WorldWideScience

Sample records for macro practice skills

  1. Why Macro Practice Matters

    Science.gov (United States)

    Reisch, Michael

    2016-01-01

    This article asserts that macro practice is increasingly important in today's rapidly changing and complex practice environment. It briefly explores the history of macro practice in U.S. social work, summarizes its major contributions to the profession and to U.S. society, and provides some suggestions for how social work programs can expand…

  2. Service Learning and Community-Based Partnerships: A Model for Teaching Macro Practice Social Work

    Science.gov (United States)

    Nandan, Monica; Scott, Patricia

    2011-01-01

    This article describes an innovative project that combined service learning and community-based partnerships to teach macro practice skills to social work students and citizenship skills to primary school students. The partners, a small social work program, several primary schools, and an internationally recognized civic engagement program,…

  3. Educating Assessors: Preparing Librarians with Micro and Macro Skills

    Directory of Open Access Journals (Sweden)

    Rachel Applegate

    2016-04-01

    Full Text Available Abstract Objective – To examine the fit between libraries’ needs for evaluation skills, and library education and professional development opportunities. Many library position descriptions and many areas of library science education focus on professional skills and activities, such as delivering information literacy, designing programs, and managing resources. Only some positions, some parts of positions, and some areas of education specifically address assessment/evaluation skills. The growth of the Library Assessment Conference, the establishment of the ARL-ASSESS listserv, and other evidence indicates that assessment skills are increasingly important. Method – Four bodies of evidence were examined for the prevalence of assessment needs and assessment education: the American Library Association core competencies; job ads from large public and academic libraries; professional development courses and sessions offered by American Library Association (ALA divisions and state library associations; and course requirements contained in ALA-accredited Masters of Library Science (MLS programs. Results – While one-third of job postings made some mention of evaluation responsibilities, less than 10% of conference or continuing education offerings addressed assessment skills. In addition, management as a topic is a widespread requirement in MLS programs (78%, while research (58% and assessment (15% far less common. Conclusions – Overall, there seems to be more need for assessment/evaluation skills than there are structured offerings to educate people in developing those skills. In addition, roles are changing: some of the most professional-level activities of graduate-degreed librarians involve planning, education, and assessment. MLS students need to understand that these macro skills are essential to leadership, and current librarians need opportunities to add to their skill sets.

  4. Lemons to Lemonade: How Five Challenges in Teaching Macro Practice Helped to Strengthen Our Course

    Science.gov (United States)

    Dooley, Joe; Sellers, Sherril; Gordon-Hempe, Cornelia

    2009-01-01

    Teaching macro practice can be challenging. While students have some concepts of what macro practice entails, their knowledge may be limited and sometimes inaccurate. Moreover, students may be reluctant to engage in macro change efforts. Given the scarcity of literature regarding teaching macro practice and the growing importance of it in social…

  5. Macro Trends and the Future of Public Health Practice.

    Science.gov (United States)

    Erwin, Paul Campbell; Brownson, Ross C

    2016-12-15

    Public health practice in the twenty-first century is in a state of significant flux. Several macro trends are impacting the current practice of governmental public health and will likely have effects for many years to come. These macro trends are described as forces of change, which are changes that affect the context in which the community and its public health system operate. This article focuses on seven such forces of change: the Patient Protection and Affordable Care Act, public health agency accreditation, climate change, health in all policies, social media and informatics, demographic transitions, and globalized travel. Following the description of each of these, this article then turns to possible approaches to measuring, tracking, and understanding the impact of these forces of change on public health practice, including the use of evidence-based public health, practice-based research, and policy surveillance. Expected final online publication date for the Annual Review of Public Health Volume 38 is March 20, 2017. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.

  6. Identifying Student Competencies in Macro Practice: Articulating the Practice Wisdom of Field Instructors

    Science.gov (United States)

    Regehr, Cheryl; Bogo, Marion; Donovan, Kirsten; Lim, April; Anstice, Susan

    2012-01-01

    Although a growing literature examines competencies in clinical practice, competencies of students in macro social work practice have received comparatively little attention. A grounded-theory methodology was used to elicit field instructor views of student competencies in community, organization, and policy contexts. Competencies described by…

  7. Engaging Students in Macro Issues through Community-Based Learning: The Policy, Practice, and Research Sequence

    Science.gov (United States)

    Sather, Paul; Weitz, Barbara; Carlson, Patricia

    2007-01-01

    This paper describes the revision of a curriculum that was initiated to engage and sustain students' interest in the macro dimension of social work practice. Specifically, we describe how two junior policy courses, a senior macro practice course, and a research methods course were revised to include a service learning approach. This article…

  8. Narrative skills in deaf children who use spoken English: Dissociations between macro and microstructural devices.

    Science.gov (United States)

    Jones, A C; Toscano, E; Botting, N; Marshall, C R; Atkinson, J R; Denmark, T; Herman, R; Morgan, G

    2016-12-01

    Previous research has highlighted that deaf children acquiring spoken English have difficulties in narrative development relative to their hearing peers both in terms of macro-structure and with micro-structural devices. The majority of previous research focused on narrative tasks designed for hearing children that depend on good receptive language skills. The current study compared narratives of 6 to 11-year-old deaf children who use spoken English (N=59) with matched for age and non-verbal intelligence hearing peers. To examine the role of general language abilities, single word vocabulary was also assessed. Narratives were elicited by the retelling of a story presented non-verbally in video format. Results showed that deaf and hearing children had equivalent macro-structure skills, but the deaf group showed poorer performance on micro-structural components. Furthermore, the deaf group gave less detailed responses to inferencing probe questions indicating poorer understanding of the story's underlying message. For deaf children, micro-level devices most strongly correlated with the vocabulary measure. These findings suggest that deaf children, despite spoken language delays, are able to convey the main elements of content and structure in narrative but have greater difficulty in using grammatical devices more dependent on finer linguistic and pragmatic skills.

  9. Exploring the Macro-Micro Dynamic in Data Use Practice

    Science.gov (United States)

    Moss, Pamela A.

    2012-01-01

    In their opening comments to this special issue on data use, Coburn and Turner point to "one of the most central questions in social theory: the interrelationship between macro-social structure and micro-level action." Questions about data use--which entail social phenomena that range from federal policy to moment-to-moment interactions…

  10. Skill analysis part 3: improving a practice skill.

    Science.gov (United States)

    Price, Bob

    In this, the third and final article in a series on practice skill analysis, attention is given to imaginative ways of improving a practice skill. Having analysed and evaluated a chosen skill in the previous two articles, it is time to look at new ways to proceed. Creative people are able to be analytical and imaginative. The process of careful reasoning involved in analysing and evaluating a skill will not necessarily be used to improve it. To advance a skill, there is a need to engage in more imaginative, free-thinking processes that allow the nurse to think afresh about his or her chosen skill. Suggestions shared in this article are not exhaustive, but the material presented does illustrate measures that in the author's experience seem to have potential. Consideration is given to how the improved skill might be envisaged (an ideal skill in use). The article is illustrated using the case study of empathetic listening, which has been used throughout this series.

  11. Practical Clinical Training in Skills Labs: Theory and Practice

    OpenAIRE

    Bugaj, T. J.; Nikendei, C.

    2016-01-01

    Today, skills laboratories or “skills labs”, i.e. specific practical skill training facilities, are a firmly established part of medical education offering the possibility of training clinical procedures in a safe and fault-forging environment prior to real life application at bedside or in the operating room. Skills lab training follows a structured teaching concept, takes place under supervision and in consideration of methodological-didactic concepts, ideally creating an atmosphere that al...

  12. How can ergonomic practitioners learn to practice a macro-ergonomic framework developed in academia?

    DEFF Research Database (Denmark)

    Broberg, Ole; Seim, Rikke; Andersen, Vibeke

    2009-01-01

    How can a macro-ergonomic framework developed in academia be “transferred” to ergonomic practitioners and become a new work practice? The purpose of this paper is to reflect upon experiences from an interactive research program in which this transferral was tested by two consecutive approaches......” with the researchers and other practitioners; 3) paying attention to the organizational settings of the ergonomic practitioner to make sure that a new work practice is implemented in the organization and not only by a single practitioner....

  13. The practical skills of newly qualified nurses

    DEFF Research Database (Denmark)

    Danbjørg, Dorthe Boe; Birkelund, Regner

    2011-01-01

    This paper reports the findings from a study of newly qualified nurses and which subjects the nurses regarded as the most important in order to be able to live up to the requirements of clinical practice, and how they experience their potential for developing practical and moral skills, after...

  14. Effective communication skills in nursing practice.

    Science.gov (United States)

    Bramhall, Elaine

    2014-12-09

    This article highlights the importance of effective communication skills for nurses. It focuses on core communication skills, their definitions and the positive outcomes that result when applied to practice. Effective communication is central to the provision of compassionate, high-quality nursing care. The article aims to refresh and develop existing knowledge and understanding of effective communication skills. Nurses reading this article will be encouraged to develop a more conscious style of communicating with patients and carers, with the aim of improving health outcomes and patient satisfaction.

  15. Practical Clinical Training in Skills Labs: Theory and Practice

    Directory of Open Access Journals (Sweden)

    Bugaj, T. J.

    2016-08-01

    Full Text Available Today, skills laboratories or “skills labs”, i.e. specific practical skill training facilities, are a firmly established part of medical education offering the possibility of training clinical procedures in a safe and fault-forging environment prior to real life application at bedside or in the operating room. Skills lab training follows a structured teaching concept, takes place under supervision and in consideration of methodological-didactic concepts, ideally creating an atmosphere that allows the repeated, anxiety- and risk-free practice of targeted skills.In this selective literature review, the first section is devoted to (I the development and dissemination of the skills lab concept. There follows (II an outline of the underlying idea and (III an analysis of key efficacy factors. Thereafter, (IV the training method’s effectiveness and transference are illuminated, before (V the use of student tutors, in the sense of peer-assisted-learning, in skills labs is discussed separately. Finally, (VI the efficiency of the skills lab concept is analyzed, followed by an outlook on future developments and trends in the field of skills lab training.

  16. Practical-theological facilitation as skilled helping

    Directory of Open Access Journals (Sweden)

    Elmo Pienaar

    2013-11-01

    Full Text Available The article discussed the idea of skilled helping in relation to what has been put forward as practical theological facilitation. It has been argued that various helping relationships, amongst which the author refers to coaching, facilitation, and therapy has more in common than what differentiates them if epistemology is viewed as a unifying concept. As such the scope of practical theology in terms of the contexts and themes in which it might be involved is said to widen. The public dimension of the organisational context, more so than the congregational context, has been put forward as an important habitus of practical-theological facilitation. The organisational involvement of the practical-theological facilitator in terms of professional-vocational skilled helping takes on an actual role through facilitation and other helping modalities.

  17. Information Literacy Skills: Teacher Understandings and Practice

    Science.gov (United States)

    Probert, Elizabeth

    2009-01-01

    This article reports on a project, involving three New Zealand schools, which investigated teachers' understanding of information literacy and their associated classroom practices. Recently published work, while lamenting school students' lack of information literacy skills, including working with online resources, provides little research…

  18. A Problem in Online Interpersonal Skills Training: Do Learners Practice Skills?

    Science.gov (United States)

    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…

  19. Contemporary social work licensure: implications for macro social work practice and education.

    Science.gov (United States)

    Donaldson, Linda Plitt; Hill, Katharine; Ferguson, Sarah; Fogel, Sondra; Erickson, Christina

    2014-01-01

    Understanding the impact of state licensing on social work practice remains a critical concern for social work academics and professionals alike. Given the complex social problems of our times, social workers need to be prepared to intervene with the individual, in various structural dimensions, and to engage in policy debates at the core of human injustice and suffering. Currently, there is insufficient research on the impact of state licensing on the profession and on accredited social work education. The purpose of this article is to begin to address this by providing an overview of the current state of social work licensing across the United States and to analyze the implications of social work regulations as they relate to the future of macro social work practice and education.

  20. Practical Skills of Rhythmic Gymnastics Judges

    Science.gov (United States)

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

    2013-01-01

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

  1. Education, training and skill development policies in Arab Gulf countries: Macro-micro overview

    NARCIS (Netherlands)

    Nour, S.

    2014-01-01

    This paper uses a combination of secondary and primary data to provide a more comprehensive analysis of education, training and skill development policies in the Gulf countries. Different from earlier studies an interesting element in our analysis is that we discuss both the supply and demand sides

  2. Portfolio Practices in Higher Education in Norway in an International Perspective: Macro-, Meso- and Micro-Level Influences

    Science.gov (United States)

    Dysthe, Olga; Engelsen, Knut Steinar

    2011-01-01

    The point of departure for this article is the "chameleon" aspect of portfolios and the diversity of portfolio models and practices in higher education on the international arena today. Our aim is to investigate the contextual character of this diversity by using Norwegian higher education as an example and to show how macro-level…

  3. The practical skills of newly qualified nurses.

    Science.gov (United States)

    Danbjørg, Dorthe Boe; Birkelund, Regner

    2011-02-01

    This paper reports the findings from a study of newly qualified nurses and which subjects the nurses regarded as the most important in order to be able to live up to the requirements of clinical practice, and how they experience their potential for developing practical and moral skills, after the decrease in practical training. A qualitative approach guided the research process and the analysis of the data. The data was collected by participant observation and qualitative interviews with four nurses as informants. The conclusions made in this study are based on the statements and the observations of the newly qualified nurses. Our findings are discussed in relation to the Aristotelian concept and other relevant literature. The main message is that the newly qualified nurses did not feel equipped when they finished their training. This could be interpreted as a direct consequence of the decrease in practical training. Our study also underlines that the way nursing theory is perceived and taught is problematic. The interviews revealed that the nurses think that nursing theories should be applied directly in practice. This misunderstanding is probably also applicable to the teachers of the theories.

  4. Practiced musical style shapes auditory skills.

    Science.gov (United States)

    Vuust, Peter; Brattico, Elvira; Seppänen, Miia; Näätänen, Risto; Tervaniemi, Mari

    2012-04-01

    Musicians' processing of sounds depends highly on instrument, performance practice, and level of expertise. Here, we measured the mismatch negativity (MMN), a preattentive brain response, to six types of musical feature change in musicians playing three distinct styles of music (classical, jazz, and rock/pop) and in nonmusicians using a novel, fast, and musical sounding multifeature MMN paradigm. We found MMN to all six deviants, showing that MMN paradigms can be adapted to resemble a musical context. Furthermore, we found that jazz musicians had larger MMN amplitude than all other experimental groups across all sound features, indicating greater overall sensitivity to auditory outliers. Furthermore, we observed a tendency toward shorter latency of the MMN to all feature changes in jazz musicians compared to band musicians. These findings indicate that the characteristics of the style of music played by musicians influence their perceptual skills and the brain processing of sound features embedded in music. © 2012 New York Academy of Sciences.

  5. Factors Influencing the Development of Practical Skills of Interns ...

    African Journals Online (AJOL)

    Factors Influencing the Development of Practical Skills of Interns Working in ... It starts with a good theoretical preparation and some practical experience at university. ... The relationship between intern and senior doctor was important when it ...

  6. Surgical Practical Skills Learning Curriculum: Implementation and Interns' Confidence Perceptions.

    Science.gov (United States)

    Acosta, Danilo; Castillo-Angeles, Manuel; Garces-Descovich, Alejandro; Watkins, Ammara A; Gupta, Alok; Critchlow, Jonathan F; Kent, Tara S

    2017-08-18

    To provide an overview of the practical skills learning curriculum and assess its effects over time on the surgical interns' perceptions of their technical skills, patient management, administrative tasks, and knowledge. An 84-hour practical skills curriculum composed of didactic, simulation, and practical sessions was implemented during the 2015 to 2016 academic year for general surgery interns. Totally, 40% of the sessions were held during orientation, whereas the remainder sessions were held throughout the academic year. Interns' perceptions of their technical skills, administrative tasks, patient management, and knowledge were assessed by the practical skills curriculum residents' perception survey at various time points during their intern year (baseline, midpoint, and final). Interns were also asked to fill out an evaluation survey at the completion of each session to obtain feedback on the curriculum. General Surgery Residency program at a tertiary care academic institution. 20 General Surgery categorical and preliminary interns. Significant differences were found over time in interns' perceptions on their technical skills, patient management, administrative tasks, and knowledge (p skills, patient management, administrative tasks, and knowledge (p > 0.05 for all). Implementation of a Practical Skills Curriculum in surgical internships can improve interns' confidence perception on their technical skills, patient management skills, administrative tasks, and knowledge. Copyright © 2017. Published by Elsevier Inc.

  7. The Alignment Of Skills And Practice Via Active Reading Methodology

    Directory of Open Access Journals (Sweden)

    Brooke, Jane M.

    2013-01-01

    Full Text Available How does the literacy teacher negotiate the tensions between skills and social practice? Negotiation requires engaging with the debate in which literacy is seen as a set of discrete, transferable skills, dependent upon cognitive development, to the notion of literacies which are bound to social practice, and adapting teaching practices which align these two perspectives. Literacy teacher training can facilitate this via modelling literacy pedagogy such as active reading strategies based upon authentic texts. This paper will discuss the skills and practice debate, and then illustrate the alignment of the two perspectives by reference to some specific active reading strategies devised around a restaurant menu.

  8. Macro Photography for Reflectance Transformation Imaging: A Practical Guide to the Highlights Method

    Directory of Open Access Journals (Sweden)

    Antonino Cosentino

    2014-11-01

    Full Text Available Reflectance Transformation Imaging (RTI is increasingly being used for art documentation and analysis and it can be successful also for the examination of features on the order of hundreds of microns. This paper evaluates some macro scale photography methods specifically for RTI employing the Highlights method for documenting sub-millimeter details. This RTI technique consists in including one reflective sphere in the scene photographed so that the processing software can calculate for each photo the direction of the light source from its reflection on the sphere. RTI documentation can be performed also with an RTI dome, but the Highlights method is preferred because is more mobile and more affordable. This technique is demonstrated in the documentation of some prints ranging from the XV to the XX century from to the Ingels collection in Sweden. The images are here examined and discussed, showing the application of macro RTI for identifying features of prints.

  9. Practice skill development through the use of human patient simulation.

    Science.gov (United States)

    Crea, Kathryn A

    2011-11-10

    Human patient simulation (HPS) is used in health care education to enhance the transition from classroom learning to competent performance. It has been used frequently in nursing and medical schools and less often in pharmacy and other allied health professions. HPS is used to improve the development of pharmacy practice skills such as physical assessment, pharmacotherapy plan development, and monitoring plans. Engaging multiple health care disciplines in simulations enables participants to practice teamwork and communication skills that are essential in preventing errors and events of harm to patients. This article reviews current literature and use of simulation in pharmacy curricula for the development, enhancement, and assessment of pharmacy practice skills.

  10. Reconceptualising manual therapy skills in contemporary practice

    DEFF Research Database (Denmark)

    Rabey, Martin; Hall, Toby; Hebron, Clair

    2017-01-01

    With conflicting evidence regarding the effectiveness of manual therapy calls have arisen within some quarters of the physiotherapy profession challenging the continued use of manual skills for assessment and treatment. A reconceptualisation of the importance of manual examination findings is put...... forward, based upon a contemporary understanding of pain science, rather than considering these skills only in terms of how they should “guide” manual therapy interventions. The place for manual examination findings within complex, multidimensional presentations is considered using vignettes describing...... the presentations of five people with low back pain. As part of multidimensional, individualised management, the balance of evidence relating to the effectiveness, mechanisms of action and rationale for manual skills is discussed. It is concluded that if manual examination and therapeutic skills are used...

  11. Reconceptualising manual therapy skills in contemporary practice.

    Science.gov (United States)

    Rabey, Martin; Hall, Toby; Hebron, Clair; Palsson, Thorvaldur Skuli; Christensen, Steffan Wittrup; Moloney, Niamh

    2017-03-06

    With conflicting evidence regarding the effectiveness of manual therapy calls have arisen within some quarters of the physiotherapy profession challenging the continued use of manual skills for assessment and treatment. A reconceptualisation of the importance of manual examination findings is put forward, based upon a contemporary understanding of pain science, rather than considering these skills only in terms of how they should "guide" manual therapy interventions. The place for manual examination findings within complex, multidimensional presentations is considered using vignettes describing the presentations of five people with low back pain. As part of multidimensional, individualised management, the balance of evidence relating to the effectiveness, mechanisms of action and rationale for manual skills is discussed. It is concluded that if manual examination and therapeutic skills are used in a manner consistent with a contemporary understanding of pain science, multidimensional patient profiles and a person-centred approach, their selective and judicious use still has an important role.

  12. Self-directed practice schedule enhances learning of suturing skills.

    Science.gov (United States)

    Safir, Oleg; Williams, Camille K; Dubrowski, Adam; Backstein, David; Carnahan, Heather

    2013-12-01

    Most preoperative surgical training programs experience challenges with the availability of expert surgeons to teach trainees. Some research suggests that trainees may benefit from being allowed to actively shape their learning environments, which could alleviate some of the time and resource pressures in surgical training. The purpose of this study was to investigate the effects of self-directed or prescribed practice schedules (random or blocked) on learning suturing skills. Participants watched an instructional video for simple interrupted, vertical mattress and horizontal mattress suturing then completed a pretest to assess baseline skills. Participants were assigned to 1 of 4 practice groups: self-directed practice schedule, prescribed blocked practice schedule, prescribed random practice schedule or matched to the self-directed group (control). Practice of the skill was followed by a delayed (1 h) posttest. Improvement from pretest to posttest was determined based on differences in performance time and expert-based assessments. Analyses revealed a significant effect of group for difference in performance time of the simple interrupted suture. Random practice did not show the expected advantage for skill learning, but there was an advantage of self-directed practice. Self-directed practice schedules may be desirable for optimal learning of simple technical skills, even when expert instruction is available. Instructors must also take into account the interaction between task difficulty and conditions of practice to develop ideal training environments.

  13. Investigating teachers' practices of creative thinking skills in Qatari preschools

    OpenAIRE

    Al-Thani, Tamader Jassim

    2010-01-01

    The purpose of this study was to investigate pre-school teachers' pedagogical practices in the context of promoting students' creative thinking skills in the classroom. A total of 80 female preschool teachers completed a 30-item, creative thinking skills questionnaire. Results showed that teachers differed significantly in using creative thinking skills according to their qualifications and in service training. Findings also indicated a significant interaction between the variables of qualifi...

  14. Managerial skills of new practitioner pharmacists within community practice.

    Science.gov (United States)

    Mospan, Cortney M; Casper, Kristin A; Coleman, Ashley; Porter, Kyle

    To identify managerial skills required in community pharmacy practice, explore new practitioners' previous exposure to these skills, and assess new practitioners' perceived preparedness to take on managerial responsibilities. A survey was developed with the use of Qualtrics and distributed by state pharmacy associations using a convenience sample of pharmacists from Iowa, Kentucky, Michigan, Ohio, and Pennsylvania. Pharmacists not practicing in a community pharmacy setting at the time of the study were excluded. New practitioners were defined as pharmacists practicing for no more than 10 years. A total of 168 pharmacists completed the survey. More than one-half (56%) of respondents self-reported being in a managerial position, and 90% of respondents thought that managerial skills were always or very often necessary. At graduation, 15% of respondents rated their managerial skill proficiency to be high to very high, with this increasing to 57% at current point in their career. When comparing managers versus non-managers, 78% of skills assessed showed higher utilization in managers. Interestingly, only 44% of skills showed a higher proficiency in managers. Finally, 88% of respondents thought that their managerial skills could be improved. New practitioners in community practice reported a high utilization of managerial skills, as well as improved proficiency throughout their careers. These skills are important in both community pharmacy training and practice. Managers reported higher utilization of managerial skills, but that utilization did not always correlate with proficiency. This highlights the need to further identify and improve managerial skills during pharmacy education and as part of ongoing continuing professional development. Copyright © 2017 American Pharmacists Association®. Published by Elsevier Inc. All rights reserved.

  15. Expectations of Graduate Communication Skills in Professional Veterinary Practice.

    Science.gov (United States)

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

    2016-09-30

    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.

  16. An interesting review on soft skills and dental practice.

    Science.gov (United States)

    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.

  17. The Nature and Significance of Listening Skills in Accounting Practice

    Science.gov (United States)

    Stone, Gerard; Lightbody, Margaret

    2012-01-01

    While surveys of the employers of accountancy graduates highlight the significance of listening skills, relatively little is known about how such skills are utilised in accounting practice. The present study attempts to address the above lacuna by utilising the findings of in-depth interviews with Australian public accountants about the nature of…

  18. Effects of Play Practice on Teaching Table Tennis Skills

    Science.gov (United States)

    Zhang, Peng; Ward, Phillip; Li, Weidong; Sutherland, Sue; Goodway, Jackie

    2012-01-01

    The purpose of this study was to examine the effects of Play Practice (PP) instruction on the performance of table tennis skills. Fifty-six college students in four intact classes were taught by two instructors using PP and Skill-focused Instruction (SI). A nonequivalent control/comparison group experimental design with pre and post measures was…

  19. The Nature and Significance of Listening Skills in Accounting Practice

    Science.gov (United States)

    Stone, Gerard; Lightbody, Margaret

    2012-01-01

    While surveys of the employers of accountancy graduates highlight the significance of listening skills, relatively little is known about how such skills are utilised in accounting practice. The present study attempts to address the above lacuna by utilising the findings of in-depth interviews with Australian public accountants about the nature of…

  20. Retention of Learned Skills. The Effects of Physical Practice and Mental/Physical Practice.

    Science.gov (United States)

    Cooper, Phyllis S.

    1985-01-01

    A study evaluated the retention level of three gymnastics skills learned by health and physical education students using either physical practice or a combination of mental and physical practice. Mental practice was found to have a positive effect on skill retention. Results and recommendations are offered. (DF)

  1. [MODERN EDUCATIONAL TECHNOLOGY MASTERING PRACTICAL SKILLS OF GENERAL PRACTITIONERS].

    Science.gov (United States)

    Kovalchuk, L I; Prokopchuk, Y V; Naydyonova, O V

    2015-01-01

    The article presents the experience of postgraduate training of general practitioners--family medicine. Identified current trends, forms and methods of pedagogical innovations that enhance the quality of learning and mastering the practical skills of primary professionals providing care.

  2. Reconceptualising manual therapy skills in contemporary practice

    DEFF Research Database (Denmark)

    Rabey, Martin; Hall, Toby; Hebron, Clair

    2017-01-01

    forward, based upon a contemporary understanding of pain science, rather than considering these skills only in terms of how they should “guide” manual therapy interventions. The place for manual examination findings within complex, multidimensional presentations is considered using vignettes describing...... the presentations of five people with low back pain. As part of multidimensional, individualised management, the balance of evidence relating to the effectiveness, mechanisms of action and rationale for manual skills is discussed. It is concluded that if manual examination and therapeutic skills are used...... in a manner consistent with a contemporary understanding of pain science, multidimensional patient pro-files and a person-centred approach, their selective and judicious use still has an important role...

  3. Practical skills of the future innovator

    Science.gov (United States)

    Kaurov, Vitaliy

    2015-03-01

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

  4. Conditions of Practice in Perceptual Skill Learning

    Science.gov (United States)

    Memmert, D.; Hagemann, N.; Althoetmar, R.; Geppert, S.; Seiler, D.

    2009-01-01

    This study uses three experiments with different kinds of training conditions to investigate the "easy-to-hard" principle, context interference conditions, and feedback effects for learning anticipatory skills in badminton. Experiment 1 (N = 60) showed that a training program that gradually increases the difficulty level has no advantage over the…

  5. Assessment Of Basic Practical Skills In An Undergraduate Medical Curriculum

    Directory of Open Access Journals (Sweden)

    Sambandam Elango

    2007-06-01

    Full Text Available Introduction: Health educators and accrediting bodieshave defined objectives and competencies that medicalstudents need to acquire to become a safe doctor. Thereis no report in Malaysia, about the ability of medicalstudents to perform some of the basic surgical skillsbefore entering the houseman ship. The aim of thisstudy is to determine whether the teaching/ learningmethods of practical skills in our undergraduate programhave been effective in imparting the desired level ofcompetencies in these skills.Methods: A list of basic practical skills that studentsshould be competent has been identified. These skillsare taught in a structured way and assessed as part of thecomposite end- of- semester examination. Practicalskills stations form part of an Objective structuredpractical examination (OSPE.Results: The results of 244 students who participated inthree ends of semester examinations were analyzed. Themean score for the practical skills stations were higherthan the mean OSPE (of all 18 stations and overallscore (of the written, practical and clinicalexamination. However the failure rate in the practicalskills stations is higher in most of the stations (7 out of8 stations compared to overall failure rates.Conclusions: In spite of the formal skills training manystudents failed to demonstrate the desired level ofcompetencies in these stations. Assessment of practicalskills as part of overall composite examination may notbe effective in ensuring that all students have achievedthe required level of competency. Practical skills shouldbe assessed through dedicated formative assessments tomake sure that all the students acquire the requiredcompetencies.

  6. The Generalist Model: Where do the Micro and Macro Converge?

    Directory of Open Access Journals (Sweden)

    Shari E. Miller

    2008-12-01

    Full Text Available Although macro issues are integral to social work, students continue to struggle with the acquisition of knowledge and skills pertaining to larger systems. Educators have developed innovative methods to integrate learning across systems of various sizes however it appears an imbalance persists. This challenge is supported by baccalaureate student responses to a social work program evaluation. Four years of data from 295 undergraduate students revealed that they felt less prepared to practice with larger, macro systems. Changes in curriculum to reflect collaboration and holism, and more research are needed to adequately provide macro learning and macro practice opportunities within the generalist model and in the context of the current socio-economic-political environment.

  7. Broadening the Lens of System-Based Practice: From Micro to Macro and Basic to Complex in Residency Training.

    Science.gov (United States)

    Weinberg, Michael; Arbuckle, Melissa R; Ranz, Jules M

    2017-05-16

    This paper aimed to develop a model for understanding the various dimensions of system-based practice (SBP) and determine the extent to which psychiatry residents perform behaviors along these dimensions. Sixty-one supervisors from seven psychiatry programs rated resident performance of SBP behaviors using a 60-item instrument. Multi-dimensional scaling and cluster analysis were conducted to determine how the instrument items related to one another and the larger concept of SBP. Average supervisor ratings between clusters were compared to determine resident performance along the identified SBP dimensions. The data supports a model of SBP defined along two dimensions: (1) from micro (patient) to macro (population-based) interventions and (2) from low to high system complexity. Residents were more likely to perform behaviors at the patient level compared to those at the population-based level. Training in SBP remains predominately focused on the doctor-patient level and not the greater system of health-care delivery.

  8. Diplomatic Skills Used for International Marketing Practice

    Directory of Open Access Journals (Sweden)

    Michael Bahles

    2015-01-01

    Full Text Available In international management, there are observable difficulties in development processes and international alignments similar to situations in international diplomacy. This article presents application of the theories and concepts of international diplomacy on the practice of international marketing. It is the first application of the concept of international diplomacy for management, especially marketing practices. The goal of the article is to elaborate the concepts and solutions of international diplomacy for international marketing. The used research method is secondary analysis of existing theories and concepts of diplomacy in combination with expert interviews with international diplomats as well as international marketing practitioners. The results of the presented examination have interesting managerial implications for international marketing development processes, showing that the virtues of international diplomacy can be adapted to the practice of international marketing.

  9. Practice management skills for the nurse practitioner.

    Science.gov (United States)

    Sportsman, S; Hawley, L J; Pollock, S; Varnell, G

    2001-01-01

    The faculties of three schools of nursing involved in a collaborative family nurse practitioner (FNP) program designed a study to address issues involved in preparing the nurse practitioner for the challenges of practice management in the clinical environment. The purposes of the study were to (1) identify business concepts necessary to successfully manage a primary care practice; (2) determine which of these concepts should be incorporated into an FNP curriculum; and (3) clarify information to be taught regarding each identified concept. Fifty-four business concepts related to primary care were identified from a literature review. A survey was then developed to assess the extent to which the identified concepts were necessary for an FNP to effectively manage a practice. Seven experts and five FNP faculty responded to the survey. The Content Validity Index (CVI) defined by Lynn (1986) was applied and 20 concepts necessary for an FNP to effectively manage a practice were identified. A focus group that included nurse practitioners (both faculty and nonfaculty) from the three collaborative sites connected by interactive telecommunications determined that all 20 of the identified concepts should be included in an FNP curriculum. Additionally, the focus group clarified relevant information to be taught regarding each identified concept.

  10. Critical thinking: knowledge and skills for evidence-based practice.

    Science.gov (United States)

    Finn, Patrick

    2011-01-01

    I respond to Kamhi's (2011) conclusion in his article "Balancing Certainty and Uncertainty in Clinical Practice" that rational or critical thinking is an essential complement to evidence-based practice (EBP). I expand on Kamhi's conclusion and briefly describe what clinicians might need to know to think critically within an EBP profession. Specifically, I suggest how critical thinking is relevant to EBP, broadly summarize the relevant skills, indicate the importance of thinking dispositions, and outline the various ways our thinking can go wrong. I finish the commentary by suggesting that critical thinking skills should be considered a required outcome of our professional training programs.

  11. An audit of basic practical skills acquisition of final year medical ...

    African Journals Online (AJOL)

    year medical students of a Nigerian medical school to basic practical skills. ... Keywords: Acquisition, basic practical skills, medical students .... structured learning and feedback. ... role of practical experience in undergraduate and general.

  12. The efficacy of practical skills mastering by students pharmacists during compounding practical training

    Directory of Open Access Journals (Sweden)

    L. O. Puchkan

    2013-12-01

    Full Text Available Introduction. Practical training give students opportunity of good mastering of practical skills. The aim of this article was to study efficacy of practical skills mastering by students pharmacists during practical training. Materials and methods. 110 5-thyear students pharmacists took part in this study. 200 tests were used as a base for practical skills assess. Statistic analysis with confidence level p<0,5 was used. Results and discussion. It was ascertained that average assess on the course was 93%±2%. Also 81 students from 110 got over 95%, 15 students got over 93% and 14 students got over 91%. Obtained results confirmed high quality of student’s training practical classes. Conclusions. Adoption of new technology in training is a necessity in process of student’s studying. Use of modern practical bases, workbooks and supervisor’s experience allow students to master practical skills. This experiment confirmed that students have average 93±2 per cent in computer tests and practical skills during practical studies.

  13. Training Advanced Writing Skills: The Case for Deliberate Practice

    Science.gov (United States)

    Kellogg, Ronald T.; Whiteford, Alison P.

    2009-01-01

    The development of advanced writing skills has been neglected in schools of the United States, with even some college graduates lacking the level of ability required in the workplace (National Commission on Writing, 2003, 2004). The core problem, we argue, is an insufficient degree of appropriate task practice distributed throughout the secondary…

  14. Knowledge, Skills, and Practices Concerning Phonological Awareness among Early Childhood Education Teachers

    Science.gov (United States)

    Alghazo, Emad M.; Al-Hilawani, Yasser A.

    2010-01-01

    A sample of 83 kindergarten teachers participated in this study to examine their knowledge, skills, and classroom practices concerning phonological awareness. Analyses of data revealed significant gaps between knowledge and practice, knowledge and skills, and skills and practice. The gap between knowledge and skills, on one hand, and classroom…

  15. External Music Examiners: Micro-Macro Tasks in Quality Assurance Practices

    Science.gov (United States)

    Ross, Valerie

    2009-01-01

    External music examiners play a significant role in assessing, verifying and maintaining musical standards. Educational output endorsed by external examiners serves to verify, modify and legitimise internal behaviour. This article examines some of the "inside practices" of external music examiners in the context of quality assurance. It compares…

  16. The contribution of practice skills in a care management process for family caregivers.

    Science.gov (United States)

    Rowe, Jeannine M; Rizzo, Victoria M

    2013-01-01

    Practice skills are believed to improve practice, yet, little is known about the extent to which skills affect outcomes. This exploratory study examined the extent to which 3 practice skills specific to a care management context for family caregivers, including communication skills, supportive skills, and linking skills, were associated with fidelity of a care management process. Twenty-one care managers who used a single process to serve 113 family caregivers were included in the study. Bivariate correlation analysis revealed the 3 practice skills are positively associated with process fidelity. Implications for social work practice, education, and research are discussed.

  17. Developing grant writing skills to translate practice dreams into reality.

    Science.gov (United States)

    Lindquist, Ruth; Hadidi, Niloufar

    2013-01-01

    In an era of health care reform and limited financial support, good ideas for changes in clinical practice may await the available time, resources, and attention that are required to test and implement them. Developing grant writing skills is a way to attract resources to explore the feasibility and potential efficacy of changes to improve patient outcomes or efficiencies of care. This article describes the purpose of grant writing by advanced practice nurses (APNs), discusses the needs for and benefits of grant writing, identifies types and sources of available grants, describes potential roles of APNs in grant writing, describes ways to overcome barriers to grant writing, and presents strategies for writing winning grants to develop and improve practice in acute and critical care settings. These strategies will help APNs get started and provide a guide to follow in writing their first grant or will refresh their existing grant writing skills.

  18. Food skills confidence and household gatekeepers' dietary practices.

    Science.gov (United States)

    Burton, Melissa; Reid, Mike; Worsley, Anthony; Mavondo, Felix

    2017-01-01

    Household food gatekeepers have the potential to influence the food attitudes and behaviours of family members, as they are mainly responsible for food-related tasks in the home. The aim of this study was to determine the role of gatekeepers' confidence in food-related skills and nutrition knowledge on food practices in the home. An online survey was completed by 1059 Australian dietary gatekeepers selected from the Global Market Insite (GMI) research database. Participants responded to questions about food acquisition and preparation behaviours, the home eating environment, perceptions and attitudes towards food, and demographics. Two-step cluster analysis was used to identify groups based on confidence regarding food skills and nutrition knowledge. Chi-square tests and one-way ANOVAs were used to compare the groups on the dependent variables. Three groups were identified: low confidence, moderate confidence and high confidence. Gatekeepers in the highest confidence group were significantly more likely to report lower body mass index (BMI), and indicate higher importance of fresh food products, vegetable prominence in meals, product information use, meal planning, perceived behavioural control and overall diet satisfaction. Gatekeepers in the lowest confidence group were significantly more likely to indicate more perceived barriers to healthy eating, report more time constraints and more impulse purchasing practices, and higher convenience ingredient use. Other smaller associations were also found. Household food gatekeepers with high food skills confidence were more likely to engage in several healthy food practices, while those with low food skills confidence were more likely to engage in unhealthy food practices. Food education strategies aimed at building food-skills and nutrition knowledge will enable current and future gatekeepers to make healthier food decisions for themselves and for their families. Copyright © 2016 Elsevier Ltd. All rights reserved.

  19. "Practical skills" – Positioning of the GMA committee for dentistry

    Directory of Open Access Journals (Sweden)

    Scheutzel, Petra

    2016-08-01

    Full Text Available The GMA committee for dentistry of the German Society for Medical Education (GMA considers its’ main purpose the representation and interconnection of all aspects of dentistry with and within the GMA. Teaching and assessing practical skills during training is traditionally of great importance in dental education. This is also reflected in the National Competence Based Catalogue of Learning Objectives for Dental Education (NKLZ. Practical skills are not comprised in a separate chapter as they are in the National Competence Based Catalogue of Learning Objectives for Medical Education (NKLM, but are considered in all sections of the NKLZ for the purpose of interdisciplinary patient- or disease-specific application, targeting the educational level of acting competency. The implementation of the associated joined interdisciplinary integrated educational concept has undoubtedly been a challenge for dental curriculum development against the backdrop of German Dental Licensure Act dating back to 1955.

  20. "Fundamental communication skills in medical practice" as minor elective subject.

    Science.gov (United States)

    Zalihić, Amra; Černi Obrdalj, Edita

    2014-01-01

    Poor and inadequate communication affects the therapeutic relationship between doctors and patients. Guided by this idea, we organized a minor elective course entitled "communication skills". We wanted to bring closer to the students the holistic approach of the family physician to the patient, the importance of the family, its impact on the patient and vice versa, and the significance of the local community and its influence on an individual's health. The aim of this article is to explain how we organized this elective course. The course was organized in the form of 12 hours of theory (3 lectures and 9 seminars) and 24 hours of practical training. There were 26 students from all years. Through theory, and even more through the practical part the students met with different types of patients. At the end of the course, students in lower years were evaluated by means of an interview, and graduate students through a practical test - a conversation with a patient. The initial results, including the students' grading of this course, were highly encouraging. Both teachers and students were highly satisfied on completion of the course. Content on communication training is rare in teaching. Practicing communication skills will empower the doctor - patient therapeutic relationship. Copyright © 2014 by Academy of Sciences and Arts of Bosnia and Herzegovina.

  1. Teaching condom use skills: practice is superior to observation.

    Science.gov (United States)

    Calsyn, Donald A; Hatch-Maillette, Mary A; Doyle, Suzanne R; Cousins, Sarah; Chen, TeChieh; Godinez, Melinda

    2010-10-01

    Men exposed to a condom skills practice exercise were hypothesized to perform better on condom skills measures than those exposed only to a demonstration or to no intervention. As part of a larger National Institute on Drug Abuse (NIDA) Clinical Trials Network HIV Prevention protocol, men in substance abuse treatment were administered male and female condom use skills measures (MCUS, FCUS) at preintervention, 2 weeks, 3 months, and 6 months postintervention. The MCUS and FCUS scores were compared for 3 intervention exposure groups (demonstration only [DO, n = 149], demonstration plus practice [D+P; n = 112], attended no sessions [NS, n = 139]) across the 4 assessment time points using a mixed effects linear regression model. There is a statistically significant intervention group-by-time effect (P < .0001) for both the MCUS and FCUS. Post hoc, pairwise linear trends across time indicated that for both the MCUS and the FCUS, the D+P group is significantly superior to the DO group and the NS group.

  2. Macro-Control Malady

    Institute of Scientific and Technical Information of China (English)

    2007-01-01

    An undeniable fact is that China practices macro-control more frequently than countries with a developed market economy. Since the country began to adopt the policy of reform and opening up in 1978, the Central Government has launched five adjustments to cool down the economy. Professor Li Yiping at the School of Economics, the Renmin University of China, attributes the frequent control practices to the immature economic system.

  3. A macro-scale perspective on within-farm management: how climate and topography alter the effect of farming practices.

    Science.gov (United States)

    Amano, Tatsuya; Kusumoto, Yoshinobu; Okamura, Hiroshi; Baba, Yuki G; Hamasaki, Kenji; Tanaka, Koichi; Yamamoto, Shori

    2011-12-01

    Organic farming has the potential to reverse biodiversity loss in farmland and benefit agriculture by enhancing ecosystem services. Although the mixed success of organic farming in enhancing biodiversity has been attributed to differences in taxa and landscape context, no studies have focused on the effect of macro-scale factors such as climate and topography. This study provides the first assessment of the impact of macro-scale factors on the effectiveness of within-farm management on biodiversity, using spiders in Japan as an example. A multilevel modelling approach revealed that reducing pesticide applications increases spider abundance, particularly in areas with high precipitation, which were also associated with high potential spider abundance. Using the model we identified areas throughout Japan that can potentially benefit from organic farming. The alteration of local habitat-abundance relations by macro-scale factors could explain the reported low spatial generality in the effects of organic farming and patterns of habitat association.

  4. Indigenous inexpensive practice models for skill development in neuroendoscopy

    Directory of Open Access Journals (Sweden)

    Jitin Bajaj

    2017-01-01

    Full Text Available Introduction: Neurosurgery is a branch having a tough learning curve. Residents generally get very less hands-on exposure for advanced procedures like neuroendoscopy. With the limited number of cadavers available and ethical issues associated with animal models, practice models, and simulators are becoming the able alternative. Most of these simulators are very costly. We tried to build indigenous inexpensive practice models that can help in developing most of the skills of neuroendoscopy. Materials and Methods: Models were built for learning hand-eye coordination, dexterity, instrument manipulation, cutting, fine dissection, keyhole concept, drilling, and simulation of laminectomy and ligamentum flavum resection. These were shown in the neuroendoscopic fellowship program conducted in authors' institute, and trainees' responses were recorded. Results: Both novice and experienced neuroendoscopic surgeons validated the models. There was no significant difference between their responses (P = 0.791. Conclusion: Indigenous innovative models can be used to learn and teach neuroendoscopic skills. The presented models were reliable, valid, eco-friendly, highly cost-effective, portable, easily made and can be kept in one's chamber for practicing.

  5. THE IMPORTANCE OF PRACTICAL EXPORT SKILLS: SOME EVIDENCE FROM CANADIAN AGRIBUSINESS

    OpenAIRE

    Ross, Donald G.; Whalen, Michael P.

    1999-01-01

    This paper compares the practical export skills needed by Canadian Agribusiness for sales to the U.S. with those for Overseas markets. Seventy skills in global entrepreneurship, international marketing, international finance, and international trade logistics were ranked and used to gauge the influence of export market on practical international trade skills. The findings show that practical export skill requirements vary substantially by firm and export market. Generally, basic management, m...

  6. THE IMPORTANCE OF PRACTICAL EXPORT SKILLS: SOME EVIDENCE FROM CANADIAN AGRIBUSINESS

    OpenAIRE

    1999-01-01

    This paper compares the practical export skills needed by Canadian Agribusiness for sales to the U.S. with those for Overseas markets. Seventy skills in global entrepreneurship, international marketing, international finance, and international trade logistics were ranked and used to gauge the influence of export market on practical international trade skills. The findings show that practical export skill requirements vary substantially by firm and export market. Generally, basic management, m...

  7. Going "Macro": Exploring the Careers of Macro Practitioners.

    Science.gov (United States)

    Pritzker, Suzanne; Applewhite, Steven R

    2015-07-01

    Important benefits accrue to the profession and to its vulnerable clientele when social workers hold positions with substantial community or policy influence. However, fewer social workers are holding these positions than in the past, and student preferences to pursue macro-specific training have declined. To improve the social work profession's ability to recruit and educate students interested in competing for leadership positions in human services organizations, this article analyzes data from a survey of MSW graduates of a public school of social work located in the southwestern United States and currently working as macro practitioners. Findings indicate that macro social workers can successfully compete for mid-level and top-level administrative and policy positions, and provide evidence contrary to many of the concerns students express when deciding whether to pursue a macro concentration or career. The article concludes with a discussion of the implications for supporting and educating social work students interested in pursuing a macro practice career.

  8. Skills of Educational Designer: the speech of the practice and practice of speech

    Directory of Open Access Journals (Sweden)

    Mirian Maia Amaral

    2008-07-01

    Full Text Available This paper analise the relation between the speech of the practice of instructional design and the practice of that speech of educational designer, with base on the results of research, held in the Program Online FGV the Getulio Vargas Foundation. The study aimed to identify the skills required by the FGV for the performance of educational designer in the exercise of its function. The methodology adopted consisted of bibliografhic research and field, and was applied forms, and semi-structured interviews conducted. Forms and interviews with educational designers were used to check and confirm all information collected. The emphasized competences were those linked to knowledge and skills, communication and interpersonal relationships, planning, organization and proactivity, behaviors, in addition to the ethical and political-social received more emphasis. Among them, the more weight was given to communication skills and behavior.

  9. Effects of Repeated Practice and Contextual-Writing Experiences on College Students' Writing Skills.

    Science.gov (United States)

    Johnstone, Karla M.; Ashbaugh, Hollis; Warfield, Terry D.

    2002-01-01

    Examined the effects of both general and task-specific writing experiences on college students' writing-skill development. As predicted, repeated practice was associated with superior writing skills and after controlling for repeated practice, writing within a specific test domain was associated with superior writing skills. Implications for…

  10. Practice Schedule and the Learning of Motor Skills in Children and Adults: Teaching Implications

    Science.gov (United States)

    Zipp, Genevieve Pinto; Gentile, A. M.

    2010-01-01

    Understanding how motor skills are learned influences how one teaches effective motor skill attainment. Educators must ask, "Does repetitive practice of the same task make for better performance or does contextual variability (random practice) offer some benefit when learning motor skills?" Studies on the effects of Contextual Interference may…

  11. Characterizing Behavioral and Brain Changes Associated with Practicing Reasoning Skills.

    Directory of Open Access Journals (Sweden)

    Allyson P Mackey

    Full Text Available We have reported previously that intensive preparation for a standardized test that taxes reasoning leads to changes in structural and functional connectivity within the frontoparietal network. Here, we investigated whether reasoning instruction transfers to improvement on unpracticed tests of reasoning, and whether these improvements are associated with changes in neural recruitment during reasoning task performance. We found behavioral evidence for transfer to a transitive inference task, but no evidence for transfer to a rule generation task. Across both tasks, we observed reduced lateral prefrontal activation in the trained group relative to the control group, consistent with other studies of practice-related changes in brain activation. In the transitive inference task, we observed enhanced suppression of task-negative, or default-mode, regions, consistent with work suggesting that better cognitive skills are associated with more efficient switching between networks. In the rule generation task, we found a pattern consistent with a training-related shift in the balance between phonological and visuospatial processing. Broadly, we discuss general methodological considerations related to the analysis and interpretation of training-related changes in brain activation. In summary, we present preliminary evidence for changes in brain activation associated with practice of high-level cognitive skills.

  12. Characterizing Behavioral and Brain Changes Associated with Practicing Reasoning Skills.

    Science.gov (United States)

    Mackey, Allyson P; Miller Singley, Alison T; Wendelken, Carter; Bunge, Silvia A

    2015-01-01

    We have reported previously that intensive preparation for a standardized test that taxes reasoning leads to changes in structural and functional connectivity within the frontoparietal network. Here, we investigated whether reasoning instruction transfers to improvement on unpracticed tests of reasoning, and whether these improvements are associated with changes in neural recruitment during reasoning task performance. We found behavioral evidence for transfer to a transitive inference task, but no evidence for transfer to a rule generation task. Across both tasks, we observed reduced lateral prefrontal activation in the trained group relative to the control group, consistent with other studies of practice-related changes in brain activation. In the transitive inference task, we observed enhanced suppression of task-negative, or default-mode, regions, consistent with work suggesting that better cognitive skills are associated with more efficient switching between networks. In the rule generation task, we found a pattern consistent with a training-related shift in the balance between phonological and visuospatial processing. Broadly, we discuss general methodological considerations related to the analysis and interpretation of training-related changes in brain activation. In summary, we present preliminary evidence for changes in brain activation associated with practice of high-level cognitive skills.

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

    Directory of Open Access Journals (Sweden)

    Vogel, Daniela

    2016-08-01

    Full Text Available 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.

