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McMahon, John M.; Wolffe, Karen E.; Wolfe, Judy; Brooker, Carrie
This Practice Report describes the development and implementation of the "Maine Employability Skills Program," a model employment program developed by the Maine Division for the Blind and Visually Impaired (DBVI). The program was designed to support the efforts of the chronically unemployed or underemployed. These consumers were either…
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Special Olympics, Inc., Washington, DC.
One of seven instructional units on Special Olympics Sports Skills Instructional Programs, this guide presents suggestions for coaching softball for mentally retarded persons. An overview section provides information on teaching suggestions, followed by a list of program goals, objectives, and benefits. Sports skill assessments measure athletes'…
This article examines the application Higher Diploma training skills in classroom instruction as .... the intention of articulating the extent to which the ... graduates are applying HDP training skills ... HDP) to revisit their procedure, which result ..... not believe in the usefulness of the ... of this study perceived CPD as a program.
Shooter, Wynn; Sibthorp, Jim; Paisley, Karen
Successful hiring, training, and pairing or grouping of staff requires administrators to consider the relationship between their programs' goals and the specific outdoor leadership skills of individual leaders. Authors have divided outdoor leadership skills into a three-category structure, and models of outdoor leadership have focused on skills…
Bennedsen, Jens Benned; Caspersen, Michael E.
Programming is recognised as one of seven grand challenges in computing education and attracts much attention in computing education research. Most research in the area concerns teaching methods, educational technology and student understanding/misconceptions. Typically, evaluation of learning...... outcome takes place during or immediately following the educational activity. In this research, we conduct a qualitative investigation of sustainability of programming competence by studying the effect of recalling programming competence long time after the educational activity has taken place. Our...
Food and Beverage Workers Union, Local 32, Washington, DC.
This report describes a joint labor-management workplace literacy program called SET (Skills Enhancement Training) that targeted the more than 2,000 unionized employees of food service contractors at U.S. government institutions in Washington, D.C. Nineteen classes were offered and a total of 191 people self-selected themselves into the program.…
Bennedsen, Jens; Caspersen, Michael E.
Programming is recognised as one of seven grand challenges in computing education and attracts much attention in computing education research. Most research in the area concerns teaching methods, educational technology and student understanding/misconceptions. Typically, evaluation of learning outcome takes place during or immediately following…
Charoensap-Kelly, Piyawan; Broussard, Lauren; Lindsly, Mallory; Troy, Megan
This study was conducted to determine the effectiveness of a soft skills employee training program. We examined willingness to learn and delivery methods (face-to-face vs. online) and their associations with the training outcomes in terms of learning and behavioral change. Results showed that neither participants' willingness to learn nor delivery…
Comings, John P.; Strucker, John; Bell, Brenda
This article describes two assessment tools that have been used to assess the reading skills of youth participating in alternative basic skills and livelihood skills training programs. The Rapid Assessment of Reading Skills (RARS) was developed to identify potential participants who needed to improve their reading skills before beginning training…
Yanais Gutiérrez Jorge
Full Text Available Male homosexuality in Cuba has been se gregated by means of discrimination what , may hinde r the social interation of this people. The research has carried out problems with the self - esteem , the knowledge of the assertive rights, the preparation to confront the conflicts in the interpersonal rel ationships, the correct use of the extraverbal language and the capacity to vary and to sustain approaches depending on the circumstances . This investigation propose to carry out a Sociocultural Animation Program to develop social skills in 25 male homosex uals in our province as a way to get their social insertion .
Sanchez, Rebecca P.; Brown, Emily; DeRosier, Melissa E.
Educators, policymakers, and the general public agree that social skills should be taught to children. In an effort to bridge this gap between evidence-based social skills training and populations in need, the authors have developed an Intelligent Social Tutoring System (ISTS) that fosters learning through adaptive interaction between the student…
Full Text Available We have undertaken an integrated and collaborative approach to developing foundational skills of students in a first year, Introductory Biology course. The course is a large lecture and laboratory course with enrollments ranging from 800-1000 per year. Teaching and Learning experts were brought into the course as weekly ‘Foundation Skills for Scientists’ sessions were created. The initial challenges were to have effective knowledge exchange between collaborators and create an integrated course syllabus. Once effective sessions were created, the next challenge was to improve student valuation of them. High value was only achieved when the skill sessions were tightly linked to course assignments and activities and was delivered ‘just in time’. Even then, the challenge has been to motivate students to realize that the sessions are directly relevant to them. Overall, student performance has improved since the program was initiated as measured by rate of retention in the course, overall course marks and quality of writing.Nous avons utilisé une approche intégrée et collaborative pour approfondir les compétences de base des étudiants de première année qui suivent un cours d’introduction à la biologie. Il s’agit d’un cours magistral et en laboratoire, auquel s’inscrivent entre 800 et 1000 étudiants par an. Ce cours a bénéficié de l’apport d’experts en enseignement et en apprentissage afin d’appuyer le développement de séances hebdomadaires portant sur les compétences de base en sciences. Les difficultés initiales étaient de susciter un échange de connaissances efficace entre les collaborateurs et de créer un plan de cours intégré. Une fois les séances organisées, la difficulté suivante a été de faire en sorte que les étudiants les apprécient davantage. Ces derniers les ont jugées très utiles uniquement lorsqu’elles étaient étroitement liées aux tâches et aux
Stacho, M.; Slugen, V.; Hinca, R.; Sojak, S.; Krnac, S.
