chains: Linking Worker Advancement with the Skill Needs of Employers. Issue Brief.

ERIC Educational Resources Information Center

Mills, Jack; Prince, Heath

Skill supply chains apply a chain strategy to human resources to make the labor market more efficient. They link the multiple skill levels in a given labor market within a network of recruitment pathways for employers and advancement pathways for workers. Skill supply chains are based on employers' actual skill needs and on the principle that…
Consumer Skills Items. A Collection of Consumer Skills Items for State and Local Education Agencies to Draw upon in Custom-Building Their Own Consumer Skills Instruments.

ERIC Educational Resources Information Center

Education Commission of the States, Denver, CO.

This is a collection of consumer skills items for state and local education agencies to draw upon in composing consumer skills instruments. It provides items to assess seventeen-year-olds' consumer skills. The booklet contains items classified under eight major topics: behavior, contracts, economics, energy, finances, mathematics, projection, and…

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