  14. Using creative writing to explore facilitation skills in practice

    Directory of Open Access Journals (Sweden)

    Ann Price

    2016-05-01

    Full Text Available Background: Facilitation skills are key to the effective use of practice development strategies. Students on a masters degree in practice development and innovation undertake a module on facilitation skills that incorporates the use of a creative writing piece to explore facilitation. The aim of this article is to critically reflect on the use of creative writing within an assignment from the lecturer’s perspective. Critical reflection: The Rolfe et al. (2001 model of reflection will be used to structure the reflections, considering the questions ‘What?’, ‘So what?’ and ‘Now what?’. This will form the basis of a discussion of concerns about the assessment method, students’ thoughts, relationship to practice development and evidence of effectiveness of the strategy. Examples of creative writing from the students will be used to demonstrate the diversity of the approach. Ethics: All students have given permission for their work to be included. Discussion: Using creative writing can be freeing for students as they can use their voice to explore a topic. For the lecturer, courage is needed to facilitate this expression but it is rewarding as it links to the principles of practice development to embed new ways of working. Important within the process is the need to give students ‘permission’ to use a non-traditional style of writing; lecturers may benefit from practising the technique themselves to feel comfortable with the creative writing strategy. Conclusion: Creative writing offered an opportunity to explore facilitation in different ways and relate it to different aspects of real and imagined life. This paper shows that creative writing can be used successfully by students to engage in novel ways of thinking. However, future actions identify the importance of guidance regarding relevance to academia and ensuring the lecturer is familiar with the aim and techniques of the process when using it for masters-level assessment

  15. Preparation by mandatory E-modules improves learning of practical skills : A quasi-experimental comparison of skill examination results

    NARCIS (Netherlands)

    Kwant, Kelly J.; Custers, Eugene J F M; Jongen-Hermus, Femke J.; Kluijtmans, Manon

    2015-01-01

    Background: Until recently, students at UMC Utrecht Faculty of Medicine prepared for practical skills training sessions by studying recommended literature and making written assignments, which was considered unsatisfactory. Therefore, mandatory e-modules were gradually introduced as substitute for t

  16. Preparation by mandatory E-modules improves learning of practical skills : A quasi-experimental comparison of skill examination results

    NARCIS (Netherlands)

    Kwant, Kelly J.; Custers, Eugene J F M|info:eu-repo/dai/nl/137104081; Jongen-Hermus, Femke J.; Kluijtmans, Manon

    2015-01-01

    Background: Until recently, students at UMC Utrecht Faculty of Medicine prepared for practical skills training sessions by studying recommended literature and making written assignments, which was considered unsatisfactory. Therefore, mandatory e-modules were gradually introduced as substitute for t

  17. ORIGINAL ARTICLE: Identification of Practical Pharmacology Skills Useful for Good Clinical Practice

    Directory of Open Access Journals (Sweden)

    V. Shilpa, R. Divya

    2012-07-01

    Full Text Available Background: Awareness about animal ethics is increasing everywhere. This increased awareness coupled with strict regulations discouraging the use of animals for routine experiments have tied the hands of many pharmacologists. They are now forced to develop alternative experiments without using animals. At present, there is acute need to come out with more innovative and useful practical exercises for pharmacology practical sessions. In this background, the present study was undertaken to develop the much-needed alternative experiments. Aims and Objective: To identify new pharmacological practical skills useful for good clinical practice. Material and Methods: A pre-tested questionnaire was administered to 110 doctors of different categories like house surgeons, postgraduate students, assistant professors and professors who are working in a tertiary care hospital. They were asked to give their suggestions regarding new pharmacology practical skills useful for good clinical practice. Statistical analysis: Responses of the participants to the questions asked were tabulated and analyzed. Suggestions given by them were listed out and studied. Results: Use of emergency drugs, dosage calculation, drugs used in pregnancy, case discussions and prescription writing exercises received a lot of support from the participants. Research methodology, cost calculation, animal experiments and interpretation of data of animal experiments did not receive support from the participants. Suggestions given by the participants regarding useful pharmacological skills belonged to the areas like therapeutics, safe use of drugs, recent advances, analysis of information given by the medical representatives and analyzing articles in journals for knowing the efficacy of drugs. Conclusion: Exercises relevant to the clinical practice, as identified in this study, can be introduced as practical pharmacology exercises. Steps are to be taken to highlight the importance of research

  18. Healthcare assistants in general practice: practical and conceptual issues of skill-mix change.

    Science.gov (United States)

    Bosley, Sara; Dale, Jeremy

    2008-02-01

    The emergence of healthcare assistants (HCAs) in general practice raises questions about roles and responsibilities, patients' acceptance, cost-effectiveness, patient safety and delegation, training and competence, workforce development, and professional identity. There has been minimal research into the role of HCAs and their experiences, as well as those of other staff working with HCAs in general practice. Lessons may be learned from their role and evidence of their effectiveness in hospital settings. Such research highlights blurred and contested role boundaries and threats to professional identity, which have implications for teamwork, quality of patient care, and patient safety. In this paper it is argued that transferability of evidence from hospital settings to the context of general practice cannot be assumed. Drawing on the limited research in general practice, the challenges and benefits of developing the HCA role in general practice are discussed. It is suggested that in the context of changing skill-mix models, viewing roles as fluid and dynamic is more helpful and reflective of individuals' experiences than endeavouring to impose fixed role boundaries. It is concluded that HCAs can make an increasingly useful contribution to the skill mix in general practice, but that more research and evaluation are needed to inform their training and development within the general practice team.

  19. The effectiveness of the Geritalk communication skills course: a real-time assessment of skill acquisition and deliberate practice.

    Science.gov (United States)

    Gelfman, Laura P; Lindenberger, Elizabeth; Fernandez, Helen; Goldberg, Gabrielle R; Lim, Betty B; Litrivis, Evgenia; O'Neill, Lynn; Smith, Cardinale B; Kelley, Amy S

    2014-10-01

    Communication skills are critical in Geriatrics and Palliative Medicine because these patients confront complex clinical scenarios. We evaluated the effectiveness of the Geritalk communication skills course by comparing pre- and post-course real-time assessment of the participants leading family meetings. We also evaluated the participants' sustained skills practice. We compare the participants' skill acquisition before and after Geritalk using a direct observation Family Meeting Communication Assessment Tool and assess their deliberate practice at follow-up. First-year Geriatrics or Palliative Medicine fellows at Mount Sinai Medical Center and the James J. Peters Bronx VA Medical Center participated in Geritalk. Pre- and post-course family meeting assessments were compared. An average net gain of 6.8 skills represented a greater than 20% improvement in use of applicable skills. At two month follow-up, most participants reported deliberate practice of fundamental and advanced skills. This intensive training and family meeting assessment offers evidence-based communication skills training. Published by Elsevier Inc.

  20. Model of practical skill performance as an instrument for supervision and formative assessment

    DEFF Research Database (Denmark)

    Nielsen, Carsten; Sommer, Irene; Larsen, Karin

    2012-01-01

    as during practice, performance and formative assessment of practical skills learning. It provided a common language about practical skills and enhanced the participants’ understanding of professionalism in practical nursing skill. In conclusion, the model helped to highlight the complexity in mastering......There are still weaknesses in the practical skills of newly graduated nurses. There is also an escalating pressure on existing clinical placements due to increasing student numbers and structural changes in health services. Innovative educational practices and the use of tools that might support...... learning are sparsely researched in the field of clinical education for nursing students. This paper reports on an action research study that promoted and investigated use of The Model of Practical Skill Performance as a learning tool during nursing students’ clinical placement. Clinical supervisors...

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

    Science.gov (United States)

    Rawlings, Mary A.

    2012-01-01

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

  2. Acquisition of communication skills in postgraduate training for general practice.

    NARCIS (Netherlands)

    Kramer, A.W.M.; Dusman, H.; Tan, L.; Jansen, J.J.M.; Grol, R.P.T.M.; Vleuten, C.P.M. van der

    2004-01-01

    PURPOSE: The evidence suggests that a longitudinal training of communication skills embedded in a rich clinical context is most effective. In this study we evaluated the acquisition of communication skills under such conditions. METHODS: In a longitudinal design the communication skills of a randoml

  3. Skill-specificity of language practice and transferability of language skills: The case of listening and speaking

    Directory of Open Access Journals (Sweden)

    Majid Farshid

    2014-08-01

    Full Text Available The study of skill acquisition is of great importance in cognitive psychology. One aspect of skill acquisition research is whether practice in SLA is skill-specific or not. To date, research done has not led to either unanimous rejection or acceptance of the theory. This article is an attempt to examine this question in an EFL context where L2 learners have limited or no access to target language data outside the classroom. More specifically, it tries to see whether listening and speaking in an EFL context necessitate their own specific practice or not. Based on a post-test only design, 16 male, beginner Iranian EFL learners received input-based instruction for three months. When the instruction was over, both listening and speaking performances of the subjects were assessed. The result showed that the subjects had significantly improved their listening ability while their speaking ability had little or no improvement, indicating that different language skills in EFL contexts need specific practice. The findings not only confirm the skill-specificity of language practice, but also rejects VanPatten’s seminal claim that comprehension practice is enough to bring about development, not only in comprehension but also in production.

  4. Skills required of dairy veterinarians in western Canada: a survey of practicing veterinarians.

    Science.gov (United States)

    Luby, Christopher D; McIntyre, Katelyn; Jelinski, Murray D

    2013-03-01

    This study determined skills required of entry-level veterinarians for dairy practice in western Canada and compared mixed and dairy practitioners in the skills that they perform. We surveyed western Canadian veterinarians involved in dairy practice, focusing primarily on clinical activity of respondents. Response rate was 39.4% (281/714). Respondents were classified as either mixed practitioners ( 75% time in dairy practice). For both groups, individual animal medicine and surgery skills were performed more commonly than herd health skills. The most important skills identified were those required for basic theriogenology, physical examination, treatment of common disorders, and general surgery. These results underscore the continued importance of individual animal skills in food animal practice in western Canada.

  5. Mastering surgical skills through simulation-based learning: Practice makes one perfect

    Directory of Open Access Journals (Sweden)

    Niti Khunger

    2016-01-01

    Full Text Available Simulation-based learning in surgery is a learning model where an environment similar to real life surgical situation is created for the trainee to learn various surgical skills. It can be used to train a new operator as well to assess his skills. This methodology helps in repetitive practice of surgical skills on nonliving things so that the operator can be near-perfect when operating on a live patient. Various models are available for learning different dermatosurgery skills.

  6. Promoting Assessment Efficacy through an Integrated System for Online Clinical Assessment of Practical Skills

    Science.gov (United States)

    Hay, Peter J.; Engstrom, Craig; Green, Anita; Friis, Peter; Dickens, Sue; Macdonald, Doune

    2013-01-01

    This paper presents evaluation outcomes from an externally funded research project involving the online clinical assessment of practical skills (eCAPS) using web-based video technologies within a university medical programme. eCAPS was implemented to trial this web-based approach for promoting the efficacy of "practical" skills assessment in knee…

  7. Skills Practice in Dialectical Behavior Therapy for Suicidal Women Meeting Criteria for Borderline Personality Disorder

    Science.gov (United States)

    Lindenboim, Noam; Comtois, Katherine Anne; Linehan, Marsha M.

    2007-01-01

    Dialectical Behavior Therapy (DBT) is an evidence-based practice for borderline personality disorder (BPD) and suicidal behavior that has been replicated with a variety of populations. Patients' practice of behavioral skills taught in the group skills training component of DBT may be partly responsible for the positive treatment outcomes according…

  8. Restrictive Factors of Vocational Education Development in Cultivation of Rural Practical Skilled Personnel and Countermeasures

    OpenAIRE

    2014-01-01

    Kunming City is accelerating the process of agricultural modernization, industrialization, informationization and ecological development. In this process, it needs speeding up building new high level and advanced rural practical skilled personnel team suitable for development demand. By empirical analysis method, this paper discussed the factors restricting vocational education in cultivation of rural practical skilled personnel. Then, it came up with countermeasures in cultivation objective ...

  9. Investigating the Efficacy of Practical Skill Teaching: A Pilot-Study Comparing Three Educational Methods

    Science.gov (United States)

    Maloney, Stephen; Storr, Michael; Paynter, Sophie; Morgan, Prue; Ilic, Dragan

    2013-01-01

    Effective education of practical skills can alter clinician behaviour, positively influence patient outcomes, and reduce the risk of patient harm. This study compares the efficacy of two innovative practical skill teaching methods, against a traditional teaching method. Year three pre-clinical physiotherapy students consented to participate in a…

  10. Skill-specificity of language practice and transferability of language skills: The case of listening and speaking

    OpenAIRE

    Majid Farshid; Azizollah Dabaghi; Mansoor Tavakoli

    2014-01-01

    The study of skill acquisition is of great importance in cognitive psychology. One aspect of skill acquisition research is whether practice in SLA is skill-specific or not. To date, research done has not led to either unanimous rejection or acceptance of the theory. This article is an attempt to examine this question in an EFL context where L2 learners have limited or no access to target language data outside the classroom. More specifically, it tries to see whether listening and speaking in ...

  11. Practical Counseling Skills for the Pediatrician in the Indian Context.

    Science.gov (United States)

    Raman, Vijaya

    2016-07-01

    Primary care pediatricians are often faced with children and families who need more than just a consultation. Pediatricians are also the first point of contact for many children and families in distress. Hence, the decision of whether to reassure and follow them up or refer them for an evaluation and management to a mental health professional is something all pediatricians find difficult to make. In order to serve their clients well, it is necessary that pediatricians are trained to identify and manage common child psychological/psychiatric problems. They may also be called upon to break bad news, motivate families to seek treatment and motivate children to accept offered treatment. Most training courses in Pediatrics do not offer skills training in counseling, making the transition to real life practice a difficult proposition. This paper focuses on what is counseling, what situations make it necessary for pediatricians to offer counseling, the methods that can be useful and some tips to improve communication, with an emphasis on unique issues in the Indian context. Some techniques that are simple, brief and can be used by pediatricians are discussed in this paper.

  12. Learning leadership skills in practice through quality improvement.

    Science.gov (United States)

    Gamble, James; Vaux, Emma

    2014-02-01

    The development of leadership skills in doctors in training is essential to support both their professional development and the future supply of clinical leaders the NHS so desperately needs. There is, however, limited opportunity in current training programmes for trainees to learn and develop these skills, and what opportunity there is has often focused on management rather than leadership skills. Involvement in trainee-led supported quality improvement projects can teach these skills. We summarise the current limitations in leadership training and discuss how the College's 'Learning To Make a Difference' programme, and others like it, are helping to teach leadership.

  13. Assessing Practical Laboratory Skills in Undergraduate Molecular Biology Courses

    Science.gov (United States)

    Hunt, Lynne; Koenders, Annette; Gynnild, Vidar

    2012-01-01

    This study explored a new strategy of assessing laboratory skills in a molecular biology course to improve: student effort in preparation for and participation in laboratory work; valid evaluation of learning outcomes; and students' employment prospects through provision of evidence of their skills. Previously, assessment was based on written…

  14. [Feedback in relation to training of practical clinical skills

    DEFF Research Database (Denmark)

    Hansen, C.S.; Ringsted, Charlotte Vibeke

    2008-01-01

    Feedback has been identified as an essential component of motor learning. However, feedback principles derived from motor learning theories cannot uncritically be applied to clinical skills training because this knowledge is based primarily on the study of very simple motor skills. Research...

  15. Skills required of dairy veterinarians in western Canada: A survey of practicing veterinarians

    OpenAIRE

    Luby, Christopher D.; McIntyre, Katelyn; Jelinski, Murray D.

    2013-01-01

    This study determined skills required of entry-level veterinarians for dairy practice in western Canada and compared mixed and dairy practitioners in the skills that they perform. We surveyed western Canadian veterinarians involved in dairy practice, focusing primarily on clinical activity of respondents. Response rate was 39.4% (281/714). Respondents were classified as either mixed practitioners ( 75% time in dairy practice). For both gr...

  16. Occupational therapy students' technological skills: Are 'generation Y' ready for 21st century practice?

    Science.gov (United States)

    Hills, Caroline; Ryan, Susan; Smith, Derek R; Warren-Forward, Helen; Levett-Jones, Tracy; Lapkin, Samuel

    2016-12-01

    Technology is becoming increasingly integral to the practice of occupational therapists and part of the everyday lives of clients. 'Generation Y' are purported to be naturally technologically skilled as they have grown up in the digital age. The aim of this study was to explore one cohort of 'Generation Y' occupational therapy students' skills and confidence in the use of technologies relevant to contemporary practice. A cross-sectional survey design was used to collect data from a cohort of 274 students enrolled in an Australian undergraduate occupational therapy programme. A total of 173 (63%) students returned the survey. Those born prior to 1982 were removed from the data. This left 155 (56%) 'Generation Y' participants. Not all participants reported to be skilled in everyday technologies although most reported to be skilled in word, Internet and mobile technologies. Many reported a lack of skills in Web 2.0 (collaboration and sharing) technologies, creating and using media and gaming, as well as a lack of confidence in technologies relevant to practice, including assistive technology, specialist devices, specialist software and gaming. Overall, the results suggested that this group of 'Generation Y' students were not universally skilled in all areas of technology relevant to practice but appear to be skilled in technologies they use regularly. Recommendations are therefore made with view to integrating social networking, gaming, media sharing and assistive technology into undergraduate programmes to ensure that graduates have the requisite skills and confidence required for current and future practice. © 2016 Occupational Therapy Australia.

  17. Irish psychiatric nurses' self-reported barriers, facilitators and skills for developing evidence-based practice.

    LENUS (Irish Health Repository)

    Yadav, B L

    2012-03-01

    Evidence-based practice places an emphasis on integration of clinical expertise with available best evidence, patient\\'s clinical information and preferences, and with local health resources. This paper reports the findings of a study that investigated the barriers, facilitators and skills in developing evidence-based practice among psychiatric nurses in Ireland. A postal survey was conducted among a random sample of Irish psychiatric nurses and survey data were collected using the Development of Evidence-Based Practice Questionnaire. Respondents reported that insufficient time to find and read research reports and insufficient resources to change practice were the greatest barriers to the development of evidence-based practice. Practice development coordinators were perceived as the most supportive resource for changing practice. Using the Internet to search for information was the highest-rated skill and using research evidence to change practice was the lowest-rated skill for developing evidence-based practice. Nurses\\' precursor skills for developing evidence-based practice, such as database searching and information retrieval, may be insufficient in themselves for promoting evidence-based practice if they cannot find evidence relating to their particular field of practice or if they do not have the time, resources and supports to develop their practice in response to evidence.

  18. Irish psychiatric nurses' self-reported barriers, facilitators and skills for developing evidence-based practice.

    Science.gov (United States)

    Yadav, B L; Fealy, G M

    2012-03-01

    Evidence-based practice places an emphasis on integration of clinical expertise with available best evidence, patient's clinical information and preferences, and with local health resources. This paper reports the findings of a study that investigated the barriers, facilitators and skills in developing evidence-based practice among psychiatric nurses in Ireland. A postal survey was conducted among a random sample of Irish psychiatric nurses and survey data were collected using the Development of Evidence-Based Practice Questionnaire. Respondents reported that insufficient time to find and read research reports and insufficient resources to change practice were the greatest barriers to the development of evidence-based practice. Practice development coordinators were perceived as the most supportive resource for changing practice. Using the Internet to search for information was the highest-rated skill and using research evidence to change practice was the lowest-rated skill for developing evidence-based practice. Nurses' precursor skills for developing evidence-based practice, such as database searching and information retrieval, may be insufficient in themselves for promoting evidence-based practice if they cannot find evidence relating to their particular field of practice or if they do not have the time, resources and supports to develop their practice in response to evidence.

  19. A Practical Approach to Teaching Library Skills to Freshmen.

    Science.gov (United States)

    Lipschutz, David

    1984-01-01

    Describes a library skills program, developed as part of a student development course for college freshmen. Goals and classroom activities are described. Feedback indicated the program was effective in increasing knowledge of available resources. (JAC)

  20. Procedural skills practice and training needs of doctors, nurses, midwives and paramedics in rural Victoria

    Directory of Open Access Journals (Sweden)

    Campbell D

    2015-03-01

    Full Text Available David Campbell,1 Irwyn Shepherd,2 Matthew McGrail,3 Lisa Kassell,4 Marnie Connolly,1,5 Brett Williams,6 Debra Nestel7 1East Gippsland Regional Clinical School, School of Rural Health, Monash University, Melbourne, VIC, 2Simconhealth Healthcare Simulation Consultancy Group, Linsfield, NSW, 3School of Rural Health, Faculty of Medicine, Nursing and Health Sciences, Monash University, Melbourne, 4Southern General Practice Training, Churchill, 5Central Gippsland Health Service, Sale, 6Department of Community Emergency Health and Paramedic Practice, Faculty of Medicine, Nursing and Health Sciences, 7School of Rural Health and HealthPEER, Monash University, Melbourne, VIC, Australia Introduction: Procedural skills are a significant component of clinical practice. Doctors, nurses, midwives and paramedics are trained to use a variety of procedural skills. Rural clinicians in particular are often required to maintain competence in some procedural skills that are used infrequently, and which may require regular and repeated rehearsal. This paper reports on a research project conducted in Gippsland, Victoria, to ascertain the frequency of use, and relevance to clinical practice, of a range of skills in the fields of medicine, nursing, midwifery, and paramedic practice. The project also gathered data on the attitudes of clinicians regarding how frequently and by what means they thought they needed to practice these skills with a particular focus on the use of simulation as an educational method. Methods: The research was conducted following identification of a specific set of procedural skills for each professional group. Skills were identified by an expert steering committee. We developed online questionnaires that consisted of two parts: 1 demographic and professional characteristics, and 2 experience of procedural skills and perceived training needs. We sought to invite all practicing clinicians (doctors, nurses, midwives, paramedics working in Gippsland

  1. A Case Study of 21st Century Skills Programs and Practices

    Science.gov (United States)

    McLachlan, Kurt

    2012-01-01

    Skills, such as critical thinking, problem-solving, and innovation are necessary for the 21st Century. The economy and the forums of international business and globalization demand skilled workers. Some schools in the United States are producing such workers, however it is unclear the programs and practices these schools utilize. This study…

  2. Motor-skill learning in Alzheimer's disease : A review with an eye to the clinical practice

    NARCIS (Netherlands)

    van Halteren-van Tilborg, Ilse A. D. A.; Scherder, Erik J. A.; Hulstijn, Wouter

    2007-01-01

    Since elderly people suffering from dementia want to go on living independently for as long as possible, they need to be able to maintain familiar and learn new practical skills. Although explicit or declarative learning methods are mostly used to train new skills, it is hypothesized that implicit o

  3. Skills Labs - High quality e-practicals Water Management with EMERGO

    NARCIS (Netherlands)

    Nadolski, Rob; Kurvers, Hub

    2009-01-01

    Nadolski, R. J., & Kurvers, H. (2009). Skills Labs - High quality e-practicals Water Management with EMERGO. Presentation of the project Skills Labs for members of the Learning Media Programme. May, 28, 2009, Heerlen, The Netherlands: Open University of the Netherlands.

  4. Teaching Money Skills to Individuals with Mental Retardation: A Research Review with Practical Applications.

    Science.gov (United States)

    Browder, Diane M.; Grasso, Edward

    1999-01-01

    A review of the literature identified 43 studies that provided instruction in money skills for individuals with mental retardation. Most studies taught money skills in the context of making purchases or classroom instruction on money computation. Guidelines are offered for research and practice. (DB)

  5. Executive Function in the Classroom: Practical Strategies for Improving Performance and Enhancing Skills for All Students

    Science.gov (United States)

    Kaufman, Christopher

    2010-01-01

    Students with strong executive function skills hold the keys to school and social success--from attention and impulse control to time management and organization. Now K-12 teachers have a practical, highly readable guide to enhancing these critical skills for "all" students, with and without learning disabilities. Through the author's memorable…

  6. THE COMBINATION OF MENTAL AND PHYSICAL PRACTICES IS BETTER FOR INSTRUCTION OF A NEW SKILL

    Directory of Open Access Journals (Sweden)

    Recep GÜRSOY

    2013-04-01

    Full Text Available The object of the research was to survey effect of mental practice in learning of a new skill. Today, the world of athletics is changing in such performance is using various mental techniques to improve athletic performance is more widespread than ever. No doubt, among different mental techniques, the role of mental practice is more obvious and professional athletes evidently appropriate some time for it. But much research hasn't been done about the fact that to what extent mental practice can be effective in learning new skill. Methods: The subjects were 200 students of Technical university of Mashhad (Shahid Montazeri that from among all these subjects 64 were selected. These subjects were taking the general course of physical education in the second term of 2010. They were dividing into four groups: 1 control 2 Physical practice 3 Mental practice 4 Mental – physical practice. After being taught the skill of performing the test (“Three steps jump – shot “of handball they were evaluated in different times. The analysis of the collected information by SPSS and excel software showed: The average age of subjects was 19 and the average tallness of subjects was 174 cm. Some ways of practice among the four examined groups in acquisition and retention of skill stages were obviously different from one another (p ≤0.05. Based on the results of performed in this research, physical practice, mental practice & mental – physical practice affected on the acquisition and retention of skill stages. In addition, mental practice in the retention of skill stage is affected more than physical practice. So, mental practice is a way to reach to high performance.

  7. Determining the essential skill requirements for construction managers' practice in Nigeria

    Directory of Open Access Journals (Sweden)

    Olabode E Ogunsanmi

    2016-12-01

    Full Text Available The study investigates the essential skill requirements for construction managers in Nigeria. The objective is to determine the most important skill requirements for construction managers. A structured questionnaire was administered to construction professionals who worked recently with construction managers in their recently completed projects. Snowballing sampling technique was used to select seventy (70 respondents, however only forty (40 responses were used for the data analysis. The results indicate that essential skills required by the construction managers for their jobs include: procedural-industrial skills, quality assurance/management, listening skills, knowledge of codes and regulations, sustainable skills and ability to learn skills. These skills are important for the construction manager to practice effectively in Nigeria and other developing countries. These findings have seven practical implications to professional bodies, Universities and other trainers of construction managers, whose present curricula may be deficient in knowledge areas in industry (business, managerial, personal and technical. These institutions may need to re-orientate and improve the curricula for newly trained construction managers to cope with current skill requirements. On the other hand, recruiting agencies should ensure that job applicants with the right hard and soft skills are engaged as construction managers. Consequently efficient and effective management of future construction projects in Nigeria and other developing countries can be ensured.

  8. Teaching communications skills to medical students: Introducing the fine art of medical practice.

    Science.gov (United States)

    Choudhary, Anjali; Gupta, Vineeta

    2015-08-01

    Like many other people based professions, communications skills are essential to medical practice also. Traditional medical teaching in India does not address communication skills which are most essential in dealing with patients. Communication skills can be taught to medical students to increase clinical competence. To teach basic communication and counseling skills to fourth-year undergraduate students to increase their clinical competence. A total of 48, fourth-year MBBS students participated in the study. They were given training in basic communication and counseling skills and taught the patient interview technique according to Calgary-Cambridge guide format. Improvement in communication was assessed by change in pre- and post-training multiple choice questions, clinical patient examination, and Standardized Patient Satisfaction Questionnaire (SPSQ) scores. About 88% of the students in the sample were convinced of the importance of learning communication skills for effective practice. Almost 90% students were communicating better after training, as tested by improved SPSQ. As judged by Communication Skill Attitude Scale, student's positive attitude toward learning communication skill indicated that there is a necessity of communication skill training during undergraduate years. The ability to communicate effectively is a core competency for medical practitioners. Inculcating habits of good communications skill during formative years will help the medical students and future practitioners. Regular courses on effective communication should be included in the medical school curriculum.

  9. Skill development and capacity building program for best practices in rehabilitation.

    Science.gov (United States)

    Solway, Sherra; Velji, Karima

    2010-01-01

    There is a growing body of literature on evidence-based decision-making and best practice development and the skills required for these approaches to influence decisions. A skill development and capacity building (SDCB) program was implemented in 2004 to facilitate the application of clinical best practices in a hospital specializing in adult rehabilitation and complex continuing care. This article describes the pilot program and its evaluation and provides a five-year review of initiatives developed as a result of this program. This innovative program facilitated cross-learning, integration of research, education and practice and brought about positive change for clinical best practice. This program may serve as a model to facilitate best practice and knowledge translation in other healthcare environments by supporting and assisting clinicians in attaining the skills necessary for clinical best practice.

  10. Transfer of piano practice in fast performance of skilled finger movements.

    Science.gov (United States)

    Furuya, Shinichi; Nakamura, Ayumi; Nagata, Noriko

    2013-11-01

    Transfer of learning facilitates the efficient mastery of various skills without practicing all possible sensory-motor repertoires. The present study assessed whether motor practice at a submaximal speed, which is typical in sports and music performance, results in an increase in a maximum speed of finger movements of trained and untrained skills. Piano practice of sequential finger movements at a submaximal speed over days progressively increased the maximum speed of trained movements. This increased maximum speed of finger movements was maintained two months after the practice. The learning transferred within the hand to some extent, but not across the hands. The present study confirmed facilitation of fast finger movements following a piano practice at a submaximal speed. In addition, the findings indicated the intra-manual transfer effects of piano practice on the maximum speed of skilled finger movements.

  11. How well do final year undergraduate medical students master practical clinical skills?

    Science.gov (United States)

    Störmann, Sylvère; Stankiewicz, Melanie; Raes, Patricia; Berchtold, Christina; Kosanke, Yvonne; Illes, Gabrielle; Loose, Peter; Angstwurm, Matthias W.

    2016-01-01

    Introduction: The clinical examination and other practical clinical skills are fundamental to guide diagnosis and therapy. The teaching of such practical skills has gained significance through legislative changes and adjustments of the curricula of medical schools in Germany. We sought to find out how well final year undergraduate medical students master practical clinical skills. Methods: We conducted a formative 4-station objective structured clinical examination (OSCE) focused on practical clinical skills during the final year of undergraduate medical education. Participation was voluntary. Besides the examination of heart, lungs, abdomen, vascular system, lymphatic system as well as the neurological, endocrinological or orthopaedic examination we assessed other basic clinical skills (e.g. interpretation of an ECG, reading a chest X-ray). Participants filled-out a questionnaire prior to the exam, inter alia to give an estimate of their performance. Results: 214 final year students participated in our study and achieved a mean score of 72.8% of the total score obtainable. 9.3% of participants (n=20) scored insufficiently (clinical skills in the context of a formative assessment. Half of the students over-estimate their own performance. We recommend an institutionalised and frequent assessment of practical clinical skills during undergraduate medical education, especially in the final year. PMID:27579358

  12. Macro tree transducers

    NARCIS (Netherlands)

    Engelfriet, Joost; Vogler, Heiko

    1985-01-01

    Macro tree transducers are a combination of top-down tree transducers and macro grammars. They serve as a model for syntax-directed semantics in which context information can be handled. In this paper the formal model of macro tree transducers is studied by investigating typical automata theoretical

  13. Macro tree transducers

    NARCIS (Netherlands)

    Engelfriet, Joost; Vogler, Heiko

    1985-01-01

    Macro tree transducers are a combination of top-down tree transducers and macro grammars. They serve as a model for syntax-directed semantics in which context information can be handled. In this paper the formal model of macro tree transducers is studied by investigating typical automata theoretical

  14. Beyond Skills: Embodying Writerly Practices through the Doctorate

    Science.gov (United States)

    Barnacle, Robyn; Dall'Alba, Gloria

    2014-01-01

    This article explores the features and potential of an embodied, rather than merely skills-based, approach to doctoral writing. The authors' conceptual framework is derived from the phenomenological literature, particularly Heidegger's critique of modern life as permeated by a quest for mastery and control. They address two key questions…

  15. Techno-Pedagogic Practices for Enhancing English Language Skills

    Science.gov (United States)

    Jose, G. Rexlin; Raja, B. William Dharma

    2011-01-01

    The effervescent progress of technologies in the modern era demands new pedagogical techniques in the process of effective and successful teaching and learning. The prospective teachers who are competent with technical skills and have command over language alone can produce articulate students. Prospective teachers, when they enter the real…

  16. Planning Education: Exchanging Approaches to Teaching Practice-Based Skills

    Science.gov (United States)

    Ritchie, Heather; Sheppard, Adam; Croft, Nick; Peel, Deborah

    2017-01-01

    Planning curricula have continually evolved to meet changing societal needs, technological change and employer expectations. The professional accrediting body in the United Kingdom, the Royal Town Planning Institute, stipulates the core planning skills required, differentiating between formal classroom-based learning and professional competencies,…

  17. Planning Education: Exchanging Approaches to Teaching Practice-Based Skills

    Science.gov (United States)

    Ritchie, Heather; Sheppard, Adam; Croft, Nick; Peel, Deborah

    2017-01-01

    Planning curricula have continually evolved to meet changing societal needs, technological change and employer expectations. The professional accrediting body in the United Kingdom, the Royal Town Planning Institute, stipulates the core planning skills required, differentiating between formal classroom-based learning and professional competencies,…

  18. Procedural skills practice and training needs of doctors, nurses, midwives and paramedics in rural Victoria

    Science.gov (United States)

    Campbell, David; Shepherd, Irwyn; McGrail, Matthew; Kassell, Lisa; Connolly, Marnie; Williams, Brett; Nestel, Debra

    2015-01-01

    Introduction Procedural skills are a significant component of clinical practice. Doctors, nurses, midwives and paramedics are trained to use a variety of procedural skills. Rural clinicians in particular are often required to maintain competence in some procedural skills that are used infrequently, and which may require regular and repeated rehearsal. This paper reports on a research project conducted in Gippsland, Victoria, to ascertain the frequency of use, and relevance to clinical practice, of a range of skills in the fields of medicine, nursing, midwifery, and paramedic practice. The project also gathered data on the attitudes of clinicians regarding how frequently and by what means they thought they needed to practice these skills with a particular focus on the use of simulation as an educational method. Methods The research was conducted following identification of a specific set of procedural skills for each professional group. Skills were identified by an expert steering committee. We developed online questionnaires that consisted of two parts: 1) demographic and professional characteristics, and 2) experience of procedural skills and perceived training needs. We sought to invite all practicing clinicians (doctors, nurses, midwives, paramedics) working in Gippsland. Online surveys were distributed between November 2011 and April 2012 with three follow-up attempts. The Monash University Human Research Ethics Committee approved the study. Results Valid responses were received from 58 doctors, 94 nurses, 46 midwives, and 30 paramedics, whom we estimate to represent not more than 20% of current clinicians within these professions. This response rate reflected some of the difficulties experienced in the conduct of the research. Results were tabulated for each professional group across the range of skills. There was significant correlation between the frequency of certain skills and confidence with maintenance of these skills. This did not necessarily correlate

  19. Prehospital advanced airway management by ambulance technicians and paramedics: is clinical practice sufficient to maintain skills?

    Science.gov (United States)

    Deakin, C D; King, P; Thompson, F

    2009-12-01

    Ambulance paramedics are now trained routinely in advanced airway skills, including tracheal intubation. Initial training in this skill requires the insertion of 25 tracheal tubes, and further ongoing training is attained through clinical practice and manikin-based practice. In contrast, training standards for hospital-based practitioners are considerably greater, requiring approximately 200 tracheal intubations before practice is unsupervised. With debate growing regarding the efficacy of paramedic intubation, there is a need to assess current paramedic airway practice in order to review whether initial training and maintenance of skills provide an acceptable level of competence with which to practice advanced airway skills. All ambulance patient report forms (anonymised) for the period 1 January 2007 to 31 December 2007 were reviewed, and data relating to airway management were collected. Paramedic and technician identification codes were used to determine the number of airway procedures undertaken on an individual basis. Of the 269 paramedics, 128 (47.6%) had undertaken no intubation and 204 (75.8%) had undertaken one or less intubation in the 12-month study period. The median number of intubations per paramedic during the 12-month period was 1.0 (range 0-11). A total of 76 laryngeal mask insertion attempts were recorded by 41 technicians and 30 paramedics. The median number of laryngeal mask insertions per paramedic/technician during the 12-month period was 0 (range 0-2). A survey of ongoing continuing professional development across all ambulance trusts demonstrated no provision for adequate training to compensate for the lack of clinical exposure to advanced airway skills. Paramedics use advanced airway skills infrequently. Continuing professional development programmes within ambulance trusts do not provide the necessary additional practice to maintain tracheal intubation skills at an acceptable level. Advanced airway management delivered by ambulance crews

  20. Distributed Practice and Procedural Memory Consolidation in Musicians' Skill Learning

    Science.gov (United States)

    Simmons, Amy L.

    2012-01-01

    This research was designed to determine whether musicians' learning is affected by the time intervals interposed between practice sessions. Twenty-nine non-pianist musicians learned a 9-note sequence on a piano keyboard in three practice sessions that were separated by 5 min, 6 hr, or 24 hr. Significant improvements in performance accuracy were…

  1. Critical Thinking: Knowledge and Skills for Evidence-Based Practice

    Science.gov (United States)

    Finn, Patrick

    2011-01-01

    Purpose: I respond to Kamhi's (2011) conclusion in his article "Balancing Certainty and Uncertainty in Clinical Practice" that rational or critical thinking is an essential complement to evidence-based practice (EBP). Method: I expand on Kamhi's conclusion and briefly describe what clinicians might need to know to think critically within an EBP…

  2. Teaching Residents Practice-Management Knowledge and Skills: An "in Vivo" Experience

    Science.gov (United States)

    Williams, Laurel Lyn

    2009-01-01

    Objective: This article explores the relevant data regarding teaching psychiatric residents practice management knowledge and skills. This article also introduces a unique program for teaching practice management to residents. Methods: A literature search was conducted through PubMed and "Academic Psychiatry". Additionally residents…

  3. Dealing with uncertainty in general practice: an essential skill for the general practitioner

    NARCIS (Netherlands)

    O'Riordan, M.; Dahinden, A.; Akturk, Z.; Ortiz, J.M.; Dagdeviren, N.; Elwyn, G.; Micallef, A.; Murtonen, M.; Samuelson, M.; Struk, P.; Tayar, D.; Thesen, J.

    2011-01-01

    Many patients attending general practice do not have an obvious diagnosis at presentation. Skills to deal with uncertainty are particularly important in general practice as undifferentiated and unorganised problems are a common challenge for general practitioners (GPs). This paper describes the mana

  4. Associations between Self-Control, Practice, and Skill Level in Sport Expertise Development

    Science.gov (United States)

    Tedesqui, Rafael A. B.; Young, Bradley W.

    2017-01-01

    Purpose: The purpose of this study was to test the association between self-control (SC) variables and (a) sport-specific practice amounts, (b) engagement in various practice contexts, (c) threats to commitment to one's sport, and (d) skill development using the Brief Self-Control Scale (BSCS) in a diverse sport sample. Method: Two hundred…

  5. Framework and implementation for improving physics essential skills via computer-based practice: Vector math

    Science.gov (United States)

    Mikula, Brendon D.; Heckler, Andrew F.

    2017-06-01

    We propose a framework for improving accuracy, fluency, and retention of basic skills essential for solving problems relevant to STEM introductory courses, and implement the framework for the case of basic vector math skills over several semesters in an introductory physics course. Using an iterative development process, the framework begins with a careful identification of target skills and the study of specific student difficulties with these skills. It then employs computer-based instruction, immediate feedback, mastery grading, and well-researched principles from cognitive psychology such as interleaved training sequences and distributed practice. We implemented this with more than 1500 students over 2 semesters. Students completed the mastery practice for an average of about 13 min /week , for a total of about 2-3 h for the whole semester. Results reveal large (>1 SD ) pretest to post-test gains in accuracy in vector skills, even compared to a control group, and these gains were retained at least 2 months after practice. We also find evidence of improved fluency, student satisfaction, and that awarding regular course credit results in higher participation and higher learning gains than awarding extra credit. In all, we find that simple computer-based mastery practice is an effective and efficient way to improve a set of basic and essential skills for introductory physics.

  6. Framework and implementation for improving physics essential skills via computer-based practice: Vector math

    Directory of Open Access Journals (Sweden)

    Brendon D. Mikula

    2017-05-01

    Full Text Available We propose a framework for improving accuracy, fluency, and retention of basic skills essential for solving problems relevant to STEM introductory courses, and implement the framework for the case of basic vector math skills over several semesters in an introductory physics course. Using an iterative development process, the framework begins with a careful identification of target skills and the study of specific student difficulties with these skills. It then employs computer-based instruction, immediate feedback, mastery grading, and well-researched principles from cognitive psychology such as interleaved training sequences and distributed practice. We implemented this with more than 1500 students over 2 semesters. Students completed the mastery practice for an average of about 13  min/week, for a total of about 2–3 h for the whole semester. Results reveal large (>1  SD pretest to post-test gains in accuracy in vector skills, even compared to a control group, and these gains were retained at least 2 months after practice. We also find evidence of improved fluency, student satisfaction, and that awarding regular course credit results in higher participation and higher learning gains than awarding extra credit. In all, we find that simple computer-based mastery practice is an effective and efficient way to improve a set of basic and essential skills for introductory physics.

  7. Vocational trainees' views and experiences regarding the learning and teaching of communication skills in general practice.

    Science.gov (United States)

    Van Nuland, Marc; Thijs, Gabie; Van Royen, Paul; Van den Noortgate, Wim; Goedhuys, Jo

    2010-01-01

    To explore the views and experiences of general practice (GP) vocational trainees regarding communication skills (CS) and the teaching and learning of these skills. A purposive sample of second and third (final) year GP trainees took part in six focus group (FG) discussions. Transcripts were coded and analysed in accordance with a grounded theory approach by two investigators using Alas-ti software. Finally results were triangulated by means of semi-structured telephone interviews. The analysis led to three thematic clusters: (1) trainees acknowledge the essential importance of communication skills and identified contextual factors influencing the learning and application of these skills; (2) trainees identified preferences for learning and receiving feedback on their communication skills; and (3) trainees perceived that the assessment of communication skills is subjective. These themes are organised into a framework for a better understanding of trainees' communication skills as part of their vocational training. The framework helps in leading to a better understanding of the way in which trainees learn and apply communication skills. The unique context of vocational training should be taken into account when trainees' communication skills are assessed. The teaching and learning should be guided by a learner-centred approach. The framework is valuable for informing curricular reform and future research.

  8. Virtual world for helping teens practice assertiveness skills

    Science.gov (United States)

    Nemire, Kenneth; Beil, Joshua; Swan, Ronald W.

    1999-05-01

    Smoking is on the rise among adolescents. This pilot project combined the well-documented benefits of Life Skills Training (LST) with the unique multisensory, 3D qualities of virtual environment (VE) technology to address some of the disadvantages of traditional prevention programs by engaging teens better, presenting information more persuasively, and making prevention programs continuously available in computer labs. In an eight-week pilot study, 45 seventh- grade students were randomly assigned to LST, VE, or non- intervention control groups. The VE system included goggles, synthesized speech, head and hand trackers, hand-held controller, and speech recognition. Questionnaires measured participants' smoking knowledge and behavior,a participants' reports on the usability of the VE system, and reports of simulator sickness symptoms. Structured interviews with randomly selected participants from each group revealed more detailed information. Data indicated the VE group retained more information and had more positive experiences learning about dangers of smoking and assertiveness skills than did the LST group. Usability data showed ease of use and learning of the VE system, with no significant symptoms of simulator sickness. These data indicated that this VE application is a promising tool for keeping teens healthy.

  9. How well do final year undergraduate medical students master practical clinical skills?

    Directory of Open Access Journals (Sweden)

    Störmann, Sylvère

    2016-08-01

    Full Text Available Introduction: The clinical examination and other practical clinical skills are fundamental to guide diagnosis and therapy. The teaching of such practical skills has gained significance through legislative changes and adjustments of the curricula of medical schools in Germany. We sought to find out how well final year undergraduate medical students master practical clinical skills.Methods: We conducted a formative 4-station objective structured clinical examination (OSCE focused on practical clinical skills during the final year of undergraduate medical education. Participation was voluntary. Besides the examination of heart, lungs, abdomen, vascular system, lymphatic system as well as the neurological, endocrinological or orthopaedic examination we assessed other basic clinical skills (e.g. interpretation of an ECG, reading a chest X-ray. Participants filled-out a questionnaire prior to the exam, inter alia to give an estimate of their performance.Results: 214 final year students participated in our study and achieved a mean score of 72.8% of the total score obtainable. 9.3% of participants (n=20 scored insufficiently (<60%. We found no influence of sex, prior training in healthcare or place of study on performance. Only one third of the students correctly estimated their performance (35.3%, whereas 30.0% and 18.8% over-estimated their performance by 10% and 20% respectively.Discussion: Final year undergraduate medical students demonstrate considerable deficits performing practical clinical skills in the context of a formative assessment. Half of the students over-estimate their own performance. We recommend an institutionalised and frequent assessment of practical clinical skills during undergraduate medical education, especially in the final year.

  10. A preliminary study of mental and physical practice on the kayak wet exit skill.

    Science.gov (United States)

    Millard, M; Mahoney, C; Wardrop, J

    2001-06-01

    Outdoor activities and high-risk water sports often create anxiety in participants who feel concern about danger. Relaxation and imagery, often used to enhance training, can improve performance of skills in a variety of sports. The aim of this study was to establish whether Mental Practice, Physical Practice, Combined Mental and Physical Practice, or No Practice would affect the acquisition of skill for a kayak wet exit. 60 postprimary girls aged 11-16 yr., competent swimmers but without previous experience in kayaking, gave their informed consent to be in the study. Each participant was randomly assigned to one of the four experimental groups. Following their practice periods, each group performed three kayak wet exit attempts (unseen by others); these were videotaped for later analysis by an observer. The participant and an independent observer, who was blind to the allocation of practice group, then used a 6-point rating scale to assess each performance. Participants' and the observer's ratings were analysed by separate Kruskal-Wallis one-way analysis of variance which indicated a significant practice effect. Subsequent chi-squared tests indicated significantly different distributions of groups, showing Physical Practice superior to No Practice and Mental Practice. While physical practice remained effective in improving technique, combinations of mental and physical practice were better than no practice.

  11. Mental practice promotes motor anticipation: evidence from skilled music performance

    Directory of Open Access Journals (Sweden)

    Nicolò Francesco Bernardi

    2013-08-01

    Full Text Available Mental practice (MP has been shown to improve movement accuracy and velocity, but it is not known whether MP can also optimize movement timing. We addressed this question by studying two groups of expert pianists who performed challenging music sequences after either MP or physical practice (PP. Performance and motion-capture data were collected along with responses to imagery questionnaires. The results showed that MP produced performance improvements, although to a lower degree than PP did. MP and PP induced changes in both movement velocity and movement timing, promoting the emergence of movement anticipatory patterns. Furthermore, motor imagery was associated with greater changes in movement velocity, while auditory imagery was associated with greater movement anticipation. Data from a control group that was not allowed to practice confirmed that the changes in accuracy and kinematics were not due to mere repetition of the sequence during testing. This study provides the first evidence of an anticipatory control following MP and extends the present knowledge on the effectiveness of mental practice to a task of unparalleled motor complexity. The practical implications of MP in the motor domain are discussed.

  12. Vocational trainees’ views and experiences regarding the learning and teaching of communication skills in general practice

    OpenAIRE

    Van Nuland, Marc; Thijs, Gaby; Royen, Paul,; Van den Noortgate, Wim; Goedhuys, Jo

    2010-01-01

    Objective: To explore the views and experiences of general practice (GP) vocational trainees regarding communication skills (CS) and the teaching and learning of these skills. METHODS: A purposive sample of second and third (final) year GP trainees took part in six focus group (FG) discussions. Transcripts were coded and analysed in accordance with a grounded theory approach by two investigators using Alas-ti software. Finally results were triangulated by means of semi-structured telephone in...

  13. The Skills of Practical Writing for Tour Guide(Ⅱ)--Points for Attention

    Institute of Scientific and Technical Information of China (English)

    王静妍

    2005-01-01

    This thesis is about the skills of practical writing for Tour Guide.This article dissertates several points--the interpretation of the source language,structure of the target language and choice of the right word,that should be given more attention in translation.As a Tour Guide,one needs to have these skills and the ability of describing sceneries beautifully and accurately by writing.

  14. Developing students' time management skills in clinical settings: practical considerations for busy nursing staff.

    Science.gov (United States)

    Cleary, Michelle; Horsfall, Jan

    2011-06-01

    In clinical settings, nursing staff often find themselves responsible for students who have varying time management skills. Nurses need to respond sensitively and appropriately, and to teach nursing students how to prioritize and better allocate time. This is important not only for developing students' clinical skills but also for shaping their perceptions about the quality of the placement and their willingness to consider it as a potential work specialty. In this column, some simple, practical strategies that nurses can use to assist students with improving their time management skills are identified.

  15. Writing a bachelor thesis generates transferable knowledge and skills useable in nursing practice.

    Science.gov (United States)

    Lundgren, Solveig M; Robertsson, Barbro

    2013-11-01

    Generic skills or transferable skills have been discussed in terms of whether or not skills learned in one context can be transferred into another context. The current study was aimed to explore nurses' self-perceptions of the knowledge and skills they had obtained while writing a Bachelor's thesis in nursing education, their experience of the extent of transfer and utilization in their current work. Responding nurses (N=42) had all worked from 1 to 1.5 years after their final examination and had completed a questionnaire that was structured with open-ended questions. Only five nurses reported that they were unable to use any of the knowledge and skills they had obtained from writing a thesis. A majority of the nurses (37/42) could give many examples of the practical application of the skills and knowledge they had obtained. Our findings indicate that writing a thesis as part of an undergraduate degree program plays a major role in the acquisition and development of knowledge and skills which can subsequently be transferred into and utilized in nursing practice.

  16. Ediacaran Macro Body Fossils

    OpenAIRE

    Huang, Timothy D.; Jei-Fu Shaw; Liang Zheng; Chun-Lan Huang; YiLung Chang; ChuanWei Yang

    2010-01-01

    This paper, Ediacaran Macro Body Fossils, reports a new discovery of well preserved three dimensional macro body fossils of the Ediacaran Period in central YunNan province in the People's Republic of China. These body fossils will enable more detailed and in-depth exploration of the evolution of multi-cellular macro organisms on this planet, whereas in the past, researches could only rely on cast or imprint fossils.

  17. Using Retrieval Practice and Metacognitive Skills to Improve Content Learning

    Science.gov (United States)

    Littrell-Baez, Megan K.; Friend, Angela; Caccamise, Donna; Okochi, Christine

    2015-01-01

    Classroom tests have been traditionally used to assess student growth and content mastery. However, a wealth of research in cognitive and educational psychology has demonstrated that retrieval practice (testing) as a form of low-stakes, rather than traditional high-stakes testing, can also be used as an effective pedagogical tool, improving…

  18. Epistemology, Practical Work and Academic Skills in Science Education

    NARCIS (Netherlands)

    Kirschner, P.A.

    1992-01-01

    This article discusses the inherent flaws in considering and using the epistemology of the natural sciences as equivalent to a pedagogic basis for teaching and learning in the natural sciences. It begins with a discussion of the difference between practising science and learning to practice science.

  19. Mental practice promotes motor anticipation: evidence from skilled music performance.

    Science.gov (United States)

    Bernardi, Nicolò F; De Buglio, Matteo; Trimarchi, Pietro D; Chielli, Alfonso; Bricolo, Emanuela

    2013-01-01

    Mental practice (MP) has been shown to improve movement accuracy and velocity, but it is not known whether MP can also optimize movement timing. We addressed this question by studying two groups of expert pianists who performed challenging music sequences after either MP or physical practice (PP). Performance and motion-capture data were collected along with responses to imagery questionnaires. The results showed that MP produced performance improvements, although to a lower degree than PP did. MP and PP induced changes in both movement velocity and movement timing, promoting the emergence of movement anticipatory patterns. Furthermore, motor imagery was associated with greater changes in movement velocity, while auditory imagery was associated with greater movement anticipation. Data from a control group that was not allowed to practice confirmed that the changes in accuracy and kinematics were not due to mere repetition of the sequence during testing. This study provides the first evidence of an anticipatory control following MP and extends the present knowledge on the effectiveness of MP to a task of unparalleled motor complexity. The practical implications of MP in the motor domain are discussed.

  20. Poems for Math Practice: With 80 Skill-Building Activities

    Science.gov (United States)

    Reynolds, Laureen

    2006-01-01

    Aimed at students who love math as well as those who dread it, this book adds another dimension to the abstract nature of numbers. Using words and pictures, teachers can help children make the connection between mathematics and their everyday routines and observations. This book includes: (1) 20 illustrated poems; (2) math practice with sorting,…

  1. Enhancing practice teachers' knowledge and skills using collaborative action learning sets.

    Science.gov (United States)

    Haydock, Deborah; Evers, Jean

    2014-06-01

    This research project was designed to enhance the critical thinking and problem-solving skills of practice teachers (PTs) and promote role modelling to specialist community public health nursing (SCPHN) students. This paper explores the impact of action learning sets (ALS) on the trainee PT role and associated students and stakeholders. Pre- and post-intervention surveys were completed by eight trainee PTs and three focus groups were held consisting of trainee PTs, practice education facilitators and students. Three focus groups for the trainee PTs, practice education facilitators and allocated students were held. Findings are presented in relation to three themes: knowledge, skills and role modelling in practice; dedicated practice teacher development; and ALS in practice. Data analysis demonstrated that the PTs valued the dedicated module and ALS enhanced their knowledge and skills. These skills were role modelled to students to guide reflection and knowledge acquisition. All participants intended to develop ALS as part of continued professional development. The paper concludes with recommendations to improve the educational development of both trainee and experienced PTs through the integration of ALS as part of PT development.