Detection of activity in natural samples is specific especially because of its low level and high background interferences. Reduction of background interferences could be reached using low background chamber. Measurement geometry in shape of Marinelli beaker is commonly used according to low level of activity in natural samples. The Peak Net Area (PNA) method is the world-wide accepted technique for analysis of gamma-ray spectra. It is based on the net area calculation of the full energy peak, therefore, it takes into account only a fraction of measured gamma-ray spectrum. On the other hand, the Whole Spectrum Processing (WSP) approach to the gamma analysis makes possible to use entire information being in the spectrum. This significantly raises efficiency and improves energy resolution of the analysis. A principal step for the WSP application is building up the suitable response operator. Problems are put in an appearance when suitable standard calibration sources are unavailable. It may be occurred in the case of large volume samples and/or in the analysis of high energy range. Combined experimental and mathematical calibration may be a suitable solution. Many different detectors have been used to register the gamma ray and its energy. HPGe detectors produce the highest resolution commonly available today. Therefore they are they the most often used detectors in natural samples activity analysis. Scintillation detectors analysed using PNA method could be also used in simple cases, but for complicated spectra are practically inapplicable. WSP approach improves resolution of scintillation detectors and expands their applicability. WSP method allowed significant improvement of the energetic resolution and separation of "1"3"7Cs 661 keV peak from "2"1"4Bi 609 keV peak. At the other hand the statistical fluctuations in the lower part of the spectrum highlighted by background subtraction causes that this part is still not reliably analyzable. (authors)
Mary E. Arnold
Full Text Available In recent years there has been an increased emphasis on science learning in 4-H and other youth development programs. In an effort to increase science capacity in youth, it is easy to focus only on developing the concrete skills and knowledge that a trained scientist must possess. However, when science learning is presented in a youth-development setting, the context of the program also matters. This paper reports the development and testing of the Science Process Skills Inventory (SPSI and its usefulness for measuring science inquiry skill development in youth development science programs. The results of the psychometric testing of the SPSI indicated the instrument is reliable and measures a cohesive construct called science process skills, as reflected in the 11 items that make up this group of skills. The 11 items themselves are based on the cycle of science inquiry, and represent the important steps of the complete inquiry process.
Corbett, Eugene C; Payne, Nancy J; Bradley, Elizabeth B; Maughan, Karen L; Heald, Evan B; Wang, Xin Qun
In 1993, the University of Virginia School of Medicine began a clinical skills workshop program in an effort to improve the preparation of all clerkship students to participate in clinical care. This program involved the teaching of selected basic clinical skills by interested faculty to small groups of third-year medical students. Over the past 14 years, the number of workshops has increased from 11 to 31, and they now involve clerkship faculty from family medicine, internal medicine, and pediatrics. Workshops include a variety of common skills from the communication, physical examination, and clinical test and procedure domains such as pediatric phone triage, shoulder examination, ECG interpretation, and suturing. Workshop sessions allow students to practice skills on each other, with standardized patients, or with models, with the goal of improving competence and confidence in the performance of basic clinical skills. Students receive direct feedback from faculty on their skill performance. The style and content of these workshops are guided by an explicit set of educational criteria.A formal evaluation process ensures that faculty receive regular feedback from student evaluation comments so that adherence to workshop criteria is continuously reinforced. Student evaluations confirm that these workshops meet their skill-learning needs. Preliminary outcome measures suggest that workshop teaching can be linked to student assessment data and may improve students' skill performance. This program represents a work-in-progress toward the goal of providing a more comprehensive and developmental clinical skills curriculum in the school of medicine.