  2. How to improve essential skills in introductory physics through brief, spaced, online practice.

    Science.gov (United States)

    Heckler, Andrew; Mikula, Brendon

    2017-01-01

    We developed and implemented a set of online ``essential skills'' tasks to help students achieve and retain a core level of mastery and fluency in basic skills necessary for their coursework. The task design is based on our research on student understanding and difficulties as well as three well-established cognitive principles: 1) spaced practice, to promote retention, 2) interleaved practice, to promote the ability to recognize when the learned skill is needed, and 3) mastery practice mastery practice, to promote a base level of performance. We report on training on a variety of skills with vector math. Students spent a relatively small amount of time, 10-20 minutes in practice each week, answering relevant questions online until a mastery level was achieved. Results indicate significant and often dramatic gains, often with average gains of over one standard deviation. Notably, these large gains are retained at least several months after the final practice session, including for less-prepared students. Funding for this research was provided by the Center for Emergent Materials: an NSF MRSEC under Award Number DMR-1420451.

  3. A new method for tracking of motor skill learning through practical application of Fitts' law.

    Science.gov (United States)

    Ashworth-Beaumont, Jim; Nowicky, Alexander

    2013-01-01

    A novel upper limb motor skill measure, task productivity rate (TPR) was developed integrating speed and spatial error, delivered by a practical motor skill rehabilitation task (MSRT). This prototype task involved placement of 5 short pegs horizontally on a spatially configured rail array. The stability of TPR was tested on 18 healthy right-handed adults (10 women, 8 men, median age 29 years) in a prospective single-session quantitative within-subjects study design. Manipulations of movement rate 10% faster and slower relative to normative states did not significantly affect TPR, F(1.387, 25.009) = 2.465, p = .121. A significant linear association between completion time and error was highest during the normative state condition (Pearson's r = .455, p learning with possible changes in coregulation behavior underlying practice under different conditions. These findings extend Fitts' law theory to tracking of practical motor skill using a dexterity task, which could have potential clinical applications in rehabilitation.

  4. Acquisition and improvement of human motor skills: Learning through observation and practice

    Science.gov (United States)

    Iba, Wayne

    1991-01-01

    Skilled movement is an integral part of the human existence. A better understanding of motor skills and their development is a prerequisite to the construction of truly flexible intelligent agents. We present MAEANDER, a computational model of human motor behavior, that uniformly addresses both the acquisition of skills through observation and the improvement of skills through practice. MAEANDER consists of a sensory-effector interface, a memory of movements, and a set of performance and learning mechanisms that let it recognize and generate motor skills. The system initially acquires such skills by observing movements performed by another agent and constructing a concept hierarchy. Given a stored motor skill in memory, MAEANDER will cause an effector to behave appropriately. All learning involves changing the hierarchical memory of skill concepts to more closely correspond to either observed experience or to desired behaviors. We evaluated MAEANDER empirically with respect to how well it acquires and improves both artificial movement types and handwritten script letters from the alphabet. We also evaluate MAEANDER as a psychological model by comparing its behavior to robust phenomena in humans and by considering the richness of the predictions it makes.

  5. Education research: communication skills for neurology residents: structured teaching and reflective practice.

    Science.gov (United States)

    Watling, Christopher J; Brown, Judith B

    2007-11-27

    Despite the importance of communication skills for neurologists, specific training in this area at the residency level is often lacking. This study aimed to enhance learning of these skills and to encourage reflective practice around communication skills. A group of 12 neurology residents participated in a series of six case-based communication skills workshops. Each workshop focused on a particular clinical scenario, including breaking bad news, discussing do-not-resuscitate orders, communicating with "difficult" patients, disclosing medical errors, obtaining informed consent for neurologic tests and procedures, and discussing life-and-death decisions with families of critically ill patients. Residents also kept reflective portfolios in which real examples of these interactions were recorded. The program was well accepted, and residents rated the workshops as effective and relevant to their practice. Analysis of residents' portfolios revealed three themes relevant to patient-physician communication: 1) communication is more successful when adequate time is allowed, 2) the ability to empathize with patients and their families is essential to successful interactions, and 3) the development of specific approaches to challenging scenarios can facilitate effective interactions. The portfolios also demonstrated that residents would engage in reflective practice. Targeting of communication skills training around specific clinical scenarios using neurologic cases was well accepted and was deemed relevant to practice. The use of portfolios may promote lifelong learning in this area.

  6. Restrictive Factors of Vocational Education Development in Cultivation of Rural Practical Skilled Personnel and Countermeasures

    Institute of Scientific and Technical Information of China (English)

    Ning; WANG; Fang; LIU

    2014-01-01

    Kunming City is accelerating the process of agricultural modernization,industrialization,informationization and ecological development. In this process,it needs speeding up building new high level and advanced rural practical skilled personnel team suitable for development demand. By empirical analysis method,this paper discussed the factors restricting vocational education in cultivation of rural practical skilled personnel. Then,it came up with countermeasures in cultivation objective of rural vocational education,arrangement of specialized disciplines,key development tasks,and establishment of diversified investment system.

  7. Creating Positive Environments in Skilled Nursing Facilities to Support Best Practice Implementation: An Overview and Practical Suggestions.

    Science.gov (United States)

    Douglas, Natalie F; Hickey, Ellen

    2015-08-01

    The purpose of this article is to discuss various types of organizational cultures and climates in relationship to best practice implementation. Although not specific to speech-language pathology, positive organizational cultures and climates are associated with better clinician and patient outcomes in health care services than dysfunctional and/or hierarchical organizational cultures and climates. A goal of this article is to help the practicing speech-language pathologist (SLP) promote positive culture change in the skilled nursing facility (SNF) setting. Recommendations to improve the organizational culture and climate of SNFs will be presented through practical examples of collaborative practice. Further suggestions will be surmised from the organizational psychology and interprofessional education literature. The connection between organizational culture and climate, interprofessional education, collaborative practice, and SLPs' best practice implementation in the SNF setting will be discussed. Avenues for future work are suggested.

  8. Comparing the Effect of Concept Mapping and Conventional Methods on Nursing Students’ Practical Skill Score

    Directory of Open Access Journals (Sweden)

    Rasoul Zadeh

    2015-09-01

    Full Text Available Background Development of practical skills in the field of nursing education has remained a serious and considerable challenge in nursing education. Moreover, newly graduated nurses may have weak practical skills, which can be a threat to patients’ safety. Objectives The present study was conducted to compare the effect of concept mapping and conventional methods on nursing students’ practical skills. Patients and Methods This quasi-experimental study was conducted on 70 nursing students randomly assigned into two groups of 35 people. The intervention group was taught through concept mapping method, while the control group was taught using conventional method. A two-part instrument was used including a demographic information form and a checklist for direct observation of procedural skills. Descriptive statistics, chi-square, independent samples t-tests and paired t-test were used to analyze data. Results Before education, no significant differences were observed between the two groups in the three skills of cleaning (P = 0.251, injection (P = 0.185 and sterilizing (P = 0.568. The students mean scores were significantly increased after the education and the difference between pre and post intervention of students mean scores were significant in the both groups (P < 0.001. However, after education, in all three skills the mean scores of the intervention group were significantly higher than the control group (P < 0.001. Conclusions Concept mapping was superior to conventional skill teaching methods. It is suggested to use concept mapping in teaching practical courses such as fundamentals of nursing.

  9. The theory-practice relationship: reflective skills and theoretical knowledge as key factors in bridging the gap between theory and practice in initial nursing education.

    Science.gov (United States)

    Hatlevik, Ida Katrine Riksaasen

    2012-04-01

    This paper is a report of a correlational study of the relations of nursing students' acquired reflective skills, practical skills and theoretical knowledge on their perception of coherence between theory and practice. Reflection is considered a key factor in bridging the gap between theory and practice. However, it is not evident whether reflective skills are primarily generic in nature or whether they develop from a theoretical knowledge base or the acquisition of practical skills. This study is a secondary analysis of existing data. The data are part of a student survey that was conducted among third-year nursing students in Norway during the spring of 2007. A total of 446 nursing students participated in this study and the response rate was 71%. Structural equation modelling analyses were performed. The results indicate that students' perception of coherence between theory and practice during initial nursing education is directly influenced by reflective skills and theoretical knowledge. The results also reveal that reflective skills have mediating effects and that practical skills have a fully mediated and theoretical knowledge a partially mediated influence on students' perception of coherence. The findings imply that helping students perceive coherence between theory and practice in nursing education, developing students' reflective skills and strengthening the theoretical components of the initial nursing education programme might be beneficial. The results suggest that reflective thinking is not merely a generic skill but rather a skill that depends on the acquisition of relevant professional knowledge and experience. © 2011 Blackwell Publishing Ltd.

  10. Implementing simulated learning modules to improve students’ pharmacy practice skills and professionalism

    Directory of Open Access Journals (Sweden)

    Fejzic J

    2015-09-01

    Full Text Available Background: Effective communication enables healthcare professionals and students to practise their disciplines in a professional and competent manner. Simulated-based education (SBE has been increasingly used to improve students’ communication and practice skills in Health Education. Objective: Simulated learning modules (SLMs were developed using practice-based scenarios grounded in effective communication competencies. The effect of the SLMs on Pharmacy students’ (i Practice skills and (ii Professionalism were evaluated. Methods: SLMs integrating EXCELL competencies were applied in the classroom to study their effect on a number of learning outcomes. EXcellence in Cultural Experiential Learning and Leadership (EXCELL Program is a schematic, evidence-based professional development resource centred around developing participants’ self-efficacy and generic communication competencies. Students (N=95 completed three hours of preliminary lectures and eight hours of SLM workshops including six scenarios focused on Pharmacy Practice and Experiential Placements. Each SLM included briefing, role-plays with actors, facilitation, and debriefing on EXCELL social interaction maps (SIMs. Evaluations comprised quantitative and qualitative survey responsed by students before and post-workshops, and post-placements, and teachers’ reflections. Surveys examine specific learning outcomes by using pharmacy professionalism and pharmacy practice effectiveness scales. Responses were measured prior to the commencement of SLMs, after completion of the two workshops and after students completed their block placement. Self-report measures enabled students to self-assess whether any improvements occurred. Results: Student responses were overwhelmingly positive and indicated significant improvements in their Pharmacy practice and professionalism skills, and commitment to professional ethics. Qualitative feedback strongly supported students’ improved communication

  11. Implementing simulated learning modules to improve students' pharmacy practice skills and professionalism.

    Science.gov (United States)

    Fejzic, Jasmina; Barker, Michelle

    2015-01-01

    Effective communication enables healthcare professionals and students to practise their disciplines in a professional and competent manner. Simulated-based education (SBE) has been increasingly used to improve students' communication and practice skills in Health Education. Simulated learning modules (SLMs) were developed using practice-based scenarios grounded in effective communication competencies. The effect of the SLMs on Pharmacy students' (i) Practice skills and (ii) Professionalism were evaluated. SLMs integrating EXCELL competencies were applied in the classroom to study their effect on a number of learning outcomes. EXcellence in Cultural Experiential Learning and Leadership (EXCELL) Program is a schematic, evidence-based professional development resource centred around developing participants' self-efficacy and generic communication competencies. Students (N=95) completed three hours of preliminary lectures and eight hours of SLM workshops including six scenarios focused on Pharmacy Practice and Experiential Placements. Each SLM included briefing, role-plays with actors, facilitation, and debriefing on EXCELL social interaction maps (SIMs). Evaluations comprised quantitative and qualitative survey responsed by students before and post-workshops, and post-placements, and teachers' reflections. Surveys examine specific learning outcomes by using pharmacy professionalism and pharmacy practice effectiveness scales. Responses were measured prior to the commencement of SLMs, after completion of the two workshops and after students completed their block placement. Self-report measures enabled students to self-assess whether any improvements occurred. Student responses were overwhelmingly positive and indicated significant improvements in their Pharmacy practice and professionalism skills, and commitment to professional ethics. Qualitative feedback strongly supported students' improved communication skills and confidence. Teacher reflections observed ecological

  12. Personnel planning in general practices: development and testing of a skill mix analysis method.

    Science.gov (United States)

    von Eitzen-Strassel, Juliane; Vrijhoef, Hubertus J M; Derckx, Emmy W C C; de Bakker, Dinny H

    2014-09-18

    General practitioners (GPs) have to match patients' demands with the mix of their practice staff's competencies. However, apart from some general principles, there is little guidance on recruiting new staff. The purpose of this study was to develop and test a method which would allow GPs or practice managers to perform a skill mix analysis which would take into account developments in local demand. The method was designed with a stepwise method using different research strategies. Literature review took place to detect available methods that map, predict, or measure patients' demands or needs and to fill the contents of the skill mix analysis. Focus groups and expert interviews were held both during the design process and in the first test stage. Both secondary data analysis as primary data collection took place to fill the contents of the tool. A pilot study in general practices tested the feasibility of the newly-developed method. The skill mix analysis contains both a quantitative and a qualitative part which includes the following sections: (i) an analysis of the current and the expected future demand; (ii) an analysis of the need to adjust skill mix; (iii) an overview about the functions of different provider disciplines; and (iv) a system to assess the input, assumed or otherwise, of each function concerning the 'catching up demand', the connection between supply and demand, and the introduction of new opportunities. The skill mix analysis shows an acceptable face and content validity and appears feasible in practice. The skill mix analysis method can be used as a basis to analyze and match, systematically, the demand for care and the supply of practice staff.

  13. Preparedness and Practice Management Skills of Graduating Dental Students Entering the Work Force

    Directory of Open Access Journals (Sweden)

    Jane Manakil

    2015-01-01

    Full Text Available Dental education aims to produce competent graduates with the ability to provide quality care to the patients and facilitate the smooth integration into professional practice. The objective of this study was to explore the overall preparedness of graduands for integrating into professional practice. The survey was tested for reliability and analysed the career paths, learning preferences, overall knowledge, and confidence amongst graduating dentists in integrating and managing a dental practice on graduation. Sixty-nine students (89.6% in age group of 20–50 years participated in the study. Students indicated a high level of confidence in their skills and ability to work in a team in a practice or collaboratively with other colleagues and specialists but expressed some reservation on their practice management skills (73.1%. Challenges in gaining employment and pressures to repay educational debts are amongst the reasons for graduands preferring a paid job immediately on graduation regardless of demographics. Students indicated that an increase in speciality training and clinical/outreach placements could enhance employability. This study explores the students’ perception of their confidences, knowledge, learning preferences, and practice management skills as a method of evaluating their preparedness to practice on graduation and provides a base line for curriculum structuring to prepare graduands to enter the competitive dental work force.

  14. Macros for Educational Research.

    Science.gov (United States)

    Woodrow, Janice E. J.

    1988-01-01

    Describes the design and operation of two macros written in the programming language of Microsoft's EXCEL for educational research applications. The first macro determines the frequency of responses to a Likert-type questionnaire or multiple-choice test; the second performs a one-way analysis of variance test. (Author/LRW)

  15. Nonterminal Separating Macro Grammars

    NARCIS (Netherlands)

    Hogendorp, Jan Anne; Asveld, P.R.J.; Nijholt, A.; Verbeek, Leo A.M.

    1987-01-01

    We extend the concept of nonterminal separating (or NTS) context-free grammar to nonterminal separating $m$-macro grammar where the mode of derivation $m$ is equal to "unrestricted". "outside-in' or "inside-out". Then we show some (partial) characterization results for these NTS $m$-macro grammars.

  16. Effects of motor skill practice on reaction time and learning retention in Parkinson's disease.

    Science.gov (United States)

    Rostami, Hamid Reza; Ashayeri, Hassan

    2009-01-01

    One of the prominent disturbances in Parkinson's disease (PD) is bradykinesia. We studied performance of hand-to-mouth reach reaction time (RT) in right-handed PD patients and nine age and sex matched healthy control subjects. Participants practiced hand-to-mouth reach skill in response to a visual stimulus, 120 times a day for a period of one week. Using Kinemetrix 3D Motion Analysis system, the effects of motor skill practice and learning retention were investigated. Pretest performance was compared with performances on the second and seventh day of the study, and also performance on fourteenth day with no further practice for one week. There was a significant reduction in the mean RT in the control group after one week of practice. In PD patients the reduction in the mean RT was significant between pretest and first test sessions (P lasting.

  17. Doula care: nursing students gain additional skills to define their professional practice.

    Science.gov (United States)

    Jordan, Elizabeth T; Van Zandt, Shirley E; Wright, Erin

    2008-01-01

    Students enter professional nursing with a desire to acquire knowledge, develop skills, and provide nurturing support during life-changing experiences such as childbirth. "Community Perspectives on the Childbearing Process," an elective course at Johns Hopkins University School of Nursing, provides an opportunity to learn and use the skills of physical, emotional, and informational labor support as a "doula." As the first of its kind offered in a school of nursing, this service-learning opportunity offers students the unique opportunity to learn the skills of labor support through an in-depth, hands-on experience. The experience helps students develop a proactive perspective on childbirth and to advocate and support women's choices in labor. Since its inception, more than 379 students have attended 405 births. Students, who become doulas while being educated as nurses, gain new skills, real practice experience, and strong professional standards and identity.

  18. Factors in the development of higher levels of reading literacy: Argumentation skills in educational practice

    Directory of Open Access Journals (Sweden)

    Branković Marija

    2013-01-01

    Full Text Available The highest levels of reading literacy, as defined within PISA study, include the ability to use various cognitive skills, with argumentative skills being one of the most important among them. In the present study our goal was to reveal some of the factors that influence the development of argumentative skills in Serbian schools. We investigated the extent to which argumentative skills are required in PISA reading literacy tasks, as well as the specific difficulties our students have faced on these tasks, through an analysis of student performance. We also conducted an analysis of the educational practice - by doing in-depth interviews with teachers and content analysis of students' textbooks. The results revealed that: 1 Argumentations skills are an important requirement within PISA tasks; 2 Serbian students are mostly successful at basic tasks of recognizing arguments or providing arguments for the given position; they face difficulties answering the tasks which require precise formulation of relevant arguments as well as those demanding meta-cognitive skills (e.g. recognizing persuasive strategies in the given text. Their performance is particularly poor on tasks requiring the combination of information from different sources or information presented in different formats (text, tables, or graphs; 3 There is a significant gap between the requirements for argumentation skills our students usually encounter and PISA reading literacy tasks. In this paper we discuss some of the difficulties and obstacles to encouraging the development of argumentative thinking.

  19. [Consultation skills training as an element of general practice training in Germany - a qualitative survey].

    Science.gov (United States)

    Nittritz, Christine; Schaffer, Susann; Kühlein, Thomas; Roos, Marco

    2016-11-01

    The consultation is at the heart of general practice. It is the central setting through which primary care is delivered. The competency requirements are laid down internationally by competency-based curricula for undergraduate and postgraduate education. So far, there is no competency-based vocational training to develop consultation skills in general practice in Germany. The study describes experiences with consultation skills training as an element of general practice training as reported by trainees and trainers in Germany. A qualitative and exploring approach was chosen because there is little experience with the German situation. We conducted structured focus group interviews with trainees and trainers, respectively. We recruited all participants by e-mail via the mail distributor "Junge Allgemeinmedizin Deutschland" (JADE, a trainee and junior GP organization) and the academic teachers of the Friedrich-Alexander University Erlangen-Nürnberg. Altogether, four focus group interviews with three to five participants were conducted, varying in length from 25 to 65minutes. All interviews were recorded digitally and transcribed verbatim. Then a qualitative content analysis was performed. The statements of the ten trainees and five trainers mapped a system of four main categories: (a) association with the term consultation, (b) parts of a consultation, (c) competencies required for professional practice, (d) consultation skills training as an element of vocational training. Overall, all participants regarded the consultation as the most important element in general practice. Important content of consultations is to build a relationship with the patient, gather information, conduct physical examinations and achieve informed consent on further proceedings. All participants agreed that physicians need different sets of competencies: medical expertise, communication skills, examination skills and professionalism. Finally, there was a broad consensus that a competency

  20. Student-Directed Video Validation of Psychomotor Skills Performance: A Strategy to Facilitate Deliberate Practice, Peer Review, and Team Skill Sets.

    Science.gov (United States)

    DeBourgh, Gregory A; Prion, Susan K

    2017-03-22

    Background Essential nursing skills for safe practice are not limited to technical skills, but include abilities for determining salience among clinical data within dynamic practice environments, demonstrating clinical judgment and reasoning, problem-solving abilities, and teamwork competence. Effective instructional methods are needed to prepare new nurses for entry-to-practice in contemporary healthcare settings. Method This mixed-methods descriptive study explored self-reported perceptions of a process to self-record videos for psychomotor skill performance evaluation in a convenience sample of 102 pre-licensure students. Results Students reported gains in confidence and skill acquisition using team skills to record individual videos of skill performance, and described the importance of teamwork, peer support, and deliberate practice. Conclusion Although time consuming, the production of student-directed video validations of psychomotor skill performance is an authentic task with meaningful accountabilities that is well-received by students as an effective, satisfying learner experience to increase confidence and competence in performing psychomotor skills.

  1. A description of manual wheelchair skills training: current practices in Canadian rehabilitation centers.

    Science.gov (United States)

    Best, Krista L; Routhier, François; Miller, William C

    2015-01-01

    To describe current practices for manual wheelchair (MWC) skills training in Canadian rehabilitation centers. An online survey was sent to practice leaders in occupational (OT) and physical therapy (PT) at 87 Canadian rehabilitation centers. Responses were solicited from individuals who could report about wheelchair skills training at facilities with at least 10 beds designated for rehabilitation. Thirty-four questions asked about: (1) demographics, (2) components of MWC training, (3) amount of MWC skills training, (4) use of validated programs and (5) perceived barriers to using validated programs. Data were analyzed using summary statistics. About 68/87 responses were received primarily from OTs (42/68). Basic MWC skills training (e.g. wheel-locks) was consistently part of clinical practice (45/68), while advanced skills training (e.g. curb-cuts) was rare (8/68). On an average, 1-4 h of training was done (29/68). Validated training programs were used by 16/68, most of whom used them "rarely" (7/16). Common barriers to using validated programs were lack of time (43/68) and resources (39/68). Learning to use a wheelchair is important for those with ambulation impairments because the wheelchair enables mobility and social participation. Providing opportunities for advanced wheelchair skills training may enhance mobility and social participation in a safe manner. Implications for Rehabilitation There is evidence confirming the benefits of a validated wheelchair skills program, yet most clinicians do no not use them. A variety of perceived barriers may help to explain the limited use of existing programs, such as time, resources and knowledge. Effective knowledge translation efforts may help alleviate some of these barriers, and novel wheelchair training approaches may alleviate some burden on clinicians to help accommodate the increasing number of older wheelchair users.

  2. Nurses' attitudes to and perceptions of knowledge and skills regarding evidence-based practice.

    Science.gov (United States)

    Sherriff, Karen L; Wallis, Marianne; Chaboyer, Wendy

    2007-12-01

    The study evaluated the effect of an evidence-based practice (EBP) educational programme on attitudes and perceptions of knowledge and skills, of registered nurses, towards EBP. The study was conducted using a quasiexperimental interrupted time series design. Participants were clinical nurses in educational and leadership roles within a Health Service District in south-east Queensland. The data were collected using a self-administered questionnaire at three points. Nurses' belief in the value of EBP for practice was high prior to the programme and did not change subsequently. There was an improvement following the intervention in nurses' attitudes to organizational support for EBP and their perceptions of their knowledge and skills in locating and evaluating research reports. Providing educational courses in a clinical setting is useful in improving clinicians' attitudes to and perceptions of knowledge and skills related to EBP.

  3. Medical students' experience in practical skills is far from stakeholders' expectations

    DEFF Research Database (Denmark)

    Ringsted, Charlotte; Schroeder, Torben V.; Henriksen, Jørgen;

    2001-01-01

    This study compares medical graduates' experience in practical skills with a range of stakeholders' expectations. A questionnaire listing 58 practical skills was sent out to a group of graduating medical students. The medical students were asked to indicate their experience in each skill during...... medical school. A similar questionnaire was sent out to five groups of stakeholders asking for their expectations regarding graduates' experience. The stakeholders were: faculty members; consultants at clinical departments with interns in training; general practitioners; nurses; recently graduated junior...... compared with faculty members and consultants. Differences between our results and reports in the literature from elsewhere emphasize the importance of performing local needs assessments, and in this process stakeholders apart from faculty members should be involved. Udgivelsesdato: 2001-Jul...

  4. Practicing the skills of evidence-based veterinary medicine through case-based pharmacology rounds.

    Science.gov (United States)

    Fajt, Virginia R; Brown, Dimitri; Scott, Maya M

    2009-01-01

    Accessing new knowledge and using it to make decisions is the foundation of evidence-based veterinary medicine (EBVM), the integration of best research evidence with clinical expertise and owner/manager values. Reflecting on our experience with an EBVM-based clinical pharmacology assignment during a clinical rotation, we present the justification for the addition of an EBVM assignment to the clinical (fourth) year at the College of Veterinary Medicine and Biomedical Sciences at Texas A&M University. We also present an in-depth analysis of the addition, recommendations for the assessment of this exercise as a method of improving evidence-based veterinary practice, and recommendations and implications for other instructors interested in adding EBVM-related learning to their professional curricula. We recommend adding EBVM skill practice in pre-clinical training, abbreviated exercises in EBVM skills on clinical rotations, and increased attention to critical-thinking skills in veterinary education.

  5. Delta's Key to the TOEFL iBT[R]: Advanced Skill Practice. Revised Edition

    Science.gov (United States)

    Gallagher, Nancy

    2012-01-01

    Delta's Key to the TOEFL iBT: Advanced Skill Practice is a revised and updated edition of Delta's Key to the Next Generation TOEFL Test. Since the introduction of the TOEFL iBT in 2005, there have been significant changes to some of the test questions, particularly the integrated writing and integrated speaking tasks. The new 2011 edition of…

  6. Reading as a Skill or as a Social Practice in French Immersion?

    Science.gov (United States)

    Roy, Sylvie; Schafer, Paul-Christophe

    2015-01-01

    This paper looks at reading in French immersion and how learning French is seen more as a skill rather than a social practice that could be examined through a more critical lens. Most of the teachers often teach students how to read but rarely will they discuss the role of French in Canadian society and how this is manifested in the texts they…

  7. Industrial Provision of Practice Skills of Students Training Gastronomy Education (Case of Turkey)

    Science.gov (United States)

    Sarioglan, Mehmet

    2013-01-01

    Purpose of this study is to determine to what extent practice skills of students, training in gastronomy education, meet the expectations of food and beverage industry. In the study, 197 students training internship in 27 different firms of total 1540 students training in gastronomy education at higher education level in Turkey were reached by…

  8. Building Skills and Qualifications among SME Employees. Leonardo da Vinci Good Practices Series.

    Science.gov (United States)

    Commission of the European Communities, Brussels (Belgium). Directorate-General for Education and Culture.

    This document profiles 10 European programs that exemplify good practice in building skills and qualifications among employees of small and medium enterprises (SMEs). The programs profiled are as follows: (1) TRICTSME (a program providing World Wide Web-based information and communication technologies training for SMEs in manufacturing); (2)…

  9. The Impact of Dictation Practice on Turkish as a Foreign Language Learners' Writing Skills

    Science.gov (United States)

    Büyükikiz, K. Kaan

    2014-01-01

    The purpose of this study is to learn about the impact of dictation practice on B1 level Turkish as a foreign language learners' writing skills. In this study, a pretest-posttest quasi-experimental design with control group was used. The study was carried out with 24 B1 level students enrolled in Gaziantep University Turkish and Foreign Languages…

  10. Delta's Key to the TOEFL iBT[R]: Advanced Skill Practice. Revised Edition

    Science.gov (United States)

    Gallagher, Nancy

    2012-01-01

    Delta's Key to the TOEFL iBT: Advanced Skill Practice is a revised and updated edition of Delta's Key to the Next Generation TOEFL Test. Since the introduction of the TOEFL iBT in 2005, there have been significant changes to some of the test questions, particularly the integrated writing and integrated speaking tasks. The new 2011 edition of…

  11. Effects of Electronic Information Resources Skills Training for Lecturers on Pedagogical Practices and Research Productivity

    Science.gov (United States)

    Bhukuvhani, Crispen; Chiparausha, Blessing; Zuvalinyenga, Dorcas

    2012-01-01

    Lecturers use various electronic resources at different frequencies. The university library's information literacy skills workshops and seminars are the main sources of knowledge of accessing electronic resources. The use of electronic resources can be said to have positively affected lecturers' pedagogical practices and their work in general. The…

  12. Investigation of Reflective Teaching Practice Effect on Training Development Skills of the Pre-Service Teachers

    Science.gov (United States)

    Töman, Ufuk

    2017-01-01

    This study aims to investigate the effect of the reflective teaching practice on the development of teaching skills of the pre-service teachers. This study is designed in the form of action research due to the nature of the case examined. The participants were 32 pre-service teachers at Bayburt University Faculty of Education Department of…

  13. Development and Validation of Teaching Practice Evaluation Instrument for Assessing Chemistry Students' Teaching Skills

    Science.gov (United States)

    Ezeudu, F. O.; Chiaha, G. T. U.; Eze, J. U.

    2013-01-01

    The study was designed to develop and factorially validate an instrument for measuring teaching practice skills of chemistry student-teachers in University of Nigeria, Nsukka. Two research questions guided the study. The design of the study was instrumentation. All the chemistry student-teachers in the Department of Science Education, University…

  14. The Practices of Students' Generic Skills among Economics Students at National University of Indonesia

    Science.gov (United States)

    Hadiyanto; Suratno

    2015-01-01

    This study aimed to examine students' generic skills practices (communication, IT, numeracy, learning how to learn, problem solving, working with others, and subject-specific competencies) at National University of Indonesia (UI). Survey design with quantitative method was applied in this study. Questionnaires were distributed to 355 students at…

  15. The Skills of A Practical Writing for a Tour Guide(Ⅰ)--Language Differentials

    Institute of Scientific and Technical Information of China (English)

    王静研; 陈忱

    2005-01-01

    This thesis is about the skills of practical writing for Tour Guide.In this article,the differences between English and Chinese are discussed.As a Tour Guide,one needs to grasp these characteristics of the two languages,and has ability of describing sceneries beautifully and accurately by writing.

  16. Investigating the Effects of Group Practice Performed Using Psychodrama Techniques on Adolescents' Conflict Resolution Skills

    Science.gov (United States)

    Karatas, Zeynep

    2011-01-01

    The aim of this study is to examine the effects of group practice which is performed using psychodrama techniques on adolescents' conflict resolution skills. The subjects, for this study, were selected among the high school students who have high aggression levels and low problem solving levels attending Haci Zekiye Arslan High School, in Nigde.…

  17. The MBA Capstone Course: Building Theoretical, Practical, Applied, and Reflective Skills

    Science.gov (United States)

    Inamdar, Syeda Noorein; Roldan, Malu

    2013-01-01

    The capstone strategy course is used in many management education programs to provide practical business relevance as a means for students to transition to the business world. We conducted an empirical study to determine to what extent capstone strategy courses are teaching the following four skills that prepare students to meet business job…

  18. Measuring Job Content: Skills, Technology, and Management Practices. Discussion Paper No. 1357-08

    Science.gov (United States)

    Handel, Michael J.

    2008-01-01

    The conceptualization and measurement of key job characteristics has not changed greatly for most social scientists since the Dictionary of Occupational Titles and Quality of Employment surveys were created, despite their recognized limitations. However, debates over the roles of job skill requirements, technology, and new management practices in…

  19. On Practice, Skill and Competition: A Pragmatist Theory of Action for Instrumental Music Education

    Science.gov (United States)

    Tan, Leonard

    2017-01-01

    Practice, skill and competition are important aspects of participating in school bands and orchestras. However, writers have questioned their value. In this philosophical paper, I mine the writings of the American pragmatists--in particular, their theories of habit and experience--to construct a theory of action for instrumental music education,…

  20. Examining the Epistemological Beliefs and Problem Solving Skills of Preservice Teachers during Teaching Practice

    Science.gov (United States)

    Erdamar, Gurcu; Alpan, Gulgun

    2013-01-01

    This study aims to examine the development of preservice teachers' epistemological beliefs and problem solving skills in the process of teaching practice. Participants of this descriptive study were senior students from Gazi University's Faculty of Vocational Education ("n" = 189). They completed the Epistemological Belief…

  1. The role of deliberate practice in the acquisition of clinical skills

    Directory of Open Access Journals (Sweden)

    Duvivier Robbert J

    2011-12-01

    Full Text Available Abstract Background The role of deliberate practice in medical students' development from novice to expert was examined for preclinical skill training. Methods Students in years 1-3 completed 34 Likert type items, adapted from a questionnaire about the use of deliberate practice in cognitive learning. Exploratory factor analysis and reliability analysis were used to validate the questionnaire. Analysis of variance examined differences between years and regression analysis the relationship between deliberate practice and skill test results. Results 875 students participated (90%. Factor analysis yielded four factors: planning, concentration/dedication, repetition/revision, study style/self reflection. Student scores on 'Planning' increased over time, score on sub-scale 'repetition/revision' decreased. Student results on the clinical skill test correlated positively with scores on subscales 'planning' and 'concentration/dedication' in years 1 and 3, and with scores on subscale 'repetition/revision' in year 1. Conclusions The positive effects on test results suggest that the role of deliberate practice in medical education merits further study. The cross-sectional design is a limitation, the large representative sample a strength of the study. The vanishing effect of repetition/revision may be attributable to inadequate feedback. Deliberate practice advocates sustained practice to address weaknesses, identified by (self-assessment and stimulated by feedback. Further studies should use a longitudinal prospective design and extend the scope to expertise development during residency and beyond.

  2. Associations Between Self-Control, Practice, and Skill Level in Sport Expertise Development.

    Science.gov (United States)

    Tedesqui, Rafael A B; Young, Bradley W

    2017-03-01

    The purpose of this study was to test the association between self-control (SC) variables and (a) sport-specific practice amounts, (b) engagement in various practice contexts, (c) threats to commitment to one's sport, and (d) skill development using the Brief Self-Control Scale (BSCS) in a diverse sport sample. Two hundred forty-four athletes (47% female; Mage = 21.96 years, SD = 6.98 years; 68.8% individual sports and 31.2% team sports; 13.77 [SD = 8.12] hr/week of sport-specific practice) completed a survey composed of the BSCS and practice-related measures. Three skill groups (basic/intermediate, advanced, expert) were informed by athletes' self-reported highest level of competition. Separate analyses were conducted for juniors (aged 12-17 years) and seniors (aged 18-43 years). A 2-factor model (self-discipline and impulse control) fit the BSCS data. Fewer thoughts of quitting from one's sport were associated with higher self-discipline in juniors and seniors and were also related to higher impulse control in seniors. Greater practice amounts were associated with higher self-discipline; however, only seniors showed such associations in voluntary practice contexts. For juniors and seniors, impulse control was associated with more voluntary practicing. There were, however, no skill-group differences for levels of self-discipline or impulse control. Self-discipline and impulse control may be dispositional characteristics associated with how athletes engage in practice and avert conditions that threaten their sport commitment. SC dispositions may relate to practice amounts differently in juniors and seniors, depending on the requirements for self-regulation in a practice context.

  3. Using a simulated patient to transfer patient-centred skills from simulated practice to real patients in practice

    Directory of Open Access Journals (Sweden)

    Yolinda Uys

    2014-02-01

    Full Text Available Background: Simulation in healthcare education is common practice. Although this teaching strategy increases patient safety, it is not proven to enhance patient-centred care in practice. Simulated patients are used to teach communication skills and to contribute to the authenticity of the simulation. Could this enhanced authenticity help bridge the gap from simulated practice to practice with live patients where patient-centredness is of crucial importance? Objective: This study’s objective was to determine whether students who acquired a skill in simulation using a simulated patient displayed more patient-centredness in practice than students who used a mannikin. Method: A pre-experimental, post-test-only design with a comparison group was used. The population sample comprised all second-year B.Cur. students (N = 36 at a tertiary institution,who were divided into two cohorts. Cohort 1 was trained to administer an intramuscular injection using a simulated patient with a strap-on injectable device, whilst cohort 2 used an injection model. All participants were assessed on their procedural skills as well as patient centred care whilst administering an injection to a patient in hospital. A comparison was made of mean scores for patient-centred care rendered by the two cohorts. Results: Fisher’s exact test revealed that the mean score for patient-centredness of cohort 1 (88% was significantly higher (p = < 0.001 than that of cohort 2 (74%. Conclusion: Using a simulated patient to teach administration of an intramuscular injection enhanced students’ patient-centredness when performing the procedure in practice. Recommendations include making use of a bigger sample and including a pre-test the next time research of this nature is carried out.

  4. Integrating evidence-based practice and information literacy skills in teaching physical and occupational therapy students.

    Science.gov (United States)

    Boruff, Jill T; Thomas, Aliki

    2011-12-01

    To ensure that physical and occupational therapy graduates develop evidence-based practice (EBP) competencies, their academic training must promote EBP skills, such as posing a clinical question and retrieving relevant literature, and the information literacy skills needed to practice these EBP skills. This article describes the collaborative process and outcome of integrating EBP and information literacy early in a professional physical therapy and occupational therapy programme. The liaison librarian and a faculty member designed an instructional activity that included a lecture, workshop and assignment that integrated EBP skills and information literacy skills in the first year of the programme. The assignment was designed to assess students' ability to conduct a search independently. The lecture and workshop were successful in their objectives, as 101 of the 104 students received at least 8 out of 10 points on the search assignment. The teaching activities developed for the students in this course appear to have achieved the goal of teaching students the EBP research cycle so that they might begin to emulate it. The collaboration between the faculty member and the librarian was integral to the success of this endeavour. Future work will include the evaluation of students' long-term retention of information literacy objectives. © 2011 The authors. Health Information and Libraries Journal © 2011 Health Libraries Group.

  5. Investigating the Practices of Assessment Methods in Amharic Language Writing Skill Context: The Case of Selected Higher Education in Ethiopia

    Science.gov (United States)

    Tesfay, Hailay

    2017-01-01

    This study aims to investigate Ethiopian higher education Amharic language writing skills instructors' practices of Assessment Methods in writing skill context. It was also intended to look for their viewpoints about the practicality of implementing Assessment Methods in Amharic writing courses. In order to achieve the goals of this study,…

  6. Predictive validity of a written knowledge test of skills for an OSCE in postgraduate training for general practice.

    NARCIS (Netherlands)

    Kramer, A.W.M.; Jansen, J.J.; Zuithoff, P.; Dusman, H.; Tan, L.; Grol, R.P.T.M.; Vleuten, C.P.M. van der

    2002-01-01

    PURPOSE: To examine the validity of a written knowledge test of skills for performance on an OSCE in postgraduate training for general practice. METHODS: A randomly-selected sample of 47 trainees in general practice took a knowledge test of skills, a general knowledge test and an OSCE. The OSCE incl

  7. Concepts and practices of teachers of argumentation skills at the 5th grade of basic education

    Directory of Open Access Journals (Sweden)

    Andrezza da Costa França

    2012-06-01

    Full Text Available The present article seeks to discuss the concepts of two teachers regarding the teaching of argumentation skills and how they refl ect on their teaching practices with 5th grade students. The analysis of fi ve classes of each teacher has revealed that one of them adopted a concept of argumentation detached from day-to-day situations, expressed in the teaching of concepts and in a standard compositional form. The other teacher has shown a clearer understanding of the diversity of textual genres and of the situations in which one has to use argumentation skills, therefore generating more reading and writing activities based on the context, focusing on the analyzed genres’ characteristics. It is possible to conclude that the concept of argumentation as a discursive practice requires a greater knowledge of the diversity of situations and genres found in the society. This knowledge is essential for a more refl exive pedagogical practice centered on the social uses of writing.

  8. Model of practical skill performance as an instrument for supervision and formative assessment

    DEFF Research Database (Denmark)

    Nielsen, Carsten Munch; Sommer, Irene; Larsen, Karin;

    2012-01-01

    and two cohorts of nursing students placed in a hospital setting shared their experiences on the use of the model in six focus group interviews. Data was also generated through the supervisors’ reflective logs. The model was viewed as highly applicable in the planning of learning situations as well......There are still weaknesses in the practical skills of newly graduated nurses. There is also an escalating pressure on existing clinical placements due to increasing student numbers and structural changes in health services. Innovative educational practices and the use of tools that might support...... learning are sparsely researched in the field of clinical education for nursing students. This paper reports on an action research study that promoted and investigated use of The Model of Practical Skill Performance as a learning tool during nursing students’ clinical placement. Clinical supervisors...

  9. Information literacy skills of occupational therapy graduates: promoting evidence-based practice in the MOT curriculum.

    Science.gov (United States)

    Powell, Carol A; Case-Smith, Jane

    2010-10-01

    Are Master of Occupational Therapy (MOT) graduates more successful than BS graduates in accessing and analyzing research literature? This retrospective cohort study used a survey sent to Ohio State University MOT graduates, asking why they need information for their practice, what types of information they seek, and how they search for and use it. Results suggest that the MOT program has fostered higher-level skills than did the BS program in independent writing, a greater focus on evidence-based practice, and the use of bibliographic databases. The MOT graduates report high confidence in their ability to apply research to practice and high satisfaction with the lifelong learning skills they learned. The survey findings support the importance of collaboration between Occupational Therapy faculty and medical librarians in developing MOT educational programs.

  10. Impact of a faculty development programme for teaching communication skills on participants' practice.

    Science.gov (United States)

    Junod Perron, Noelle; Cullati, Stephane; Hudelson, Patricia; Nendaz, Mathieu; Dolmans, Diana; van der Vleuten, Cees

    2014-05-01

    A 6-month faculty development programme was designed to improve supervisors' feedback to junior doctors on their clinical communication skills (CS) and included both CS and teaching skills training. The aim of this study was to assess supervisors' views on the impact of the programme on their subsequent teaching and communication practice. 28 clinical supervisors at the Geneva University Hospitals, from either inpatient or outpatient settings (general internists or primary care specialists), undertook a six-session faculty development programme, between 2009 and 2011, and each completed a short questionnaire before and 1 month after the course. Between 3 and 6 months after the course, the participants were interviewed about their views on the impact of the course on their practice using a semistructured interview. Interviews were audiotaped and transcribed verbatim and analysed thematically. The percentage of participants who reported teaching CS at least once a week had increased from 5/26 (19%) to 8/26 (30%), p=0.07. Participants reported using teaching skills, especially giving structured feedback. Use of newly acquired teaching skills was more likely when participants had protected time for teaching or were involved in formal teaching activities. Even participants who reported minimal teaching activity found the newly acquired CS to be useful, both with their own patients and in other professional situations. The few participants who explicitly reported teaching regularly CS in practice had generally become formal teachers in CS training. A faculty development programme on how to teach CS is perceived to be useful by clinical supervisors to acquire new skills, but using them in the workplace appears to depend on creation of a supportive environment with protected time for teaching. Involving supervisors in formal communication teaching may be one way to ensure continued use of newly learned teaching skills.

  11. Social Work Practice with LGBT Elders at End of Life: Developing Practice Evaluation and Clinical Skills Through a Cultural Perspective.

    Science.gov (United States)

    Arthur, Darren P

    2015-01-01

    This article focuses on culturally sensitive clinical issues related to best practices with lesbian, gay, bisexual, transgender (LGBT) elder patients at end-of-life (EOL) at key points in the therapeutic relationship. Vital concepts, including practice evaluation and clinical skills, are presented through a cultural and oncology lens. There is a paucity of LGBT research and literature as well as a shortfall of MSW graduate school education specific to social work palliative and end-of-life care (PELC) practice with LGBT elders. The content of this article is designed to be adapted and used as an educational tool for institutions, agencies, graduate programs, medical professions, social work, and students. Learning the unique elements of LGBT cultural history and their implications on EOL care can improve social work practice. This article provides an examination from assessment and engagement basics to advance care planning incorporating specific LGBT EOL issues.

  12. Nurses' information retrieval skills in psychiatric hospitals - are the requirements for evidence-based practice fulfilled?

    Science.gov (United States)

    Koivunen, Marita; Välimäki, Maritta; Hätönen, Heli

    2010-01-01

    Nursing professionals have long recognized the importance to practice of research and the value of research evidence. Nurses still do not use research findings in practice. The purpose of this paper was to describe nurses' skills in using literature databases and the Internet in psychiatric hospitals and associations of nurses' gender, age, and job position with their information retrieval skills. The study was carried out in 2004 among nursing staff (N=183) on nine acute psychiatric wards in two psychiatric hospitals in Finland (n=180, response rate 98%). The Finnish version of the European Computer Driving Licence test (ECDL) was used as a data collection instrument. The study showed that there were clear deficits in information retrieval skills among nurses working in psychiatric hospitals. Thus, nurses' competence does not support the realization of evidence-based practice in the hospitals. Therefore, it is important to increase nurses' information retrieval skills by tailoring continuing education modules. It would be also advisable to develop centralized systems for the internal dissemination of research findings for the use of nursing staff.

  13. Influence of practice schedules and attention on skill development and retention.

    Science.gov (United States)

    Raisbeck, Louisa D; Regal, Alison; Diekfuss, Jed A; Rhea, Christopher K; Ward, Paul

    2015-10-01

    Focus of attention during dual-tasks and practice schedules are important components of motor skill performance and learning; often studied in isolation. The current study required participants to complete a simple key-pressing task under a blocked or random practice schedule. To manipulate attention, participants reported their finger position (i.e., skill-focused attention) or the pitch of an auditory tone (i.e., extraneous attention) while performing two variations of a dual-task key-pressing task. Analyses were conducted at baseline, 10 min and 24h after acquisition. The results revealed that participants in a blocked schedule, extraneous focus condition had significantly faster movement times during retention compared to a blocked schedule, skill focus condition. Furthermore, greatest improvements from baseline to immediate and delayed retention were evident for an extraneous attention compared to the skill-focused attention, regardless of practice schedule. A discussion of the unique benefits an extraneous focus of attention may have on the learning process during dual-task conditions is presented. Copyright © 2015 Elsevier B.V. All rights reserved.

  14. Evidence-based practice: beliefs, attitudes, knowledge, and skills among Colombian physical therapists

    Directory of Open Access Journals (Sweden)

    Robinson Ramírez-Velez

    2015-03-01

    Full Text Available Objective:The main purpose of this study was to describe a group of Colombian physical therapists' beliefs and attitudes towards Evidence-Based Practice (EBP, their education, knowledge and skills for implementing EBP, the use of relevant literature in clinical practice, access to and availability of scientific information and perceived barriers to including EBP in practice.Methods:This was a cross-sectional study which involved 1,064 Colombian physical therapists. The study used a 50-item screening questionnaire EBP developed to estimate attitudes, beliefs, knowledge and skills regarding. This instrument has been adapted and was validated previously in Colombia by Flórez-López et al.Results:The population mostly consisted of young females (77.2% aged 22 to 29 years old (79.4%. Most respondents had an undergraduate degree (87.7%. The physical therapists stated that they had positive attitudes and beliefs regarding EBP, most of them answering that they agreed or strongly agreed that EBP is necessary (71.6%, the relevant literature is useful for practice (61.3%, EBP improves the quality of patient care (64.1% and evidence helps in decision-making (44.5%. Forty-one percent of the respondents indicated that a lack of research skills was the most important barrier to the use of evidence in practice.Conclusion:The physical therapists reported that they had a positive attitude to EBP and were interested in learning about or improving the skills necessary to adopt EBP in their clinical practice.

  15. Evidence-based practice: beliefs, attitudes, knowledge, and skills among Colombian physical therapists

    Science.gov (United States)

    Correa-Bautista, Jorge Enrique; Muñoz-Rodríguez, Diana Isabel; Ramírez, Lorena; González-Ruíz, Katherine; Domínguez-Sánchez, María Andrea; Durán-Palomino, Diana; Girabent-Farrés, Montserrat; Flórez-López, María Eugenia; Bagur-Calafat, M Caridad

    2015-01-01

    Objective: The main purpose of this study was to describe a group of Colombian physical therapists' beliefs and attitudes towards Evidence-Based Practice (EBP), their education, knowledge and skills for implementing EBP, the use of relevant literature in clinical practice, access to and availability of scientific information and perceived barriers to including EBP in practice. Methods: This was a cross-sectional study which involved 1,064 Colombian physical therapists. The study used a 50-item screening questionnaire EBP developed to estimate attitudes, beliefs, knowledge and skills regarding. This instrument has been adapted and was validated previously in Colombia by Flórez-López et al. Results: The population mostly consisted of young females (77.2%) aged 22 to 29 years old (79.4%). Most respondents had an undergraduate degree (87.7%). The physical therapists stated that they had positive attitudes and beliefs regarding EBP, most of them answering that they agreed or strongly agreed that EBP is necessary (71.6%), the relevant literature is useful for practice (61.3%), EBP improves the quality of patient care (64.1%) and evidence helps in decision-making (44.5%). Forty-one percent of the respondents indicated that a lack of research skills was the most important barrier to the use of evidence in practice. Conclusion: The physical therapists reported that they had a positive attitude to EBP and were interested in learning about or improving the skills necessary to adopt EBP in their clinical practice. PMID:26019383

  16. Using a Guided Journal Club as a Teaching Strategy to Enhance Learning Skills for Evidence-Based Practice.

    Science.gov (United States)

    Szucs, Kimberly A; Benson, Jeryl D; Haneman, Brianne

    2017-02-03

    Journal clubs are used in both clinical and academic settings in order for clinicians and students to utilize current best-practices, become competent in evidence based practice and develop critical appraisal skills. Journal clubs encourage students to practice searching for relevant research, critically appraising articles, and contributing to open discussions with peers. Establishing the practice of reading and critiquing literature in the classroom can enable the creation of a habit of using current evidence when students enter practice. This article describes a strategy for delivering a structured academic journal club to support the learning of evidence based practice skills and students' perception of the journal club, including their overall satisfaction, knowledge base skills, and presentation skills. Students had an overall positive experience and perception of the guided journal club activity. From the instructor's perspective, this assignment was an excellent opportunity to engage students in learning the process of evidence based practice.

  17. Skilled care at birth among rural women in Nepal: practice and challenges.

    Science.gov (United States)

    Dhakal, Sulochana; van Teijlingen, Edwin; Raja, Edwin Amalraj; Dhakal, Keshar Bahadur

    2011-08-01

    In Nepal, most births take place at home, and many, particularly in rural areas, are not attended by a skilled birth attendant. The main objectives of the study were to assess the use of skilled delivery care and barriers to access such care in a rural community and to assess health problems during delivery and seeking care. This cross-sectional study was carried out in two Village Development Committees in Nepal in 2006. In total, 150 women who had a live birth in the 24 months preceding the survey were interviewed using a structured questionnaire. The sample population included married women aged 15-49 years. Forty-six (31%) women delivered their babies at hospital, and 104 (69%) delivered at home. The cost of delivery at hospital was significantly (p access skilled delivery care were: distance to hospital, lack of transportation, lack of awareness on delivery care, and cost. The main reasons for seeking intrapartum care were long labour, retained placenta, and excessive bleeding. Only a quarter of women sought care immediately after problems occurred. The main reasons seeking care late were: the woman or her family not perceiving that there was a serious problem, distance to health facility, and lack of transport. The use of skilled birth attendants at delivery among rural women in Nepal is very poor. Home delivery by unskilled birth attendants is still a common practice among them. Many associated factors relating to the use of skilled delivery care that were identified included age, education and occupation of women, and education and occupation of husbands. Therefore, the availability of skilled delivery care services at the community, initiation of a primary health centre with skilled staff for delivery, and increasing awareness among women to seek skilled delivery care are the best solution.

  18. The future of practical skills in undergraduate medical education – an explorative Delphi-Study

    Science.gov (United States)

    Dannenberg, Katja Anne; Stroben, Fabian; Schröder, Therese; Thomas, Anke; Hautz, Wolf E.

    2016-01-01

    Background: 64% of young medical professionals in Germany do not feel adequately prepared for the practical requirements of the medical profession. The goal of “outcome-orientated training” is to structure medical curricula based on the skills needed when entering the workforce after completing undergraduate medical education, and thus to bridge the gap between the skills graduates have attained and those necessary for a career in the medical profession. Outcome frameworks (OFs) are used for this purpose. In preparation for developing the National Competence-Based Catalogue of Learning Objectives for Medicine (NKLM) – the German OF – the “Consensus Statement of Practical Skills in Undergraduate Medical Education” (which structures the teaching and acquisition of practical skills in Germany and which strongly influenced the “Clinical-Practical Skills” chapter of the NKLM) was published in 2011. It is not uncommon for at least a decade to elapse between the definition and implementation of an OF and the students’ graduation, which can further increase the gap between necessary and acquired skills. Thus, the purpose of this paper is to posit theses for future development in healthcare and to apply these theses to a current OF. Methodology: Partially structured interviews with experts were used to generate theses pertaining to general, future development in healthcare. These theses were assessed by physician experts based on the likelihood of implementation by the year 2025. The 288 learning goals of the consensus statement were assessed for their relevance for medical education in the interim. Results: 11 theses were generated for the development of medicine, and these theses were assessed and discussed by 738 experts. These theses include the increase in diseases associated with old age, the increasing significance of interprofessional cooperation, and the growing prevalence of telemedicine applications. Of the 288 learning goals of the consensus

  19. Predictive validity of a written knowledge test of skills for an OSCE in postgraduate training for general practice.

    Science.gov (United States)

    Kramer, A W M; Jansen, J J M; Zuithoff, P; Düsman, H; Tan, L H C; Grol, R P T M; van der Vleuten, C P M

    2002-09-01

    To examine the validity of a written knowledge test of skills for performance on an OSCE in postgraduate training for general practice. A randomly-selected sample of 47 trainees in general practice took a knowledge test of skills, a general knowledge test and an OSCE. The OSCE included technical stations and stations including complete patient encounters. Each station was checklist rated and global rated. The knowledge test of skills was better correlated to the OSCE than the general knowledge test. Technical stations were better correlated to the knowledge test of skills than stations including complete patient encounters. For the technical stations the rating system had no influence on the correlation. For the stations including complete patient encounters the checklist rating correlated better to the knowledge test of skills than the global rating. The results of this study support the predictive validity of the knowledge test of skills. In postgraduate training for general practice a written knowledge test of skills can be used as an instrument to estimate the level of clinical skills, especially for group evaluation, such as in studies examining the efficacy of a training programme or as a screening instrument for deciding about courses to be offered. This estimation is more accurate when the content of the test matches the skills under study. However, written testing of skills cannot replace direct observation of performance of skills.

  20. Does Practice Make Perfect? Role of Training and Feedback in Improving Scientists' Presentation Skills

    Science.gov (United States)

    Tankersley, R. A.; Bourexis, P.; Kaser, J. S.

    2011-12-01

    that use of the PSP alone does not guarantee communication growth or competence. To achieve significant gains in presentation skills, a three pronged approach is required: (1) formal training in best-practices and techniques for preparing and delivering presentations (e.g., Presentation Boot Camp), (2) frequent opportunities to practice and hone presentation skills (e.g., presentations at professional meetings, informal science centers, and K-12 classrooms), and (3) regular, individualized and structured feedback (e.g., Presentations Skill Protocol).

  1. Reliability of didactic grades to predict practical skills in an undergraduate dental college in Saudi Arabia

    Directory of Open Access Journals (Sweden)

    Zawawi KH

    2015-04-01

    Full Text Available Khalid H Zawawi,1 Ahmed R Afify,1 Mohammed K Yousef,2 Hisham I Othman,3 Ayman A Al-Dharrab4 1Department of Orthodontics, 2Department of Operative Dentistry, 3Department of Oral Diagnostic Sciences, 4Department of Oral and Maxillofacial Prosthodontics, Faculty of Dentistry, King Abdulaziz University, Jeddah, Saudi Arabia Objectives: This longitudinal study was aimed to investigate the association between didactic grades and practical skills for dental students and whether didactic grades can reliability predict the dental students’ practical performance. Materials and methods: Didactic and practical grades for graduates from the Faculty of Dentistry, King Abdulaziz University, between the years 2009 and 2011 were collected. Four courses were selected: Dental Anatomy, Operative Dentistry, Prosthodontics, and Orthodontics. Pearson product-moment correlation analyses between didactic and practical scores were conducted. Results: There was only a significant correlation between didactic and practical scores for the Dental Anatomy course (P<0.001. There was also a significant correlation between all four subjects in the didactic scores (P<0.001. Only the scores of male students showed a significant correlation in the Operative Dentistry course (P<0.001. There were no correlations between Orthodontic grades. Moreover, a poor degree of reliability was found between didactic and practical scores for all subjects. Conclusion: Based on the findings of this study, the relationship between didactic grades and practical performance is course specific. Didactic grades do not reliably predict the students' practical skills. Measuring practical performances should be independent from didactic grading. Keywords: correlation study, dental education, dental students, practical performance

  2. Dealing with uncertainty in general practice: an essential skill for the general practitioner.

    Science.gov (United States)

    O'Riordan, Margaret; Dahinden, André; Aktürk, Zekeriya; Ortiz, José Miguel Bueno; Dağdeviren, Nezih; Elwyn, Glyn; Micallef, Adrian; Murtonen, Mikko; Samuelson, Marianne; Struk, Per; Tayar, Danny; Thesen, Janecke

    2011-01-01

    Many patients attending general practice do not have an obvious diagnosis at presentation. Skills to deal with uncertainty are particularly important in general practice as undifferentiated and unorganised problems are a common challenge for general practitioners (GPs). This paper describes the management of uncertainty as an essential skill which should be included in educational programmes for both trainee and established GPs. Philosophers, psychologists and sociologists use different approaches to the conceptualisation of managing uncertainty. The literature on dealing with uncertainty focuses largely on identifying relevant evidence and decision making. Existing models of the consultation should be improved in order to understand consultations involving uncertainty. An alternative approach focusing on shared decision making and understanding the consultation from the patient's perspective is suggested. A good doctor-patient relationship is vital, creating trust and mutual respect, developed over time with good communication skills. Evidence-based medicine should be used, including discussion of probabilities where available. Trainers need to be aware of their own use of heuristics as they act as role models for trainees. Expression of feelings by trainees should be encouraged and acknowledged by trainers as a useful tool in dealing with uncertainty. Skills to deal with uncertainty should be regarded as quality improvement tools and included in educational programmes involving both trainee and established GPs.

  3. A Practical Research on Lexical Approach: How to Use Chunks to Improve Junior Students’ Writing Skills

    Institute of Scientific and Technical Information of China (English)

    袁英

    2016-01-01

    This article is a practical research on lexical approach,and it tries to present how to use chunks to improve junior writing skills by showing some authentic teaching experience.At the very beginning,it generalizes the background of this article.Then,it gives a wellknown definition and classification of chunks.Next,it presents an example to show how to use chunks facilitate students’writing on the basis of the texts from students’

  4. Skill process of the Japanese text typing in the practice of computer literacy

    OpenAIRE

    清水, 道夫

    1996-01-01

    Japanese text typing is one of the fundamental skills to junior college students in using the application soft wares on personal computers. Considering its importance, it is necessary for us to do some research on students’proficiency in Japanese text typing. We let a class practice typing for three months without any formal typing instruction. Their keystroke data were collected by using the automatic keystroke recording device, and analyzed to investigate characteristics of their typewritin...

  5. Investigating collaborative leadership for communities of practice in learning and skills

    OpenAIRE

    Jameson, Jill

    2007-01-01

    This research report on the findings of a collaborative leadership research was funded by the Centre for Excellence in Leadership (CEL) at Lancaster University in 2006-07. The project aimed to collect and analyse data on ‘collaborative leadership’ (CL) in the learning and skills sector (LSS). The project investigated ‘collaborative leadership’ and its potential for benefiting staff through trust and knowledge sharing in communities of practice (CoPs). The project complemented CEL’s ongoing wo...

  6. Comparison of four teaching methods on Evidence-based Practice skills of postgraduate nursing students.

    Science.gov (United States)

    Fernandez, Ritin S; Tran, Duong Thuy; Ramjan, Lucie; Ho, Carey; Gill, Betty

    2014-01-01

    The aim of this study was to compare four teaching methods on the evidence-based practice knowledge and skills of postgraduate nursing students. Students enrolled in the Evidence-based Nursing (EBN) unit in Australia and Hong Kong in 2010 and 2011 received education via either the standard distance teaching method, computer laboratory teaching method, Evidence-based Practice-Digital Video Disc (EBP-DVD) teaching method or the didactic classroom teaching method. Evidence-based Practice (EBP) knowledge and skills were evaluated using student assignments that comprised validated instruments. One-way analysis of covariance was implemented to assess group differences on outcomes after controlling for the effects of age and grade point average (GPA). Data were obtained from 187 students. The crude mean score among students receiving the standard+DVD method of instruction was higher for developing a precise clinical question (8.1±0.8) and identifying the level of evidence (4.6±0.7) compared to those receiving other teaching methods. These differences were statistically significant after controlling for age and grade point average. Significant improvement in cognitive and technical EBP skills can be achieved for postgraduate nursing students by integrating a DVD as part of the EBP teaching resources. The EBP-DVD is an easy teaching method to improve student learning outcomes and ensure that external students receive equivalent and quality learning experiences.

  7. Mentoring in the acquisition of professional skills through practices in companies by degree students

    Directory of Open Access Journals (Sweden)

    Teresa Maria Monllau Jaques

    2014-09-01

    Full Text Available This work has had as objective to analyze the skills acquired through internships in business companies by gender that have made the students of the Faculty of Economics and Business at the University Pompeu Fabra. The internship is a basic item in order to obtain a hard connection between the University and social-economic world where University and Enterprises develop their activity. In this study we want to know about two aspects. The first one, we want to know the profit that is obtained from the Student as a consequence of internship and mentoring. Also, we want to study about the importance of mentoring as a principal element that establish the relationship between the Student and the Company. Moreover, it has sought to analyze if certain factors such as the size of the company where the practices has been performed, the study rank level that was achieved or the fact of being a man or a woman, were among the determining factors at the time of acquiring the skills. The results presented here indicate that the size of the company that have been making the practices and the gender of the student are related to the acquisition of certain skills. There was not a statistically significant relationship related to the rank level have by the students in the practice. In the future we are going to study if the labor market Integration is easier if the Student has performed work placement.

  8. Problem solving in nursing practice: application, process, skill acquisition and measurement.

    Science.gov (United States)

    Roberts, J D; While, A E; Fitzpatrick, J M

    1993-06-01

    This paper analyses the role of problem solving in nursing practice including the process, acquisition and measurement of problem-solving skills. It is argued that while problem-solving ability is acknowledged as critical if today's nurse practitioner is to maintain effective clinical practice, to date it retains a marginal place in nurse education curricula. Further, it has attracted limited empirical study. Such an omission, it is argued, requires urgent redress if the nursing profession is to meet effectively the challenges of the next decade and beyond.

  9. Effects of motor skill practice on reaction time and learning retention in Parkinson′s disease

    Directory of Open Access Journals (Sweden)

    Rostami Hamid

    2009-01-01

    Full Text Available One of the prominent disturbances in Parkinson′s disease (PD is bradykinesia. We studied performance of hand-to-mouth reach reaction time (RT in right-handed PD patients and nine age and sex matched healthy control subjects. Participants practiced hand-to-mouth reach skill in response to a visual stimulus, 120 times a day for a period of one week. Using Kinemetrix 3D Motion Analysis system, the effects of motor skill practice and learning retention were investigated. Pretest performance was compared with performances on the second and seventh day of the study, and also performance on fourteenth day with no further practice for one week. There was a significant reduction in the mean RT in the control group after one week of practice. In PD patients the reduction in the mean RT was significant between pretest and first test sessions (P < 0.01. However, the difference was not significant between the first and second session (P = 0.06 and also between the second and third test sessions (P = 1.0. Short-term practice can improve bradykinesia in patients with PD but it is not long-lasting.

  10. Skills, knowledge, aptitudes, and interests for veterinary practice management: fitting personal characteristics to situational demands.

    Science.gov (United States)

    Ilgen, Daniel R

    2002-01-01

    Recent studies of veterinary practices and services have suggested that more attention must be focused on business practices and on the skills, knowledge, and abilities (SKAs) of veterinarians related to veterinary practice management (VPM). Responses to these concerns have been directed at the selection and education of veterinarians in veterinary school. While this position is supported in the present article, it is argued that the values and interests of persons who are likely to enter the field, as well as the nature of the experiences encountered across the career of veterinarians, will moderate the potential effectiveness of veterinary school practices and experiences regarding SKAs in VPM. The paper explores some potential implications of these moderators on the effectiveness of selection and education for increasing SKAs in VPM.

  11. Communication skills assessment in the final postgraduate years to established practice: a systematic review.

    Science.gov (United States)

    Gillis, Amy E; Morris, Marie C; Ridgway, Paul F

    2015-01-01

    Communication breakdown is a factor in the majority of all instances of medical error. Despite the importance, a relative paucity of time is invested in communication skills in postgraduate curricula. Our objective is to systematically review the literature to identify the current tools used to assess communication skills in postgraduate trainees in the latter 2 years of training and in established practice. Two reviewers independently reviewed the literature identifying communication skill assessment tools, for postgraduate trainees in the latter 2 years of training and in established practice following Preferred Reporting Items for Systematic Reviews and Meta-Analyses framework, and inclusion/exclusion criteria from January 1990 to 15 August 2014. PubMed/CINAHL/ERIC/EMBASE/PsycInfo/Psyc Articles/Cochrane. 222 articles were identified; after review, 34 articles fulfilled criteria for complete evaluation; the majority (26) had a high level of evidence scoring 3 or greater on the Best Evidence Medical Education guide. 22 articles used objective structured clinical examination/standardised patient (SP)-based formats in an assessment or training capacity. Evaluation tools included author-developed questionnaires and validated tools. Nineteen articles demonstrated an educational initiative. The reviewed literature is heterogeneous for objectives and measurement techniques for communication. Observed interactions, with patients or SPs, is the current favoured method of evaluation using author-developed questionnaires. The role of self-evaluation of skill level is questioned. The need for a validated assessment tool for communication skills is highlighted. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

  12. The importance of professional skills alongside scientific and technical excellence to underpin ethical geoscience practice

    Science.gov (United States)

    Allington, Ruth; Fernandez-Fuentes, Isabel

    2013-04-01

    There is consensus that reliable ground models, based on a sound understanding of the geology and surface processes are vital as a basis for natural hazard identification and risk assessment, and there is a great deal of skill and experience in the geoscience community with mapping, modelling and predicting natural hazards and their likely impacts. This presentation will highlight the contributions of geology and geomorphology in the identification of natural hazards and mitigation of their impacts. It will then consider a range of "professional skills" that are needed by geoscientists working with other specialists and non-specialists (e.g. engineers, emergency services, land-use planners, architects responsible for building codes, politicians, regulators, the public etc) alongside technical and scientific excellence. It will argue that development and application of both scientific/technical and professional skills is essential to ensure that the maps, models and other data relevant to natural hazards and environmental change are used to provide effective public protection through communication, land-use planning and planning for resilience. The professional skills of particular importance include interdisciplinary collaboration; project management; cost-benefit analysis; effective communication with specialists and non specialists (especially the public); and facilitative skills. All the technical, scientific and professional skills need to be applied competently and with the highest standards of ethical underpinning. The contribution will consider how this can be achieved (or at least facilitated) through professional training, award of professional titles, licensure etc, drawing on international examples of best practice in professional codes of conduct and regulation directed to the protection of the public.

  13. Programming macro tree transducers

    DEFF Research Database (Denmark)

    Bahr, Patrick; Day, Laurence E.

    2013-01-01

    A tree transducer is a set of mutually recursive functions transforming an input tree into an output tree. Macro tree transducers extend this recursion scheme by allowing each function to be defined in terms of an arbitrary number of accumulation parameters. In this paper, we show how macro tree...... transducers can be concisely represented in Haskell, and demonstrate the benefits of utilising such an approach with a number of examples. In particular, tree transducers afford a modular programming style as they can be easily composed and manipulated. Our Haskell representation generalises the original...... definition of (macro) tree transducers, abolishing a restriction on finite state spaces. However, as we demonstrate, this generalisation does not affect compositionality....

  14. Programming macro tree transducers

    DEFF Research Database (Denmark)

    Bahr, Patrick; Day, Laurence E.

    2013-01-01

    A tree transducer is a set of mutually recursive functions transforming an input tree into an output tree. Macro tree transducers extend this recursion scheme by allowing each function to be defined in terms of an arbitrary number of accumulation parameters. In this paper, we show how macro tree...... transducers can be concisely represented in Haskell, and demonstrate the benefits of utilising such an approach with a number of examples. In particular, tree transducers afford a modular programming style as they can be easily composed and manipulated. Our Haskell representation generalises the original...... definition of (macro) tree transducers, abolishing a restriction on finite state spaces. However, as we demonstrate, this generalisation does not affect compositionality....

  15. Teachers' Conceptualization and Actual Practice in the Teaching and Assessment of Problem-Solving Skills in Upper Secondary School Geography

    OpenAIRE

    平川, 幸子; ヌ ヌ ウェイ,

    2001-01-01

    To cope with the dynamically changing modern society, students have to acquire problem-solving skills in schools, which is also emphasized as an important part of "zest for living" in Japanese educational reform. Applying a survey method with a questionnaire to the Upper Secondary School Geography teachers, this research tried to clarify teachers' conceptualization and actual practice towards the teaching and assessment of problem-solving skills, with the focus on the skills of thinking, judg...

  16. A multi-phase study of contemporary policy and practice in determining nursing skill mix in acute hospitals in Ireland.

    OpenAIRE

    Shannon, Michael

    2012-01-01

    The profession of nursing has undergone significant changes in Ireland in the last decade, within the wider health service reform context. Determining the optimal nursing skill mix for acute hospitals is perceived as important to ensure the efficient use of the nursing workforce in the provision of safe and high quality care. However, the term nursing skill mix, though widely used, is contested, and practices to determine skill mix in acute hospitals in Ireland are poorly understood. The ...

  17. Cross-sectional study to examine evidence-based practice skills and behaviors of physical therapy graduates: is there a knowledge-to-practice gap?

    Science.gov (United States)

    Manns, Patricia J; Norton, Amy V; Darrah, Johanna

    2015-04-01

    Curricula changes in physical therapist education programs in Canada emphasize evidence-based practice skills, including literature retrieval and evaluation. Do graduates use these skills in practice? The aim of this study was to evaluate the use of research information in the clinical decision making of therapists with different years of experience and evidence-based practice preparation. Perceptions about evidence-based practice were explored qualitatively. A cross-sectional study with 4 graduating cohorts was conducted. Eighty physical therapists representing 4 different graduating cohorts participated in interviews focused on 2 clinical scenarios. Participants had varying years of clinical experience (range=1-15 years) and academic knowledge of evidence-based practice skills. Therapists discussed the effectiveness of interventions related to the scenarios and identified the sources of information used to reach decisions. Participants also answered general questions related to evidence-based practice knowledge. Recent graduates demonstrated better knowledge of evidence-based practice skills compared with therapists with 6 to 15 years of clinical experience. However, all groups used clinical experience most frequently as their source of information for clinical decisions. Research evidence was infrequently included in decision making. This study used a convenience sample of therapists who agreed to volunteer for the study. The results suggest a knowledge-to-practice gap; graduates are not using the new skills to inform their practice. Tailoring academic evidence-based activities more to the time constraints of clinical practice may help students to be more successful in applying evidence in practice. Academic programs need to do more to create and nurture environments in both academic and clinical settings to ensure students practice using evidence-based practice skills across settings. © 2015 American Physical Therapy Association.

  18. Where macro meets micro.

    Science.gov (United States)

    Berry, R Stephen; Smirnov, Boris M

    2014-06-01

    Reconciling or somehow linking the macroscopic and microscopic approaches to chemical and physical processes has been a challenge unaddressed for many years. One approach, presented here, treats the issue by examining individual phenomena well described by a macro approach that fails when applied to small systems. The key to the approach is determining the approximate system size below which the breakdown of the macro description is observable. The most developed example is the failure of the Gibbs phase rule for sufficiently small atomic clusters. Other examples, such as the onset, at sufficient size, of the insulator-to-metal transition, are discussed, as are some still more challenging phenomena.

  19. Assessing and developing the written reflective practice skills of speech-language pathology students.

    Science.gov (United States)

    Cook, Kate; Tillard, Gina; Wyles, Christine; Gerhard, Daniel; Ormond, Tika; McAuliffe, Megan

    2017-09-19

    Written reflective practice aims to support critical thinking and problem solving skills in speech-language pathology (SLP) clinical education programmes. Yet, there has been limited investigation of students' development of written reflective practice skills over time and during a real-time clinical experience. The purpose of this study was to investigate students' development of breadth and depth of written reflective practice across a six-week clinical experience. Participants were 59 undergraduate and 14 postgraduate SLP students. Participants wrote critical reflections describing an interaction with a client/s at the conclusion of weeks two, four and six of their clinical experience. Formative feedback was provided after each submission. Breadth and depth of reflection were coded using a modification of Plack et al.'s coding schema. There was a statistically significant association between time and likelihood of development of breadth of reflection for the elements process and content. Depth of reflection improved significantly across time. The majority of participants were classified as "reflectors" or critical reflector at the conclusion of the study. SLP students can make significant improvements in both breadth and depth of written reflective practice over a six-week period. Implications for clinical teaching are discussed.

  20. The consolidation of a motor skill in young adults with ADHD: Shorter practice can be better.

    Science.gov (United States)

    Fox, Orly; Karni, Avi; Adi-Japha, Esther

    2016-01-01

    Practice on a given sequence of movements can lead to robust procedural memory (skill). In young adults, in addition to gains in performance accrued during practice, speed and accuracy can further improve overnight; the latter, delayed, 'offline', gains are thought to emerge when procedural memory consolidation processes are completed. A recent study suggested that female college students with ADHD show an atypical procedural memory consolidation phase, specifically, gaining speed but losing accuracy, overnight. Here, to test if this accuracy loss reflected a cost of overlong training in adults with ADHD, we compared the performance of female college students with (N=16) and without (N=16) ADHD, both groups given a shorter training protocol (80 rather than the standard 160 task repetitions). Speed and accuracy were recorded before training, immediately after, and at 24-h and 2 weeks post-training. The shortened practice session resulted in as robust within-session gains and additional overnight gains in speed at no costs in accuracy, in both groups. Moreover, individuals with ADHD showed as robust speed gains and retention as in the longer training session, but the costs in accuracy incurred in the latter were eliminated. The shortening of practice sessions may benefit motor skill acquisition in ADHD.

  1. CULTIVATING PRE-SERVICE TEACHERS’ CLASSROOM MANAGEMENT SKILLS THROUGH TEACHING PRACTICUM: A REFLECTIVE PRACTICE

    Directory of Open Access Journals (Sweden)

    Debora Tri Ragawanti

    2015-01-01

    Full Text Available Classroom management is commonly believed to be the key to the success of an instruction. Many student teachers, however, might find it very challenging to handle their classrooms. It is, therefore, necessary to advance their professional practice in the context of a real classroom such as through teaching practicum and reflective practice. This study is aimed at identifying classroom management problems of student-teachers as revealed in their reflective journal entries and to demonstrate how such journal can help them develop their classroom management skills. The participants were 10 student-teachers of the English Department, Satya Wacana Christian University, Salatiga, Central Java, who underwent their teaching practicum at SMP 2 Salatiga. Through the participants’ journals, it was found that the problems lie in managing critical moments, activity, techniques, grouping and seating, authority, tools, and working with people. Further in this study, both pre- and in-service tertiary teachers, curriculum designers, and policy makers will be taken to deeply examine how reflective practice can help cultivate the pre-service’s classroom management skills and to consider the implication for pedagogical practices and innovations in curriculum development.

  2. Getting it right in the mix: Teaching social work practice skills inclusively to diverse student groups

    Directory of Open Access Journals (Sweden)

    Sophie Jennifer Goldingay

    2012-06-01

    Full Text Available Social work has traditionally attracted a diverse mix of students with varying levels of academic preparedness and practice skill experience. Current trends in higher education indicate the possibility of further challenges for academic staff in social work as universities seek to both widen participation from university graduates and, at the same time, prioritise practice and academic excellence among students. Drawing on reflective journal entries by the author, this paper examines the challenges that social work academics might face in teaching social work practice skills effectively to the increasingly diverse student cohorts enrolled across Bachelor and Masters of Social Work (Qualifying degrees. The reflective process adopted in this study explores the gaps between the author’s intentions and the reality of the classroom experience. Key observations included language barriers impeding engagement with the material and cultural differences in relating to others and conceptualising practice. These problems were apparent in both the process of delivery (pedagogy and content (curriculum. The reflective process highlighted the need for further research in order to optimally respond to the diversity in social work education.

  3. Learning a Motor Skill: Effects of Blocked Versus Random Practice a Review

    Directory of Open Access Journals (Sweden)

    Sarah Merbah

    2011-02-01

    Full Text Available Procedural learning refers to the ability to learn new perceptual, motor or cognitive skills. While many studies have explored procedural learning abilities in patients with different types of brain damage, the cognitive mechanisms involved in the acquisition of a new skill are still not well understood. The present review focuses on the conditions that optimise skill acquisition, and more specifically on the contextual interference effect (CIE, which refers to the advantage of a 'random' over a 'blocked' practice condition in skill learning tasks. According to both the 'elaboration' and 'reconstruction' hypotheses, the CIE can be explained by the fact that the random schedule requires more cognitive activity than the blocked one. However, if the CIE has been consistently demonstrated in laboratory studies, it is not so clear in field-based studies. We discuss this 'laboratory and field dilemma', and suggest that two main factors – task complexity and individual variables – may explain the discrepancy between the two types of studies.

  4. The role of the seven key skills portfolios in the assessment of new dental graduates in general dental practice.

    Science.gov (United States)

    Grieveson, Brian; Brigden, David

    2006-04-01

    In this article, the authors examine the role of the seven key skills portfolios in the assessment of new dental graduates in general dental practice. They discuss the nature and construction of portfolios and explore how the use of portfolios encourages learning. They outline what educational support is available and consider where key skills fit within a career pathway.

  5. Analysis of New Zambian High School Physics Syllabus and Practical Examinations for Levels of Inquiry and Inquiry Skills

    Science.gov (United States)

    Mumba, Frackson; Chabalengula, Vivien Mweene; Wise, Kevin; Hunter, William J. F.

    2007-01-01

    The purpose of this study was to analyze the new Zambian high school physics syllabus and practical examinations for levels of inquiry and inquiry skills. Several inquiry skills are explicitly emphasized in the introduction, aims, content objectives and assessment sections in the national high school physics syllabus. However, the syllabus is less…

  6. Exploring the potential of the will, skill, tool model in Ghana: Predicting prospective and practicing teachers’ use of technology

    NARCIS (Netherlands)

    Agyei, Douglas D.; Voogt, Joke M.

    2011-01-01

    Research has shown that will (positive attitudes), skill (technology competency), and tool (access to technology tools) are all essential ingredients for a teacher to effectively integrate information technology into classroom practices. This study focuses on the will, skill and tool as essential me

  7. The Development of Productivity Practical Management Model at Automotive Mechanical Technology Skill Program in Semarang Vocational Schools, Indonesia

    Science.gov (United States)

    Hadromi; Rachman, Maman; Soesanto; Kartana, Tri Jaka

    2015-01-01

    The purpose of this research is to develop automotive Mechanical Technology Skill Program (TMO) in Vocational School. The Research and Development (R&D) object was done in SMK 1, 4 and 7 Semarang, Indonesia. The result was achieved productivity Practical Management Final Model at TMO skill Program in Vocational school named momanticproter.…

  8. Enhancing presentation skills for the advanced practice nurse: strategies for success.

    Science.gov (United States)

    Vollman, Kathleen M

    2005-01-01

    Professional speaking is a component of the professional practice role of the advanced practice nurse (APN). The skills to communicate effectively to one person or an audience of 100 provide the APN with the essential tools for implementing change, collaborating effectively, presenting information at professional meetings, or communicating the impact of clinical outcomes in the boardroom. Public speaking skills, a professional image, and improved communication can facilitate advancement along any career ladder. The greater your fear, the more self-confidence you will gain by stepping up to a challenge and conquering it. This article describes strategies for organizing and presenting your message in a clear and concise format. Techniques to manage the anxiety produced when attempting to articulate your thoughts is essential for effective communication. Skills for enhancing the delivery of your message through effective body language, professional image, voice modulation, and use of audiovisual aids are addressed. Creative techniques for fielding questions are key in promoting a dynamic closure and provide consistent reinforcement of the key message content.

  9. Improving Patient Outcomes: Effectively Training Healthcare Staff in Psychological Practice Skills: A Mixed Systematic Literature Review.

    Science.gov (United States)

    Garzonis, Katherine; Mann, Eryn; Wyrzykowska, Aleksandra; Kanellakis, Pavlo

    2015-08-01

    Training is an important part of modern European healthcare services and is often cited as a way to improve care quality. To date, various training methods have been used to impart skills relevant to psychological practice in a variety of mental health professionals. However, patient outcomes are rarely used in evaluating the effectiveness of the different training methods used, making it difficult to assess true utility. In the present review, we consider methods of training that can effectively impact trainee and patient outcomes. To do so, PubMed, PsycNET, Scopus, CENTRAL and ERIC were searched for studies on training of healthcare staff in psychological practice approaches. In total, 24 studies were identified (16 quantitative and 8 qualitative). For the most part, group, individual, and web-based training was used. A variety of health professionals were trained in skills including 'communication', 'diagnosis', and 'referral' to name but a few. In the majority of studies staff skill level improved. These findings hold implications for the design, implementation, and evaluation of training for mental healthcare staff.

  10. The Effect Specialization and Diversification Involvement on Learning of Sports Skills According To Deliberate Practice and Deliberate Play

    Directory of Open Access Journals (Sweden)

    Mahdi Fahimi

    2016-12-01

    Full Text Available Objective: The aim was effect deliberate practice and deliberate play on sports skills with emphasis on specialization and diversification in boys 10-12. Methods: The 120 male students randomly divided into four groups of volleyball, soccer, basketball deliberate practice and deliberate play. Pretest and posttest were AAHPERD volleyball, soccer, and Basketball sports skills. Duration of the project was 16 weeks and 3 sessions per week and 90 minutes each session began. Data obtained from questionnaires and personal details about sports experience and test were adjusted using parametric tests, such as T-dependent test and MANOVA with Tukey post hoc test, and software Statistical SPSS19. Results: The results of the study showed that compared four groups, deliberate plays to other deliberate practices have a better motor skill in volleyball, soccer and Basketball sports skills (P<0.05. Volleyball and soccer deliberate practice group had developed Soccer Dribble Test and Control dribble and Defensive movement basketball skills test. Basketball deliberate practice group had not developed the others soccer and volleyball skills. Conclusion: The results showed that diversification participation in some exercises during the early stages of growth, can facilitate the development of general cognitive and physiological skills and create a rich environment for children.

  11. Clinical skills training in obstetrics - a descriptive survey of current practice in Denmark

    DEFF Research Database (Denmark)

    Nielsen, Mathilde Maagaard; Johansen, Marianne; Lottrup, Pernille

    2012-01-01

    The Danish National Board of Health has recommended that labor wards establish regular obstetric emergency skills training programs. The aim of this study was to describe current practice in Denmark. A questionnaire was sent to all obstetric departments in Denmark in 2008. All responded. Simulation......-based training was conducted in 26/28 obstetrical departments. Settings for the training programs were mainly local. Training was provided for shoulder dystocia, postpartum bleeding and basic neonatal resuscitation in almost all the departments, but was not organized in a uniform way. Neither the program itself...... nor the participants' performance was evaluated in a structured or validated way. Obstetric emergency skills training is being actively conducted in the majority of the Danish labor wards. However, it still remains a challenge to ensure the uniform organization and evaluation of the current training...

  12. E-learning and deliberate practice for oral case presentation skills: a randomized trial.

    Science.gov (United States)

    Heiman, Heather L; Uchida, Toshiko; Adams, Craig; Butter, John; Cohen, Elaine; Persell, Stephen D; Pribaz, Paul; McGaghie, William C; Martin, Gary J

    2012-01-01

    Oral case presentations are critical for patient care and student assessment. The best method to prepare early medical students for oral presentations is unknown. We aimed to develop and evaluate a curriculum of on-line learning and deliberate practice to improve pre-clinical students' case presentation skills. We developed a web-based, interactive curriculum emphasizing conciseness and clinical reasoning. Using a waitlist control design, we randomly assigned groups of second-year students to receive the curriculum in December 2010 or in April 2011. We evaluated their presentations at three time points. We also examined the performance of an untrained class of students as a historical comparison. We evaluated 132 second-year medical students at three time points. After the curriculum, mean scores of the intervention students improved from 60.2% to 70.1%, while scores of the waitlist control students improved less, from 61.8% to 64.5% (p oral presentation skills.

  13. Critical thinking skills in midwifery practice: Development of a self-assessment tool for students.

    Science.gov (United States)

    Carter, Amanda G; Creedy, Debra K; Sidebotham, Mary

    2017-07-01

    Develop and test a tool designed for use by pre-registration midwifery students to self-appraise their critical thinking in practice. A descriptive cohort design was used. All students (n=164) enrolled in a three-year Bachelor of Midwifery program in Queensland, Australia. The staged model for tool development involved item generation, mapping draft items to critical thinking concepts and expert review to test content validity, pilot testing of the tool to a convenience sample of students, and psychometric testing. Students (n=126, 76.8% response rate) provided demographic details, completed the new tool, and five questions from the Motivated Strategies for Learning Questionnaire (MSLQ) via an online platform or paper version. A high content validity index score of 0.97 was achieved through expert review. Construct validity via factor analysis revealed four factors: seeks information, reflects on practice, facilitates shared decision making, and evaluates practice. The mean total score for the tool was 124.98 (SD=12.58). Total and subscale scores correlated significantly. The scale achieved good internal reliability with a Cronbach's alpha coefficient of 0.92. Concurrent validity with the MSLQ subscale was 0.35 (pthinking in practice. Critical thinking skills are vital for safe and effective midwifery practice. Students' assessment of their critical thinking development throughout their pre-registration programme makes these skills explicit, and could guide teaching innovation to address identified deficits. The availability of a reliable and valid tool assists research into the development of critical thinking in education and practice. Crown Copyright © 2017. Published by Elsevier Ltd. All rights reserved.

  14. The importance of leadership and management skills in dental practices to attract and retain patients in periods of economic recession.

    OpenAIRE

    Primitivo Roig; Elsbeth Kalenderian; Jaime Pinilla

    2015-01-01

    Objective: To test the hypothesis that leadership and management skills protect dental practices against the effects of an economic recession. Methods: This was a cross-sectional exploratory study. Dentists (n=232) were randomly selected to participate in an online survey in which they were asked about their practice activity. Results: A total of 162 questionnaires were returned (response rate 70%). Results indicated that improved leadership and management skills are positively related to th...

  15. Macro Intentions, Micro Realities

    NARCIS (Netherlands)

    A.R. Muller (Allan); R.J.M. van Tulder (Rob)

    2001-01-01

    textabstractThe current understanding of Regional Integration is largely macro-economic and political in orientation and has tended to neglect, even ex post, the significance of the Single European Market (SEM) for the spatial restructuring of individual firms. The problem stems largely from a lopsi

  16. Developmental Trajectories of Social Skills during Early Childhood and Links to Parenting Practices in a Japanese Sample.

    Science.gov (United States)

    Takahashi, Yusuke; Okada, Kensuke; Hoshino, Takahiro; Anme, Tokie

    2015-01-01

    This study used data from a nationwide survey in Japan to model the developmental course of social skills during early childhood. The goals of this study were to identify longitudinal profiles of social skills between 2 and 5 years of age using a group-based trajectory approach, and to investigate whether and to what extent parenting practices at 2 years of age predicted developmental trajectories of social skills during the preschool period. A relatively large sample of boys and girls (N > 1,000) was assessed on three social skill dimensions (Cooperation, Self-control, and Assertion) at four time points (ages 2, 3, 4, and 5), and on four parenting practices (cognitive and emotional involvement, avoidance of restriction and punishment, social stimulation, and social support for parenting) at age 2. The results indicated that for each social skill dimension, group-based trajectory models identified three distinct trajectories: low, moderate, and high. Multinomial regression analysis revealed that parenting practice variables showed differential contributions to development of child social skills. Specifically, Cooperation and Assertion were promoted by cognitive and emotional involvement, Self-control by social stimulation, and Assertion by avoidance of restriction and punishment. Abundant social support for parenting was not associated with higher child social skills trajectories. We found heterogeneity in developmental profiles of social skills during the preschool ages, and we identified parenting practices that contributed to different patterns of social skills development. We discussed the implications of higher-quality parenting practices on the improvement of child social skills across early childhood.

  17. Developmental Trajectories of Social Skills during Early Childhood and Links to Parenting Practices in a Japanese Sample.

    Directory of Open Access Journals (Sweden)

    Yusuke Takahashi

    Full Text Available This study used data from a nationwide survey in Japan to model the developmental course of social skills during early childhood. The goals of this study were to identify longitudinal profiles of social skills between 2 and 5 years of age using a group-based trajectory approach, and to investigate whether and to what extent parenting practices at 2 years of age predicted developmental trajectories of social skills during the preschool period. A relatively large sample of boys and girls (N > 1,000 was assessed on three social skill dimensions (Cooperation, Self-control, and Assertion at four time points (ages 2, 3, 4, and 5, and on four parenting practices (cognitive and emotional involvement, avoidance of restriction and punishment, social stimulation, and social support for parenting at age 2. The results indicated that for each social skill dimension, group-based trajectory models identified three distinct trajectories: low, moderate, and high. Multinomial regression analysis revealed that parenting practice variables showed differential contributions to development of child social skills. Specifically, Cooperation and Assertion were promoted by cognitive and emotional involvement, Self-control by social stimulation, and Assertion by avoidance of restriction and punishment. Abundant social support for parenting was not associated with higher child social skills trajectories. We found heterogeneity in developmental profiles of social skills during the preschool ages, and we identified parenting practices that contributed to different patterns of social skills development. We discussed the implications of higher-quality parenting practices on the improvement of child social skills across early childhood.

  18. Patient-centredness from education to practice: the 'lived' impact of communication skills training.

    Science.gov (United States)

    Bombeke, Katrien; Symons, Linda; Vermeire, Etienne; Debaene, Luc; Schol, Sandrina; De Winter, Benedicte; Van Royen, Paul

    2012-01-01

    Although communication skills training (CST) enhances patient-centred skills and attitudes, the literature indicates a problematic transfer of these from education into practice. We explored 'lived' experiences of medical students and doctors to gain a better understanding of the impact of CST on patient-centredness in the transition to real practice. From a phenomenological perspective, we conducted 15 interviews and 11 focus groups with 4-9 participants/group (n = 67) at two universities and carried out constant comparative analysis. The gap between education and practice is the central phenomenon. Although CST raises students' communication awareness and self-efficacy in an 'ideal' context, this paradoxically seems to jeopardize their ability to bridge the gulf. In addition, CST does not come to grips with students' attitudes. However, CST appears to be successful in equipping students with long-lasting 'handles'. Yet students need more support to mould the provided 'ideal' models into their own unique style of context-specific patient-centred behaviour. This implies: raising students' awareness of own attitudes and communication styles, offering a more realistic training ground, integrating CST with clinical experience and translating the primary-care-rooted concept of patient-centredness into various specialization contexts. CST could raise its impact by supporting students' recycling processes towards a personal style of context-sensitive patient-centredness.

  19. Exploring Best Practice Skills to Predict Uncertainties in Venture Capital Investment Decision-Making

    Science.gov (United States)

    Blum, David Arthur

    Algae biodiesel is the sole sustainable and abundant transportation fuel source that can replace petrol diesel use; however, high competition and economic uncertainties exist, influencing independent venture capital decision making. Technology, market, management, and government action uncertainties influence competition and economic uncertainties in the venture capital industry. The purpose of this qualitative case study was to identify the best practice skills at IVC firms to predict uncertainty between early and late funding stages. The basis of the study was real options theory, a framework used to evaluate and understand the economic and competition uncertainties inherent in natural resource investment and energy derived from plant-based oils. Data were collected from interviews of 24 venture capital partners based in the United States who invest in algae and other renewable energy solutions. Data were analyzed by coding and theme development interwoven with the conceptual framework. Eight themes emerged: (a) expected returns model, (b) due diligence, (c) invest in specific sectors, (d) reduced uncertainty-late stage, (e) coopetition, (f) portfolio firm relationships, (g) differentiation strategy, and (h) modeling uncertainty and best practice. The most noteworthy finding was that predicting uncertainty at the early stage was impractical; at the expansion and late funding stages, however, predicting uncertainty was possible. The implications of these findings will affect social change by providing independent venture capitalists with best practice skills to increase successful exits, lessen uncertainty, and encourage increased funding of renewable energy firms, contributing to cleaner and healthier communities throughout the United States..

  20. Evaluation of Fourth-Year Veterinary Students' Client Communication Skills: Recommendations for Scaffolded Instruction and Practice.

    Science.gov (United States)

    Stevens, Brenda J; Kedrowicz, April A

    2017-08-10

    Effective client communication is important for success in veterinary practice. The purpose of this project was to describe one approach to communication training and explore fourth-year veterinary students' communication skills through an evaluation of their interactions with clients during a general practice rotation. Two raters coded 20 random videotaped interactions simultaneously to assess students' communication, including their ability to initiate the session, incorporate open-ended questions, listen reflectively, express empathy, incorporate appropriate nonverbal communication, and attend to organization and sequencing. We provide baseline data that will guide future instruction in client communication. Results showed that students' communication skills require development. Half of the students sampled excelled at open-ended inquiry (n=10), and 40% (n=8) excelled at nonverbal communication. Students needed improvement on greeting clients by name and introducing themselves and their role (n=15), reflective listening (n=18), empathy (n=17), and organization and sequencing (n=18). These findings suggest that more-focused instruction and practice is necessary in maintaining an organized structure, reflective listening, and empathy to create a relationship-centered approach to care.

  1. Micro-processus et macro-structures

    Directory of Open Access Journals (Sweden)

    Aaron Victor Cicourel

    2008-10-01

    Traditional sociological approaches have defined societal macro-structures as a particular level of social reality to be distinguished from the micro-episodes of social action. This has allowed them to conceive of and search for these macro-structures more or less independent of the observable practices of everyday life. Cicourel argue that (macro social facts are not simply given, but emerge from the routine practices of everyday life. The macro in the sense of typified, normalized, context-free summary descriptions is a typical product of organizational and interactive procedures which transform micro-events into macro-social structures. Thus a precondition for the integration of micro- and macro-social phenomena in our theory and methodology is that we identify the processes which contribute to the creation of macro-structures by routine inferences, interpretations and summary procedures. The paper also points out that differences between micro-sociologies parallel differences between micro- and macro-approaches. By focusing only on small fragments of conversational interaction, some versions of micro-sociology tend to ignore the context which informs the conversational interaction for participants themselves. The decontextualized accounts produced by such methods are not unlike the decontextualization which results from macro-sociological aggregate measurement procedure. Against this Cicourel argues for the generation of comparative data base which includes not only the context of single interactions, but which also studies social phenomena systematically over different contexts.Microprocesos y macroestructuras. Notas sobre la articulación de diferentes nivéles del análisisDiferentes aproximaciones sociológicas han definido ciertas macro estructuras sociales como un nivel particular de la realidad social diferente de los micro-episodios de la acción social. Esto les ha llevado a concebir esas macro estructuras y a llevar a cabo ciertas investigaciones de manera mas o menos

  2. The theory-practice gap and skill acquisition: an issue for nursing education.

    Science.gov (United States)

    Scully, Natashia Josephine

    2011-01-01

    Matching textbook descriptions of clinical situations with the reality of practice is an ongoing problem faced by members of the nursing profession and is commonly referred to as the "theory-practice gap". This ubiquitous gap is inevitably encountered by all nurses at various times; yet it is widely agreed that it is student nurses--given their novice, rule governed status--who find themselves in the midst of the theory-practice void. This paper will discuss the nature of the theory-practice gap and skill acquisition, in relation to a personal experience of mine as an undergraduate nursing student, and its significance in relation to student anxiety levels, nurse education (specifically the roles of the classroom teacher and clinical educators), teaching methods and the responsibility of the student to become accountable for their own education. I intend to communicate how my personal situation was dealt with and evaluate that experience in relation to current nursing literature. Ultimately, this discussion will demonstrate the value of reflection underpinning the development of competency in nursing and its role in bridging the theory-practice gap.

  3. Virtual laparoscopic surgical skills practice using a multi-degree of freedom joystick.

    Science.gov (United States)

    Huang, Chun-Kai; Head, Michael J; Nelson, Carl A; Oleynikov, Dmitry; Siu, Ka-Chun

    2014-01-01

    The objective of this study was to compare three different surgical skills practice environments while performing a virtual laparoscopic surgical training task using a multi-degree of freedom joystick, a commercial manipulator or a training box. Nine subjects performed a virtual peg transfer task and their upper extremity muscle effort and fatigue were measured. The results demonstrated a similar muscle effort and fatigue of the upper extremity among the three training environments. Subjects with medical backgrounds used significantly higher muscle effort when they performed the training task using the joystick than the manipulator, but used similar muscle effort between the joystick and the training box. This study suggests that the multi-degree of freedom joystick could provide more options to practice virtual laparoscopic surgical training tasks with muscle effort and fatigue similar to other traditional training boxes.

  4. Practical guidelines for setting up neurosurgery skills training cadaver laboratory in India

    Directory of Open Access Journals (Sweden)

    Ashish Suri

    2014-01-01

    Full Text Available Though the necessity of cadaver dissection is felt by the medical fraternity, and described as early as 600 BC, in India, there are no practical guidelines available in the world literature for setting up a basic cadaver dissection laboratory for neurosurgery skills training. Hands-on dissection practice on microscopic and endoscopic procedures is essential in technologically demanding modern neurosurgery training where ethical issues, cost constraints, medico-legal pitfalls, and resident duty time restrictions have resulted in lesser opportunities to learn. Collaboration of anatomy, forensic medicine, and neurosurgery is essential for development of a workflow of cadaver procurement, preservation, storage, dissection, and disposal along with setting up the guidelines for ethical and legal concerns.

  5. CATIA V5 macro programming with Visual Basic Script

    CERN Document Server

    Ziethen, Dieter R

    2013-01-01

    CATIA V5 Macro Programming with Visual Basic Script shows you, step by step, how to create your own macros that automate repetitive tasks, accelerate design procedures, and automatically generate complex geometries. Filled with full-color screenshots and illustrations, this practical guide walks you through the entire process of writing, storing, and executing reusable macros for CATIA® V5. Sample Visual Basic Script code accompanies the book’s hands-on exercises and real-world case studies demonstrate key concepts and best practices.

  6. e-Support4U: An evaluation of academic writing skills support in practice.

    Science.gov (United States)

    Griffiths, Lauren; Nicolls, Barbara

    2010-11-01

    The Faculty of Society and Health at Buckinghamshire New University is committed to the widening participation agenda and to providing support that enables our students to achieve the requirements of the programme and registration. Literacy and numeracy skill development is an integral part of the academic modules of our current pre-registration curriculum. E-Support4U was launched in semester two of 2008 with the aim of extending academic writing support beyond the confines of the University and into the practice arena. Evaluation of the project tentatively suggests that the scaffold approach to academic writing, based on Salmon's 5-stage framework, may have contributed to a 100% pass rate for the reflective practice-based assignment for this cohort of students. However, participants experienced issues around access; differing levels of IT skills, dispersed placements that contributed to a lack of active collaboration within the group. Recommendations include early introduction of blended learning and incorporation of web 2.0 technology into the curriculum.

  7. Extending Students' Practice of Metacognitive Regulation Skills with the Science Writing Heuristic

    Science.gov (United States)

    van Opstal, Mary T.; Daubenmire, Patrick L.

    2015-05-01

    Metacognition can be described as an internal conversation that seeks to answer the questions, 'how much do I really know about what I am learning' and, 'how am I monitoring what I am learning?' Metacognitive regulation skills are critical to meaningful learning because they facilitate the abilities to recognize the times when one's current level of understanding is insufficient and to identify the needs for closing the gap in understanding. This research explored how using the Science Writing Heuristic (SWH) as an instructional approach in a laboratory classroom affected students' practice of metacognitive skills while solving open-ended laboratory problems. Within our qualitative research design, results demonstrate that students in the SWH environment, compared to non-SWH students, used metacognitive strategies to a different degree and to a different depth when solving open-ended laboratory problems. As students engaged in higher levels of metacognitive regulation, peer collaboration became a prominent path for supporting the use of metacognitive strategies. Students claimed that the structure of the SWH weekly laboratory experiments improved their ability to solve open-ended lab problems. Results from this study suggest that using instruction that encourages practice of metacognitive strategies can improve students' use of these strategies.

  8. Developing skills learning in obstetric nursing: approaches between theory and practice

    Directory of Open Access Journals (Sweden)

    Maria de Fátima Gomes Lima

    Full Text Available ABSTRACT Objective: To analyze the development of professional skills in an obstetric nursing graduate course. Method: Qualitative research, applying semi-structured interviews with 11 students in the obstetric nursing specialization at the State University of Ceará. Data was submitted to thematic review. Results: According to the subjects, the course offers the development of skills to strengthen and expand the range of activities in obstetric nursing. Despite relying on previous knowledge and experience acquired by the students, there is a gap between the content taught and internship practice, presented as challenges and difficulties faced by the students. The findings suggest a need for curricular revision, incorporating active teaching-learning methodologies, to overcome the disjunction between theory and practice. Final considerations: Students are part of a corpus that is potentially implicated in the construction and transformation of thoughts and values set forth by educational and health institutions, and it is necessary to make changes in political and social organizations, with a focus on providing comprehensive and egalitarian care to the population.

  9. Practical skills teaching in contemporary surgical education: how can educational theory be applied to promote effective learning?

    Science.gov (United States)

    Sadideen, Hazim; Kneebone, Roger

    2012-09-01

    Teaching practical skills is a core component of undergraduate and postgraduate surgical education. It is crucial to optimize our current learning and teaching models, particularly in a climate of decreased clinical exposure. This review explores the role of educational theory in promoting effective learning in practical skills teaching. Peer-reviewed publications, books, and online resources from national bodies (eg, the UK General Medical Council) were reviewed. This review highlights several aspects of surgical education, modeling them on current educational theory. These include the following: (1) acquisition and retention of motor skills (Miller's triangle; Fitts' and Posner's theory), (2) development of expertise after repeated practice and regular reinforcement (Ericsson's theory), (3) importance of the availability of expert assistance (Vygotsky's theory), (4) learning within communities of practice (Lave and Wenger's theory), (5) importance of feedback in learning practical skills (Boud, Schon, and Endes' theories), and (6) affective component of learning. It is hoped that new approaches to practical skills teaching are designed in light of our understanding of educational theory. Copyright © 2012 Elsevier Inc. All rights reserved.

  10. Evaluating the Effectiveness of a Practical Inquiry-Based Learning Bioinformatics Module on Undergraduate Student Engagement and Applied Skills

    Science.gov (United States)

    Brown, James A. L.

    2016-01-01

    A pedagogic intervention, in the form of an inquiry-based peer-assisted learning project (as a practical student-led bioinformatics module), was assessed for its ability to increase students' engagement, practical bioinformatic skills and process-specific knowledge. Elements assessed were process-specific knowledge following module completion,…

  11. Ceramics Studio to Podiatry Clinic: The Impact of Multimedia Resources in the Teaching of Practical Skills across Diverse Disciplines

    Science.gov (United States)

    Matheson, Ruth; Mathieson, Ian

    2016-01-01

    This paper draws on the experiences of students from two vastly different disciplines to both explore the theoretical background supporting the use of multimedia resources to teach practical skills and provide a qualitative evaluation of student perceptions and experiences of using bespoke resources. Within ceramics and podiatry, practical skills…

  12. Evaluating the Effectiveness of a Practical Inquiry-Based Learning Bioinformatics Module on Undergraduate Student Engagement and Applied Skills

    Science.gov (United States)

    Brown, James A. L.

    2016-01-01

    A pedagogic intervention, in the form of an inquiry-based peer-assisted learning project (as a practical student-led bioinformatics module), was assessed for its ability to increase students' engagement, practical bioinformatic skills and process-specific knowledge. Elements assessed were process-specific knowledge following module completion,…

  13. Math practice and its influence on math skills and executive functions in adolescents with mild to borderline intellectual disability.

    Science.gov (United States)

    Jansen, Brenda R J; De Lange, Eva; Van der Molen, Mariët J

    2013-05-01

    Adolescents with mild to borderline intellectual disability (MBID) often complete schooling without mastering basic math skills, even though basic math is essential for math-related challenges in everyday life. Limited attention to cognitive skills and low executive functioning (EF) may cause this delay. We aimed to improve math skills in an MBID-sample using computerized math training. Also, it was investigated whether EF and math performance were related and whether computerized math training had beneficial effects on EF. The sample consisted of a total of 58 adolescents (12-15 years) from special education. Participants were randomly assigned to either the experimental group or a treatment as usual (TAU) group. In the experimental condition, participants received 5 weeks of training. Math performance and EF were assessed before and after the training period. Math performance improved equally in both groups. However, frequently practicing participants improved more than participants in the control group. Visuo-spatial memory skills were positively related to addition and subtraction skills. Transfer effects from math training to EF were absent. It is concluded that math skills may increase if a reasonable effort in practicing math skills is made. The relation between visuo-spatial memory skills provides opportunities for improving math performance.

  14. The importance of leadership and management skills in dental practices to attract and retain patients in periods of economic recession.

    Directory of Open Access Journals (Sweden)

    Primitivo Roig

    2015-10-01

    Full Text Available Objective: To test the hypothesis that leadership and management skills protect dental practices against the effects of an economic recession. Methods: This was a cross-sectional exploratory study. Dentists (n=232 were randomly selected to participate in an online survey in which they were asked about their practice activity. Results: A total of 162 questionnaires were returned (response rate 70%. Results indicated that improved leadership and management skills are positively related to the probability that a practice remained stable or increased its productivity during the economic recession: OR=2.39 (95% CI; 1.08-5.3. Conclusions: Our findings suggest that dental practices applying leadership and management skills are related to attract and retain patients, as measured by increased numbers of both initial consultations and continued patronage (return visits; and keep the economic crisis’ impact on revenue manageable.

  15. Strategy and Culture: Hidden Secrets and Soft Skills in Supply Chain Best Practices from Africa

    Directory of Open Access Journals (Sweden)

    Esther Kibuka-Sebitosi

    2015-06-01

    Full Text Available The paper identifies strategy and cultural hidden secrets and soft skills pertaining to supply chain management in African contexts that are pertinent to supply chain and operations management. Africa is increasingly becoming attractive for not only multi-nationals but supply chain businesses that either want to diversify or expand their foot print. The market is complex, turbulent and highly competitive (Porter, 1986 and requires significant knowledge and understanding of the local context but also culture (Johnson, 1987; 1992; 2000, diversity and institutional dynamics (Ogbonna et al., 2002. Due to the complex nature of the emerging markets, the paper draws from multiple-disciplines (Sociology, Business, Management and theoretical approaches namely: culture and strategy; Ubuntu, stakeholder theory and systems thinking, to elicit best practices. Utilizing qualitative methods comprising case study, interviews, focus group discussions and extensive document analysis, the study covers a variety of management practices ranging from strategy, culture to hyper market management. This paper highlights lessons from successful supermarket chains in Africa particularly the hidden secrets and soft skills that are often ignored in mainstream operations and supply chain management or strategy research. Findings underscore the lessons of understanding strategy and culture implementation through practicing cultural values, treating the customer as a queen/king, knowing political skills, being a learning organisation and implementing continuous improvement. It contributes to management theory for academics, researchers & managers through strategy and culture, proposing inclusion of the cultural diversity into strategy implementation as a critical force affecting the behaviour of people inside the organization. Managers should take into account the cultural context and use it to promote organizational business excellence. These lessons for business excellence

  16. Micro and macro factors affecting childbearing aspirations.

    Science.gov (United States)

    He, Y

    1992-01-01

    The conclusion of the discussion of factors affecting childbearing aspirations is that both a micro and a macro perspective must be included in an empirical analysis which would be useful for policy decisions. Micro factors tend to the economic function of the family, the economic value of children, cost of labor training, women's occupation, social security, household consumption, and education level. Attention to micro factors is important in the link between individual interests and state family planning (FP) policy. Macro factors tend to be ignored, but also impact on childbearing decisions. Macro factors are economic conditions, social and political factors, culture, and environmental factors such as ecology, natural resources, employment, economic development, and education. Macro factors affect the population as a whole and indirectly impact on individuals and the family. China's achievements in FP policy have been identified as a reduction of 200 million people, a shift in the population reproduction cycle downwards, increased standard of living, reduction in the burden of working people, and stabilization of macro factors. Successful policy should not rely on forced implementation. The past and present policies were successful not because of forced implementation, but because of awareness of macro and micro factors and voluntary use of FP. The voluntary nature of acceptance of FP suggests support for the FP policies. The current focus is on rural areas, and farmers in particular who are only aware of their needs and may feel state policy may interfere with their own interests. Implementation of FP among the rural population would be enhanced with an emphasis on their concerns such as social security in old age, the practical issues of having only daughters, and educational status. Educational campaigns promoting awareness of population pressure are needed and will benefit all the people. Social democratic doctrines can be introduced only from the outside

  17. Analysis of Science Process Skills in West African Senior Secondary School Certificate Physics Practical Examinations in Nigeria

    OpenAIRE

    A.O. Akinbobola; F. Afolabi

    2010-01-01

    This study analyzes the science process skills in West African senior secondary school certificate physics practical examinations in Nigeria for a period of 10 years (1998-2007). Ex-post facto design was adopted for the study. The 5 prominent science process skills identified out of the 15 used in the study are: manipulating (17%), calculating (14%), recording (14%), observing (12%) and communicating (11%). The results also show high percentage rate of basic (lower order) science process skil...

  18. [Heavy metal pollution ecology of macro-fungi: research advances and expectation].

    Science.gov (United States)

    Zhou, Qi-xing; An, Xin-long; Wei, Shu-he

    2008-08-01

    Macro-fungi are the main component of biosphere and one of the ecological resources, and play very important roles in matter cycling and in maintaining ecological balances. This paper summarized and reviewed the research advances in the eco-toxicological effects of heavy metals on macro-fungi, the bioaccumulation function of macro-fungi on heavy metals, the ecological adaptation mechanisms of macro-fungi to heavy metal pollution, the role of macro-fungi as a bio-indicator of heavy metal pollution, and the potential of macro-fungi in the ecological remediation of contaminated environment. To strengthen the researches on the heavy metal pollution ecology of macro-fungi would be of practical significance in the reasonable utilization of macro-fungi resources and in the ecological remediation of contaminated environment.

  19. Supporting the Collaborative Learning of Practical Skills with Computer-Mediated Communications Technology

    Directory of Open Access Journals (Sweden)

    Mark A. Edwards

    2001-01-01

    Full Text Available Based on a collaborative approach to learning, a student cohort taking an introductory level University course in computing was provided with information and asynchronous communications technology (including learning resources, e-mail, bulletin board and FAQ, as a means of enhancing their collaborative efforts on a web authoring exercise within a flexible learning environment. The qualitative investigative paradigm used was ‘action research’. By use of ethnographic techniques (questionnaires and focus group interviews, evidence was gained indicating that while a collaborative approach promoted improved learning, usage of computer-mediated communication technology and its contribution to collaboration was limited in an activity that was skills-oriented, requiring practical experience. Reasons for this are then discussed and a number of barriers to the take-up of communications technology are identified, and implications for educators are drawn from these.

  20. Teaching Note--Incorporating Social Innovation Content into Macro Social Work Education

    Science.gov (United States)

    Pitt-Catsouphes, Marcie; Cosner Berzin, Stephanie

    2015-01-01

    The practice of social innovation offers promising approaches for addressing social issues. Although many social innovation strategies are congruent with macro social work theory and practice, some of the insights and tactics that have emerged in the social innovation field have the potential to strengthen current macro practice. Based on our…

  1. Teaching Note--Incorporating Social Innovation Content into Macro Social Work Education

    Science.gov (United States)

    Pitt-Catsouphes, Marcie; Cosner Berzin, Stephanie

    2015-01-01

    The practice of social innovation offers promising approaches for addressing social issues. Although many social innovation strategies are congruent with macro social work theory and practice, some of the insights and tactics that have emerged in the social innovation field have the potential to strengthen current macro practice. Based on our…

  2. Application of Cervical Collars - An Analysis of Practical Skills of Professional Emergency Medical Care Providers.

    Directory of Open Access Journals (Sweden)

    Michael Kreinest

    Full Text Available The application of a cervical collar is a standard procedure in trauma patients in emergency medicine. It is often observed that cervical collars are applied incorrectly, resulting in reduced immobilization of the cervical spine. The objective of this study was to analyze the practical skills of trained professional rescue personnel concerning the application of cervical collars.Within emergency medical conferences, n = 104 voluntary test subjects were asked to apply a cervical collar to a training doll, wherein each step that was performed received an evaluation. Furthermore, personal and occupational data of all study participants were collected using a questionnaire.The test subjects included professional rescue personnel (80.8% and emergency physicians (12.5%. The average occupational experience of all study participants in pre-clinical emergency care was 11.1±8.9 years. Most study participants had already attended a certified training on trauma care (61% and felt "very confident" in handling a cervical collar (84%. 11% applied the cervical collar to the training doll without errors. The most common error consisted of incorrect adjustment of the size of the cervical collar (66%. No association was found between the correct application of the cervical collar and the occupational group of the test subjects (trained rescue personnel vs. emergency physicians or the participation in certified trauma courses.Despite pronounced subjective confidence regarding the application of cervical collars, this study allows the conclusion that there are general deficits in practical skills when cervical collars are applied. A critical assessment of the current training contents on the subject of trauma care must, therefore, be demanded.

  3. Application of Cervical Collars – An Analysis of Practical Skills of Professional Emergency Medical Care Providers

    Science.gov (United States)

    Kreinest, Michael; Goller, Sarah; Rauch, Geraldine; Frank, Christian; Gliwitzky, Bernhard; Wölfl, Christoph G.; Matschke, Stefan; Münzberg, Matthias

    2015-01-01

    Background/Objective The application of a cervical collar is a standard procedure in trauma patients in emergency medicine. It is often observed that cervical collars are applied incorrectly, resulting in reduced immobilization of the cervical spine. The objective of this study was to analyze the practical skills of trained professional rescue personnel concerning the application of cervical collars. Material and Methods Within emergency medical conferences, n = 104 voluntary test subjects were asked to apply a cervical collar to a training doll, wherein each step that was performed received an evaluation. Furthermore, personal and occupational data of all study participants were collected using a questionnaire. Results The test subjects included professional rescue personnel (80.8%) and emergency physicians (12.5%). The average occupational experience of all study participants in pre-clinical emergency care was 11.1±8.9 years. Most study participants had already attended a certified training on trauma care (61%) and felt "very confident" in handling a cervical collar (84%). 11% applied the cervical collar to the training doll without errors. The most common error consisted of incorrect adjustment of the size of the cervical collar (66%). No association was found between the correct application of the cervical collar and the occupational group of the test subjects (trained rescue personnel vs. emergency physicians) or the participation in certified trauma courses. Conclusion Despite pronounced subjective confidence regarding the application of cervical collars, this study allows the conclusion that there are general deficits in practical skills when cervical collars are applied. A critical assessment of the current training contents on the subject of trauma care must, therefore, be demanded. PMID:26587650

  4. Soft Skills in Pedagogical Practices with Different Curriculum for Engineering Education

    Science.gov (United States)

    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.

  5. Practical Skills of Doctor-patient Communication%医患沟通的实用技巧

    Institute of Scientific and Technical Information of China (English)

    任朝来

    2015-01-01

    全面总结了医患沟通的实用技巧,并提出了医患沟通中必须遵循的基本原则。医患沟通的实用技巧主要包括:遵循原则、语言沟通技巧、非语言沟通技巧、倾听技巧、积极回应和情感沟通等;对各种医患沟通技巧进行了详细解析,并对如何正确运用这些技巧做了详细的解释和举例说明;同时详细说明了互动技巧、逆反技巧及情感沟通的内容、意义、实施方法及注意事项等;介绍了临床医疗实践中常见的主要医患沟通障碍问题的解决方法与策略。%This article comprehensively summarized the practical doctor‐patient communication skills and proposed several principles of communication .The skills include following the principles ,the verbal communication skills ,the nonverbal communication skills ,the open‐eared skills ,the response skills and emotion communication which were analyzed in detail . Especially on how to use each skill properly ,the article explained them with examples .Meanwhile ,it also explained interactive skills ,the reverse skills and emotion communication in terms of content ,meaning and approaches .Finally ,the authors introduced strategies and solutions to the main common communication disorders in medical practice .

  6. Integrating interprofessional collaboration skills into the advanced practice registered nurse socialization process.

    Science.gov (United States)

    Farrell, Kathleen; Payne, Camille; Heye, Mary

    2015-01-01

    The emergence of interprofessional collaboration and practice as a means to provide patient-centered care and to decrease the current fragmentation of health care services in the 21st century provides a clear and unique opportunity for the advanced practice registered nurse (APRN) to assume a key role. For APRNs and other health care providers, to participate effectively as team members requires an interprofessional mindset. Development of interprofessional skills and knowledge for the APRN has been hindered by a silo approach to APRN role socialization. The Institute of Medicine Report (IOM; 2010) states that current health care systems should focus on team collaboration to deliver accessible, high-quality, patient-centered health care that addresses wellness and prevention of illness and adverse events, management of chronic illness, and increased capacity of all providers on the team. The purpose of this article is to demonstrate the need to incorporate interprofessional education (IPE) into the socialization models used in advanced practice nursing programs. IPE requires moving beyond profession-specific educational efforts to engage students of different health care professions in interactive learning. Being able to work effectively as member of a clinical team while a student is a fundamental part of that learning (Interprofessional Education Collaborative Expert Panel, 2011). The objective of IPE curriculum models in graduate nursing programs is to educate APRNs in the development of an interprofessional mindset. Interprofessional collaboration and coordination are needed to achieve seamless transitions for patients between providers, specialties, and health care settings (IOM, 2010). Achieving the vision requires the continuous development of interprofessional competencies by APRNs as part of the learning process, so that upon entering the workforce, APRNs are ready to practice effective teamwork and team-based care. Socialization of the professional APRN

  7. Developing Nutrition Label Reading Skills: A Web-Based Practice Approach.

    Science.gov (United States)

    Miller, Lisa M Soederberg; Beckett, Laurel A; Bergman, Jacqueline J; Wilson, Machelle D; Applegate, Elizabeth A; Gibson, Tanja N

    2017-01-13

    Nutrition labels offer the information needed to follow Dietary Guidelines for Americans, yet many individuals use labels infrequently or ineffectively due to limited comprehension and the effort required to use them. The objective of our study was to develop and test a Web-based label-reading training tool to improve individuals' ability to use labels to select more healthful foods. We were particularly interested in determining whether practice can lead to increased accuracy using labels as well as decreased effort, together reflecting greater efficiency. We compared a basic and an enhanced, prior-knowledge version of the tool that contained an additional component, a brief nutrition tutorial. Participants were 140 college students with an average age of 20.7 (SD 2.1) years and education 14.6 (SD 1.2) years, who completed 3 sets of practice that were designed to teach them, through repetition and feedback, how to use nutrition labels to select more healthful products. Prior to training, participants in the prior-knowledge group viewed a multimedia nutrition presentation, which those in the basic group did not receive. Mixed-effects models tested for improvement in accuracy and speed with practice, and whether improvements varied by group. The training led to significant increases in average accuracy across the 3 practice sets (averaging 79% [19/24 questions], 92% [22/24], 96% [23/24] respectively, Preading skills that are indicative of early stages of automatic processing. To the extent that automatic processes are at the core of healthy habit change, this may be an efficient way to improve dietary decision-making.

  8. Relations among student attention behaviors, teacher practices, and beginning word reading skill.

    Science.gov (United States)

    Sáez, Leilani; Folsom, Jessica Sidler; Al Otaiba, Stephanie; Schatschneider, Christopher

    2012-01-01

    The role of student attention for predicting kindergarten word reading was investigated among 432 students. Using Strengths and Weaknesses of ADHD Symptoms and Normal Behavior Rating Scale behavior rating scores, the authors conducted an exploratory factor analysis, which yielded three distinct factors that reflected selective attention. In this study, the authors focused on the role of one of these factors, which they labeled attention-memory, for predicting reading performance. Teacher ratings of attention-memory predicted word reading above and beyond the contribution of phonological awareness and vocabulary knowledge. In addition, the relations between four teacher practices and attention ratings for predicting reading performance were examined. Using hierarchical linear modeling, the authors found significant interactions between student attention and teacher practices observed during literacy instruction. In general, as ratings of attention improved, better kindergarten word reading performance was associated with high levels of classroom behavior management. However, better word reading performance was not associated with high levels of teacher task orienting. A significant three-way interaction was also found among attention, individualized instruction, and teacher task redirections. The role of regulating kindergarten student attention to support beginning word reading skill development is discussed.

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

    Science.gov (United States)

    Lee, Seul Gi; Shin, Yun Hee

    2016-04-01

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

  10. Learning curves in highly skilled chess players: a test of the generality of the power law of practice.

    Science.gov (United States)

    Howard, Robert W

    2014-09-01

    The power law of practice holds that a power function best interrelates skill performance and amount of practice. However, the law's validity and generality are moot. Some researchers argue that it is an artifact of averaging individual exponential curves while others question whether the law generalizes to complex skills and to performance measures other than response time. The present study tested the power law's generality to development over many years of a very complex cognitive skill, chess playing, with 387 skilled participants, most of whom were grandmasters. A power or logarithmic function best fit grouped data but individuals showed much variability. An exponential function usually was the worst fit to individual data. Groups differing in chess talent were compared and a power function best fit the group curve for the more talented players while a quadratic function best fit that for the less talented. After extreme amounts of practice, a logarithmic function best fit grouped data but a quadratic function best fit most individual curves. Individual variability is great and the power law or an exponential law are not the best descriptions of individual chess skill development.

  11. Practical and social skills of 16-19-year-olds with Down syndrome: independence still far away.

    Science.gov (United States)

    Van Gameren-Oosterom, Helma B M; Fekkes, Minne; Reijneveld, Sijmen A; Oudesluys-Murphy, Anne Marie; Verkerk, Paul H; Van Wouwe, Jacobus P; Buitendijk, Simone E

    2013-12-01

    Survival of children with Down syndrome (DS) has improved considerably, but insight into their level of daily functioning upon entering adulthood is lacking. We collected cross-sectional data from a Dutch nationwide cohort of 322 DS adolescents aged 16-19 (response 62.8%) to assess the degree to which they master various practical and social skills, using the Dutch Social competence rating scale and the Children's Social Behavior Questionnaire. Up to 60% mastered some of the skills required for independent functioning, such as maintaining adequate standards of personal hygiene and preparing breakfast. Less than 10% had achieved basic skills such as basic cooking and paying in a shop. It is difficult for DS people to master all the skills necessary to live independently. Ninety percent of adolescents with DS experience significant problems in social functioning.

  12. Outcomes assessment of on-site communication skills education in a companion animal practice.

    Science.gov (United States)

    Shaw, Jane R; Barley, Gwyn E; Broadfoot, Kirsti; Hill, Ashley E; Roter, Debra L

    2016-08-15

    OBJECTIVE To evaluate veterinarian-client communication and veterinarian and client satisfaction with veterinary visits before and after veterinarians underwent a 6-month communication skills training program in a practice setting. DESIGN Case-based pretest-posttest intervention study. SAMPLE 1 purposely selected companion-animal practice. PROCEDURES The practice team (3 veterinarians, 5 veterinary technicians, 1 receptionist, and 1 office manager) participated in a 6-month educational program (intervention) that included interactive communication modules, individual coaching, and a communication laboratory. For each of the veterinarians, 6 appointments were video recorded and 30 additional clients completed a visit satisfaction survey both before and after the intervention. The Roter interaction analysis system was used to analyze the video-recorded appointments. RESULTS After the intervention, appointments were 5.4 minutes longer and veterinarians asked 60% fewer closed-ended lifestyle-social questions, provided 1.4 times as much biomedically related client education, and used 1.5 and 1.25 times as much facilitative and emotional rapport communication, respectively, compared with before the intervention. Clients provided veterinarians with 1.3 times as much biomedically related information and engaged in twice as much social conversation. After the intervention, veterinarians perceived their clients as complaining less and being more personable and trusting, and clients felt more involved in the appointment and reported that the veterinarian expressed greater interest in their opinion. CONCLUSIONS AND CLINICAL RELEVANCE Results indicated that the intervention resulted in veterinarians who spent more time educating and building rapport with their clients and facilitating client input in an unhurried environment, which enhanced overall veterinarian visit satisfaction and various aspects of client visit satisfaction.

  13. Foregrounding Sociomaterial Practice in Our Understanding of Affordances: The Skilled Intentionality Framework

    Science.gov (United States)

    van Dijk, Ludger; Rietveld, Erik

    2017-01-01

    Social coordination and affordance perception always take part in concrete situations in real life. Nonetheless, the different fields of ecological psychology studying these phenomena do not seem to make this situated nature an object of study. To integrate both fields and extend the reach of the ecological approach, we introduce the Skilled Intentionality Framework that situates both social coordination and affordance perception within the human form of life and its rich landscape of affordances. We argue that in the human form of life the social and the material are intertwined and best understood as sociomateriality. Taking the form of life as our starting point foregrounds sociomateriality in each perspective we take on engaging with affordances. Using ethnographical examples we show how sociomateriality shows up from three different perspectives we take on affordances in a real-life situation. One perspective shows us a landscape of affordances that the sociomaterial environment offers. Zooming in on this landscape to the perspective of a local observer, we can focus on an individual coordinating with affordances offered by things and other people situated in this landscape. Finally, viewed from within this unfolding activity, we arrive at the person’s lived perspective: a field of relevant affordances solicits activity. The Skilled Intentionality Framework offers a way of integrating social coordination and affordance theory by drawing attention to these complementary perspectives. We end by showing a real-life example from the practice of architecture that suggests how this situated view that foregrounds sociomateriality can extend the scope of ecological psychology to forms of so-called “higher” cognition.

  14. The Implications of the National Minimum Wage for Training Practices and Skill Utilisation in the United Kingdom Hospitality Industry

    Science.gov (United States)

    Norris, Gill; Williams, Steve; Adam-Smith, Derek

    2003-01-01

    Two key issues thrown up by the 1999 introduction of the National Minimum Wage (NMW) in the United Kingdom are its likely impact on employers' training practices in low paying sectors of the economy and the implications for skills. Based on a study of the hospitality industry, this article assesses the limited significance of the differential,…

  15. Assessment of Learner Acceptance and Satisfaction with Video-Based Instructional Materials for Teaching Practical Skills at a Distance

    Science.gov (United States)

    Donkor, Francis

    2011-01-01

    As video-based instructional materials become available to distance learners to learn practical skills at a distance, it is important to assess the instructional effectiveness of these materials and to understand how students respond to them. This paper is the second part of a larger exploratory study that assessed the instructional effectiveness…

  16. Mathematics Teachers' Level of Knowledge and Practice on the Implementation of Higher-Order Thinking Skills (HOTS)

    Science.gov (United States)

    Abdullah, Abdul Halim; Mokhtar, Mahani; Halim, Noor Dayana Abd; Ali, Dayana Farzeeha; Tahir, Lokman Mohd; Kohar, Umar Haiyat Abdul

    2017-01-01

    This study aims to identify the level of knowledge and practice on the implementation of higher-order thinking skills (HOTS) among mathematics teachers at a secondary school in the district of Terengganu. The study focused on the aspects of curriculum, pedagogy and assessment and compared them with demographic factors of the respondents. It used…

  17. Disentangling Mathematics Target and Access Skills: Implications for Accommodation Assignment Practices

    Science.gov (United States)

    Ketterlin-Geller, Leanne R.; Jamgochian, Elisa M.; Nelson-Walker, Nancy J.; Geller, Joshua P.

    2012-01-01

    Appropriate assignment of accommodations is predicated on a clear distinction between target skills and access skills. In this study, we examine the agreement between test developer/researchers' and educators' classification of target and access skills as a possible explanatory mechanism for assigning accommodations. Findings indicate that…

  18. Macro-institutional Complexity in Logistics

    DEFF Research Database (Denmark)

    Wessel, Frederic; Kinra, Aseem; Kotzab, Herbert

    2016-01-01

    structure and transactional costs, the concept of environmental complexity is applied to the logistics management perspective. Thereby, the impacts which a given framework on a macro-institutional level might have on the situation and leeway in decision-making at the firm (micro) or the supply chain (meso......In this paper, the interlink between the concept of macro-institutional complexity in logistics and the dynamics in the logistics practice of Eastern Europe will be examined. Referring to the importance of different authors having ascribed to the external environmental uncertainty on organizational......) levels will be analysed. Furthermore, a quantitative modelling approach will be presented and exemplified by using the case of logistics infrastructure in Eastern Europe....

  19. A study of the effect of dyad practice versus that of individual practice on simulation-based complex skills learning and of students' perceptions of how and why dyad practice contributes to learning.

    Science.gov (United States)

    Räder, Sune B E W; Henriksen, Ann-Helen; Butrymovich, Vitalij; Sander, Mikael; Jørgensen, Erik; Lönn, Lars; Ringsted, Charlotte V

    2014-09-01

    The aims of this study were (1) to explore the effectiveness of dyad practice compared with individual practice on a simulator for learning a complex clinical skill and (2) to explore medical students' perceptions of how and why dyad practice on a simulator contributes to learning a complex skill. In 2011, the authors randomly assigned 84 medical students to either the dyad or the individual practice group to learn coronary angiography skills using instruction videos and a simulator. Two weeks later, participants each performed two video-recorded coronary angiographies on the simulator. Two raters used a rating scale to assess the participants' video-recorded performance. The authors then interviewed the participants in the dyad practice group. Seventy-two (86%) participants completed the study. The authors found no significant difference between the performance scores of the two groups (mean±standard deviation, 68%±13% for individual versus 63%±16% for dyad practice; P=.18). Dyad practice participants noted that several key factors contributed to their learning: being equal-level novices, the quality of the cooperation between partners, observational learning and overt communication, social aspects and motivation, and meta-cognition. Dyad practice is more efficient and thus more cost-effective than individual practice and can be used for costly virtual reality simulator training. However, dyad practice may not apply to clinical training involving real patients because learning from errors and overt communication, both keys to dyad practice, do not transfer to clinical practice.

  20. The Extent of Practice of Distinguished Students at the Secondary Level of Exams Management Skills and Its Relationship to Some Variables

    Science.gov (United States)

    Shaban, Zakariyya Shaban

    2015-01-01

    The study aimed at identifying the extent of distinguished students' practice of the skills of exams management and their relationships of the variables of (sex and type of school) at the secondary stage. The descriptive approach was followed to investigate practice the level of the skills of exams management of the population of the study and its…

  1. Effects of video-feedback on the communication, clinical competence and motivational interviewing skills of practice nurses: a pre-test posttest control group study.

    NARCIS (Netherlands)

    Noordman, J.; Weijden, T. van der; Dulmen, S. van

    2014-01-01

    Aims: To examine the effects of individual video-feedback on the generic communication skills, clinical competence (i.e. adherence to practice guidelines) and motivational interviewing skills of experienced practice nurses working in primary care. Background: Continuing professional education may be

  2. Effects of video-feedback on the communication, clinical competence and motivational interviewing skills of practice nurses: a pre-test posttest control group study

    NARCIS (Netherlands)

    Noordman, J.; Weijden, T.T. van der; Dulmen, S. van

    2014-01-01

    AIMS: To examine the effects of individual video-feedback on the generic communication skills, clinical competence (i.e. adherence to practice guidelines) and motivational interviewing skills of experienced practice nurses working in primary care. BACKGROUND: Continuing professional education may be

  3. The Use of Evidenced-Based Practices in the Provision of Social Skills Training for Students with Autism Spectrum Disorder among School Psychologists

    Science.gov (United States)

    Combes, Bertina H.; Chang, Mei; Austin, Jennifer E.; Hayes, Demarquis

    2016-01-01

    This study aimed to explore school psychologists' use of evidence-based practices (EBP), specifically in the area of social skills training, for students with an autism spectrum disorder (ASD). Participants were 220 school psychologists practicing in public school settings who provided social skills training to students with ASD. Participants were…

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

    Science.gov (United States)

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

    2011-01-01

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

  5. Implementation of an Electronic Objective Structured Clinical Exam for Assessing Practical Skills in Pre-Professional Physiotherapy and Occupational Therapy Programs: Examiner and Course Coordinator Perspectives

    Science.gov (United States)

    Snodgrass, Suzanne J.; Ashby, Samantha E.; Rivett, Darren A.; Russell, Trevor

    2014-01-01

    Assessment of practical clinical skills is essential in the health fields. Objective Structured Clinical Exams (OSCEs), where examiners assess students performing clinical procedures on simulated patients (actors), are central to the evaluation of practical skills. However, traditional OSCEs require considerable time-investment to administer, and…

  6. Factors influencing how senior nurses and midwives acquire and integrate coaching skills into routine practice: a grounded theory study.

    Science.gov (United States)

    Rafferty, Rae; Fairbrother, Greg

    2015-06-01

    To introduce a theory which describes the process of and explicates the factors moderating, the acquisition and integration of leadership coaching skills into the routine practice of senior nurses and midwives. Organizations invest significant resources in leadership coaching programs to ensure that coaching is embedded as a core function of the manager's role. However, even after training, many managers remain unable to undertake this role successfully. The process by which health professionals translate 'manager as coach' training into successful practice outcomes, has remained largely unexplored. A grounded theory study design. Data, collected between February 2012-May 2013, included in-depth interviews with 20 senior nurses and midwives who had attended a leadership coaching program and analysis of nine reflective practice journals. Multiple researchers coded and analysed the data using constant comparative techniques. The outcomes of coaching training ranged from inappropriate use of the coaching skills through to transformed managerial practice. These outcomes were influenced by the dynamic interaction of three central domains of the emergent theoretical model: pre-existing individual perceptions, program elements and contemporaneous experiences. Interactions occurred within the domains and between them, impacting on activators such as courage, motivation, commitment and confidence. The study offers new insights into how senior nurses and midwives acquire and integrate coaching skills into their routine practice. The process is described as multifactorial and dynamic and has implications for the training design, delivery and organizational support of future leadership coaching programs. © 2015 John Wiley & Sons Ltd.

  7. A Survey of Established Veterinary Clinical Skills Laboratories from Europe and North America: Present Practices and Recent Developments.

    Science.gov (United States)

    Dilly, Marc; Read, Emma K; Baillie, Sarah

    2017-05-23

    Developing competence in clinical skills is important if graduates are to provide entry-level care but it is dependent on having had sufficient hands-on practice. Clinical skills laboratories provide opportunities for students to learn on simulators and models in a safe environment and to supplement training with animals. Interest in facilities for developing veterinary clinical skills has increased in recent years as many veterinary colleges face challenges in training their students with traditional methods alone. For the present study, we designed a survey to gather information from established veterinary clinical skills laboratories with the aim of assisting others considering opening or expanding their own facility. Data were collated from 16 veterinary colleges in North America and Europe about the uses of their laboratory, the building and associated facilities, and the staffing, budgets, equipment, and supporting learning resources. The findings indicated that having a dedicated veterinary clinical skills laboratory is a relatively new initiative and that colleges have adopted a range of approaches to implementing and running the laboratory, teaching, and assessments. Major strengths were the motivation and positive characteristics of the staff involved, providing open access and supporting self-directed learning. However, respondents widely recognized the increasing demands placed on the facility to provide more space, equipment, and staff. There is no doubt that veterinary clinical skills laboratories are on the increase and provide opportunities to enhance student learning, complement traditional training, and benefit animal welfare.

  8. Innovative curriculum for second-year Harvard-MIT medical students: practicing communication skills with volunteer patients giving immediate feedback.

    Science.gov (United States)

    Ali, Nadaa B; Pelletier, Stephen R; Shields, Helen M

    2017-01-01

    Medical students are expected to develop excellent communication skills. The purpose of our study was to create an innovative communication skills exercise using real volunteer patients and physician co-teachers for students to practice communication skills while receiving immediate feedback. This is a mixed methods study where second-year medical students participated in the communication skills exercise with real patients and physician co-teachers giving immediate feedback. Clinical scenarios reflected the patients' actual experiences. Students acted out roles as physicians. Physicians co-taught with the patients and gave immediate feedback to students. Students completed an anonymous written survey at the end of the exercise. Qualitative and quantitative responses were recorded. Student feedback from the 2014 surveys was used to modify the teaching designs to increase active role play opportunities by having only two students in each group and doubling the number of stations with real patients. Students rated the overall exercise and the utility of patient volunteers in learning how to communicate on a Likert scale of 1-5, where in this medical school traditionally 1 is excellent and 5 is poor. In 2014, the exercises were rated with a mean score of 1.47 (SD 0.621). In 2015, the exercises were rated with a mean score of 1.03 (SD 0.62). In 2016, the exercises were rated with a mean score of 1.27 (SD 0.52). ANOVA analysis (p=0.002) and Bonferroni corrections indicate a statistically significant difference between combined mean scores of the exercise in 2014 and 2015 (p=0.001). No difference was shown between 2014 and 2016 or 2015 and 2016. Medical students rated practicing communication skills with real patient volunteers and physician co-teachers giving immediate feedback in their preclinical years very highly. Student feedback indicated that they preferred active roles and increased opportunities to practice their communication skills.

  9. ENHANCING MASTERY OF PRACTICAL SKILLS IN STUDENTS OF VOCATIONAL AND TECHNICAL EDUCATION THROUGH ACTIVITY BASED

    Directory of Open Access Journals (Sweden)

    M.I. Odo

    2013-02-01

    Full Text Available The study seeks to understand the issues and challenges related to the implementations of activity-based instructions on vocational and technical education student in Nigeria. A survey was carried out involving vocational and technical education teachers in all six government owned technical colleges in Lagos State of Nigeria. A total of 150 teachers were selected randomly as respondents for the study. A four point scale items were designed to elicit information from the respondents. The findings of the study indicated that the techniques and the strategies adopted by the teachers of vocational education include: demonstration, field trips, projects, experiments and assignments. Various methods to evaluate students outcome include: process-product through systematic observation. It was evident from the study that constantly focusing on activity to make learning fun can actually hamper those students who make good progress without it. Based on the findings the researcher therefore concluded that good vocational and technical education teachers require the right attitude, have years of professional and practical skills and entrepreneurial experience at the workshop floor of industry and good background knowledge of engineering design.

  10. Systematic development of a communication skills training course for physicians performing work disability assessments: from evidence to practice

    Directory of Open Access Journals (Sweden)

    Anema Johannes R

    2011-06-01

    . Conclusions The feasibility and practical relevance of the communication skills training course that was developed seem promising. Such a course may be relevant for physicians in many countries who perform work disability assessments. The development of the first training course of this type represents an important advancement in this field.

  11. Systematic development of a communication skills training course for physicians performing work disability assessments: from evidence to practice

    Science.gov (United States)

    2011-01-01

    practical relevance of the communication skills training course that was developed seem promising. Such a course may be relevant for physicians in many countries who perform work disability assessments. The development of the first training course of this type represents an important advancement in this field. PMID:21639871

  12. E-learning improves knowledge and practical skills in haemophilia patients on home treatment: a randomized controlled trial.

    Science.gov (United States)

    Mulders, G; de Wee, E M; Vahedi Nikbakht-Van de Sande, M C V M; Kruip, M J H A; Elfrink, E J; Leebeek, F W G

    2012-09-01

    Home treatment of haemophilia is currently the standard of care for patients with severe haemophilia. Home treatment increases the responsibility of the patients for their own treatment and care. Therefore, it is of utmost importance to attain a high level of knowledge and practical skills. The aim of our study was to investigate whether or not an educational e-learning program improves knowledge and skills of adult patients with haemophilia on home treatment. Participants treated at the Haemophilia Treatment Center of the Erasmus University Medical Centre completed a questionnaire to test their knowledge of haemophilia, treatment of bleedings and of complications of treatment and were observed during the intravenous injection of clotting factor concentrate, using a standardized scoring list. Afterwards they were randomized to follow an e-learning program or no intervention (control group). After 1 month they completed the same questionnaire again and practical skills were scored once more. At baseline, haemophilia patients (n = 30) scored 24 of 48 questions in the questionnaire correctly. Seventy-five per cent of the items on the practical skills scoring list were performed correctly. One month later, the e-learning group (n = 16; 36; 18-45) showed a higher level of theoretical knowledge compared to the control group (n = 14; 26; 19-32; P e-learning program compared to the control group (respectively P = 0.002). Self-efficacy of 90% vs. 80% the patients with haemophilia was high in all patients. Our study shows that in haemophilia patients with haemophilia, who are on home treatment, knowledge of haemophilia treatment and complications as well as practical skills can be improved by an educational e-learning program.

  13. Reclaiming and Reimagining Macro Social Work Education: A Collective Biography

    Science.gov (United States)

    Netting, F. Ellen; O'Connor, Mary Katherine; Cole, Portia L.; Hopkins, Karen; Jones, Jenny L.; Kim, Youngmi; Leisey, Monica; Mulroy, Elizabeth A.; Rotabi, Karen Smith; Thomas, M. Lori; Weil, Marie O.; Wike, Traci L.

    2016-01-01

    The authors focus on a collective biography of 12 women social work educators, all either tenured or in tenure lines, from five different universities at the time of the study. The participants represent several aspects of macro practice including administration, planning, community practice, and policy. Beginning with reflections about coming…

  14. Impact of health professional training in breastfeeding on their knowledge, skills, and hospital practices: a systematic review

    Directory of Open Access Journals (Sweden)

    Patricia Carvalho de Jesus

    Full Text Available Abstract Objective To identify the impact of training in breastfeeding on knowledge, skills, and professional and hospital practices. Data source The systematic review search was carried out through the MEDLINE, Scopus, and LILACS databases. Reviews, studies with qualitative methodology, those without control group, those conducted in primary care, with specific populations, studies that had a belief and/or professional attitude as outcome, or those with focus on the post-discharge period were excluded. There was no limitation of period or language. The quality of the studies was assessed by the adapted criteria of Downs and Black. Summary of data The literature search identified 276 articles, of which 37 were selected for reading, 26 were excluded, and six were included through reference search. In total, 17 intervention articles were included, three of them with good internal validity. The studies were performed between 1992 and 2010 in countries from five continents; four of them were conducted in Brazil. The training target populations were nursing practitioners, doctors, midwives, and home visitors. Many kinds of training courses were applied. Five interventions employed the theoretical and practical training of the Baby-Friendly Hospital Initiative. All kinds of training courses showed at least one positive result on knowledge, skills, and/or professional/hospital practices, most of them with statistical significance. Conclusions Training of hospital health professionals has been effective in improving knowledge, skills, and practices.

  15. Macro finance early warning system

    Institute of Scientific and Technical Information of China (English)

    Guihuan ZHENG; Xun ZHANG; Wei SHANG; Shanying XU

    2009-01-01

    In this paper, a financial early warning informa-tion system is developed based on the multi-dimensional cli-mate approach that is featured with a multi-dimensional in-dex construction and the relevant multi-dimensional analy-sis. Requirement analysis and design issues of building an information system supporting this multi-dimensional cli-mate approach are discussed in detail. And a case using this system to study the macro financial issues is presented to illustrate how the proposed multi-dimensional approach works in the information system we design. This research is an interdisciplinary work of economic theories, macro finan-cial empirical studies, and software engineering. With ad-vanced macro financial early warning theories implemented in a web application, the Macro Financial Early Warning System (FEWS) developed in this research has been proved to be effective in a trial running in the Forecasting research institute of the Chinese Academy of Sciences.

  16. Writing Excel Macros with VBA

    CERN Document Server

    Roman, Steven

    2008-01-01

    To achieve the maximum control and flexibility from Microsoft® Excel often requires careful custom programming using the VBA (Visual Basic for Applications) language. Writing Excel Macros with VBA, 2nd Edition offers a solid introduction to writing VBA macros and programs, and will show you how to get more power at the programming level: focusing on programming languages, the Visual Basic Editor, handling code, and the Excel object model.

  17. Effectiveness of a Motivation and Practical Skills Development Methods on the Oral Hygiene of Orphans Children in Kaunas, Lithuania.

    Science.gov (United States)

    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 oral hygiene status improved in both groups significantly 0.4 (SD 0.35) (P oral hygiene was determined in practical application group 0.19 (SD 0.27) in comparison with motivation group 0.55 (SD 0.32) (P oral hygiene, especially when they're based on practical skills training.

  18. Bridging the gap: a descriptive study of knowledge and skill needs in the first year of oncology nurse practitioner practice.

    Science.gov (United States)

    Rosenzweig, Margaret; Giblin, Joan; Mickle, Marsha; Morse, Allison; Sheehy, Patricia; Sommer, Valerie; Bridging The Gap Working Group

    2012-03-01

    To identify the knowledge and skill needs of oncology nurse practitioners (ONPs) as they enter cancer care practice, and to identify necessary educational resources. Cross-sectional, descriptive. A national e-mail survey. 610 self-described ONPs from the Oncology Nursing Society's database. The project team developed a 28-item electronic survey. The survey was randomly distributed via e-mail. ONPs' feelings of preparedness in the first year of ONP practice. In the first year of practice, 90% of ONPs rated themselves as prepared or very prepared in obtaining patient history, performing physical examination, and documenting findings. ONPs rated themselves as not at all or somewhat prepared in clinical issues of chemotherapy/biotherapy competency (n = 81, 78%), recognizing and managing oncologic emergencies, (n = 77, 70%), and recognizing and managing drug toxicities (n = 63, 61%). The primary source of oncology education for ONPs new to practice was almost exclusively the collaborating or supervising physician (n = 84, 81%). Specific knowledge and skills, such as information about chemotherapy, oncologic emergencies, and side effects of therapy, are needed before an ONP enters a cancer care practice. Cancer-specific education should be made available to new ONPs as they begin independent practice.

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

    Science.gov (United States)

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

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

  20. Initiative Games in Physical Education: A Practical Approach for Teaching Critical Thinking Skills--Part II

    Science.gov (United States)

    Maina, Michael P.; Maina, Julie Schlegel; Hunt, Kevin

    2016-01-01

    Often students have a difficult time when asked to use critical thinking skills to solve a problem. Perhaps students have a difficult time adjusting because teachers frequently tell them exactly what to do and how to do it. When asked to use critical thinking skills, students may suddenly become confused and discouraged because the teacher no…

  1. Framework and Implementation for Improving Physics Essential Skills via Computer-Based Practice: Vector Math

    Science.gov (United States)

    Mikula, Brendon D.; Heckler, Andrew F.

    2017-01-01

    We propose a framework for improving accuracy, fluency, and retention of basic skills essential for solving problems relevant to STEM introductory courses, and implement the framework for the case of basic vector math skills over several semesters in an introductory physics course. Using an iterative development process, the framework begins with…

  2. Social Skills Training in Natural Play Settings: Educating through the Physical Theory to Practice

    Science.gov (United States)

    Aljadeff-Abergel, Elian; Ayvazo, Shiri; Eldar, Eitan

    2012-01-01

    Social skills are prerequisite to academic performance and success in school. Training of these skills is particularly important for students with emotional and behavioral disorders (EBD) who have social deficits and struggle maintaining appropriate and accepted behavior in and outside of the classroom. Educating through the "physical" model is a…

  3. Practical Skills Training in Agricultural Education--A Comparison between Traditional and Blended Approaches

    Science.gov (United States)

    Deegan, Donna; Wims, Padraig; Pettit, Tony

    2016-01-01

    Purpose: In this article the use of blended learning multimedia materials as an education tool was compared with the traditional approach for skills training. Design/Methodology/Approach: This study was conducted in Ireland using a pre-test, post-test experimental design. All students were instructed on how to complete two skills using either a…

  4. Practical Skills Training in Agricultural Education--A Comparison between Traditional and Blended Approaches

    Science.gov (United States)

    Deegan, Donna; Wims, Padraig; Pettit, Tony

    2016-01-01

    Purpose: In this article the use of blended learning multimedia materials as an education tool was compared with the traditional approach for skills training. Design/Methodology/Approach: This study was conducted in Ireland using a pre-test, post-test experimental design. All students were instructed on how to complete two skills using either a…

  5. Rhetoric and Reality: Science Teacher Educators' Views and Practice Regarding Science Process Skills

    Science.gov (United States)

    Molefe, Leonard; Stears, Michèle

    2014-01-01

    The importance of teaching science process skills in science education is well documented in the literature. Yet the issue of process skills had also been associated with debates on validity of a process approach to science education. This research was conducted to explore views of science teacher educators in initial teacher education programmes…

  6. Employability Skill Development in Work-Integrated Learning: Barriers and Best Practice

    Science.gov (United States)

    Jackson, Denise

    2015-01-01

    Work-integrated learning (WIL) is widely considered instrumental in equipping new graduates with the required employability skills to function effectively in the work environment. Evaluation of WIL programs in enhancing skill development remains predominantly outcomes-focused with little attention to the process of what, how and from whom students…

  7. Initiative Games in Physical Education: A Practical Approach for Teaching Critical Thinking Skills--Part II

    Science.gov (United States)

    Maina, Michael P.; Maina, Julie Schlegel; Hunt, Kevin

    2016-01-01

    Often students have a difficult time when asked to use critical thinking skills to solve a problem. Perhaps students have a difficult time adjusting because teachers frequently tell them exactly what to do and how to do it. When asked to use critical thinking skills, students may suddenly become confused and discouraged because the teacher no…

  8. The Art of Practical Curriculum Making: HEP-Secondary Language Skills.

    Science.gov (United States)

    Kleinjans, Edith K.

    This document describes the development of the language skills subprogram of the Hawaii English Program--Secondary. After considering various theories of instructional strategies in language, the team developed a pair of complementary subprograms: a part-to-whole skills lab for building up students' stocks of language options and a whole-to-part…

  9. Social Skills Training in Natural Play Settings: Educating through the Physical Theory to Practice

    Science.gov (United States)

    Aljadeff-Abergel, Elian; Ayvazo, Shiri; Eldar, Eitan

    2012-01-01

    Social skills are prerequisite to academic performance and success in school. Training of these skills is particularly important for students with emotional and behavioral disorders (EBD) who have social deficits and struggle maintaining appropriate and accepted behavior in and outside of the classroom. Educating through the "physical" model is a…

  10. Employability Skill Development in Work-Integrated Learning: Barriers and Best Practice

    Science.gov (United States)

    Jackson, Denise

    2015-01-01

    Work-integrated learning (WIL) is widely considered instrumental in equipping new graduates with the required employability skills to function effectively in the work environment. Evaluation of WIL programs in enhancing skill development remains predominantly outcomes-focused with little attention to the process of what, how and from whom students…

  11. Using Simulation Education With Deliberate Practice to Teach Leadership and Resource Management Skills to Senior Resident Code Leaders.

    Science.gov (United States)

    Burden, Amanda R; Pukenas, Erin W; Deal, Edward R; Coursin, Douglas B; Dodson, Gregory M; Staman, Gregory W; Gratz, Irwin; Torjman, Marc C

    2014-09-01

    Cardiopulmonary arrests are rare, high-stakes events that benefit from using crisis resource management (CRM). Simulation-based education with deliberate practice can promote skill acquisition. We assessed whether using simulation-based education to teach CRM would lead to improved performance, compared to a lecture format. We tested third-year internal medicine residents in simulated code scenarios. Participants were randomly assigned to simulation-based education with deliberate practice (SIM) group or lecture (LEC) group. We created a checklist of CRM critical actions (which includes announcing the diagnosis, asking for help/suggestions, and assigning tasks), and reviewed videotaped performances, using a checklist of skills and communications patterns to identify CRM skills and communication efforts. Subjects were tested in simulated code scenarios 6 months after the initial assessment. At baseline, all 52 subjects recognized distress, and 92% (48 of 52) called for help. Seventy-eight percent (41 of 52) did not succeed in resuscitating the simulated patient or demonstrate the CRM skills. After intervention, both groups (n  =  26 per group) improved. All SIM subjects announced the diagnosis compared to 65% LEC subjects (17 of 26, P  =  .01); 77% (20 of 26) SIM and 19% (5 of 26) LEC subjects asked for suggestions (P benefit of the SIM sessions.

  12. Optimizing Simulated Multidisciplinary Team Training of Pediatric Emergencies: An Evaluation of Prerequisites for Transfer of Skills to Clinical Practice

    Directory of Open Access Journals (Sweden)

    E. H. A. J. Coolen

    2015-01-01

    Full Text Available Introduction. Multidisciplinary simulation-based team training (STT provides a powerful training method to train technical and team skills during emergencies. Effectiveness of STT depends on transfer of learned skills to clinical practice. In this study we examined three important prerequisites to enhance transfer from STT into clinical practice, intervention readiness, realism, and performance self-efficacy. Methods. For the quantitative part of the study, 131 participants (pediatric nurses and physicians were asked to fill out an online questionnaire before and after training. For the qualitative part of the study we organized three one-hour focus group sessions in which participants were interviewed on attitude, realism, and self-efficacy. Results. Providing adequate preparation material and extensive debriefing of scenarios is important in creating this positive learning experience. The perspective of realism depends strongly on setting and learning goals. During STT team assembly and role playing can become more important to participants, while physical aspects become less important. Performance self-efficacy for all participants increases significantly (P<0.05 regarding team skills. Conclusions. STT can be a very positive multidisciplinary learning experience, which creates the possibility of enhancing confidence, skills, and team performance within the clinical context. STT combines three important prerequisites for transfer of training to take place.

  13. "The people make the brand": Reducing social skills gaps through person-brand fit and human resource management practices

    OpenAIRE

    Hurrell, Scott A.; Scholarios, Dora

    2014-01-01

    Fit between an organization's brand and its employees, sometimes referred to as employee brand identification, has been highlighted as an important element in delivering service quality. This article examines the people management practices directed both at potential and current employees which enhance this “person-brand fit” and proposes that effective management of this can help reduce the persistent problem of social skills gaps in service organizations. A study of managers and customer-fa...

  14. Future Perspectives on Education for Developing Practical Teaching Skills in the Training Course of Elementary School Teachers

    OpenAIRE

    大前, 暁政; Akimasa, OMAE; 京都文教大学臨床心理学部教育福祉心理学科; Kyoto Bunkyo University Department of Psychology for Child Education and Community Faculty of Clinical Psychology

    2015-01-01

    Many teachers with rich experience will retire soon, when they reach the age of retirement eligibility, and this will lead to a sudden increase in the number of young teachers at elementary schools. Thus, it will become even more important for training courses of elementary school teachers to foster practical teaching skills. However, some teachers say that the content of their university courses was not helpful once they started teaching at a school. Moreover, there are reports of cases in w...

  15. Konsensusstatement "Praktische Fertigkeiten im Medizinstudium" – ein Positionspapier des GMA-Ausschusses für praktische Fertigkeiten [A Consensus Statement on Practical Skills in Medical School – a position paper by the GMA Committee on Practical Skills

    Directory of Open Access Journals (Sweden)

    Schnabel, Kai P.

    2011-11-01

    Full Text Available [english] Introduction: Encouraged by the change in licensing regulations the practical professional skills in Germany received a higher priority and are taught in medical schools therefore increasingly. This created the need to standardize the process more and more. On the initiative of the German skills labs the German Medical Association Committee for practical skills was established and developed a competency-based catalogue of learning objectives, whose origin and structure is described here.Goal of the catalogue is to define the practical skills in undergraduate medical education and to give the medical schools a rational planning basis for the necessary resources to teach them.Methods: Building on already existing German catalogues of learning objectives a multi-iterative process of condensation was performed, which corresponds to the development of S1 guidelines, in order to get a broad professional and political support.Results: 289 different practical learning goals were identified and assigned to twelve different organ systems with three overlapping areas to other fields of expertise and one area of across organ system skills. They were three depths and three different chronological dimensions assigned and the objectives were matched with the Swiss and the Austrian equivalent.Discussion: This consensus statement may provide the German faculties with a basis for planning the teaching of practical skills and is an important step towards a national standard of medical learning objectives.Looking ahead: The consensus statement may have a formative effect on the medical schools to teach practical skills and plan the resources accordingly.[german] Einleitung: Angestoßen durch die Änderung der Approbationsordnung haben die berufspraktischen Kompetenzen in Deutschland eine höhere Priorität erhalten und werden in den medizinischen Fakultäten deswegen vermehrt vermittelt. Dadurch entstand die Notwendigkeit, den Prozess mehr und mehr zu

  16. ssessment of Learner Acceptance and Satisfaction with Video-Based Instructional Materials for Teaching Practical Skills at a Distance

    Directory of Open Access Journals (Sweden)

    Francis Donkor

    2011-06-01

    Full Text Available As video-based instructional materials become available to distance learners to learn practical skills at a distance, it is important to assess the instructional effectiveness of these materials and to understand how students respond to them. This paper is the second part of a larger exploratory study that assessed the instructional effectiveness of video-based instructional materials for teaching distance learners practical skills in block-laying and concreting and how learners respond to these instructional materials. Specifically, this paper aims to assess learners’ acceptance and satisfaction with the materials. It also aims to determine whether levels of learner satisfaction and acceptance differ according to study centres. Data were collected from 71 respondents at three study centres using a self-completion questionnaire comprising 17 Likert-type items. The data were analyzed using descriptive statistics, ANOVA, and Scheffe’s post hoc test at a 0.05 level of significance. Learners appeared positive about their learning experiences with the use of video-based instructional materials to learn practical skills at a distance as they rated highly all the items assessing their acceptance and satisfaction. Results of item-by-item ANOVA regarding learner acceptance indicated that the respondents, categorized according to study centres, exhibited similar levels of acceptance for nine of the ten items. For learner satisfaction, there were no statistically significant differences for six of the seven items. Thus, learners of different study centres exhibited about the same level of acceptance and satisfaction.

  17. Innovative curriculum for second-year Harvard-MIT medical students: practicing communication skills with volunteer patients giving immediate feedback

    Directory of Open Access Journals (Sweden)

    Ali NB

    2017-05-01

    Full Text Available Nadaa B Ali,1 Stephen R Pelletier,2 Helen M Shields1 1Department of Medicine, Brigham and Women’s Hospital, 2Center for Evaluation, Harvard Medical School, Boston, MA, USA Purpose: Medical students are expected to develop excellent communication skills. The purpose of our study was to create an innovative communication skills exercise using real volunteer patients and physician co-teachers for students to practice communication skills while receiving immediate feedback.Method: This is a mixed methods study where second-year medical students participated in the communication skills exercise with real patients and physician co-teachers giving immediate feedback. Clinical scenarios reflected the patients’ actual experiences. Students acted out roles as physicians. Physicians co-taught with the patients and gave immediate feedback to students. Students completed an anonymous written survey at the end of the exercise. Qualitative and quantitative responses were recorded. Student feedback from the 2014 surveys was used to modify the teaching designs to increase active role play opportunities by having only two students in each group and doubling the number of stations with real patients.Results: Students rated the overall exercise and the utility of patient volunteers in learning how to communicate on a Likert scale of 1–5, where in this medical school traditionally 1 is excellent and 5 is poor. In 2014, the exercises were rated with a mean score of 1.47 (SD 0.621. In 2015, the exercises were rated with a mean score of 1.03 (SD 0.62. In 2016, the exercises were rated with a mean score of 1.27 (SD 0.52. ANOVA analysis (p=0.002 and Bonferroni corrections indicate a statistically significant difference between combined mean scores of the exercise in 2014 and 2015 (p=0.001. No difference was shown between 2014 and 2016 or 2015 and 2016.Conclusions: Medical students rated practicing communication skills with real patient volunteers and physician co

  18. Evidence-based practice in chiropractic practice: A survey of chiropractors' knowledge, skills, use of research literature and barriers to the use of research evidence.

    Science.gov (United States)

    Walker, B F; Stomski, N J; Hebert, J J; French, S D

    2014-04-01

    Scant research has been undertaken regarding chiropractors' skills and knowledge associated with evidence-based practice (EBP), and their perceived barriers to EBP. These issues appear to have been examined in only one small qualitative study and one small study of chiropractors holding orthopaedic diplomas. The lack of research in this area suggests that additional studies are warranted to develop a better understanding of factors that affect chiropractors' use of research evidence in clinical practice. We used a modified online questionnaire that captured information regarding EBP skills and knowledge, and barriers to EBP. Its adaption was informed by the use of a content validity panel. The questionnaire was disseminated through email by Australian chiropractic professional organisations and the Chiropractic Board of Australia. Logistic regression analyses were conducted to examine univariate associations between responses to items measuring knowledge and skills with items measuring: age; years since registration; reading research literature; and use of research literature in clinical decision-making. 584 respondents returned questionnaires. About half of the respondents stated they had learned the foundations of EBP (56.6%) during their undergraduate training. Slightly more than two thirds of the respondents were confident in their ability to critically review literature (69.5%) and find relevant research to answer clinical questions (72.6%). The most common factors involved with reading more research, and increased use of research literature in clinical decision-making, were confidence in critical appraisal skills and confidence in finding relevant research literature. Conclusion Educational interventions should be implemented to enhance Australian chiropractors' fundamental EBP skills. Copyright © 2014 Elsevier Ltd. All rights reserved.

  19. Practice with sleep makes perfect: sleep-dependent motor skill learning.

    Science.gov (United States)

    Walker, Matthew P; Brakefield, Tiffany; Morgan, Alexandra; Hobson, J Allan; Stickgold, Robert

    2002-07-01

    Improvement in motor skill performance is known to continue for at least 24 hr following training, yet the relative contributions of time spent awake and asleep are unknown. Here we provide evidence that a night of sleep results in a 20% increase in motor speed without loss of accuracy, while an equivalent period of time during wake provides no significant benefit. Furthermore, a significant correlation exists between the improved performance overnight and the amount of stage 2 NREM sleep, particularly late in the night. This finding of sleep-dependent motor skill improvement may have important implications for the efficient learning of all skilled actions in humans.

  20. Guide to good practices for teamwork training and diagnostic skills development

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1997-06-01

    This guide provides assistance in the development, implementation, and improvement of training on teamwork and diagnostics. DOE and contractor representatives identified the need for teamwork and diagnostics training guidance. This need was based on the increasing emphasis of properly applying knowledge and skills to complete assigned tasks. Teamwork and diagnostic skills have become a focal point because of the impact they have on effective facility operation and safety.

  1. Clinical supervisors' perceived needs for teaching communication skills in clinical practice.

    Science.gov (United States)

    Perron, N Junod; Sommer, J; Hudelson, P; Demaurex, F; Luthy, C; Louis-Simonet, M; Nendaz, M; De Grave, W; Dolmans, D; van der Vleuten, C P M

    2009-07-01

    Lack of faculty training is often cited as the main obstacle to post-graduate teaching in communication skills. To explore clinical supervisors' needs and perceptions regarding their role as communication skills trainers. Four focus group discussions were conducted with clinical supervisors from two in-patient and one out-patient medical services from the Geneva University Hospitals. Focus groups were audio taped, transcribed verbatim and analyzed in a thematic way using Maxqda software for qualitative data analysis. Clinical supervisors said that they frequently addressed communication issues with residents but tended to intervene as rescuers, clinicians or coaches rather than as formal instructors. They felt their own training did not prepare them to teach communication skills. Other barriers to teach communication skills include lack of time, competing demands, lack of interest and experience on the part of residents, and lack of institutional priority given to communication issues. Respondents expressed a desire for experiential and reflective training in a work-based setting and emphasised the need for a non-judgmental learning atmosphere. Results suggest that organisational priorities, culture and climate strongly influence the degree to which clinical supervisors may feel comfortable to teach communication skills to residents. Attention must be given to these contextual factors in the development of an effective communication skills teaching program for clinical supervisors.

  2. Attitudes, skill and use of evidence-based practice among US Western herbal medicine providers: a national survey.

    Science.gov (United States)

    Snow, James E; Leach, Matthew J; Clare, Bevin A

    2017-03-01

    Background Evidence-based practice (EBP) has been the focus of increasing attention in the teaching and delivery of both complementary and conventional healthcare. Western herbal medicine (WHM) is a system of complementary healthcare rooted in tradition. How WHM practitioners perceive, are prepared for, and use EBP, has to date been largely ignored. We therefore examined the use, opinion, skills, and training in EBP, and barriers and facilitators of EBP uptake, among herbal practitioners in the United States (US). Methods The study utilized a cross-sectional, descriptive survey design. A sample of US clinical herbalists was invited to complete a validated online questionnaire, the Evidence-Based practice Attitude and utilization SurvEy (EBASE). Results Seventy-four US herbal practitioners completed the survey (response rate=35 %). Participants demonstrated a generally positive attitude toward EBP (median attitude subscore 31 [possible range=8-40]), a moderate to high level of self-assessed skill in EBP (median skill subscore 46 [13-65]) and a moderate level of EBP uptake (median use subscore 12 [0-24]). Apart from a lack of clinical evidence in herbal medicine, there were few perceived barriers to EBP uptake among herbal practitioners. Access to the Internet, online databases and full-text journal articles were considered most useful in facilitating the uptake of EBP in WHM practice. Conclusions Respondents' attitudes, skill level, and uptake of EBP were generally consistent with other complementary and alternative medicine providers. Educational initiatives, including those focused on the appraisal and application of evidence, may help to optimize the use of EBP among WHM practitioners.

  3. Heat Transfer and Energy Performance of a PVA Wall Tile Containing Macro-Encapsulated PCM

    Directory of Open Access Journals (Sweden)

    Pin-Feng Liu

    2016-08-01

    Full Text Available This study integrated building material engineering, building construction practices, and heat transfer mechanisms to develop a polyvinyl acetate (PVA based wall tile, containing macro-encapsulated phase change material (macro-encapsulated PCM, macroPCM and PVA. The heat transfer characteristics and energy performances of the proposed prototype were investigated experimentally. The results indicated that the PVA-based macroPCM wall tile is suitable for use in exterior walls to enhance the thermal performance. The tile shows a lower heat indoor heat flux than other tested similar building materials and increases the time lag of peak load, effectively shifting the summer peak demand.

  4. The Extent of Practicing the Skills of Team Work Leadership among Heads of Departments in Directorate of Education in Methnb, Saudi Arabia: A Field Study

    Science.gov (United States)

    Alotaibi, Norah Muhayya; Tayeb, Aziza

    2016-01-01

    Sound leadership has an important role in achieving the success of any institution; so the leader must possess some work team leadership skills such as decision-taking, communication, motivation, conflict management and meeting management. The current study is an attempt to identify the extent of practicing team work leadership skills among the…

  5. Can a one-day practical lesson in surgical skills encourage medical students to consider a surgical career?

    Science.gov (United States)

    Bauer, Florian; Rommel, Niklas; Koerdt, Steffen; Fichter, Andreas; Wolff, Klaus-Dietrich; Kesting, Marco R

    2016-05-01

    Interest in a surgical career is declining among medical students, and many more need to commit themselves to becoming surgeons to cope with this. We have therefore developed a one-day practical lesson in surgical skills to find out whether a short course such as this can make students more enthusiastic about surgery, and about subsequently pursuing a career in one of its subspecialties. Fifty-four randomly-selected medical students did a one-day practical course in the skills required for maxillofacial surgical specialties. The 4 subdivisions involved - traumatology, resection of a tumour (cancer surgery), plastic surgery (microsurgery), and cleft lip and palate surgery. All students took written tests and completed an evaluation form about their interest in a surgical career before and after training. There was a significant increase in test scores in almost all categories at the end of the course, and significantly more students were prepared to consider a surgical career or a career in maxillofacial surgery after the training. This study shows that a one-day training course in surgical skills can significantly improve medical students' surgical knowledge, and might encourage them to enter a surgical career. We recommend the integration of a short training course such as this into the medical school curriculum. Only time and further evaluation will tell whether this increased exposure to surgical techniques can be transformed into additional surgeons.

  6. Interpersonal Skills

    Directory of Open Access Journals (Sweden)

    Barakat NG

    2007-01-01

    Full Text Available INTRODUCTIONInterpersonal skills are becoming more and more a necessity in the medical profession. The expectation from health care professionals is beyond just knowledge of the medical facts. To practice medicine effectively, doctors need to develop interpersonal skills in communication, leadership, management, teaching and time management. All of these are vital tools and are becoming increasingly essential subjects in teaching both undergraduate students and postgraduate doctors. However, a degree of self-motivation and personal initiative is needed to develop these skills. In this article, I will give an overview on interpersonal skills and will be follow this by a series of articles, in future issues, dealing with these skills.

  7. Modeling the Skills and Practices of Scientists through an “All-Inclusive” Comparative Planetology Student Research Investigation

    Science.gov (United States)

    Graff, Paige; Bandfield, J.; Stefanov, W.; Vanderbloemen, L.; Willis, K.; Runco, S.

    2013-01-01

    To effectively prepare the nation's future Science, Technology, Engineering, and Mathematics (STEM) workforce, students in today's classrooms need opportunities to engage in authentic experiences that model skills and practices used by STEM professionals. Relevant, real-world authentic research experiences allow students to behave as scientists as they model the process of science. This enables students to get a true sense of STEM-related professions and also allows them to develop the requisite knowledge, skills, curiosity, and creativity necessary for success in STEM careers. Providing professional development and opportunities to help teachers infuse research in the classroom is one of the primary goals of the Expedition Earth and Beyond (EEAB) program. EEAB, facilitated by the Astromaterials Research and Exploration Science (ARES) Directorate at the NASA Johnson Space Center, is an Earth and planetary science education program designed to inspire, engage, and educate teachers and students in grades 5-12 by getting them actively involved with exploration, discovery, and the process of science. The program combines the expertise of scientists and educators to ensure the professional development provided to classroom teachers is scientifically valid and also recognizes classroom constraints. For many teachers, facilitating research in the classroom can be challenging. In addition to addressing required academic standards and dealing with time constraints, challenges include structuring a research investigation the entire class can successfully complete. To build educator confidence, foster positive classroom research experiences, and enable teachers to help students model the skills and practices of scientists, EEAB has created an "allinclusive" comparative planetology research investigation activity. This activity addresses academic standards while recognizing students (and teachers) potentially lack experience with scientific practices involved in conducting

  8. Modeling the Skills and Practices of Scientists through an 'All-Inclusive' Comparative Planetology Student Research Investigation

    Science.gov (United States)

    Graff, P. V.; Bandfield, J. L.; Stefanov, W. L.; Vanderbloemen, L.; Willis, K. J.; Runco, S.

    2013-12-01

    To effectively prepare the nation's future Science, Technology, Engineering, and Mathematics (STEM) workforce, students in today's classrooms need opportunities to engage in authentic experiences that model skills and practices used by STEM professionals. Relevant, real-world authentic research experiences allow students to behave as scientists as they model the process of science. This enables students to get a true sense of STEM-related professions and also allows them to develop the requisite knowledge, skills, curiosity, and creativity necessary for success in STEM careers. Providing professional development and opportunities to help teachers infuse research in the classroom is one of the primary goals of the Expedition Earth and Beyond (EEAB) program. EEAB, facilitated by the Astromaterials Research and Exploration Science (ARES) Directorate at the NASA Johnson Space Center, is an Earth and planetary science education program designed to inspire, engage, and educate teachers and students in grades 5-12 by getting them actively involved with exploration, discovery, and the process of science. The program combines the expertise of scientists and educators to ensure the professional development provided to classroom teachers is scientifically valid and also recognizes classroom constraints. For many teachers, facilitating research in the classroom can be challenging. In addition to addressing required academic standards and dealing with time constraints, challenges include structuring a research investigation the entire class can successfully complete. To build educator confidence, foster positive classroom research experiences, and enable teachers to help students model the skills and practices of scientists, EEAB has created an 'all-inclusive' comparative planetology research investigation activity. This activity addresses academic standards while recognizing students (and teachers) potentially lack experience with scientific practices involved in conducting

  9. 101 Ready-To-Use Excel Macros

    CERN Document Server

    Alexander, Michael

    2012-01-01

    Save time and be more productive with this helpful guide to Excel macros! While most books about Excel macros offer only minor examples, usually aimed at illustrating a particular topic, this invaluable resource provides you with the tools needed to efficiently and effectively program Excel macros immediately. Step-by-step instructions show you how to create VBA macros and explain how to customize your applications to look and work exactly as you want them to. By the end of the book, you will understand how each featured macro works, be able to reuse the macros included in the book and online,

  10. Effectiveness of a Motivation and Practical Skills Development Methods on the Oral Hygiene of Orphans Children in Kaunas, Lithuania

    Directory of Open Access Journals (Sweden)

    Greta Markeviciute

    2015-09-01

    Full Text Available Objectives: The aim of this study was to evaluate the effect of a motivation and practical skills development methods on the oral hygiene of orphans. Material and Methods: 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 (χ2, Fisher‘s exact test, Student‘s t-test, nonparametric Mann-Whitney test, Spearman’s rho correlation coefficient and Kappa coefficient. Results: 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. Conclusions: Educational programs are effective in improving oral hygiene, especially when they’re based on practical skills training.

  11. Rethinking theory and practice: pre-registration student nurses experiences of simulation teaching and learning in the acquisition of clinical skills in preparation for practice.

    Science.gov (United States)

    Hope, Angela; Garside, Joanne; Prescott, Stephen

    2011-10-01

    In the United Kingdom (UK) simulation learning has been recognised in the form of a regulatory agreement that may replace hours from clinical practice. This integration has become an embedded feature of the pre-registration nursing programme at a University in the North of England, along with strategic investment in staff and simulation suites developed to underpin this curriculum change albeit in the absence of sparse empirical evidence, hence the rationale for the study which was designed to explore the relationship between simulation, theory and practice. The study features a thematic analysis of evaluation questionnaires from pre-registration student nurses (n=>500) collected over a 2 year period which informed subsequent focus group interviews to explore the themes in more detail. Consistent data findings were the students' positive response to simulation as a learning approach facilitating the application of theory in a safe controlled environment. Students reported that they felt prepared for practice, recognising that simulated learning improved their humanistic and problem solving abilities as well as the development of psychomotor, technical skills, and overall confidence. The theory-practice gap is a recurring narrative in the nursing literature, the findings of this study recognises that simulation offers an opportunity to enact the integration of theory and practice illuminating this relationship in a controlled environment thus, reinforcing the theory-practice relationship for nursing students.

  12. Ostomy Home Skills Program

    Medline Plus

    Full Text Available ... and Skills Resources Educational Resources Educational Resources E-Learning Evidence-Based Decisions in Surgery Medical Student Resources ... Skills Kit supports patients with educational and simulation materials to learn and practice the skills needed for ...

  13. The impact of research education on student nurse attitude, skill and uptake of evidence-based practice: a descriptive longitudinal survey.

    Science.gov (United States)

    Leach, Matthew J; Hofmeyer, Anne; Bobridge, Amanda

    2016-01-01

    To measure the impact of an undergraduate research education program on the attitude, skill and uptake of evidence-based practice among undergraduate student nurses. The contribution of evidence-based practice to clinical decision-making, quality of care and patient outcomes is well-documented. One approach to improving evidence-based practice uptake in clinical practice is through the provision of undergraduate research education; notwithstanding, the impact of research training on nursing practice is poorly established. Descriptive longitudinal survey. Three hundred and fifty four third-year nursing students enrolled in a Bachelor of Nursing program of a large Australian University were invited. Pre- (Phase 1) and post-completion (Phase 2) of a 16-week research education program, participants were asked to complete the Evidence-Based Practice Attitude and Utilization Survey; an 82-item online questionnaire measuring attitudes, skills and use of evidence-based practice, and barriers and facilitators of evidence-based practice uptake. The survey was completed by 84 (24%) participants in Phase 1 and 33 (39% of Phase 1) participants in Phase 2. Program exposure resulted in a significant improvement in median skill and use subscores, but not median attitude subscore. Participants perceived inadequate skills in the interpretation, appraisal and application of research findings to clinical practice as being less of a barrier to evidence-based practice uptake posteducation, and access to online critical appraisal tools as being significantly more useful in facilitating evidence-based practice uptake posteducation. The findings suggest that undergraduate research education may have a significant effect on nursing students' research skills and use of evidence-based practice, and minimise barriers to evidence-based practice uptake posteducation. Undergraduate research education may play an important role in improving student nurse uptake of evidence-based practice; whether

  14. "Home Practice Is the Program": Parents' Practice of Program Skills as Predictors of Outcomes in the New Beginnings Program Effectiveness Trial.

    Science.gov (United States)

    Berkel, Cady; Sandler, Irwin N; Wolchik, Sharlene A; Brown, C Hendricks; Gallo, Carlos G; Chiapa, Amanda; Mauricio, Anne M; Jones, Sarah

    2016-12-08

    An examination of the content and processes of evidence-based programs is critical for empirically evaluating theories about how programs work, the "action theory" of the program (West et al. in American Journal of Community Psychology, 21, 571-605, 1993). The New Beginnings Program (NBP; Wolchik et al., 2007), a parenting-after-divorce preventive intervention, theorizes that program-induced improvements in parenting across three domains: positive relationship quality, effective discipline, and protecting children from interparental conflict, will reduce the negative outcomes that are common among children from divorced families. The process theory is that home practice of program skills related to these parenting domains is the primary mechanism leading to positive change in parenting. This theory was tested using multi-rater data from 477 parents in the intervention condition of an effectiveness trial of the NBP (Sandler et al. 2016a, 2016b). Four research questions were addressed: Does home practice of skills predict change in the associated parenting outcomes targeted by the program? Is the effect above and beyond the influence of attendance at program sessions? What indicators of home practice (i.e., attempts, fidelity, efficacy, and competence) are most predictive of improvements in parenting? Do these indicators predict parenting improvements in underserved subpopulations (i.e., fathers and Latinos)? Structural Equation Modeling analyses indicated that parent-reported efficacy and provider-rated parent competence of home practice predicted improvements in the targeted parenting domains according to both parent and child reports. Moreover, indicators of home practice predicted improvements in parenting for fathers and Latinos, although patterns of effects varied by parenting outcome.

  15. Effect of Cooperative Learning Strategy on Students' Acquisition and Practice of Scientific Skills in Biology

    Science.gov (United States)

    Chatila, Hanadi; Al Husseiny, Fatima

    2017-01-01

    Recent research findings have shown that cooperative learning improves students' thinking skills as it allows them to communicate actively with each other (Johnson, Johnson and Smith, 2014). Therefore, cooperative learning has been proposed by many educators to be implemented in classrooms to produce lifelong learners and critical thinkers…

  16. Teaching Writing as a Professional Practice Skill: A Curricular Case Example

    Science.gov (United States)

    Grise-Owens, Erlene; Crum, Kimberly

    2012-01-01

    This article describes one MSW program's innovative and informed response to the pervasive problem of inadequate professional writing skills. We articulate the rationale, implementation, and assessment of our systemic response, which includes (a) requiring a professional writing course, (b) implementing curricular infusion of a standard writing…

  17. Let's Make a Deal: A Dynamic Exercise for Practicing Negotiation Skills

    Science.gov (United States)

    Beenen, Gerard; Barbuto, John E.

    2014-01-01

    Because negotiation is among the most important skills for a manager to develop, activities that can foster its development are valuable for educators. The authors present an original exercise that introduces three key concepts in negotiation: best alternative to a negotiated agreement, distributive bargaining, and integrative bargaining. They…

  18. Communicating Science Concepts through Art: 21st-Century Skills in Practice

    Science.gov (United States)

    Buczynski, Sandy; Ireland, Kathleen; Reed, Sherri; Lacanienta, Evelyn

    2012-01-01

    There is a dynamic synergy between the visual arts and the natural sciences. For example, science relies heavily on individuals with visual-art skills to render detailed illustrations, depicting everything from atoms to zebras. Likewise, artists apply analytic, linear, and logical thinking to compose and scale their work of art. These parallel…

  19. 21 Ways to 21st Century Skills: Why Students Need Them and Ideas for Practical Implementation

    Science.gov (United States)

    Kaufman, Kristina J.

    2013-01-01

    The push for 21st century skills (TFCS) is not a new concept. Setting a diversified goal of education with aims of honing in on student needs and reflecting a better, more relevant education is something that has evolved throughout history. The world today reflects global influence and increased competitiveness in every way. Teaching TFCS is a…

  20. Communicating Science Concepts through Art: 21st-Century Skills in Practice

    Science.gov (United States)

    Buczynski, Sandy; Ireland, Kathleen; Reed, Sherri; Lacanienta, Evelyn

    2012-01-01

    There is a dynamic synergy between the visual arts and the natural sciences. For example, science relies heavily on individuals with visual-art skills to render detailed illustrations, depicting everything from atoms to zebras. Likewise, artists apply analytic, linear, and logical thinking to compose and scale their work of art. These parallel…

  1. Linking the Success of a Basic Skills Program to Workplace Practices and Productivity: An Evaluation.

    Science.gov (United States)

    Lazar, Meryl K.; Bean, Rita M.; Van Horn, Barbara

    1998-01-01

    Describes a workplace literacy project implemented at a hospital with help from a university and a literacy organization. Finds significant changes in all basic skill areas and improvement in job performance, attitude, and self-esteem. Argues that well-designed programs improve employee job performance when program success is closely linked to…

  2. An Interpretative Phenomenological Analysis of How Professional Dance Teachers Implement Psychological Skills Training in Practice

    Science.gov (United States)

    Klockare, Ellinor; Gustafsson, Henrik; Nordin-Bates, Sanna M.

    2011-01-01

    The aim of this study was to examine how dance teachers work with psychological skills with their students in class. Semi-structured interviews were conducted with six female professional teachers in jazz, ballet and contemporary dance. The interview transcripts were analyzed using interpretative phenomenological analysis (Smith 1996). Results…

  3. Little Steps at Improving Preschool Teachers Practices through Counseling Skills in Qatar

    Science.gov (United States)

    Al-Thani, Aisha; Nasser, Ramzi

    2012-01-01

    The study focused on the effects of basic counseling skills program, such as listening, understanding, respecting, and empathizing, to elementary school teachers in Qatar. Through a three-hour intervention program, the authors used a self-reported questionnaire, interview questions and classroom observations to examine changes in how preschool…

  4. Practice Makes Pedagogy--John Dewey and Skills-Based Sustainability Education

    Science.gov (United States)

    Tarrant, Seaton Patrick; Thiele, Leslie Paul

    2016-01-01

    Purpose: The purpose of this paper is to ground contemporary sustainability education in John Dewey's democratic pedagogy. Specifically, the authors argue that Dewey's thought anticipates, and theoretically informs, the sustainability skill set required of contemporary citizens in a complex and changing world. Design/methodology/approach: For…

  5. Practice Makes Pedagogy--John Dewey and Skills-Based Sustainability Education

    Science.gov (United States)

    Tarrant, Seaton Patrick; Thiele, Leslie Paul

    2016-01-01

    Purpose: The purpose of this paper is to ground contemporary sustainability education in John Dewey's democratic pedagogy. Specifically, the authors argue that Dewey's thought anticipates, and theoretically informs, the sustainability skill set required of contemporary citizens in a complex and changing world. Design/methodology/approach: For…

  6. Enhancing Students' Confidence in Employability Skills through the Practice of "Recall, Adapt and Apply"

    Science.gov (United States)

    Sinclair, Alison J.

    2017-01-01

    The ability to apply prior knowledge to new challenges is a skill that is highly valued by employers, but the confidence to achieve this does not come naturally to all students. An essential step to becoming an independent researcher requires a transition between simply following a fail-safe set of instructions to being able to adapt a known…

  7. Research to Practice: Evaluation of Conversation Skills Video Modeling Intervention for Adolescents with Autism

    Science.gov (United States)

    Whittington-Barnish, Ashley K.

    2012-01-01

    Individuals with autism spectrum disorders (ASD) exhibit abnormal development in the areas of communication and social interactions from the time of birth or soon after. Social skills are important not only for making friends, but also for doing well in school, finding and keeping a job, and navigating through life. Because of the increasing…

  8. An Interpretative Phenomenological Analysis of How Professional Dance Teachers Implement Psychological Skills Training in Practice

    Science.gov (United States)

    Klockare, Ellinor; Gustafsson, Henrik; Nordin-Bates, Sanna M.

    2011-01-01

    The aim of this study was to examine how dance teachers work with psychological skills with their students in class. Semi-structured interviews were conducted with six female professional teachers in jazz, ballet and contemporary dance. The interview transcripts were analyzed using interpretative phenomenological analysis (Smith 1996). Results…

  9. Initiative Games in Physical Education: A Practical Approach for Teaching Critical Thinking Skills--Part 1

    Science.gov (United States)

    Maina, Michael P.; Maina, Julie Schlegel; Hunt, Kevin

    2016-01-01

    As teachers prepare children for the future, the need for developing critical thinking skills in students becomes clearly evident. One way to promote this process is through initiative games. Initiative games are clearly defined problems that a group must find a solution to through cooperation, physical effort and cognitive functioning. The…

  10. Practical Skills in International Business: Training Needs for Workforce Competence by Minnesota Companies

    Science.gov (United States)

    Prestwich, Roger; Ho-Kim, Thu-Mai

    2009-01-01

    Companies doing business internationally face the competitive challenges of a constantly changing operational environment. Employees need to update their international knowledge, skills, and abilities (KSA) frequently by attending training programs. A survey of Minnesota firms indicate that almost all companies are willing to cover the time and…

  11. Practice Makes Perfect: Prospective Teachers Develop Skills in Decision-Making.

    Science.gov (United States)

    John, Martha Tyler; Norton, Robert

    Preservice teachers must develop decision making skills and feel comfortable with decision making processes. Prospective teachers at MidAmerican Nazarene College (MNU), Kansas, are involved in a research based output system called the Decision-Making Packet (DMP). DMP's are units of study that allow students choice and require their pupils to take…

  12. The importance of integumentary knowledge and skill in physical therapist entry-level education: are they prepared for practice?

    Science.gov (United States)

    Gibbs, Karen A; Furney, Steven R

    2013-01-01

    Physical therapist practice is grounded in patient management principles encompassing all body systems and focuses on prevention, education, and functional outcomes. As such, management of the integumentary system crosses all practice settings, emphasizing the importance that basic integumentary content be adequately addressed during entry-level education. The purpose of this qualitative study was to compare the self-reported integumentary knowledge and skill of recent graduates to profession-determined expectations for education. Participants were 7 licensed physical therapists experienced in wound management. Semi-structured interview data were recorded, transcribed, and coded. A matrix compiling professional expectations for integumentary education was utilized to identify topics as absent, covered only briefly, or covered only during clinical rotations. Compression, vascular screening, infection, factors impacting healing, modalities, dressings, wound measurements, topicals, and sutures/staples were among the most commonly reported areas of deficiency. While integumentary care makes up a small percentage of physical therapy practice, it is a significant part of a comprehensively educated therapist. This study found participants did not perceive themselves to have received the minimum entry-level integumentary knowledge and skill deemed necessary by the profession. Study results are supported by current literature and demonstrate the need for integumentary curriculum review in entry-level programs.

  13. Reflection in and on nursing practices- how nurses reflect and develop knowledge and skills during their nursing practice

    Directory of Open Access Journals (Sweden)

    Carina Bertero

    2010-01-01

    Full Text Available Introduction: This paper present some theoretical foundations for reflection and also present some findingsfrom some studies including nurses’ reflections in and on nursing practice in various areas of nursing care.Aims: The aim of this paper was to critically discuss and analyze the application of reflection to nursing practiceand how it could become visible and understandable.Method: A secondary analysis was performed on some studies whereas the author had been involved in. Thissecondary analysis on all data focused on identifying reflection in nursing practice.Results: Data was abstracted and analyzed in order to making reflection in nursing practice visible. The resultsshow that reflection in nursing practice could be identified as reflection on action, reflection in action andreflection as self-discovering. Sometimes the nurses made good caring activities by intuition; they made someactions that they by experiences knew will function, but they had difficulties to verbalize this, in other words;they have what we call silent knowledge.Conclusion: Using reflections can access our theories in use so enabling others to learn. In this way the risk oftaking practice for granted has the potential to be reduced. So what nurses’ do- can be explored and shared –nurses can share and develop knowledge and experiences- nurses will be able to learn from each other as well asfrom ourselves.

  14. Performance evaluation of macro lens in digital close range photogrammetry

    Science.gov (United States)

    Yanagi, H.; Chikatsu, H.

    2009-08-01

    Recently, the documentation and visualization of various cultural heritages have been receiving attention, and a small Buddha such as less than 10 cm tall which was stored in the womb of Buddha is also included in cultural heritages. Zoom lenses are generally used to document these small objects and thus conserve the cultural heritage. However, there exist certain issues pertaining to the use of zoom lenses for such digital documentation. These issues include image sharpness and distortions that occur with changes in focal length setting, and in particular, the depth of field is issue from application standpoint such as documentation of the small cultural heritage. On the other hand, macro lenses can be used to capture sharp images of small objects from the view point of working distance, and its depth of field is related to the aperture of the camera. In order to evaluate the effectiveness of macro lenses in digital close range photogrammetry, macro lens and zoom lens were mounted on a digital single lens reflex camera (Canon EOS20D, 8.2 Mega pixels). This paper deals in a first part with comparative evaluations for both lenses with respect to their lens distortion, imaging mode, and calibration aspects. The results indicated that macro lenses were more suitable for digital close range photogrammetry. Calibration tests are performed to demonstrate the effectiveness and practicability of macro lens in close range photogrammetic applications.

  15. Hygienic Macros for JavaScript

    OpenAIRE

    Disney, Timothy Charles

    2015-01-01

    Languages like Lisp, Scheme, and Racket have shown that powerful and expressive macro systems can give programmers the ability to grow their own language. Unfortunately, in languages with syntax like JavaScript, macros have had less success, due in part to the difficulty of integrating macro expansion and complex grammars.This dissertation describes sweet.js, a hygienic macro system for JavaScript that fixes long standing challenges in lexing JavaScript and provides expressive pattern matchi...

  16. A comparative study of student-teacher cognitive abilities and skills on evaluation of academic achievement practices

    Directory of Open Access Journals (Sweden)

    Shirindokht habibzadeh

    2013-06-01

    Full Text Available During the past few years, there have been some changes on traditional training methodologies in the world, specially, in elementary schools. Many schools have decided to perform their assessments in elementary schools based on qualitative methods compared with traditional quantitative techniques. This paper performs an empirical investigation to find out whether the new evaluation technique has been able to improve student teacher’s cognitive abilities and skills on evaluation of academic achievement practices. These student-teacher people taught at elementary schools while they also were studying at university. There are two types of questionnaires: The first one measures cognitive capabilities in four categories including levels of learning and educational objectives, designing paper and pencil test, functional test design and analysis and interpretation of results. The second test is associated with measuring functional skills in the evaluation of academic progress. The information were analyzed based on t-student test as well as two-way analysis of variance. The result of t-statistics was significant only for the last item, analysis and interpretation. In addition, the results of ANOVA test have indicated that there were some differences on cognitive capabilities between two methods of assessments but gender did not make any meaningful difference on functional skills.

  17. The Practice of Applying Chondroreparant "HYALREPAIR-02" Among Highly Skilled Athletes

    OpenAIRE

    2014-01-01

    The frequency of knees traumatization among highly skilled athletes is depended on the specific movements in various sports and ranges from 20 to 50 %. The most critical situation has been in the martial arts – a combination of shock and throwing techniques, painful methods together with the intensity of exercise naturally leads to serious injuries and the development of degenerative changes directly in the joints and periarticular structures. The intra-articular injection of substances based...

  18. Strategy and Culture: Hidden Secrets and Soft Skills in Supply Chain Best Practices from Africa

    OpenAIRE

    Esther Kibuka-Sebitosi

    2015-01-01

    The paper identifies strategy and cultural hidden secrets and soft skills pertaining to supply chain management in African contexts that are pertinent to supply chain and operations management. Africa is increasingly becoming attractive for not only multi-nationals but supply chain businesses that either want to diversify or expand their foot print. The market is complex, turbulent and highly competitive (Porter, 1986) and requires significant knowledge and understanding of the lo...

  19. Social skills interventions for individuals with autism: evaluation for evidence-based practices within a best evidence synthesis framework.

    Science.gov (United States)

    Reichow, Brian; Volkmar, Fred R

    2010-02-01

    This paper presents a best evidence synthesis of interventions to increase social behavior for individuals with autism. Sixty-six studies published in peer-reviewed journals between 2001 and July 2008 with 513 participants were included. The results are presented by the age of the individual receiving intervention and by delivery agent of intervention. The findings suggest there is much empirical evidence supporting many different treatments for the social deficits of individuals with autism. Using the criteria of evidence-based practice proposed by Reichow et al. (Journal of Autism and Developmental Disorders, 38:1311-1318, 2008), social skills groups and video modeling have accumulated the evidence necessary for the classifications of established EBP and promising EBP, respectively. Recommendations for practice and areas of future research are provided.

  20. Gestalt Practice and Arts-Based Training for Leadership, Innovation and Change Management Skills

    Science.gov (United States)

    Liotas, Naoum

    2014-01-01

    Gestalt practice and arts-based training has been examined and evaluated using evidence from the literature and personal experience. Gestalt practice allows the training and learning process to take into account the intrapersonal as well as the interpersonal aspects of the group and the individuals involved: the resulting knowledge and…

  1. Cultivating Pre-Service Teachers' Classroom Management Skills through Teaching Practicum: A Reflective Practice

    Science.gov (United States)

    Ragawanti, Debora Tri

    2015-01-01

    Classroom management is commonly believed to be the key to the success of an instruction. Many student teachers, however, might find it very challenging to handle their classrooms. It is, therefore, necessary to advance their professional practice in the context of a real classroom such as through teaching practicum and reflective practice. This…

  2. Gestalt Practice and Arts-Based Training for Leadership, Innovation and Change Management Skills

    Science.gov (United States)

    Liotas, Naoum

    2014-01-01

    Gestalt practice and arts-based training has been examined and evaluated using evidence from the literature and personal experience. Gestalt practice allows the training and learning process to take into account the intrapersonal as well as the interpersonal aspects of the group and the individuals involved: the resulting knowledge and…

  3. Cultivating Pre-Service Teachers' Classroom Management Skills through Teaching Practicum: A Reflective Practice

    Science.gov (United States)

    Ragawanti, Debora Tri

    2015-01-01

    Classroom management is commonly believed to be the key to the success of an instruction. Many student teachers, however, might find it very challenging to handle their classrooms. It is, therefore, necessary to advance their professional practice in the context of a real classroom such as through teaching practicum and reflective practice. This…

  4. Ostomy Home Skills Program

    Medline Plus

    Full Text Available ... Trauma and EMS Cancer and Research Health Information Technology Scope of Practice Pediatric Issues Other Federal Legislative ... Skills Kit supports patients with educational and simulation materials to learn and practice the skills needed for ...

  5. Debriefing after simulation-based non-technical skill training in healthcare: a systematic review of effective practice.

    Science.gov (United States)

    Garden, A L; Le Fevre, D M; Waddington, H L; Weller, J M

    2015-05-01

    Non-technical skills training in healthcare frequently uses high-fidelity simulation followed by a facilitated discussion known as debriefing. This type of training is mandatory for anaesthesia training in Australia and New Zealand. Debriefing by a skilled facilitator is thought to be essential for new learning through feedback and reflective processes. Key elements of effective debriefing need to be clearly identified to ensure that the training is evidence-based. We undertook a systematic review of empirical studies where elements of debriefing have been systematically manipulated during non-technical skills training. Eight publications met the inclusion criteria, but seven of these were of limited generalisability. The only study that was generalisable found that debriefing by novice instructors using a script improved team leader performance in paediatric resuscitation. The remaining seven publications were limited by the small number of debriefers included in each study and these reports were thus analogous to case reports. Generally, performance improved after debriefing by a skilled facilitator. However, the debriefer provided no specific advantage over other post-experience educational interventions. Acknowledging their limitations, these studies found that performance improved after self-led debrief, no debrief (with experienced practitioners), standardised multimedia debrief or after reviewing a DVD of the participants' own eye-tracking. There was no added performance improvement when review of a video recording was added to facilitator-led debriefing. One study reported no performance improvement after debriefing. Without empirical evidence that is specific to the healthcare domain, theories of learning from education and psychology should continue to inform practices and teaching for effective debriefing.

  6. Reading skills and family planning knowledge and practices in a low-income managed-care population.

    Science.gov (United States)

    Gazmararian, J A; Parker, R M; Baker, D W

    1999-02-01

    To examine the relationship between reading ability and family planning knowledge and practices among Medicaid managed care enrollees. A total of 406 women age 19-45 years enrolled in TennCare and members of Prudential HealthCare Community Plan in Memphis, Tennessee were interviewed to determine their methods of contraception, desire for additional information about contraceptives, and knowledge about the time in menstrual cycle they are at highest risk for pregnancy. Patient reading ability was assessed by an abbreviated version of the Test of Functional Health Literacy of Adults. The independent associations between reading ability, desire for additional contraceptive information, and knowledge about the highest risk time for pregnancy were assessed with logistic regression. Almost 10% of the respondents had low reading skills. Women who had used an intrauterine device, douching, rhythm, or levonorgestrel implants as methods of birth control had higher rates of low reading skills than women who used other methods of birth control. Compared with women with good reading skills, women with low reading skills were 2.2 times (95% confidence interval [CI] 1.1, 4.4) more likely to want to know more about birth control methods and 4.4 times (95% CI 2.2, 9.0) more likely to have incorrect knowledge about when they were most likely to get pregnant. These relationships were significant even after controlling for age, race, and marital status. Health providers and organizations that serve historically underserved populations must understand that some individuals have a low level of reading ability that limits family planning education.

  7. Leadership and management skills of general practice nurses: experience or education?

    Science.gov (United States)

    Lau, Rosalind; Cross, Wendy; Moss, Cheryle; Campbell, Annie; De Castro, Magali; Oxley, Victoria

    2014-12-01

    A key finding of this qualitative exploratory descriptive study into advanced nursing for general practice nurses (Australian setting) revealed that participants viewed leadership and management as best learnt 'apprenticeship' style on the job by years of experience. Participants (48) comprised of general practice nurses, practice managers and general practitioners from metropolitan Melbourne were interviewed. Other findings demonstrated that the participants generally had limited awareness that postgraduate education can assist in the development of leadership and management in advanced nursing practice. The participants lacked clarity about professional competencies and generally did not connect these to leadership and management. Professional bodies need to take the opportunity to promote awareness of the national competency standards. All three groups of participants expressed hopes about the future provision of professional development opportunities and support by the Medicare Local for leadership and management aspirations within advanced practice nursing.

  8. Collaborative Strategic Reading (CSR): Improving Secondary Students' Reading Comprehension Skills. Research to Practice Brief: Improving Secondary Education and Transition Services through Research.

    Science.gov (United States)

    Bremer, Christine D.; Vaughn, Sharon; Clapper, Ann T.; Kim, Ae-Hwa

    This brief introduces a research-based practice, Collaborative Strategic Reading (CSR). This reading comprehension practice, designed to improve secondary students reading comprehension skills, combines two instructional elements: modified reciprocal teaching and cooperative learning or student pairing. In reciprocal teaching, teachers and…

  9. Stand-ins can save the day: interim administrators bring skills, experience to assist your practice.

    Science.gov (United States)

    Hansen, Richard D

    2009-04-01

    An interim administrator can keep a medical practice on course during a leadership vacuum. This distinctive niche is tailored to administrative experts with broad knowledge, creative management abilities and a taste for change.

  10. CULTIVATING PRE-SERVICE TEACHERS’ CLASSROOM MANAGEMENT SKILLS THROUGH TEACHING PRACTICUM: A REFLECTIVE PRACTICE

    OpenAIRE

    Debora Tri Ragawanti

    2015-01-01

    Classroom management is commonly believed to be the key to the success of an instruction. Many student teachers, however, might find it very challenging to handle their classrooms. It is, therefore, necessary to advance their professional practice in the context of a real classroom such as through teaching practicum and reflective practice. This study is aimed at identifying classroom management problems of student-teachers as revealed in their reflective journal entries and to demonstrate ho...

  11. The Practice of Applying Chondroreparant "HYALREPAIR-02" Among Highly Skilled Athletes

    Directory of Open Access Journals (Sweden)

    Boris A. Polyaev

    2014-09-01

    Full Text Available The frequency of knees traumatization among highly skilled athletes is depended on the specific movements in various sports and ranges from 20 to 50 %. The most critical situation has been in the martial arts – a combination of shock and throwing techniques, painful methods together with the intensity of exercise naturally leads to serious injuries and the development of degenerative changes directly in the joints and periarticular structures. The intra-articular injection of substances based on hyaluronic acid is concerned to be the most effective way in regenerative treatment of post-traumatic joint pathology. The clinical testing of the original methods of application of the new means "HYALREPAIR-02 Chondroreparant" is carried out on the basis of solid-phase-modified hyaluronic acid in combination with amino acids among high skilled athletes with post-traumatic gonarthrosis. The results of dynamic experience showed that the drug is well tolerated and doesn`t cause local and systemic adverse reactions and complications. The achieved positive effects (the relief of pain, the increase of mobility and improving of the support function on the affected side are persistent.

  12. Practice Teaching in Multicultural Contexts: Lessons to Training in Intercultural Teaching Skills

    Directory of Open Access Journals (Sweden)

    Cristina Escalante Rivera

    2014-05-01

    Full Text Available This paper presents the results of a research project entitled Teaching Exercises in Multicultural Contexts: Lessons to Training in Intercultural Teaching Skills, which was conducted during 2011-2012 by the Department of Teaching Research and Studies from the Costa Rican Ministry of Public Education (Escalante, Fernández and Gaete, 2012, in order to explore cultural diversity in classrooms and educational institutions in Costa Rica. This multicultural phenomenon has forced authorities to pay special attention to the educational services provided, particularly in elementary. In addition, it has sparked a discussion regarding the teachers’ conceptual and pedagogical void and a gap in their teaching skills to deal with student populations of different origins. Similarly, it leads to a reflection about the basic national educational curriculum. The research was conducted in 12 elementary schools from different educational districts, which have a high cultural diversity among students. Using qualitative research techniques, the opinions of principals, teachers and students regarding this topic are explored. The most important conclusion reached in this study is the absence of an intercultural pedagogy in the country’s classrooms and the need to prepare teachers in this respect.

  13. Long-term prospective teaching effectivity of practical skills training and a first OSCE in cranio maxillofacial surgery for dental students.

    Science.gov (United States)

    Landes, Constantin A; Hoefer, Sebastian; Schuebel, Florian; Ballon, Alexander; Teiler, Anna; Tran, Andreas; Weber, Roxane; Walcher, Felix; Sader, Robert

    2014-07-01

    Basic skills in oral/CMF surgery should be taught effectively to dental students as surgical skills training is traditionally under-represented in the dental curriculum compared to its later need in daily clinical practice. Rigid curricular time frames and prospectively condensed professional education foster new effective teaching and examination formats. Transmitting and assessing clinical competence objectively (independent of subjective bias), reliably (repeatable, inter-rater consistency) and valid (representative, structured task selection) was intended and evaluated in oral/CMF surgery skills acquisition starting in summer 2009. A small-group practical skills training (PST) day initiated a one-week practical training course, covering previously formulated learning objectives. An objective structured clinical evaluation (OSCE) was held at the end of each semester. Theoretical background knowledge and clinical skills should have to be memorized within a representative number of practical tasks (test stations). A first semester (26 students) used classical practical training alone as controls, the following semesters (171 students) had PST, considered as a study group. All 197 students were assessed with OSCE's over a 3-year period. An instructor held PST based on presentations, videos and practical training, including mannequins, with pairs of students. This included history taking, communication and interpretation of laboratory/image diagnostics, structured clinical facial examination, fracture diagnosis, venipuncture, suturing, biopsy and wire loops on pig jaws for manual and clinical skills, which were later incorporated in OSCE stations. OSCE average results increased from 63.3 ± 9.7% before and to 75.5 ± 10% after the inclusion of PST (p skills as evaluated by OSCE.

  14. A randomised controlled trial of sensory awareness training and additional motor practice for learning scalpel skills in podiatry students.

    Science.gov (United States)

    Causby, Ryan S; McDonnell, Michelle N; Reed, Lloyd; Hillier, Susan L

    2016-12-05

    The process of using a scalpel, like all other motor activities, is dependent upon the successful integration of afferent (sensory), cognitive and efferent (motor) processes. During learning of these skills, even if motor practice is carefully monitored there is still an inherent risk involved. It is also possible that this strategy could reinforce high levels of anxiety experienced by the student and affect student self-efficacy, causing detrimental effects on motor learning. An alternative training strategy could be through targeting sensory rather than motor processes. Second year podiatry students who were about to commence learning scalpel skills were recruited. Participants were randomly allocated into sensory awareness training (Sensory), additional motor practice (Motor) or usual teaching only (Control) groups. Participants were then evaluated on psychological measures (Intrinsic Motivation Inventory) and dexterity measures (Purdue Pegboard, Grooved Pegboard Test and a grip-lift task). A total of 44 participants were included in the study. There were no baseline differences or significant differences between the three groups over time on the Perceived Competence, Effort/ Importance or Pressure/ Tension, psychological measures. All groups showed a significant increase in Perceived Competence over time (F1,41 = 13.796, p = 0.001). Only one variable for the grip-lift task (Preload Duration for the non-dominant hand) showed a significant difference over time between the groups (F2,41 = 3.280, p = 0.038), specifically, Motor and Control groups. The use of sensory awareness training, or additional motor practice did not provide a more effective alternative compared with usual teaching. Further research may be warranted using more engaged training, provision of supervision and greater participant numbers. Australian New Zealand Clinical Trials Registry (ANZCTR): ACTRN12616001428459 . Registered 13(th) October 2016. Registered Retrospectively.

  15. Evaluating the effectiveness of a practical inquiry-based learning bioinformatics module on undergraduate student engagement and applied skills.

    Science.gov (United States)

    Brown, James A L

    2016-05-06

    A pedagogic intervention, in the form of an inquiry-based peer-assisted learning project (as a practical student-led bioinformatics module), was assessed for its ability to increase students' engagement, practical bioinformatic skills and process-specific knowledge. Elements assessed were process-specific knowledge following module completion, qualitative student-based module evaluation and the novelty, scientific validity and quality of written student reports. Bioinformatics is often the starting point for laboratory-based research projects, therefore high importance was placed on allowing students to individually develop and apply processes and methods of scientific research. Students led a bioinformatic inquiry-based project (within a framework of inquiry), discovering, justifying and exploring individually discovered research targets. Detailed assessable reports were produced, displaying data generated and the resources used. Mimicking research settings, undergraduates were divided into small collaborative groups, with distinctive central themes. The module was evaluated by assessing the quality and originality of the students' targets through reports, reflecting students' use and understanding of concepts and tools required to generate their data. Furthermore, evaluation of the bioinformatic module was assessed semi-quantitatively using pre- and post-module quizzes (a non-assessable activity, not contributing to their grade), which incorporated process- and content-specific questions (indicative of their use of the online tools). Qualitative assessment of the teaching intervention was performed using post-module surveys, exploring student satisfaction and other module specific elements. Overall, a positive experience was found, as was a post module increase in correct process-specific answers. In conclusion, an inquiry-based peer-assisted learning module increased students' engagement, practical bioinformatic skills and process-specific knowledge. © 2016 by

  16. Does quantity ensure quality? Standardized OSCE-stations for outcome-oriented evaluation of practical skills at different medical faculties.

    Science.gov (United States)

    Schleicher, Iris; Leitner, Karsten; Juenger, Jana; Moeltner, Andreas; Ruesseler, Miriam; Bender, Bernd; Sterz, Jasmina; Stibane, Tina; Koenig, Sarah; Frankenhauser, Susanne; Kreuder, Joachim Gerhard

    2017-07-01

    Practical skills are often assessed using Objective Structured Clinical Skill Exams (OSCE). Nevertheless, in Germany, interchange and agreement between different medical faculties or a general agreement on the minimum standard for passing is lacking. We developed standardized OSCE-stations for assessing structured clinical examination of knee and shoulder joint with identical checklists and evaluation standards. These were implemented into the OSCE-course at five different medical faculties. Learning objectives for passing the stations were agreed beforehand. At each faculty, one reference examiner scored independently of the local examiner. Outcome of the students at the standardized station was compared between faculties and correlated to their total outcome at the OSCE, to their results at the Part One of the National Medical Licensing Examination as a reference test during medical studies and to their previous amount of lessons in examining joints. Comparing the results of the reference examiner, outcome at the station differed significantly between some of the participating medical faculties. Depending on the faculty, mean total results at the knee-examination-station differed from 64.4% to 77.9% and at the shoulder-examination-station from 62.6% to 79.2%. Differences were seen in knowledge-based items and also in competencies like communication and professional manner. There was a weak correlation between outcome at the joint-examination-OSCE-station and Part One of the National Medical Licensing Examination, and a modest correlation between outcome at the joint-examination-station and total OSCE-result. Correlation to the previous amount of lessons in examining joint was also weak. Although addressing approved learning objectives, different outcomes were achieved when testing a clinical skill at different medical faculties with a standardized OSCE-station. Results can be used as a tool for evaluating lessons, training and curricula at the different sites

  17. Enhancing skills of critical reflection to evidence learning in professional practice.

    Science.gov (United States)

    Paterson, Colin; Chapman, Judith

    2013-08-01

    Professional organisations and regulatory bodies are making critical reflection a mandatory component of professional practice. Reflection is a vital part of learning from experience and is central to developing and maintaining competency across a practitioner's lifetime. This paper will discuss key educational theories to illustrate why reflection is important. Kolb's and Gibbs' reflective cycles are used to structure the process of critical reflection. Elements of the educational tradition of Bildung are discussed and integrated to enrich the understanding of self and to facilitate the reader's ability to enhance their professional practice.

  18. Trigger Points: Enhancing Generic Skills in Accounting Education Through Changes to Teaching Practices

    Directory of Open Access Journals (Sweden)

    Ted Watts

    2008-06-01

    Full Text Available In 2001 a small Australian university implement particular intervention strategies designed to improvespecific educational outcomes in its accounting degree program. These outcomes mirrored the three coreareas of the Graduate Careers Council of Australia’s Course Experience Questionnaire: (1 good teaching,(2 overall satisfaction, and (3 generic skills. Five areas were identified for intervention: (1 the effectiveallocation of full-time staff, (2 the effective use of sessional staff, (3 greater commitment by sessional staff,(4 the introduction of common subject outlines, and (5 the proactive response to student evaluations. Theresults indicate a statistically significant improvement in 2003 in the three core areas, supporting theargument that improving student satisfaction with their educational experience will improve studentoutcomes. A similar, but less significant, improvement of grades in the three final year accounting subjectswas identified. Suggestions for the decline from 2004 are also explored.

  19. A set of vertically integrated inquiry-based practical curricula that develop scientific thinking skills for large cohorts of undergraduate students.

    Science.gov (United States)

    Zimbardi, Kirsten; Bugarcic, Andrea; Colthorpe, Kay; Good, Jonathan P; Lluka, Lesley J

    2013-12-01

    Science graduates require critical thinking skills to deal with the complex problems they will face in their 21st century workplaces. Inquiry-based curricula can provide students with the opportunities to develop such critical thinking skills; however, evidence suggests that an inappropriate level of autonomy provided to underprepared students may not only be daunting to students but also detrimental to their learning. After a major review of the Bachelor of Science, we developed, implemented, and evaluated a series of three vertically integrated courses with inquiry-style laboratory practicals for early-stage undergraduate students in biomedical science. These practical curricula were designed so that students would work with increasing autonomy and ownership of their research projects to develop increasingly advanced scientific thinking and communication skills. Students undertaking the first iteration of these three vertically integrated courses reported learning gains in course content as well as skills in scientific writing, hypothesis construction, experimental design, data analysis, and interpreting results. Students also demonstrated increasing skills in both hypothesis formulation and communication of findings as a result of participating in the inquiry-based curricula and completing the associated practical assessment tasks. Here, we report the specific aspects of the curricula that students reported as having the greatest impact on their learning and the particular elements of hypothesis formulation and communication of findings that were more challenging for students to master. These findings provide important implications for science educators concerned with designing curricula to promote scientific thinking and communication skills alongside content acquisition.

  20. Validation and Application of the Survey of Teaching Beliefs and Practices for Undergraduates (STEP-U): Identifying Factors Associated with Valuing Important Workplace Skills among Biology Students.

    Science.gov (United States)

    Marbach-Ad, Gili; Rietschel, Carly; Thompson, Katerina V

    2016-01-01

    We present a novel assessment tool for measuring biology students' values and experiences across their undergraduate degree program. Our Survey of Teaching Beliefs and Practices for Undergraduates (STEP-U) assesses the extent to which students value skills needed for the workplace (e.g., ability to work in groups) and their experiences with teaching practices purported to promote such skills (e.g., group work). The survey was validated through factor analyses in a large sample of biology seniors (n = 1389) and through response process analyses (five interviewees). The STEP-U skills items were characterized by two underlying factors: retention (e.g., memorization) and transfer (e.g., knowledge application). Multiple linear regression models were used to examine relationships between classroom experiences, values, and student characteristics (e.g., gender, cumulative grade point average [GPA], and research experience). Student demographic and experiential factors predicted the extent to which students valued particular skills. Students with lower GPAs valued retention skills more than those with higher GPAs. Students with research experience placed greater value on scientific writing and interdisciplinary understanding. Greater experience with specific teaching practices was associated with valuing the corresponding skills more highly. The STEP-U can provide feedback vital for designing curricula that better prepare students for their intended postgraduate careers.

  1. Designing evidence-based medicine training to optimize the transfer of skills from the classroom to clinical practice: applying the four component instructional design model.

    Science.gov (United States)

    Maggio, Lauren A; Cate, Olle Ten; Irby, David M; O'Brien, Bridget C

    2015-11-01

    Evidence-based medicine (EBM) skills, although taught in medical schools around the world, are not optimally practiced in clinical environments because of multiple barriers, including learners' difficulty transferring EBM skills learned in the classroom to clinical practice. This lack of skill transfer may be partially due to the design of EBM training. To facilitate the transfer of EBM skills from the classroom to clinical practice, the authors explore one instructional approach, called the Four Component Instructional Design (4C/ID) model, to guide the design of EBM training. On the basis of current cognitive psychology, including cognitive load theory, the premise of the 4C/ID model is that complex skills training, such as EBM training, should include four components: learning tasks, supportive information, procedural information, and part-task practice. The combination of these four components can inform the creation of complex skills training that is designed to avoid overloading learners' cognitive abilities; to facilitate the integration of the knowledge, skills, and attitudes needed to execute a complex task; and to increase the transfer of knowledge to new situations. The authors begin by introducing the 4C/ID model and describing the benefits of its four components to guide the design of EBM training. They include illustrative examples of educational practices that are consistent with each component and that can be applied to teaching EBM. They conclude by suggesting that medical educators consider adopting the 4C/ID model to design, modify, and/or implement EBM training in classroom and clinical settings.

  2. Effects of video-feedback on the communication, clinical competence and motivational interviewing skills of practice nurses: a pre-test posttest control group study.

    Science.gov (United States)

    Noordman, Janneke; van der Weijden, Trudy; van Dulmen, Sandra

    2014-10-01

    To examine the effects of individual video-feedback on the generic communication skills, clinical competence (i.e. adherence to practice guidelines) and motivational interviewing skills of experienced practice nurses working in primary care. Continuing professional education may be necessary to refresh and reflect on the communication and motivational interviewing skills of experienced primary care practice nurses. A video-feedback method was designed to improve these skills. Pre-test/posttest control group design. Seventeen Dutch practice nurses and 325 patients participated between June 2010-June 2011. Nurse-patient consultations were videotaped at two moments (T0 and T1), with an interval of 3-6 months. The videotaped consultations were rated using two protocols: the Maastrichtse Anamnese en Advies Scorelijst met globale items (MAAS-global) and the Behaviour Change Counselling Index. Before the recordings, nurses were allocated to a control or video-feedback group. Nurses allocated to the video-feedback group received video-feedback between T0 and T1. Data were analysed using multilevel linear or logistic regression. Nurses who received video-feedback appeared to pay significantly more attention to patients' request for help, their physical examination and gave significantly more understandable information. With respect to motivational interviewing, nurses who received video-feedback appeared to pay more attention to 'agenda setting and permission seeking' during their consultations. Video-feedback is a potentially effective method to improve practice nurses' generic communication skills. Although a single video-feedback session does not seem sufficient to increase all motivational interviewing skills, significant improvement in some specific skills was found. Nurses' clinical competences were not altered after feedback due to already high standards. © 2014 John Wiley & Sons Ltd.

  3. Practical Skills in Laptop Computer Repairs for Curriculum Innovation in Technical Education Programmes in Nigeria

    Science.gov (United States)

    Chukwuedo, Samson O.; Omofonmwan, Godwin O.

    2015-01-01

    The increase in the use of laptop computer in Nigeria with their corresponding incessant breakdown calls for the preparation of competent technicians/technologists to carry out such repairs at the downtime of the appliance. This is one of the responsibilities of technology education programmes. This study therefore determined the practical skills…

  4. Personnel planning in general practices: development and testing of a skill mix analysis method.

    NARCIS (Netherlands)

    Eitzen-Strassel, J. von; Vrijhoef, H.J.M.; Derckx, E.W.C.C.; Bakker, D.H. de

    2014-01-01

    Background: General practitioners (GPs) have to match patients’ demands with the mix of their practice staff’s competencies. However, apart from some general principles, there is little guidance on recruiting new staff. The purpose of this study was to develop and test a method which would allow GPs

  5. Personnel planning in general practices : Development and testing of a skill mix analysis method

    NARCIS (Netherlands)

    von Eitzen-Strassel, J.; Vrijhoef, H.J.M.; Derckx, E.W.C.C.; de Bakker, D.H.

    2014-01-01

    Background General practitioners (GPs) have to match patients’ demands with the mix of their practice staff’s competencies. However, apart from some general principles, there is little guidance on recruiting new staff. The purpose of this study was to develop and test a method which would allow GPs

  6. Health Occupations Curriculum. Skills and Theory for Practical Nurse. Units 18, 19, and 20.

    Science.gov (United States)

    Arizona State Dept. of Education, Phoenix.

    Part of a health occupations program, these instructional units consist of materials for use by those who are studying to become practical nurses. Covered in the units are the following: the nursing care of mothers and newborns (obstetrics, prenatal care and complications, patient needs, care of the newborn, prematurity, medications, and cultural…

  7. Self-Controlled Amount of Practice Benefits Learning of a Motor Skill

    Science.gov (United States)

    Post, Phillip G.; Fairbrother, Jeffrey T.; Barros, Joao A. C.

    2011-01-01

    Self-control over factors involving task-related information (e.g., feedback) can enhance motor learning. It is unknown if these benefits extend to manipulations that do not directly affect such information. The purpose of this study was to determine if self-control over the amount of practice would also facilitate learning. Participants learned…

  8. Educational Gymnastics: The Effectiveness of Montessori Practical Life Activities in Developing Fine Motor Skills in Kindergartners

    Science.gov (United States)

    Bhatia, Punum; Davis, Alan; Shamas-Brandt, Ellen

    2015-01-01

    Research Findings: A quasi-experiment was undertaken to test the effect of Montessori practical life activities on kindergarten children's fine motor development and hand dominance over an 8-month period. Participants were 50 children age 5 in 4 Montessori schools and 50 students age 5 in a kindergarten program in a high-performing suburban…

  9. The Transfer of Problem-Based Learning Skills to Clinical Practice

    Science.gov (United States)

    Stanton, Marie T.; Guerin, Suzanne; Barret, Terry

    2017-01-01

    The purpose of this article is to present and discuss the reported impact of a fully problem-based learning (PBL) master's program on the way graduates worked with patients and colleagues in Ireland. These graduates had completed a sixteen-month fully PBL master's in sonography while concurrently working in clinical practice. Semi-structured…

  10. Educational Gymnastics: The Effectiveness of Montessori Practical Life Activities in Developing Fine Motor Skills in Kindergartners

    Science.gov (United States)

    Bhatia, Punum; Davis, Alan; Shamas-Brandt, Ellen

    2015-01-01

    Research Findings: A quasi-experiment was undertaken to test the effect of Montessori practical life activities on kindergarten children's fine motor development and hand dominance over an 8-month period. Participants were 50 children age 5 in 4 Montessori schools and 50 students age 5 in a kindergarten program in a high-performing suburban…

  11. Culturally Responsive School Psychology Practice: A Study of Practitioners' Self-Reported Skills

    Science.gov (United States)

    Reyna, Ronda S.; Keller-Margulis, Milena A.; Burridge, Andrea Backscheider

    2017-01-01

    The American Psychological Association (APA) recognizes cultural competence as a defining feature of psychological practice, education, training, and research (Sue et al. "American Psychologist," 49, 792-796, 1999). The purpose of this study was to investigate the self-appraised cultural competence of school psychology practitioners…

  12. Analysis of Community Practice Clinical Decision-Making Skills in Pharmacy Students.

    Science.gov (United States)

    Greer, Marianne L.; Kirk, Kenneth W.

    1988-01-01

    A computerized, simulation-based instrument, consisting of four community practice clinical scenarios, collected information-searching data and the students' decisions. The appropriateness of the decisions, assessed by three clinical judges, and the focus of information search, based on the computer-collected process data, were the dependent…

  13. Practical Skills in Laptop Computer Repairs for Curriculum Innovation in Technical Education Programmes in Nigeria

    Science.gov (United States)

    Chukwuedo, Samson O.; Omofonmwan, Godwin O.

    2015-01-01

    The increase in the use of laptop computer in Nigeria with their corresponding incessant breakdown calls for the preparation of competent technicians/technologists to carry out such repairs at the downtime of the appliance. This is one of the responsibilities of technology education programmes. This study therefore determined the practical skills…

  14. Factors Influencing Theoretical Knowledge and Practical Skill Acquisition in Student Nurses: An Empirical Experiment.

    Science.gov (United States)

    Corlett, Jo; Palfreyman, J. W.; Staines, H. J.; Marr, H.

    2003-01-01

    The effect of the following on bridging the theory-practice gap in nursing education was examined: (1) theory taught by preceptors or nurse educators; (2) nurse educator/preceptor collaboration on content; and (3) immediate clinical placements following theory learning. Preceptors were more effective, collaboration was ineffective, and delay was…

  15. Simulation to Practice: Developing Nursing Skills in Mental Health--An Australian Perspective

    Science.gov (United States)

    Edward, Karen-leigh; Hercelinskyj, Julie; Warelow, Philip; Munro, Ian

    2007-01-01

    A variety of developments in nursing education in Australia including some innovative and exciting models, educational enterprises between education and industry, and evidence of developing strengths in research and professional alliances on a national level have been discussed recently. This paper presents Simulation to Practice as an example of…

  16. Student Knowledge, Skills, and Self-Efficacy Gains After Completing an Advanced Pharmacy Practice Experience in Geriatrics.

    Science.gov (United States)

    Donohoe, Krista L; Drisaldi, Aulbrey G; Alotaibi, Fawaz M; Bonas, Tabatha N; Shibley, Edward M; Slattum, Patricia W

    2016-11-25

    Objective. To assess changes in pharmacy students' knowledge, skills, and self-efficacy after completing an advanced pharmacy practice experience (APPE) in geriatrics. Design. During the 2013-2014 academic year, 30 Virginia Commonwealth University (VCU) School of Pharmacy students were required to complete a 5-week Geriatrics APPE at Plaza Professional Pharmacy in Richmond, Virginia. All students completed a 25-point knowledge-based pre- and post-assessment to measure students' self-efficacy. The average time required to accurately fill one unit dose prescription card before and after completing the APPE was also evaluated. Assessment. Students' average score on the knowledge component improved significantly from 54% to 88% after completing the APPE. The average time required to fill one prescription decreased significantly from 4.0 minutes to 2.5 minutes. Students reported an increase in self-efficacy in the following areas: communication, immunizations, geriatrics-specific pharmacotherapy knowledge, and the ability to fill and check monthly unit dose prescription cards. Conclusion. Requiring fourth-year pharmacy students to complete a geriatrics APPE as a capstone experience to the integrated geriatrics content covered in the first through third years of the doctor of pharmacy (PharmD) curriculum provides an important opportunity to improve students' knowledge, skills, and self-efficacy in providing care to older adults.

  17. Survey Instruments for Knowledge, Skills, Attitudes and Behaviour Related to Evidence-based Practice in Occupational Therapy: A Systematic Review.

    Science.gov (United States)

    Buchanan, Helen; Siegfried, Nandi; Jelsma, Jennifer

    2016-06-01

    The purpose of this study was to evaluate, through a systematic review, assessment instruments for evidence-based practice (EBP). The specific objectives were to (1) identify survey instruments testing EBP knowledge, skills, attitudes and behaviour; (2) determine the attributes measured by each instrument; (3) evaluate the psychometric properties of the instruments; and (4) evaluate the methodological quality of the instruments. Using the Cochrane approach, searches were conducted in Pubmed, EBSCOHost and Scopus from inception to February 2014. Papers were screened by two independent assessors, and data were extracted by one researcher. Forty papers reporting 34 instruments met the inclusion criteria and were included in the qualitative synthesis. Most instruments measured EBP behaviour (n = 33) and attitudes (n = 21). This review provides a single source of information to enable researchers to select the most robust descriptive instruments to measure EBP learner attributes. Instruments used only with occupational therapists may have resulted in some instruments being missed. For further research, it is recommended that attention is given to developing objective instruments with a focus on knowledge and skills. Copyright © 2015 John Wiley & Sons, Ltd.

  18. Are knowledge and skills acquired during the Master Degree in Nursing actually put into practice? A pilot study in Italy

    Directory of Open Access Journals (Sweden)

    Azzurra Massimi

    2016-03-01

    Full Text Available Background. Literature on the evaluation of the Master’s Degree in Nursing is scarce. The objective of this pilot study was to test a questionnaire aimed at monitoring the activities of nurses after receiving the Master’s degree.Methods. An electronic questionnaire was administered to 36 graduates who obtained the Master’s degree during the academic year 2010/2011.Results. Almost 80% of the participants judged their level of improvement in knowledge and skills during the course to have been satisfactory, but the level of implementation of these competencies at work was quite low.Conclusion. Competencies acquired during the Master’s degree course are not always put into practice.

  19. An online practice and educational networking system for technical skills: learning experience in expert facilitated vs. independent learning communities.

    Science.gov (United States)

    Rojas, David; Cheung, Jeffrey J H; Weber, Bryce; Kapralos, Bill; Carnahan, Heather; Bägli, Darius J; Dubrowski, Adam

    2012-01-01

    This study explored the activities of trainees learning technical skills using an educational networking tool with and without expert facilitation. Medical students (participants) were video-recorded practicing suturing and knot tying techniques and the resulting videos were uploaded to an educational networking site. Participants were then divided into two groups (one group containing an expert facilitator while the other group did not) and encouraged to comment on the videos within their group. We monitored the number of logins and comments posted and all participants completed an exit survey. There were no differences between the activities the two groups (p = 0.387). We conclude that the presence of an expert within collaborative Internet environments in not necessary to promote interactivity amongst the learners.

  20. Perspectives on Technology-Assisted Relaxation Approaches to Support Mind-Body Skills Practice in Children and Teens: Clinical Experience and Commentary.

    Science.gov (United States)

    Culbert, Timothy

    2017-04-04

    It has been well-established that a variety of mind-body (MB) techniques, including yoga, mental imagery, hypnosis, biofeedback, and meditation, are effective at addressing symptoms such as pain, anxiety, nausea, and insomnia, as well as helping with a wide variety of medical, emotional, and behavioral issues in pediatric populations. In addition, MB skills can also be health promoting in the long-term, and with regular practice, could potentially contribute to longer attention spans, social skills, emotional regulation, and enhanced immune system functioning. Importantly, the benefits accrued from MB skills are largely dose dependent, meaning that individuals who practice with some consistency tend to benefit the most, both in the short- and long-term. However, clinical experience suggests that for busy patients, the regular practice of MB skills can be challenging and treatment adherence commonly becomes an issue. This commentary reviews the concept of technology assisted relaxation as an engaging and effective option to enhance treatment adherence (i.e., daily practice) for pediatric patients, for whom MB skills have been recommended to address physical and mental health challenges.

  1. Perspectives on Technology-Assisted Relaxation Approaches to Support Mind-Body Skills Practice in Children and Teens: Clinical Experience and Commentary

    Directory of Open Access Journals (Sweden)

    Timothy Culbert

    2017-04-01

    Full Text Available It has been well-established that a variety of mind-body (MB techniques, including yoga, mental imagery, hypnosis, biofeedback, and meditation, are effective at addressing symptoms such as pain, anxiety, nausea, and insomnia, as well as helping with a wide variety of medical, emotional, and behavioral issues in pediatric populations. In addition, MB skills can also be health promoting in the long-term, and with regular practice, could potentially contribute to longer attention spans, social skills, emotional regulation, and enhanced immune system functioning. Importantly, the benefits accrued from MB skills are largely dose dependent, meaning that individuals who practice with some consistency tend to benefit the most, both in the short- and long-term. However, clinical experience suggests that for busy patients, the regular practice of MB skills can be challenging and treatment adherence commonly becomes an issue. This commentary reviews the concept of technology assisted relaxation as an engaging and effective option to enhance treatment adherence (i.e., daily practice for pediatric patients, for whom MB skills have been recommended to address physical and mental health challenges.

  2. Online Resource Aiding Students to Practice and Perfect Manufacturing Based Skills

    OpenAIRE

    Morris, Robert Martin; Dunne, Frank; COLLINS, Maurice

    2013-01-01

    As part of our teaching in the Departments of Fabrication and Transport Engineering in the Dublin Institute of Technology we use industrial metal folding machines to help students to learn the sequencing of folds on manufactured sheet metal components. Many students have difficulty visualising the folding sequences required to complete practical manufacturing assignments. This paper details the digital media resource which was developed to provide students with the opportunity to offer a prop...

  3. Community Composition and Structure of Soil Macro-Arthropods Under Agricultural Land Uses in the Black Soil Region of Jilin Province, China

    Institute of Scientific and Technical Information of China (English)

    WU Dong-hui; ZHANG Bai; CHEN Peng

    2006-01-01

    Soil macro-arthropods in the black soil region in Jilin Province of China were investigated with the emphasis laid on the species richness and abundance in relation to the types of land-use, i.e., farm yard, farm land and Three-North Forest Shelter Belt. Soil macro-arthropods were hand-sorted in the field. A total of 2 357 soil macro-arthropod individuals was captured and fell into 70 families. The results suggested that type of land use affected the species richness and abundance of soil macro-arthropods. Agricultural practices had a strong impact on the soil macro-arthropods community, the conventional cultivations changed the vertical structure of macro-arthropods in the soil profile, and improved the richness and abundance of macro-arthropods in the lower soil layers especially in July. The results also showed that different groups of soil macro-arthropods had various responses to land use changes.

  4. Barriers and facilitating communication skills for breaking bad news: from the specialists’ practice perspective

    Directory of Open Access Journals (Sweden)

    Enna Catalina Payán

    2009-06-01

    Full Text Available Introduction: Breaking bad news is one of a physician’s most difficult duties. There are several studies related to the patient’s needs, but few reflect on the doctors’ experience.Materials and method: A descriptive, cross-sectional research was carried out to study issues related to the process of delivering bad news which might act as barriers and facilitating skills from the doctor’s point of view. These issues were identified through a self-administered survey.Results: Participant doctors use different strategies to communicate bad news to their patients. Examples of these strategies are: to be familiar with the patients’ medical history, to ensure that there is enough time, to know the patient’s caregivers and/or relatives, to determine the patient’s level of knowledge about his/her condition, to use non-technical words, to give information in small pieces, to assess the patient’s understanding, to devise a joint action plan, among others.Conclusion: The communication barriers that were identified focused on the emotional issues of the communication process, particularly those related to the recognition of own emotions, and the limited training about communication strategies available to doctors. Consequently, there is a need to implement training programs that provide doctors with tools to facilitate the bad news communication process.

  5. Micro and Macro Causes of Violence

    Directory of Open Access Journals (Sweden)

    Randall Collins

    2009-05-01

    Full Text Available The dominant emotion in violence-threatening situations is confrontational tension/fear (ct/f, which causes most violence to abort, or to be carried out inaccurately and incompetently. For violence to be successful, there must be a pathway around the barrier of ct/f. These pathways include: attacking the weak; audience-oriented staged and controlled fair fights; confrontation-avoiding remote violence; confrontation-avoiding by deception; confrontation-avoiding by absorption in technique. Successfully violent persons, on both sides of the law, are those who have developed these skilled interactional techniques. Since successful violence involves dominating the emotional attention space, only a small proportion of persons can belong to the elite which does most of each type of violence. Macro-violence, including victory and defeat in war, and in struggles of paramilitaries and social movements, is shaped by both material resources and social/emotional resources for maintaining violent organizations and forcing their opponents into organizational breakdown. Social and emotional destruction generally precedes physical destruction.

  6. Beta Oscillatory Changes and Retention of Motor Skills during Practice in Healthy Subjects and in Patients with Parkinson's Disease

    Science.gov (United States)

    Nelson, Aaron B.; Moisello, Clara; Lin, Jing; Panday, Priya; Ricci, Serena; Canessa, Andrea; Di Rocco, Alessandro; Quartarone, Angelo; Frazzitta, Giuseppe; Isaias, Ioannis U.; Tononi, Giulio; Cirelli, Chiara; Ghilardi, M. Felice

    2017-01-01

    Recently we found that modulation depth of beta power during movement increases with practice over sensory-motor areas in normal subjects but not in patients with Parkinson's disease (PD). As such changes might reflect use-dependent modifications, we concluded that reduction of beta enhancement in PD represents saturation of cortical plasticity. A few questions remained open: What is the relation between these EEG changes and retention of motor skills? Would a second task exposure restore beta modulation enhancement in PD? Do practice-induced increases of beta modulation occur within each block? We thus recorded EEG in patients with PD and age-matched controls in two consecutive days during a 40-min reaching task divided in fifteen blocks of 56 movements each. The results confirmed that, with practice, beta modulation depth over the contralateral sensory-motor area significantly increased across blocks in controls but not in PD, while performance improved in both groups without significant correlations between behavioral and EEG data. The same changes were seen the following day in both groups. Also, beta modulation increased within each block with similar values in both groups and such increases were partially transferred to the successive block in controls, but not in PD. Retention of performance improvement was present in the controls but not in the patients and correlated with the increase in day 1 modulation depth. Therefore, the lack of practice-related increase beta modulation in PD is likely due to deficient potentiation mechanisms that permit between-block saving of beta power enhancement and trigger mechanisms of memory formation. PMID:28326029

  7. A macro-mechanical constitutive model for shape memory polymer

    Institute of Scientific and Technical Information of China (English)

    2010-01-01

    It is of theoretical and engineering interest to establish a macro-mechanical constitutive model of the shape memory polymer (SMP), which includes the mechanical constitutive equation and the material parameter function, from the viewpoint of practical application. In this paper, a new three-dimensional macro-mechanical constitutive equation, which describes the mechanical behaviors associated with the shape memory effect of SMP, is developed based on solid mechanics and the viscoelasticity theorem. According to the results of the DMA test, a new material parameter function is established to express the relationship of the material parameters and temperature during the glass transition of SMP. The new macro-mechanical constitutive equation and material parameter function are used to numerically simulate the process producing the shape memory effect of SMP, which includes deforming at high temperature, stress freezing, unloading at low temperature and shape recovery. They are also used to investigate and analyze the influences of loading rate and temperature change rate on the thermo-mechanical behaviors of SMP. The numerical results and the comparisons with Zhou’s material parameter function and Tobushi’s mechanical constitutive equation illustrate that the proposed three-dimensional macro-mechanical constitutive model can effectively predict the thermo-mechanical behaviors of SMP under the state of complex stress.

  8. A professional challenge: the development of skill-mix in UK primary care dentistry.

    Science.gov (United States)

    Bullock, Alison; Firmstone, Vickie

    2011-11-01

    The future health-care workforce and the changing skill-mix within occupational teams is a current topic of discussion. This paper contributes to the skill-mix debate by focusing on UK primary care dentistry, revealing unintended as well as intended consequences of a modularized, technocratic view of dentistry. In part one, relevant literature about dental therapists and skill-mix in dentistry is organized into a framework used to review factors operating at macro, meso and micro levels. Part two considers the role that education and training may play in realizing skill-mix change. Part three synthesizes conditions required for modifying skill-mix in UK primary dental care and sets out the dimensions of seven factors: funding focus, the profession's response, workforce, the practice, dentist's knowledge, dental therapist's motivations and patient attitude. A review of these factors could be used to inform the policy decisions of managers operating at the macro level, as well as more local staffing decisions. Without consideration of the complex interplay of these factors, skill-mix in dentistry will be slow to develop and could bring unwelcome consequences.

  9. Educational support for research utilization and capability beliefs regarding evidence-based practice skills: a national survey of senior nursing students.

    Science.gov (United States)

    Florin, Jan; Ehrenberg, Anna; Wallin, Lars; Gustavsson, Petter

    2012-04-01

    The aim of the study was to investigate Swedish university nursing students' experience of educational support for research utilization and capability beliefs regarding evidence-based practice skills. Nursing programmes are offered at 26 universities in Sweden and even though there are common regulations for nursing education at the national level, substantial variations are found in local curricula. Little is known about students' capability beliefs regarding evidence-based practice skills, particularly in comparison across universities. A cross-sectional survey design using self-administered postal questionnaires was conducted in 2006. A total of 1440 students (from 26 different universities) participated, constituting 68% of the national population of nursing students in their 6th and final semester. Campus education supported the students to a greater extent than clinical education in following the development of knowledge in an area of interest, using research findings, and acquiring knowledge on how to pursue changes in clinical practice. Perceived support during campus education varied between universities. Students reported high capability beliefs regarding evidence-based practice skills, but large differences were found between universities for: stating a searchable question, seeking out relevant knowledge and critically appraising and compiling best knowledge. The identified differences between universities concerning the students' perceived support for research utilization and their capability beliefs regarding evidence-based practice skills have implications for curricula, pedagogical perspectives in nursing education and the potential to implement evidence-based practice in healthcare settings. Further studies are warranted to investigate students' individual characteristics and organizational characteristics as determinants of research utilization support and capability beliefs regarding evidence-based practice skills. © 2011 The Authors. Journal of

  10. 《体育保健学》实践技能教学方法探讨%Explore Teaching Methods of Practical Skills of Sport Hygiene

    Institute of Scientific and Technical Information of China (English)

    张梅

    2012-01-01

    《体育保健学》实践技能无论对竞技体育、学校体育还是大众体育都有很重要的作用。但在传统的教学中是以理论教学为主,实践教学为辅,不能满足本门课程的教学要求。为了加强实验教学环节,培养学生实践操作技能和应用能力,文中在《体育保健学》实践技能教学方法改革的基础上,探讨了提高实践技能的有效教学方法。%The practical skills of sport hygiene play a very important role in competitive sports,school sports and mass sports.However,the traditional teaching,which is mainly on the theory teaching,supplemented by practice teaching,cannot meet the teaching requirements of this course.In order to strengthen the experimental teaching,fostering students' practical skills and ability,this paper,on the basis of sports health science practical skills and teaching methods reform,discusses the practical skills of effective teaching methods.

  11. An Excel macro for generating trilinear plots.

    Science.gov (United States)

    Shikaze, Steven G; Crowe, Allan S

    2007-01-01

    This computer note describes a method for creating trilinear plots in Microsoft Excel. Macros have been created in MS Excel's internal language: Visual Basic for Applications (VBA). A simple form has been set up to allow the user to input data from an Excel worksheet. The VBA macro is used to convert the triangular data (which consist of three columns of percentage data) into X-Y data. The macro then generates the axes, labels, and grid for the trilinear plot. The X-Y data are plotted as scatter data in Excel. By providing this macro in Excel, users can create trilinear plots in a quick, inexpensive manner.

  12. Spreadsheet macros for coloring sequence alignments.

    Science.gov (United States)

    Haygood, M G

    1993-12-01

    This article describes a set of Microsoft Excel macros designed to color amino acid and nucleotide sequence alignments for review and preparation of visual aids. The colored alignments can then be modified to emphasize features of interest. Procedures for importing and coloring sequences are described. The macro file adds a new menu to the menu bar containing sequence-related commands to enable users unfamiliar with Excel to use the macros more readily. The macros were designed for use with Macintosh computers but will also run with the DOS version of Excel.

  13. Joystick-controlled video console game practice for developing power wheelchairs users' indoor driving skills.

    Science.gov (United States)

    Huang, Wei Pin; Wang, Chia Cheng; Hung, Jo Hua; Chien, Kai Chun; Liu, Wen-Yu; Cheng, Chih-Hsiu; Ng, How-Hing; Lin, Yang-Hua

    2015-02-01

    [Purpose] This study aimed to determine the effectiveness of joystick-controlled video console games in enhancing subjects' ability to control power wheelchairs. [Subjects and Methods] Twenty healthy young adults without prior experience of driving power wheelchairs were recruited. Four commercially available video games were used as training programs to practice joystick control in catching falling objects, crossing a river, tracing the route while floating on a river, and navigating through a garden maze. An indoor power wheelchair driving test, including straight lines, and right and left turns, was completed before and after the video game practice, during which electromyographic signals of the upper limbs were recorded. The paired t-test was used to compare the differences in driving performance and muscle activities before and after the intervention. [Results] Following the video game intervention, participants took significantly less time to complete the course, with less lateral deviation when turning the indoor power wheelchair. However, muscle activation in the upper limbs was not significantly affected. [Conclusion] This study demonstrates the feasibility of using joystick-controlled commercial video games to train individuals in the control of indoor power wheelchairs.

  14. Best Practices in Relational Skills Training for Medical Trainees and Providers: An Essential Element of Addressing Adverse Childhood Experiences and Promoting Resilience.

    Science.gov (United States)

    Magen, Eran; DeLisser, Horace M

    Medical providers' ability to form strong therapeutic alliances with patients is an essential clinical skill that is associated with a higher quality of care and improved provider well-being. However, comparatively few medical providers exhibit adequate relational skills, which serve to convey respect, communicate caring, and build trust between the medical provider and the patient. A growing number of medical training programs and continuing medical education programs have begun to incorporate relational skills training, but the results have been highly variable in terms of training methods and effect. To support administrators who are considering the implementation (or improvement) of relational skills training in their organization, we provide a set of best practices for relational skills training, in the basis of a review of the literature and on our experience as clinical educators, and show the application of these best practices through a case study. We conclude with a discussion of challenges for implementing a high-quality relational skills training program, policy-level solutions for these challenges, and recommendations for future research. Copyright © 2017 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

  15. Simulation models applied to practical learning and skill enhancement in direct and indirect ophthalmoscopy: a review

    Directory of Open Access Journals (Sweden)

    Lucas Holderegger Ricci

    2014-10-01

    Full Text Available The purpose of this review was to analyze and describe simulation methods for practical learning and training of the ophthalmoscopy exam and to organize them into specific topics relative to each principle of operation, while evaluating their preliminary results. A critical review of articles that described and evaluated simulated models for ophthalmoscopy published in the last ten years (2004-2014 was performed. One hundred articles about ophthalmology and simulation were found in national and international periodicals, but only a few discussed the examination of the posterior pole of the eye. For this study, 25 articles were considered; those articles described simulation methods, general concepts, and its actual use in ophthalmoscopy. There were many different simulation methods described, but only few articles proved their efficacy or performed a comparison between models. Review of this topic may give information for the critical analysis of the simulation devices and ideas for the development of new ones.

  16. Pronunciation Instruction and Students’ Practice to Develop Their Confidence in EFL Oral Skills

    Directory of Open Access Journals (Sweden)

    Ana Cristina Tlazalo Tejeda

    2014-10-01

    Full Text Available The aim of this article is to inform on research intended to find out how pronunciation instruction of English as a foreign language was handled in the language classroom with elementary students and also understand if pronunciation instruction had an impact on students’ confidence when using it. In order to do this, a qualitative case study was carried out with learners of elementary English as a foreign language at the Language School of Universidad Veracruzana, Mexico. Class observation, a written text, and semi-structured interviews comprised the data collection instruments. The findings showed that not only teacher pronunciation instruction is necessary when learning English as a foreign language but that a lot of student practice is key to developing and enhancing learners’ pronunciation as well.

  17. The importance of knowledge, skills, and attitude attributes for veterinarians in clinical and non-clinical fields of practice: a survey of licensed veterinarians in Quebec, Canada.

    Science.gov (United States)

    Doucet, Michèle Y; Vrins, André

    2009-01-01

    To improve content validity and the pertinence of outcome assessment tools used for the undergraduate Doctor of Veterinary Medicine program at the University of Montreal's Faculté de médecine vétérinaire, a survey of members of the Quebec veterinary association was conducted. This survey aimed to determine the importance of a list of 71 attributes-categorized as knowledge, general skills, specific skills, and attitudes-for clinical and non-clinical types of professional activities. The results indicated that all basic knowledge components, general skills, and attitudes were equally important for all types of veterinary professional activities, while the importance of specific skills was significantly different for clinical practice and non-clinical fields. It was therefore proposed that outcomes assessment surveys of stakeholders, such as alumni and employers, be analyzed separately for each type of career option.

  18. Practice Teaching Reform of Pharmaceutical Affairs Management Activitiesbase on Improving The Practical Skills%药事管理学教学改革初探

    Institute of Scientific and Technical Information of China (English)

    石庆平; 张志涛; 李见春; 张劲

    2016-01-01

    To explore mode of teaching's reform,improve medicine students of pharmacy specialty practical skill,carry through pharmaceutical affairs management curriculum educational reform practice.Put the theoretical knowledge as the foundation,carried on the reform and practice of pharmaceutical affairs management courses teaching form and examinational mode.Through reform,not only strengthen the students'basic theory,and improved the students'interest in learning,oral expression ability,ability of solve and anal-ysis the problems,practical ability,team work spirit,professional ethics,build a high -standard and distinctive teaching method and pattern.Teaching system after reform can obviously improve the teaching's effect of pharmaceutical affairs management.We need to keep the teaching practice of principle,advanced,pragmatic,innovative in the later teaching.%为探索教学改革模式,提高药学专业大学生的实用技能,笔者进行了药事管理学课程教改实践。把理论知识作为基础,对药事管理学课程的教学形式及考核模式进行了改革与实践。通过改革,不仅夯实了学生的基础理论,而且提高了学生的学习兴趣、口语表达能力、解决和分析问题能力、动手能力、团队合作精神、职业道德精神,构建了高标准有特色的教学方法和模式。改革后的教学体系可提高药事管理学的教学效果。在以后的教学中,要保持教学实践的原则性,先进性,务实性,创新性。

  19. An easy method for diagnosing macro-aspartate aminotransferase: a case series.

    Science.gov (United States)

    Beşer, Omer Faruk; Laçinel, Sibel; Gülcü, Didem; Kutlu, Tufan; Cullu Çokuğraş, Fügen; Erkan, Tülay

    2014-10-01

    Macro-aspartate transaminase (macro-AST) must be considered when the aspartate transaminase (AST) level is chronically high without any liver, cardiac, or muscle disease. Many specialized laboratory techniques have been recommended for diagnosing macro-AST, including the polyethylene glycol immune precipitate technique, which is simple. This study presents a considerably easier method based on the studies of Davidson and Watson and Castiella et al. Our method is based on the decrease in the plasma AST level after storage of the macroenzyme at 2-8 °C for 5 days, and has the advantages of low cost, reliability, and practicality at any health center. In our eight cases of macro-AST, the AST activity at day 6 had decreased by more than 50% from day 1. This method is practical for primary healthcare facilities because of its easy application and accurate results, and obviated the need for unnecessary tests after diagnosis.

  20. The differential impact of observational learning and practice-based learning on the development of oral presentation skills in higher education

    OpenAIRE

    Degrez, Luc; Valcke, Martin; Roozen, Irene

    2014-01-01

    The present study focuses on the design and evaluation of an innovative instructional approach to developing oral presentation skills. The intervention builds on the observational learning theoretical perspective. This perspective is contrasted with the traditional training and practice approach. Two sequencing approaches – learners starting with observational learning versus learners starting with practice opportunities only – were compared. It was hypothesised that learners starting with ob...

  1. ‘Third generation’ conversations – A partnership approach to embedding research and learning skills development in the first year. A Practice Report

    Directory of Open Access Journals (Sweden)

    Anne Taib

    2013-08-01

    Full Text Available This Practice Report offers a strategic approach to making research and learning skills explicit within the curriculum of first year core units, by enabling a systematic process of pedagogical conversations between teaching faculty, learning skills advisers and librarians. It reports on a collaborative project between staff of Monash Library and academic staff of the faculties of Business and Economics and Information Technology. It offers tools and protocols for the review and renewal of curricula and co-curricula practice within a partnership model, informed by the Research Skills Development (RSD Framework. It takes into account teaching and learning approaches, intervention and support strategies, assessment, and feedback mechanisms.  It also responds to emerging trends in higher education delivery such as blended learning and the flipped classroom model (Baker, 2000.

  2. Compressed digital holography: from micro towards macro

    Science.gov (United States)

    Schretter, Colas; Bettens, Stijn; Blinder, David; Pesquet-Popescu, Béatrice; Cagnazzo, Marco; Dufaux, Frédéric; Schelkens, Peter

    2016-09-01

    signal processing methods from software-driven computer engineering and applied mathematics. The compressed sensing theory in particular established a practical framework for reconstructing the scene content using few linear combinations of complex measurements and a sparse prior for regularizing the solution. Compressed sensing found direct applications in digital holography for microscopy. Indeed, the wave propagation phenomenon in free space mixes in a natural way the spatial distribution of point sources from the 3-dimensional scene. As the 3-dimensional scene is mapped to a 2-dimensional hologram, the hologram samples form a compressed representation of the scene as well. This overview paper discusses contributions in the field of compressed digital holography at the micro scale. Then, an outreach on future extensions towards the real-size macro scale is discussed. Thanks to advances in sensor technologies, increasing computing power and the recent improvements in sparse digital signal processing, holographic modalities are on the verge of practical high-quality visualization at a macroscopic scale where much higher resolution holograms must be acquired and processed on the computer.

  3. Effects of Multimedia on Knowledge, Understanding, Skills, Practice and Confidence in Environmental Sustainability: A Non-Equivalent Pre-Test-Post-Test, Quasi Experimental Design

    Science.gov (United States)

    Jena, Ananta Kumar; Bhattacharjee, Satarupa; Langthasa, Pimily

    2015-01-01

    The study aimed to evaluate the outcomes of the local community members, secondary school students, and the university students participated in the multimedia programme with reference to knowledge, understanding, skills, practice, and confidence in environmental sustainability. About two hundred students participated in this multimedia programme.…

  4. Preparing Teacher-Students for Twenty-First-Century Learning Practices (PREP 21): A Framework for Enhancing Collaborative Problem-Solving and Strategic Learning Skills

    Science.gov (United States)

    Häkkinen, Päivi; Järvelä, Sanna; Mäkitalo-Siegl, Kati; Ahonen, Arto; Näykki, Piia; Valtonen, Teemu

    2017-01-01

    With regard to the growing interest in developing teacher education to match the twenty-first-century skills, while many assumptions have been made, there has been less theoretical elaboration and empirical research on this topic. The aim of this article is to present our pedagogical framework for the twenty-first-century learning practices in…

  5. Preparing Teacher-Students for Twenty-First-Century Learning Practices (PREP 21): A Framework for Enhancing Collaborative Problem-Solving and Strategic Learning Skills

    Science.gov (United States)

    Häkkinen, Päivi; Järvelä, Sanna; Mäkitalo-Siegl, Kati; Ahonen, Arto; Näykki, Piia; Valtonen, Teemu

    2017-01-01

    With regard to the growing interest in developing teacher education to match the twenty-first-century skills, while many assumptions have been made, there has been less theoretical elaboration and empirical research on this topic. The aim of this article is to present our pedagogical framework for the twenty-first-century learning practices in…

  6. Effects of Multimedia on Knowledge, Understanding, Skills, Practice and Confidence in Environmental Sustainability: A Non-Equivalent Pre-Test-Post-Test, Quasi Experimental Design

    Science.gov (United States)

    Jena, Ananta Kumar; Bhattacharjee, Satarupa; Langthasa, Pimily

    2015-01-01

    The study aimed to evaluate the outcomes of the local community members, secondary school students, and the university students participated in the multimedia programme with reference to knowledge, understanding, skills, practice, and confidence in environmental sustainability. About two hundred students participated in this multimedia programme.…

  7. The Differential Impact of Observational Learning and Practice-Based Learning on the Development of Oral Presentation Skills in Higher Education

    Science.gov (United States)

    De Grez, Luc; Valcke, Martin; Roozen, Irene

    2014-01-01

    The present study focuses on the design and evaluation of an innovative instructional approach to developing oral presentation skills. The intervention builds on the observational learning theoretical perspective. This perspective is contrasted with the traditional training and practice approach. Two sequencing approaches--learners starting with…

  8. University versus Practice: A Pilot Study to Identify Skills Shortages That Exist in First-Year Trainee Accountants in South Africa

    Science.gov (United States)

    van Romburgh, Henriëtte; van der Merwe, Nico

    2015-01-01

    This study aims to determine the skills shortages in first-year trainee accountants entering practice in South Africa and to recommend ways to address and overcome those shortages. Questionnaires were administered to registered audit firms in Gauteng Province to gather the perceptions of senior trainees, managers and partners on the skills…

  9. The Differential Impact of Observational Learning and Practice-Based Learning on the Development of Oral Presentation Skills in Higher Education

    Science.gov (United States)

    De Grez, Luc; Valcke, Martin; Roozen, Irene

    2014-01-01

    The present study focuses on the design and evaluation of an innovative instructional approach to developing oral presentation skills. The intervention builds on the observational learning theoretical perspective. This perspective is contrasted with the traditional training and practice approach. Two sequencing approaches--learners starting with…

  10. Towards accomplished practice in learning skills for science (LSS): the synergy between design and evaluation methodology in a reflective CPD programme

    Science.gov (United States)

    Scherz, Zahava; Bialer, Liora; Eylon, Bat-Sheva

    2011-04-01

    This study was carried out in the framework of continuous professional development (CPD) programmes following a CPD model aimed at promoting 'accomplished practice' involving: pedagogical knowledge, content knowledge, pedagogical content knowledge and scholarship of teaching. Teachers were asked to bring evidence about their practice. The context was related to the 'Learning Skills for Science' (LSS) programme, which advocates the explicit incorporation of high-order learning skills into science school curricula. The main goal of the study was to test the evidence-based LSS CPD model by investigating the impact of its related CPD programmes on participating teachers. The impact relates to teachers' perceptions about teaching learning skills, teachers' LSS practice, and their professional influence in the educational system. As part of the evaluation method, we developed a criterion-based diagnostic tool and a visual representation, designed to assess a teacher's professional profile and progression according to dimensions of 'accomplished practice'. The diagnostic tool can be adjusted and tailored to different CPD domains. Results indicated that requiring teachers to bring evidence from practice and students' learning enabled us to follow teachers' progress and succeeded to improve their performances towards accomplished LSS practice. The results exemplify a synergy between CPD designed activities and the ongoing evaluation of its impact.

  11. Math Practice and Its Influence on Math Skills and Executive Functions in Adolescents with Mild to Borderline Intellectual Disability

    Science.gov (United States)

    Jansen, Brenda R. J.; De Lange, Eva; Van der Molen, Mariet J.

    2013-01-01

    Adolescents with mild to borderline intellectual disability (MBID) often complete schooling without mastering basic math skills, even though basic math is essential for math-related challenges in everyday life. Limited attention to cognitive skills and low executive functioning (EF) may cause this delay. We aimed to improve math skills in an…

  12. Math Practice and Its Influence on Math Skills and Executive Functions in Adolescents with Mild to Borderline Intellectual Disability

    Science.gov (United States)

    Jansen, Brenda R. J.; De Lange, Eva; Van der Molen, Mariet J.

    2013-01-01

    Adolescents with mild to borderline intellectual disability (MBID) often complete schooling without mastering basic math skills, even though basic math is essential for math-related challenges in everyday life. Limited attention to cognitive skills and low executive functioning (EF) may cause this delay. We aimed to improve math skills in an…

  13. Practical Partnerships: Analysis and Results of a Cooperative Life Skills Program for At-Risk Rural Youth.

    Science.gov (United States)

    Thurston, Linda P.

    2002-01-01

    Evaluated a life skills management program for rural youth delivered via collaboration between education and noneducation agencies. The program was replicated with 10 groups of Tennessee and Missouri youth. Pre- and post-testing of knowledge of life skills management concepts, self-esteem, and social skills indicated the program changed…

  14. Networking Skills as a Career Development Practice: Lessons from the Earth Science Women's Network (ESWN)

    Science.gov (United States)

    Hastings, M. G.; Kontak, R.; Holloway, T.; Marin-Spiotta, E.; Steiner, A. L.; Wiedinmyer, C.; Adams, A. S.; de Boer, A. M.; Staudt, A. C.; Fiore, A. M.

    2010-12-01

    Professional networking is often cited as an important component of scientific career development, yet there are few resources for early career scientists to develop and build networks. Personal networks can provide opportunities to learn about organizational culture and procedures, expectations, advancement opportunities, and best practices. They provide access to mentors and job placement opportunities, new scientific collaborations, speaker and conference invitations, increased scientific visibility, reduced isolation, and a stronger feeling of community. There is evidence in the literature that a sense of community positively affects the engagement and retention of underrepresented groups, including women, in science. Thus women scientists may particularly benefit from becoming part of a network. The Earth Science Women’s Network (ESWN) began in 2002 as an informal peer-to-peer mentoring initiative among a few recent Ph.D.s. The network has grown exponentially to include over 1000 women scientists across the globe. Surveys of our membership about ESWN report positive impacts on the careers of women in Earth sciences, particularly those in early career stages. Through ESWN, women share both professional and personal advice, establish research collaborations, communicate strategies on work/life balance, connect with women at various stages of their careers, and provide perspectives from cultures across the globe. We present lessons learned through the formal and informal activities promoted by ESWN in support of the career development of women Earth scientists.

  15. Study on Macro-traffic Model

    Institute of Scientific and Technical Information of China (English)

    FangGe; GuowuZhang; BaojunYuan; KepingLi

    2004-01-01

    Macro-traffic model is an effective tool for supporting traffic programmer to This article is based on the software products VISEM (demand model) and VISUM (supply model) from PTV Company of Germany, and studies macro-traffic model on the basis of considering that traffic system is an interactive system of between a supply system and a demand system.

  16. Compact Structural Test Generation for Analog Macros

    NARCIS (Netherlands)

    Kaal, V.; Kerkhoff, Hans G.

    1997-01-01

    A structural, fault-model based methodology for the generation of compact high-quality test sets for analog macros is presented. Results are shown for an IV-converter macro design. Parameters of so-called test configurations are optimized for detection of faults in a fault-list and an optimal

  17. Pushdown machines for the macro tree transducer

    NARCIS (Netherlands)

    Engelfriet, Joost; Vogler, Heiko

    1986-01-01

    The macro tree transducer can be considered as a system of recursive function procedures with parameters, where the recursion is on a tree (e.g., the syntax tree of a program). We investigate characterizations of the class of tree (tree-to-string) translations which is induced by macro tree transduc

  18. Pushdown machines for the macro tree transducer

    NARCIS (Netherlands)

    Engelfriet, Joost; Vogler, Heiko

    1986-01-01

    The macro tree transducer can be considered as a system of recursive function procedures with parameters, where the recursion is on a tree (e.g., the syntax tree of a program). We investigate characterizations of the class of tree (tree-to-string) translations which is induced by macro tree

  19. Implementation of quality improvement skills by primary care teams: case study of a large academic practice.

    Science.gov (United States)

    Watts, Brook; Lawrence, Renée H; Singh, Simran; Wagner, Carol; Augustine, Sarah; Singh, Mamta K

    2014-04-01

    Continuous quality improvement (QI) is important to primary care in general, and is emphasized as a key tenet of the primary care patient-centered medical home (PCMH) model. While team-based QI activities within the PCMH model are expected, concerns exist as to how successful efforts have been at implementing team-driven QI projects. To (a) identify opportunities and challenges to QI efforts in a large primary care practice in order to (b) develop action plans to facilitate QI work into primary care teams. We obtained qualitative and quantitative information about existing primary care team QI initiatives. Eleven interdisciplinary primary care teams and 4 facilitators/coaches. We conducted unstructured interviews and gathered documentation from primary care team members about QI efforts to (a) characterize team-based QI progress and (b) identify barriers and facilitators. In the 18 months since local leadership prioritized conducting team-based QI projects, team members described multiple exposures to QI training, coaching resources, and data/analysis support. No team developed a formal aim statement. Six of the 11 teams completed any steps beyond the initial team discussion. Four teams attempted to apply an intervention. Challenges included team time and competing demands/priorities; 3 of the 4 teams attempting to implement a project credited a data/informatics facilitator for their progress. In this large academic primary care clinic setting, interdisciplinary team training in QI, support for data collection, and dedicated coaching resources produced few sustainable continuous QI initiatives. Several potentially modifiable barriers to initiation, completion, and sustainability of QI initiatives by primary care teams were identified.

  20. Clinician attitudes, skills, motivations and experience following the implementation of clinical decision support tools in a large dental practice.

    Science.gov (United States)

    Mertz, Elizabeth; Wides, Cynthia; White, Joel

    2017-03-01

    This study assesses dental clinicians' pre- and post-implementation attitudes, skills, and experiences with three clinical decision support (CDS) tools built into the electronic health record (EHR) of a multi-specialty group dental practice. Electronic surveys designed to examine factors for acceptance of EHR-based CDS tools including caries management by risk assessment (CAMBRA), periodontal disease management by risk assessment (PEMBRA) and a risk assessment-based Proactive Dental Care Plan (PDCP) were distributed to all Willamette Dental Group employees at 2 time points; 3 months pre-implementation (Fall 2013) and 15 months after implementation (winter 2015). The surveys collected demographics, measures of job experience and satisfaction, and attitudes toward each CDS tool. The baseline survey response rate among clinicians was 83.1% (n = 567) and follow-up survey response rate was 63.2% (n = 508). Among the 344 clinicians who responded to both before and after surveys, 27% were general and specialist dentists, 32% were dental hygienists, and 41% were dental assistants. Adherence to the CDS tools has been sustained at 98%+ since roll-out. Between baseline and follow-up, the change in mean attitude scores regarding CAMBRA reflect statistically significant improvement in formal training, knowing how to use the tools, belief in the science supporting the tools, and the usefulness of the tool to motivate patients. For PEMBRA, statistically significant improvement was found in formal training, knowing how to use the tools, belief in the science supporting the tools, with improvement also found in belief that the format and process worked well. Finally, for the PDCP, significant and positive changes were seen for every attitude and skill item scored. A strong and positive correlation with post-implementation attitudes was found with positive experiences in the work environment, whereas a negative correlation was found with workload and stress. Clinicians highly

  1. Ostomy Home Skills Program

    Medline Plus

    Full Text Available ... Legislation Tracked by the College Quality Quality Quality Electronic Health Records (EHR) Incentive Program Physician Quality Reporting ... Skills Kit supports patients with educational and simulation materials to learn and practice the skills needed for ...

  2. Ostomy Home Skills Program

    Medline Plus

    Full Text Available ... skills such as emptying and changing a pouch, problem solving, and home management. A DVD with demonstration of each skill Stoma Practice Model Stoma supplies (measurement guide, marking ...

  3. Ostomy Home Skills Program

    Medline Plus

    Full Text Available ... You Want to Be a Surgeon Resident Resources Teaching Resources Online Guide to Choosing a Surgical Residency ... Skills Kit supports patients with educational and simulation materials to learn and practice the skills needed for ...

  4. Information Literacy and Information Skills Instruction: Applying Research to Practice in the School Library Media Center. Library and Information Problem-Solving Skills Series.

    Science.gov (United States)

    Montgomery, Paula K., Ed.; Thomas, Nancy Pickering

    This book brings together the literature on information skills instruction with particular reference to models related to information seeking and the information search process, including representational, instructional/teaching, and facilitation models. Chapter 1 provides an overview of the development of the library curriculum as it has evolved…

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

    Science.gov (United States)

    2016-12-01

    surgical procedures. References Westwood, J. D., et al. "Validation of virtual reality to teach and assess psychomotor skills in laparoscopic surgery...proceeded through four simulation stations and two virtual reality , psycho- motor function tests. Participant workbooks were also distributed. Site...exposure to virtual reality environments. After participation in each simulated and virtual reality scenario, residents were asked to complete the same

  6. An adaptive process model of motor learning: insights for the teaching of motor skills.

    Science.gov (United States)

    Tani, Go; Corrêa, Umberto Cesar; Basso, Luciano; Benda, Rodolfo Novellino; Ugrinowitsch, Herbert; Choshi, Koji

    2014-01-01

    This article presents an outline of a non-equilibrium model, in which motor learning is explained as a continuous process of stabilization and adaptation. The article also shows how propositions derived from this model have been tested, and discusses possible practical implications of some supporting evidence to the teaching of motor skills. The stabilization refers to a process of functional stabilization that is achieved through negative feedback mechanisms. Initially, inconsistent and incorrect responses are gradually reduced, leading to a spatial-temporal patterning of the action. The adaptation is one in which new skills are formed from the reorganization of those already acquired through the flexibility of the system, reorganization of the skill structure, or self-organization. In order to provide learners with competency for adaptation, teachers should (a) guide students to learn motor skills taking into account that the stabilization of performance is just a transitory state that must be dismantled to achieve higher levels of complexity; (b) be clear which parts (micro) compose the skills and how they interact in order to form the whole (macro); (c) manipulate the skills in terms of their temporal, spatial, and/or spatiotemporal dimensions; (d) organize practice initially in a constant way, and then in a varied regimen (random) when the motor skills involve requirements of time and force; and, inversely for motor skills with spatial demands; and (e), provide a moderate frequency of feedback.

  7. Good Practice Chaplaincy: An Exploratory Study Identifying the Appropriate Skills, Attitudes and Practices for the Selection, Training and Utilisation of Chaplains.

    Science.gov (United States)

    Carey, Lindsay B; Rumbold, Bruce

    2015-08-01

    This article presents an overview of exploratory research regarding the skills, knowledge, attitudes and practices considered necessary for chaplains to be highly competent in providing holistic care to clients and staff. Utilising a qualitative methodology, two focus groups comprising Salvation Army chaplains and their managers provided data about their expectations of chaplaincy personnel and about the pastoral care interventions undertaken by chaplains. The results indicated that while there were some differences in opinion, nevertheless, in overall terms, there was general agreement between chaplains and their managers about particular personal and professional qualities necessary for chaplains to be considered appropriate and proficient. Evidence was also obtained indicating a need for change with regard to the organisational attitude and culture of The Salvation Army towards chaplaincy. Recommendations are presented concerning (1) the selection criteria for chaplaincy, (2) training and utilisation of chaplains plus (3) issues relating to organizational cultural change necessary to develop a future-ready chaplaincy more suitable for the twenty-first century.

  8. The self-perceived knowledge, skills and attitudes of Australian practice nurses in providing nutrition care to patients with chronic disease.

    Science.gov (United States)

    Martin, Louise; Leveritt, Michael D; Desbrow, Ben; Ball, Lauren E

    2014-04-01

    Nutrition is important for the management of chronic diseases. While practice nurses have numerous roles in primary care, the expectations on practice nurses to provide nutrition care for chronic disease management are increasing. The self-perceived knowledge, skills and attitudes of practice nurses in providing nutrition care has not been widely investigated. The aim of the present study was to investigate the perceptions of Australian practice nurses on the provision of nutrition care for chronic disease management, including specific nutrition-related activities. A cross-sectional online survey was completed by 181 Australian practice nurses in 2013. Descriptive analyses were conducted on each survey item. The survey sample was tested for representation of the Australian practice nurse workforce, and associations between respondents' demographic characteristics and responses to survey items were explored. Almost all practice nurses (89%) felt it was important to address diet whenever they cared for a patient. Over half of practice nurses (61%) were unsure if their practices were effective in increasing patients' compliance with nutritional recommendations. Nearly all practice nurses (98%) perceived further education on nutrition would assist them in their role. Practice nurses perceive they have an important role and favourable attitudes towards providing nutrition care; however, further training and education to enhance their self-perceived effectiveness is warranted. Future research should clarify whether an increase in nutrition-focused training results in improved effectiveness of nutrition care provided by practice nurses in terms of patient health outcomes.

  9. Basic life support skill improvement with newly designed renewal programme: cluster randomised study of small-group-discussion method versus practice-while-watching method.

    Science.gov (United States)

    Na, Ji Ung; Lee, Tae Rim; Kang, Mun Ju; Shin, Tae Gun; Sim, Min Seob; Jo, Ik Joon; Song, Keun Jeong; Jeong, Yeon Kwon

    2014-12-01

    For the basic life support (BLS) renewal course, we have devised a new educational programme entitled a small-group-discussion (SGD) programme using personalised video-based debriefing. We compared the efficacy in BLS skill improvement of the SGD programme with the currently used practice-while-watching (PWW) programme, which uses a standardised education video. This was a prospective, cluster randomised study, conducted in a single centre, over 6 months from May 2009 to October 2009. Training was performed in two groups of participants, each group with a different renewal education programme. The efficacy of the programmes was compared using the modified Cardiff test and skill-reporting manikins. Results from 2169 participants were analysed: 1061 in the SGD programme group and 1108 in the PWW programme group. There were no differences between groups on the pretest, either in compression or non-compression skills. However, on the post-test, the SGD programme gave better results for both compression skills and non-compression skills. The new SGD renewal programme is more effective than the PWW programme for improving skills in BLS renewal training. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

  10. Using standardized patient with immediate feedback and group discussion to teach interpersonal and communication skills to advanced practice nursing students.

    Science.gov (United States)

    Lin, Esther Ching-Lan; Chen, Shiah-Lian; Chao, Shu-Yuan; Chen, Yueh-Chih

    2013-06-01

    Interpersonal and communication skills (IPCS) are essential for advanced practice nursing (APN) in our increasingly complex healthcare system. The Standardized Patient (SP) is a promising innovative pedagogy in medical and healthcare education; however, its effectiveness for teaching IPCS to graduate nursing students remains unclear. We examined the effectiveness of using SP with SP feedback and group discussion to teach IPCS in graduate nursing education. Randomized-controlled study. First-year APN students in Taiwan. Participants were randomly assigned to the experimental (SP assessments with SP feedback and group discussion) or control (SP assessments only) group. There were two outcome indicators: IPCS and student learning satisfaction (SLS). The IPCS were assessed before and after the study in interviews with the SPs. SLS was measured when the study ended. All participants expressed high SLS (94.44%) and showed significant (p ≤ 0.025) improvements on IPCS total scores, interviewing, and counseling. However, there were no significant differences between groups. Qualitative feedback from encounters with SPs is described. Using SPs to teach IPCS to APN students produced a high SLS. The students learned and significantly improved their IPCS by interviewing SPs, but future studies are needed to confirm the effectiveness of SP feedback and group discussions. Copyright © 2012 Elsevier Ltd. All rights reserved.

  11. 医师提供人文医学服务必须的本领与修炼%Required Skills and Practices for Doctors in Humanistic Healthcare Service

    Institute of Scientific and Technical Information of China (English)

    肖先福

    2014-01-01

    Based on the review of relative concepts of medical humanities, this article brielfy discusses 12 types of required skills for doctors in humanistic healthcare service, and notiifes the special practices for those skills.%作者在对人文医学相关概念回顾的基础上,就医师提供人文医学服务必须的12种本领作了扼要论述。并就12项本领的修炼作了提示。

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

    Science.gov (United States)

    2014-04-01

    observed placing the subclavian central line (Figure 5). The VR stations were developed with consideration of testing participant psychomotor abilities... develop a simulation-based system to evaluate psychomotor planning while suturing on different tissue types. The variable tissue simulator presents... development of a haptics-enabled, virtual reality system for assessment of innate psychomotor skills. Three 24 The team is in the process of purchasing of a

  13. The assessment of critical thinking skills in anatomy and physiology students who practice writing higher order multiple choice questions

    Science.gov (United States)

    Shaw, Jason

    Critical thinking is a complex abstraction that defies homogeneous interpretation. This means that no operational definition is universal and no critical thinking measurement tool is all encompassing. Instructors will likely find evidence based strategies to facilitate thinking skills only as numerous research efforts from multiple disciplines accumulate. This study focuses on a question writing exercise designed to help anatomy and physiology students. Students were asked to design multiple choice questions that combined course concepts in new and novel ways. Instructions and examples were provided on how to construct these questions and student attempts were sorted into levels one through three of Bloom's Cognitive Taxonomy (Bloom et al. 1956). Students submitted their question designs weekly and received individual feedback as to how they might improve. Eight course examinations were created to contain questions that modeled the Bloom's Cognitive Taxonomy levels that students were attempting. Students were assessed on their course examination performance as well as performance on a discipline independent critical thinking test called the California Critical Thinking Skills Test (CCTST). The performance of students in this study was compared to students from two previous years that took the same course but did not have the question writing activity. Results suggest that students do not improve their ability to answer critical thinking multiple choices questions when they practice the task of creating such problems. The effect of class level on critical thinking is examined and it appears that the longer a student has attended college the better the performance on both discipline specific and discipline independent critical thinking questions. The data were also used to analyze students who improved their course examination grades in the second semester of this course. There is a pattern to suggest that students who improve their performance on course examinations

  14. Financial Imbalances and Macro-prudential Policies

    Directory of Open Access Journals (Sweden)

    Polikarpova Olga S.

    2015-11-01

    Full Text Available The credit crisis and its transformation into a sovereign debt crisis have illustrated the limited character of the traditional macro financial politics. The financial crisis has shown that the priority of price stability does not guarantee macroeconomic stability. Revision of the goals and objectives of the monetary and credit policy is being carried out in many countries. In order to ensure macroeconomic stability, central banks have to use new instruments considering financial stability as an additional object. Since 2009 the IMF recommends central banks to use macro-prudential instruments for reducing macro-financial risks and imbalances in the financial system structure. The effectiveness of macro-prudential policy depends on its calibration with the monetary and credit policy. The growth of financial imbalances in the first decade after the adoption of the euro, presence of contradictory fiscal policies, deployment of a spiral of rapid crediting and price inflation have led to apraxia in the monetary and credit policy, and fiscal policy was limited by institutional arrangements. Accumulating funds during the budget surplus the countries-members of the European Monetary System (EMS attempted to reduce asymmetric shocks. The priority of price stability in the EMS had been achieved but the economies of these countries suffered from financial imbalances. Macro-prudential policy is aimed at prevention and mitigation of systemic risk, plays a significant role in reforming the new policy of central banks. That is why European countries are developing new methods and an institutional framework for the implementation of a new macro-prudential policy. Problems of structural arbitration and the possibility of emergence of new financial imbalances in the EMS are becoming increasingly real. The flow of financial capitals and financial institutions to more lenient jurisdictions is connected with the establishment of macro-prudential policy. The macro

  15. Practice on the Professional Construction of Counselor Team Based on the Macro Level%基于宏观层面辅导员队伍专业化建设的实践构想

    Institute of Scientific and Technical Information of China (English)

    贝静红

    2014-01-01

    国家宏观层面的顶层设计是实现辅导员队伍专业化的战略保障,可以通过加强工作督查促进文件贯彻落实、精心树立先进典型培育职业精神、潜心提炼重点经验形成制度升华和精心谋划国家战略建成数据平台等实践构想来建设好辅导员队伍的专业化。%The top-level design of the professional construction of college counselor team on national macro level is a strategic security which can achieve professionalization of counselor teams by strengthening the supervision to promote the file implementation, carefully establishing advanced and typical cultivatable occupation spirit, extracting the key experience to form the sublimation of system with great concentration and meticulously planning national strategy to build data platform in order to make counselor team specialized.

  16. Conveying practical clinical skills with the help of teaching associates-a randomised trial with focus on the long term learning retention.

    Science.gov (United States)

    Hoefer, Sebastian H; Sterz, Jasmina; Bender, Bernd; Stefanescu, Maria-Christina; Theis, Marius; Walcher, Felix; Sader, Robert; Ruesseler, Miriam

    2017-03-28

    Ensuring that all medical students achieve adequate clinical skills remains a challenge, yet the correct performance of clinical skills is critical for all fields of medicine. This study analyzes the influence of receiving feedback by teaching associates in the context of achieving and maintaining a level of expertise in complex head and skull examination. All third year students at a German university who completed the obligatory surgical skills lab training and surgical clerkship participated in this study. The students were randomized into two groups. lessons by an instructor and peer-based practical skills training. Intervention group: training by teaching associates who are examined as simulation patients and provided direct feedback on student performance. Their competency in short- and long-term competence (directly after intervention and at 4 months after the training) of head and skull examination was measured. Statistical analyses were performed using SPSS Statistics version 19 (IBM, Armonk, USA). Parametric and non-parametric test methods were applied. As a measurement of correlation, Pearson correlations and correlations via Kendall's-Tau-b were calculated and Cohen's d effect size was calculated. A total of 181 students were included (90 intervention, 91 control). Out of those 181 students 81 agreed to be videotaped (32 in the control group and 49 in the TA group) and examined at time point 1. At both time points, the intervention group performed the examination significantly better (time point 1, p = teaching associates for teaching complex practical skills is effective for short- and long-term retention. We anticipate the method could be easily translated to nearly every patient-based clinical skill, particularly with regards to a competence-based education of future doctors.

  17. Brain lateralisation and motor learning: selective effects of dominant and non-dominant hand practice on the early acquisition of throwing skills.

    Science.gov (United States)

    Stöckel, Tino; Weigelt, Matthias

    2012-01-01

    Findings from neurosciences indicate that the two brain hemispheres are specialised for the processing of distinct movement features. How this knowledge can be useful in motor learning remains unclear. Two experiments were conducted to investigate the influence of initial practice with the dominant vs non-dominant hand on the acquisition of novel throwing skills. Within a transfer design two groups practised a novel motor task with the same amount of practice on each hand, but in opposite hand-order. In Experiment 1, participants acquired the position throw in basketball, which places high demands on throwing accuracy. Participants practising this task with their non-dominant hand first, before changing to the dominant hand, showed better skill acquisition than participants practising in opposite order. In Experiment 2 participants learned the overarm throw in team handball, which requires great throwing strength. Participants initially practising with their dominant hand benefited more from practice than participants beginning with their non-dominant hand. These results indicate that spatial accuracy tasks are learned better after initial practice with the non-dominant hand, whereas initial practice with the dominant hand is more efficient for maximum force production tasks. The effects are discussed in terms of brain lateralisation and bilateral practice schedules.

  18. Ostomy Home Skills Program

    Medline Plus

    Full Text Available ... CME Accreditation CME Joint Providership Program Verification of Knowledge and Skills ... Practice Management Workshops Patients and Family Patient Education Patient Education ...

  19. Ostomy Home Skills Program

    Medline Plus

    Full Text Available ... Verification of Knowledge and Skills Resources Educational Resources Educational Resources E-Learning ... Practice Management Workshops Patients and Family Patient Education Patient Education ...

  20. Learning Clinical Skills during Bedside Teaching Encounters in General Practice: A Video-Observational Study with Insights from Activity Theory

    Science.gov (United States)

    Ajjawi, Rola; Rees, Charlotte; Monrouxe, Lynn V.

    2015-01-01

    Purpose: This paper aims to explore how opportunities for learning clinical skills are negotiated within bedside teaching encounters (BTEs). Bedside teaching, within the medical workplace, is considered essential for helping students develop their clinical skills. Design/methodology/approach: An audio and/or video observational study examining…

  1. Reading Vocabulary Influences in Phonological Recoding during the Development of Reading Skill: A Re-Examination of Theory and Practice

    Science.gov (United States)

    McKay, Michael F.; Thompson, G. Brian

    2009-01-01

    Children's skill at recoding graphemes to phonemes is widely understood as the driver of their progress in acquiring reading vocabulary. This recoding skill is usually assessed by children's reading of pseudowords (e.g., "yeep") that represent "new words." This study re-examined the extent to which pseudoword reading is, itself, influenced by…

  2. Math practice and its influence on math skills and executive functions in adolescents with mild to borderline intellectual disability

    NARCIS (Netherlands)

    Jansen, B.R.J.; de Lange, E.; van der Molen, M.J.

    2013-01-01

    Adolescents with mild to borderline intellectual disability (MBID) often complete schooling without mastering basic math skills, even though basic math is essential for math-related challenges in everyday life. Limited attention to cognitive skills and low executive functioning (EF) may cause this

  3. Application of the CIPP model in nursing practice skills training%CIPP模式在护理操作技能培训中的应用

    Institute of Scientific and Technical Information of China (English)

    王丽; 马玉萍

    2012-01-01

    Objective To explore the problems of nursing practice skills by the application of CIPP model, so as to provide targeted suggstions and improve-ment measures. Methods A total of 280 nursing students who received nursing skills staining training during April to June,2011 were recruited. The Self - designed nursing Practice Skills'Scoring Form was employed and the teachers were interviewed. Results CIPP model could find the problems in nursing practice skills,and could provide the improvement suggestions. Conclusion Application of CIPP model can make evaluation of nursing skills.and provide suggestions of trainning programs so as to develop the. comprehensive quulity of nursing students,and to train qualified nursing staff.%目的 应用 CIPP模式了解并改进现阶段护理实践技能操作存在的问题,针对性地提出建议并进行改进.方法 采用自行设计《护理操作技能评分表》对2011年4月至6月在某护理学院实训中心进行集中轮回操作训练的280名护生进行考核,同时对教师进行访谈.结果 CIPP模式能够发现护理实践技能操作中存在的问题并提出改进意见.结论 应用CIPP模式对护理实践技能操作成绩进行评价,为制订教学计划与内容提供建议,有利于护生综合素质的养成,培养合格护理人员.

  4. Nigerian Pre-service Science Teachers' Self-Perceptions of Acquired Pedagogical Knowledge and Skills after Teaching Practice Exposure

    Directory of Open Access Journals (Sweden)

    A.E. Okanlawon

    2014-02-01

    Full Text Available The purposes of this study were to investigate the teaching competencies acquired and those not acquired by science teachers-in-training after exposure to teaching practice. The investigator used a fifty-six item questionnaire, labeled as Perception of the Acquired Pedagogical Knowledge and Skills Scale (PAPS, to elicit information from two hundred and ten pre-service science teachers in south-west geopolitical zone of Nigeria. A panel of five science educators determined the content validity of the questionnaire. The sample of science education undergraduates were drawn from three randomly selected universities using stratified random sampling technique. The pre-service teachers were required to rate their performance level on each teaching competence on a five-point Likert scale ranging from - high performance level - to - no performance level - with - average performance level - as the pivotal point of the scale. Following that, the mean of each competence item were computed. Any competence statement that had a mean rating of less than 3.00 was considered to be of low performance cadre, since the mean value of the scale was 3.00. The findings of the study indicate that most of the teaching competencies that teachers-in-training have not acquired fall under theme 1 (planning instruction, theme 2(implementing instruction, theme 3 (evaluating instruction, and theme 7 (integrating technology and media in the classroom. The study also revealed that pre-service science teachers demonstrated proficiency in reinforcing learning, managing classroom, building professional links with colleagues and understanding learners' development. Based on the findings of this study, it was recommended that the principle of collaborative approaches for teacher learning should be incorporated into the teacher training program and that regular follow-up workshops aiming at developing Pedagogical Content Knowledge (PCK of pre-service science teachers should be

  5. Resource Curse: Micro and Macro Analysis

    African Journals Online (AJOL)

    Nneka Umera-Okeke

    corporate sub-levels, while at the macro level there are the state and the global ... development and good governance than do countries with fewer resources” ( .... Individuals can contribute to resource curse by acting as corrupt agents of the.

  6. MACRO constraints on violation of Lorentz invariance

    CERN Document Server

    Cozzi, M

    2007-01-01

    The energy spectrum of neutrino-induced upward-going muons in MACRO has been analysed in terms of relativity principles violating effects, keeping standard mass-induced atmospheric neutrino oscillations as the dominant source of $\

  7. Performance Evaluation Of Macro amp Micro Mobility In HMIP Networks

    Directory of Open Access Journals (Sweden)

    Osama Ali Abdelgadir

    2015-08-01

    Full Text Available Abstract Changing the location of mobile node during transmission or receiving of data always caused changing of the address of the mobile node which results in packet loss as well as delay in time taken to locate the new address of the Mobile Node therefore delay of data receiving is caused this problem was known as micro-mobility issue. To resolve this problem and ascurrently mobile IP is the most promising solution for mobility management in the Internet. Several IP micro mobility approaches have been proposed to enhance the performance of mobile IP which supports quality of service minimum packet loss limited handoff delay and scalability and power conservation but they are not scalable for macro mobility. A practical solution would therefore require integration of mobile IP and micro mobility protocols where mobile IP handles macro mobility and HMIP cellular IP HAWAII handles micro mobility. In this paper an integrated mobility management protocol for IP based wireless networks is proposed and analyzed.HIERARCHICAL MICRO MOBILITY PROTOCOL is used. To identify the impact of micro-mobility in IP based Wireless Network to implement selected micro-mobility model of Hierarchal Micro Mobility Protocol in network simulator and for more analysis and measurements results and for the purpose of performance comparison between both Macro and Micro mobility Protocol Management.. Simulation results presented in this paper are based on ns 2

  8. 高职英语技能培养的研究与实践%Research and Practice of Vocational English Skills Development

    Institute of Scientific and Technical Information of China (English)

    李尚姣

    2012-01-01

    高职英语技能培养的研究与实践是一个教学改革实验,目的是要在高职进行一系列的教学模式、评价体系以及课堂教学方法的改革.经过一段时间的实践后,最终要达到培养高职学生英语技能,即听、说、读、写、译的目的。%Vocational English skills development research and practice is a teaching reform experiment, aim to made teaching mode in higher vocational evaluation system, and the reform of classroom teaching methods. After a period of practice, and ulfmately to achieve cultivate the students' English language skills - listening, speaking, reading, writing and translation purposes.

  9. MARKAL-MACRO: An overview

    Energy Technology Data Exchange (ETDEWEB)

    Hamilton, L.D.; Goldstein, G.A.; Lee, J.; Marcuse, W.; Morris, S.C. [Brookhaven National Lab., Upton, NY (US); Manne, A.S. [Stanford Univ., CA (US); Wene, C.O. [Brookhaven National Lab., Upton, NY (US)]|[Chalmers Univ. of Technology, Goeteborg (SE)

    1992-11-12

    MARKAL-MACRO is an experiment in model linkage. This new tool is intended as an improvement over existing methods for energy policy assessment. It is designed specifically for estimating the costs and analyzing alternative technologies and policies proposed for reducing environmental risks such as global climate change or regional air pollution. The greenhouse gas debate illustrates the usefulness of linked energy-economy models. A central issue is the coupling between economic growth, the level of energy demands, and the evolution of an energy system to supply these demands. The debate is often connected with alternative modeling approaches. The competing philosophies may be labeled {open_quotes}top-down macroeconomic{close_quotes} and {open_quotes}bottom-up engineering{close_quotes} perspectives. Do macroeconomic models, with their descriptions of effects within the total economy but few technical details on the energy system, tend to overestimate future energy demands? Conversely, do engineering models, ignoring feedbacks to the general economy and non-technical market factors but containing rich descriptions of technology options, tend to take too optimistic a view of conservation and the use of renewable energy sources? Or is the principal difference that the engineering models ignore new sources of energy demands, and that the macroeconomic models ignore saturation effects for old categories of demands? An efficient modeling tool must have the scope and detail to match the width and depth of the policy problem being analyzed. In order to respond to major environmental risks (e.g., the possibility of global climate changes), there must be long-range, fundamental changes in the energy system. For an analysis of these changes and an understanding of their nature, the modeling tool must be able to capture the complex network of relations within the energy system, as well as the opportunities of new or improved technologies.

  10. MARKAL-MACRO: An overview

    Energy Technology Data Exchange (ETDEWEB)

    Hamilton, L.D.; Goldstein, G.A.; Lee, J.; Marcuse, W.; Morris, S.C. (Brookhaven National Lab., Upton, NY (United States)); Manne, A.S. (Stanford Univ., CA (United States)); Wene, C.O. (Brookhaven National Lab., Upton, NY (United States) Chalmers Univ. of Technology, Goeteborg (Sweden))

    1992-11-12

    MARKAL-MACRO is an experiment in model linkage. This new tool is intended as an improvement over existing methods for energy policy assessment. It is designed specifically for estimating the costs and analyzing alternative technologies and policies proposed for reducing environmental risks such as global climate change or regional air pollution. The greenhouse gas debate illustrates the usefulness of linked energy-economy models. A central issue is the coupling between economic growth, the level of energy demands, and the evolution of an energy system to supply these demands. The debate is often connected with alternative modeling approaches. The competing philosophies may be labeled [open quotes]top-down macroeconomic[close quotes] and [open quotes]bottom-up engineering[close quotes] perspectives. Do macroeconomic models, with their descriptions of effects within the total economy but few technical details on the energy system, tend to overestimate future energy demands Conversely, do engineering models, ignoring feedbacks to the general economy and non-technical market factors but containing rich descriptions of technology options, tend to take too optimistic a view of conservation and the use of renewable energy sources Or is the principal difference that the engineering models ignore new sources of energy demands, and that the macroeconomic models ignore saturation effects for old categories of demands An efficient modeling tool must have the scope and detail to match the width and depth of the policy problem being analyzed. In order to respond to major environmental risks (e.g., the possibility of global climate changes), there must be long-range, fundamental changes in the energy system. For an analysis of these changes and an understanding of their nature, the modeling tool must be able to capture the complex network of relations within the energy system, as well as the opportunities of new or improved technologies.

  11. Effects of Different Variations of Mental and Physical Practice on Sport Skill Learning in Adolescents with Mental Retardation

    Science.gov (United States)

    Hemayattalab, Rasool; Movahedi, Ahmadreza

    2010-01-01

    The purpose of this study was to investigate the effect of five variations of imagery and physical practice on learning of Basketball free throws in adolescents with mental retardation (AWMR). Forty AWMR were randomly assigned to five groups and performed a variation of practice: physical practice, mental practice, physical practice followed by…

  12. It's practice, with sleep, that makes perfect: implications of sleep-dependent learning and plasticity for skill performance.

    Science.gov (United States)

    Walker, Matthew P; Stickgold, Robert

    2005-04-01

    Although there is no consensus regarding the functions of sleep, one exciting hypothesis is that sleep contributes importantly to learning and memory. Over the last decade, several studies have provided substantive evidence supporting the role of sleep in memory processing. This article focuses on sleep-dependent learning and brain plasticity in humans, specifically in the development of skill performance that is the foundation of many sports actions. The different forms and stages of human memory are discussed, then evidence of sleep-dependent skill learning and associated sleep-dependent brain plasticity is described. In conclusion, a consideration of the fundamental importance of sleep in real-life skill learning is provided.

  13. Application of SAS macro to evaluated multiplicative and additive interaction in logistic and Cox regression in clinical practices%实现logistic与Cox回归相乘相加交互作用的临床实践宏程序

    Institute of Scientific and Technical Information of China (English)

    聂志强; 欧艳秋; 庄建; 曲艳吉; 麦劲壮; 陈寄梅; 刘小清

    2016-01-01

    病例对照研究常采用条件或非条件logistic分析,生存资料分析常采用Cox比例模型,但多数文献仅纳入主效应模型,然而广义线性模型不同于一般线性模型,其交互作用分为相乘交互与相加交互作用,前者只有统计学意义而后者更符合生物学意义.笔者以SAS 9.4软件编写宏,在计算logistic与Cox相乘交互项同时计算交互对比度、归因比、交互作用指数指标及利用Wald、Delta、PL(profile likelihood)3种方法的可信区间评价相加交互作用,便于临床流行病学与遗传学大数据分析相乘相加交互作用时参考.%Conditional logistic regression analysis and unconditional logistic regression analysis are commonly used in case control study,but Cox proportional hazard model is often used in survival data analysis.Most literature only refer to main effect model,however,generalized linear model differs from general linear model,and the interaction was composed of multiplicative interaction and additive interaction.The former is only statistical significant,but the latter has biological significance.In this paper,macros was written by using SAS 9.4 and the contrast ratio,attributable proportion due to interaction and synergy index were calculated while calculating the items of logistic and Cox regression interactions,and the confidence intervals of Wald,delta and profile likelihood were used to evaluate additive interaction for the reference in big data analysis in clinical epidemiology and in analysis of genetic multiplicative and additive interactions.

  14. Ostomy Home Skills Program

    Medline Plus

    Full Text Available ... with educational and simulation materials to learn and practice the skills needed for optimal postoperative recovery. The kit supports ... home management. A DVD with demonstration of each skill Stoma Practice Model Stoma supplies (measurement guide, marking pen, scissors, ...

  15. A Study to Assess Empowerment of Adolescent Girls in Terms of Knowledge-Based Life Skills Education About Child Survival and Safe Motherhood Practices.

    Science.gov (United States)

    Choudhary, A K; Saxena, D M; Kaushal, Rituja

    2016-12-01

    This study has been designed with the intention to bring a substantial change in the mindsets or life skills of adolescent girls at secondary school level regarding their concept of child survival and safe motherhood practices in order to deal effectively with real-life situations. A cross-sectional analytical study was carried out with 538 adolescent girls regarding assessment of their knowledge on variables like correct nutrition, iron-deficiency anemia and its prevention, care during pregnancy, safe birth, skilled birth attendance, breast feeding and complementary feeding practices, child's growth and development issues, immunization, management of common childhood illnesses. etc. Analysis was done using Mc Nemar's Chi-square test for paired data. Values obtained were highly significant for nutrition, iron-deficiency anemia and its prevention, care during pregnancy, and management of childhood illnesses variables, whereas study findings were found to be insignificant for rest of the variables. This study based on life skills approach and counseling worked well to promote and motivate adolescent girls for positive decision making. In this context, every adolescent girl should be encouraged to raise her unsolved issues in order to achieve safe motherhood plus growth and development of their children.

  16. Skill sharing and delegation practice in two Queensland regional allied health cancer care services: a comparison of tasks.

    Science.gov (United States)

    Passfield, Juanine; Nielsen, Ilsa; Brebner, Neil; Johnstone, Cara

    2017-07-24

    Objective Delegation and skill sharing are emerging service strategies for allied health (AH) professionals working in Queensland regional cancer care services. The aim of the present study was to describe the consistency between two services for the types and frequency of tasks provided and the agreement between teams in the decision to delegate or skill share clinical tasks, thereby determining the potential applicability to other services.Methods Datasets provided by two similar services were collated. Descriptive statistical analyses were used to assess the extent of agreement.Results In all, 214 tasks were identified as being undertaken by the services (92% agreement). Across the services, 70 tasks were identified as high frequency (equal to or more frequently than weekly) and 29 as not high frequency (46% agreement). Of the 68 tasks that were risk assessed, agreement was 66% for delegation and 60% for skill sharing, with high-frequency and intervention tasks more likely to be delegated.Conclusions Strong consistency was apparent for the clinical tasks undertaken by the two cancer care AH teams, with moderate agreement for the frequency of tasks performed. The proportion of tasks considered appropriate for skill sharing and/or delegation was similar, although variation at the task level was apparent. Further research is warranted to examine the range of factors that affect the decision to skill share or delegate.What is known about the topic? There is limited research evidence regarding the use of skill sharing and delegation service models for AH in cancer care services. In particular, the extent to which decisions about task safety and appropriateness for delegation or skill sharing can be generalised across services has not been investigated.What does this paper add? This study investigated the level of clinical task consistency between two similar AH cancer care teams in regional centres. It also examined the level of agreement with regard to delegation

  17. Evidence-Based Practice: a survey regarding behavior, knowledge, skills, resources, opinions and perceived barriers of Brazilian physical therapists from São Paulo state

    Science.gov (United States)

    Silva, Tatiane M.; Costa, Lucíola C. M.; Costa, Leonardo O. P.

    2015-01-01

    BACKGROUND: Evidence-Based Practice (EBP) has been widely used by health professionals. However, no study in Brazil has investigated the data regarding the knowledge and difficulties related to EBP from a representative sample of physical therapists. OBJECTIVE: To identify behavior, knowledge, skills, resources, opinions and perceived barriers of Brazilian physical therapists from the state of São Paulo regarding EBP. METHOD: A customized questionnaire about behavior, knowledge, skills, resources, opinions and perceived barriers regarding EBP was sent by email to a sample of 490 physical therapists registered by the Registration Board of São Paulo, Brazil. Physical therapists who did not respond to the questionnaire were contacted by telephone and/or letter. The data were analyzed descriptively. RESULTS: The final response rate was 64.4% (316/490). Because 60 physical therapists were no longer practicing, 256 answers were analyzed. The physical therapists reported that they routinely read scientific papers (89.5%) as a resource for professional development, followed by continuing education courses (88.3%) and books (86.3%). Approximately 35% of the respondents reported a clear understanding of the implementation of research findings in their practice; approximately 37% reported no difficulties in critically appraising scientific papers; and 67.2% strongly agreed that EBP is important for their practice. The most commonly reported barriers were related to difficulties in obtaining full-text papers (80.1%), using EBP may represent higher cost (80.1%) and the language of publication of the papers (70.3%). CONCLUSION: Physical therapists from São Paulo state believe that they have knowledge and skills to use EBP. Although they have favorable opinions regarding its implementation, they still encounter difficulties in implementing EBP successfully. PMID:26443977

  18. An Evaluation of the Quality of Research on Evidence-Based Practices for Daily Living Skills for Individuals with Autism Spectrum Disorder.

    Science.gov (United States)

    Hong, Ee Rea; Ganz, Jennifer B; Ninci, Jennifer; Neely, Leslie; Gilliland, Whitney; Boles, Margot

    2015-09-01

    This study presents a literature review of interventions for improving daily living skills of individuals with ASD. This review investigated the quality of the design and evidence of the literature base and determined the state of the evidence base related to interventions for improving daily living skills of individuals with ASD. Included studies were evaluated to determine the overall quality of the evidence for each design within each article, based on the What Works Clearinghouse standards for single-case experimental design (Kratochwill et al. 2010), adapted by Maggin et al. (Remedial Spec Educ 34(1):44-58, 2013. doi: 10.1177/0741932511435176 ). As a result, video modeling was found to be an evidence-based practice. Limitations and implications for future research and for practitioners are discussed.

  19. Theory and practice in medical education – expectations and development of skills experienced by students of human medicine compared with students in other disciplines

    Directory of Open Access Journals (Sweden)

    Piedmont, Silke

    2015-02-01

    Full Text Available Aim: The aim of this article is to compare students of human medicine (HM with students specialising in the MINT disciplines (mathematics, computer science, natural sciences and engineering, the humanities and social sciences as well as law and economic sciences with regard to their expectations of their university study and career and the areas of competence where they feel they have been supported by their education. We present in detail issues particularly relevant to prospective physicians, which are discussed with the main focus on the “theoretical and practical orientation of medical education”.Methods: We used the database in the Public Use File of the “11 Student Survey”, a written survey of randomly selected students studying at 25 German tertiary institutions during the 2009/2010 winter term, which was supplied by the Tertiary Education Research working group at the University of Constance. Data on 7536 students was included, of which 488 (6.5% were prospective physicians.Results: Human medicine students have a clear career aim and want to complete their education quickly. They have a far above-average interest in working with and for people. About one student in two is interested in a career in science or research (53% in each case – close to the average for all subjects. Compared with the other disciplines, HM students are most likely to consider their university education to have practical and research relevance and are most likely to feel prepared for their profession. Yet over half of all students (Ø 53.3%; HM 54.5% do not consider their education to have fostered their research skills. MINT students in particular are better able to enhance their skills through independent experimentation, while theory and practice are more likely to be communicated academically in the regular teaching of human medicine. Accordingly, the HM students feel less well supported in some areas of competence required for their later work than

  20. Injection moulding for macro and micro products

    DEFF Research Database (Denmark)

    Islam, Mohammad Aminul

    used for macro products but with the ages it is going deep into the micro areas having machine and process improvements. Extensive research work on injection moulding is going on all over the world. New ideas are flowing into the machines, materials and processes. The technology has made significant......The purpose of the literature survey is to investigate the injection moulding technology in the macro and micro areas from the basic to the state-of-the-art recent technology. Injection moulding is a versatile production process for the manufacturing of plastic parts and the process is extensively...

  1. Higher Order Macro Coefficients in Periodic Homogenization

    Energy Technology Data Exchange (ETDEWEB)

    Conca, Carlos; San Martin, Jorge [Departamento de IngenierIa Matematica, Facultad de Ciencias Fisicas y Matematicas, Universidad de Chile and Centro de Modelamiento Matematico, UMR 2071 CNRS-UChile, Casilla 170/3 - Correo 3, Santiago (Chile); Smaranda, Loredana [Department of Mathematics, Faculty of Mathematics and Computer Science, University of Pitesti, 110040 Pitesti, Str. Targu din Vale Nr.1, Arges (Romania); Vanninathan, Muthusamy, E-mail: cconca@dim.uchile.cl, E-mail: jorge@dim.uchile.cl, E-mail: smaranda@dim.uchile.cl, E-mail: vanni@math.tifrbng.res.in [TIFR-CAM, Post Bag 6503, GKVK Post, Bangalore - 560065 (India)

    2011-09-15

    A first set of macro coefficients known as the homogenized coefficients appear in the homogenization of PDE on periodic structures. If energy is increased or scale is decreased, these coefficients do not provide adequate approximation. Using Bloch decomposition, it is first realized that the above coefficients correspond to the lowest energy and the largest scale. This naturally paves the way to introduce other sets of macro coefficients corresponding to higher energies and lower scales which yield better approximation. The next task is to compare their properties with those of the homogenized coefficients. This article reviews these developments along with some new results yet to be published.

  2. Macro-Controls Take the Helm

    Institute of Scientific and Technical Information of China (English)

    2008-01-01

    The Chinese economy has maintained a bullish run for decades. But in recent years inflation has become more threatening. Worries therefore grow that the robust economy may slump due to the overwhelming macro-economic controls. How should China rein in inflation and at the same time hedge against economic freefall? What differentiates the country’s macro-economic controls in recent years from those in the past? Liu Shucheng and Zhang Xiaojing, researchers with the Institute of Economics under the Chinese Academy of Social Sciences, gave their opinions in the following excerpts:

  3. Growing Languages with Metamorphic Syntax Macros

    DEFF Research Database (Denmark)

    Brabrand, Claus; Schwartzbach, Michael Ignatieff

    2002-01-01

    "From now on, a main goal in designing a language should be to plan for growth." Guy Steele: Growing a Language, OOPSLA '98 invited talk.We present our experiences with a syntax macro language which we claim forms a general abstraction mechanism for growing (domain-specific) extensions of program......"From now on, a main goal in designing a language should be to plan for growth." Guy Steele: Growing a Language, OOPSLA '98 invited talk.We present our experiences with a syntax macro language which we claim forms a general abstraction mechanism for growing (domain-specific) extensions...

  4. Prepare, Do, Review: A Skills-Based Approach for Laboratory Practical Classes in Biochemistry and Molecular Biology

    Science.gov (United States)

    Arthur, Peter; Ludwig, Martha; Castelli, Joane; Kirkwood, Paul; Attwood, Paul

    2016-01-01

    A new laboratory practical system is described which is comprised of a number of laboratory practical modules, each based around a particular technique or set of techniques, related to the theory part of the course but not designed to be dependent on it. Each module comprises an online recorded pre-lab lecture, the laboratory practical itself and…

  5. Soft Skills of Nursing Students in Clinical Practice%385名实习护生护理职业软技能的调查与分析

    Institute of Scientific and Technical Information of China (English)

    钟美浓; 陈瑜

    2014-01-01

    目的:通过调查实习护生护理软技能水平,根据现状提出改善方案,为护理院校及实习医院培训护生软技能提供参考依据。方法采用付艳芬设计的护理软技能测评量表,便利抽取广东省某医科大学385名实习护生进行问卷调查。结果本组实习护生护理软技能总分为(220.03±21.89)分,高于全国新护士护理软技能常模。各维度均分比较显示,自我管理技能得分最高(3.89±0.19)分,组织管理技能得分最低(3.69±0.16)分。不同学历、父母文化程度、是否为班团干部的实习护生护理软技能总均分得分比较差异均具有统计学意义(P<0.05)。结论实习护生具有较高的护理软技能水平,但在组织管理技能和职业情操方面偏低,护理院校及实习医院应进一步提高护生职业情操,采取有效措施培养护生的组织管理能力,以全面提高护生的护理软技能水平。%Objective To explore soft skills of nursing students and its influence factors, to put forward effective measures to improve their soft skills and its practical application. Methods With Nursing Soft Skills Assessment Scale designed by Fu Yanfen, 385 nursing students in Southern Medical University were investigated. Results The total average score of soft skills was 220.03 ± 21.89, which was higher than that of national norm; the highest score and the lowest were from the interpersonal skills and organization and management skills, which were 3.89 ±0.19 and 3.69 ±0.16 respectively; education background, parents ’ educational background and whether class cadre or not were the influence factors of soft skills of nursing students ( P<0.05). Conclusion Nursing students hold a relatively high level of nursing soft skills, but still lack management skill and professional awareness. More training opportunities on improving nursing soft skills are needed from hospitals and schools, especially for

  6. Fostering Knowledge and Skills to Teach for Diversity: "There Is Nothing so Practical as a Good Theory"

    Science.gov (United States)

    Marchel, Carol A.; Green, Susan K

    2014-01-01

    Increased use of field-based teacher preparation offers important opportunities to develop skills with diverse learners. However, limited focus on theoretical content restricts understanding and generalization of well-proven theoretical approaches, resulting in fragmented field applications unlikely to result in broad application. Inspired by Kurt…

  7. Effective Instruction for English Language Learners: Supporting Text-Based Comprehension and Communication Skills. Teaching Practices That Work Series

    Science.gov (United States)

    Jacobson, Julie; Johnson, Kelly; Lapp, Diane

    2011-01-01

    This teacher-friendly guide is packed with motivating lessons designed to improve the content learning and literacy skills of English language learners (ELLs) in K-8. Offering research-supported strategies that teachers can implement immediately, the book explains how to use content-area texts to support ELLs' growth in five crucial areas:…

  8. Independent Contributions of Mothers' and Fathers' Language and Literacy Practices: Associations with Children's Kindergarten Skills across Linguistically Diverse Households

    Science.gov (United States)

    Sims, Jacqueline; Coley, Rebekah Levine

    2016-01-01

    Research Findings: Home language and literacy inputs have been consistently linked with enhanced language and literacy skills among children. Most studies have focused on maternal inputs among monolingual populations. Though the proportion of American children growing up in primarily non-English-speaking homes is growing and the role of fathers in…

  9. Practice of continuous nursing skill training%持续性护理技能培训的实践

    Institute of Scientific and Technical Information of China (English)

    白利; 冯月文; 冯国和

    2016-01-01

    To explore the effect of continuous nursing skill training by means of historical control .Results showed that ,com-pared with traditional training after continuous nursing skill training ,the basic nursing skills ,professional knowledge and nursing satisfaction of patients had been improved significantly ( P<0 .05 ) .Adopting continuous nursing skill training method ,it had positive significance to improve the quality of nursing and nursing satisfaction of hospitalized patients .%采用历史对照法比较持续性护理技能培训的效果。结果显示,采用持续性培训后护士的基础护理操作、专业知识及住院患者对护理工作的的满意度较传统的培训高( P<0.05)。采用持续性护理技能培训方法,对提高科室的护理质量和住院患者的满意度具有积极的意义。

  10. Putting It All Together: Incorporating "SoTL Practices" for Teaching Interpersonal and Critical Thinking Skills in an Online Course

    Science.gov (United States)

    Osborne, Randall E.; Kriese, Paul; Tobey, Heather; Johnson, Emily

    2009-01-01

    Views of critical thinking were culled from the literature and developed into a scholarship of teaching and learning (SoTL) model that was implemented into the Internet course, "The Politics and Psychology of Hatred." Assessment of student course postings demonstrated a strong relationship between interpersonal skills (referred to in the…

  11. An Introduction to Basic Skills Education for At-Risk Youth: A Decision Maker's Guide to Principles and Practices.

    Science.gov (United States)

    Brandeis Univ., Waltham, MA. Center for Human Resources.

    This guide was developed to help Private Industry Council members and Job Training Partnership Act Service Delivery Area directors, planners, and program managers to develop new services by providing an introduction to the elements of effective basic skills programs. The guide is organized in three major parts. Part 1 reviews the research on the…

  12. Food Safety Practices Assessment Tool: An Innovative Way to Test Food Safety Skills among Individuals with Special Needs

    Science.gov (United States)

    Carbone, Elena T.; Scarpati, Stanley E.; Pivarnik, Lori F.

    2013-01-01

    This article describes an innovative assessment tool designed to evaluate the effectiveness of a food safety skills curriculum for learners receiving special education services. As schools respond to the increased demand for training students with special needs about food safety, the need for effective curricula and tools is also increasing. A…

  13. A Best Practices Guide in Social Skills Training for Kindergarten Teachers of Children with High Functioning Autism Spectrum Disorder

    Science.gov (United States)

    Levine, Mandi Danielle

    2012-01-01

    This dissertation identifies social skills as the central treatment concern for young children with Asperger's Syndrome (AS)/High Functioning Autism Spectrum Disorder (HFASD) in an educational setting (Attwood, 1998; Macintosh & Dissanayake, 2006; Rao, Beidel, & Murray, 2008; Sansosti, 2010; Sansosti, Powell-Smith, & Cowan, 2010).…

  14. Fostering Knowledge and Skills to Teach for Diversity: "There Is Nothing so Practical as a Good Theory"

    Science.gov (United States)

    Marchel, Carol A.; Green, Susan K

    2014-01-01

    Increased use of field-based teacher preparation offers important opportunities to develop skills with diverse learners. However, limited focus on theoretical content restricts understanding and generalization of well-proven theoretical approaches, resulting in fragmented field applications unlikely to result in broad application. Inspired by Kurt…

  15. Research and Teaching: Think before (and after) You Speak: Practice and Self-Reflection Bolster Oral Communication Skills

    Science.gov (United States)

    Sterling, Eleanor; Bravo, Adriana; Porzecanski, Ana Luz; Burks, Romi L.; Linder, Joshua; Langen, Tom; Fernandez, Denny; Ruby, Douglas; Bynum, Nora

    2016-01-01

    In this study, conservation biology faculty and practitioners from across the United States designed classroom exercises and teaching interventions intended to bolster oral communication skills. Through repeated oral presentation assignments integrated into course requirements, the authors examined individual student learning gains via…

  16. Research and Teaching: Think before (and after) You Speak: Practice and Self-Reflection Bolster Oral Communication Skills

    Science.gov (United States)

    Sterling, Eleanor; Bravo, Adriana; Porzecanski, Ana Luz; Burks, Romi L.; Linder, Joshua; Langen, Tom; Fernandez, Denny; Ruby, Douglas; Bynum, Nora

    2016-01-01

    In this study, conservation biology faculty and practitioners from across the United States designed classroom exercises and teaching interventions intended to bolster oral communication skills. Through repeated oral presentation assignments integrated into course requirements, the authors examined individual student learning gains via…

  17. The Use of "Ask, Write, Throw" Technique as a Writing Skill Practice When Teaching Turkish as a Foreign Language

    Science.gov (United States)

    Takil, Nazife Burcu

    2016-01-01

    This investigation was done to explore the effectiveness of "Ask, write, throw" (AWT) technique in improving the writing skills of B2 level learners of Turkish as a foreign language compared to traditional teaching technique. To this end, 35 learners at similar levels were recruited. There were 18 learners in the AWT (experimental) group…

  18. Food Safety Practices Assessment Tool: An Innovative Way to Test Food Safety Skills among Individuals with Special Needs

    Science.gov (United States)

    Carbone, Elena T.; Scarpati, Stanley E.; Pivarnik, Lori F.

    2013-01-01

    This article describes an innovative assessment tool designed to evaluate the effectiveness of a food safety skills curriculum for learners receiving special education services. As schools respond to the increased demand for training students with special needs about food safety, the need for effective curricula and tools is also increasing. A…

  19. Multimedia and Training: Practice and Skills of European Producers, (Part 1) Results of the European Project "START-UP."

    Science.gov (United States)

    Gutierrez, Christine Gardiol; Boder, Andre

    1992-01-01

    Describes the START-UP project developed by the European Community to identify educational and training multimedia producers in European countries and to define the methodologies that these producers use in developing their products. Highlights include production stages, multimedia skills, teamwork, decision making, learning processes, learner…

  20. Practice Makes Perfect: Emergency Medical Technicians and the Social Negotiation of a Skilled Occupational Identity. EQW Working Papers.

    Science.gov (United States)

    Nelsen, Bonalyn J.; Barley, Stephen R.

    Most scholars adopt one of two orientations when explaining why some occupations are more skilled than others: realism or constructionism; both views would benefit from a consideration of interactionism. No occupations are more likely to have to negotiate their status than those that emerge from amateur or voluntary work. Members of such…