Objective: To identify the food skills deemed essential to include in skill-based healthful eating programs in secondary schools. Methods: Fifty-one food experts including home economics educators, chefs, nutritionists and dietitians, community educators, homemakers, and young people were recruited by invitation, mail, and advertising. Data were…
La Marca, Marilyn Tierney
A study was conducted to determine the effects of the "Cherry Hill Study Skills Program" on eighth grade students' reading comprehension and study skills. The "Cherry Hill Study Skills Program" is a process oriented course dealing with the sequential development of nine specific skills deemed essential to the retrieval and retention of information…
Jacobsen-Webb, M L
The need for health professionals with caring values and good communication skills is well established. To develop these skills requires building self-esteem, as is supported by the work of Carl Rogers, Maslow, and Jourard, and the development of communication skills, as is supported by Carkhuff. A six-hour developmental program was evaluated using alternate forms of the highly validated Personal Skills Map. The differences in participants' scores showed increases in self-esteem, comfort, and management skills (p less than .00), while aggression (p = .05) and deference (p less than .00) decreased. A longitudinal follow-up of participants showed that 65% continued to use the assessment tool six months to one year later. The program appears to be well suited for service settings, continuing education, and academic settings, and meets the need of a high tech, high touch era of change.
Kuiper, A. [Merex Corp. (United States)
In October of 1992, Los Alamos National Laboratory and Merex Corporation began a pilot basic skills program to enhance workers` skills. The program, known as the NEWS (Now Enhancing Working Skills) Program, was implemented by the Training and Development Group of the Human Resources Division. A group of 106 employees known as Radiological Control Technicians (RCTs) from ESH-1 (Environmental, Safety, and Health) were targeted to take mandated DOE (Department of Energy) training. The main goal of the LANL/Merex partnership was to help RCTs prepare for mandated DOE Rad Con training and job performance by improving their information processing and math skills. A second goal of this project was to use the information from this small group to make some predictions about the Laboratory as a whole. This final report contains the description and an appendix for the ``NEWS`` program. The topics in this report include Merex class descriptions, test score results for the MAT, the WAT, the TABE, and Challenge test, a follow-up survey to Merex IPS and math training, student feedback statistics for skills programs, and lessons learned from the program.
Harville, Valerie Terrill
A physical education specialist at an elementary school in one of the fastest growing sections of the country developed and implemented a developmental motor skills program for primary school students. The program focused on: (1) developing a method of referring students for testing; (2) providing a specialized motor diagnostic test; (3) improving…
Andersson, Niclas; Andersson, Pernille Hammar
and requirements for reinforcement of the interdisciplinary skills within the architectural and engineering education programs as to face the challenges from industry. The study claims that the development of interdisciplinary skills should be regarded a pedagogical issue that can be accomplished by integrative...... project. Besides, new and more integrated forms of co-operation between the various actors make the prevalent professional disciplines more ambiguous and it compels into a need for trans-professional skills among the actors. In contrast to the requirements for interdisciplinary skills, the educational...... training programmes of architects and engineers are traditionally characterised by strict disciplinary boundaries. Thus, the prevailing educational system is challenged to meet the demands for trans-professional skills within industry. The purpose of this paper is to outline some pedagogical prerequisites...
Langenau, Erik E.; Zhang, Xiuyuan; Roberts, William L.; DeChamplain, Andre F.; Boulet, John R.
Background High stakes medical licensing programs are planning to augment and adapt current examinations to be relevant for a two-decision point model for licensure: entry into supervised practice and entry into unsupervised practice. Therefore, identifying which skills should be assessed at each decision point is critical for informing examination development, and gathering input from residency program directors is important. Methods Using data from previously developed surveys and expert panels, a web-delivered survey was distributed to 3,443 residency program directors. For each of the 28 procedural and 18 advanced communication skills, program directors were asked which clinical skills should be assessed, by whom, when, and how. Descriptive statistics were collected, and Intraclass Correlations (ICC) were conducted to determine consistency across different specialties. Results Among 347 respondents, program directors reported that all advanced communication and some procedural tasks are important to assess. The following procedures were considered ‘important’ or ‘extremely important’ to assess: sterile technique (93.8%), advanced cardiovascular life support (ACLS) (91.1%), basic life support (BLS) (90.0%), interpretation of electrocardiogram (89.4%) and blood gas (88.7%). Program directors reported that most clinical skills should be assessed at the end of the first year of residency (or later) and not before graduation from medical school. A minority were considered important to assess prior to the start of residency training: demonstration of respectfulness (64%), sterile technique (67.2%), BLS (68.9%), ACLS (65.9%) and phlebotomy (63.5%). Discussion Results from this study support that assessing procedural skills such as cardiac resuscitation, sterile technique, and phlebotomy would be amenable to assessment at the end of medical school, but most procedural and advanced communications skills would be amenable to assessment at the end of the first
Turchi, T; Malizia, A
Computational Thinking has recently returned into the limelight as an essential skill to have for both the general public and disciplines outside Computer Science. It encapsulates those thinking skills integral to solving complex problems using a computer, thus widely applicable in our technological society. Several public initiatives such as the Hour of Code successfully introduced it to millions of people of different ages and backgrounds, mostly using Blocks Programming Environments like S...
The aim of this paper is to describe a digital game with an educational purpose in the subject of computer programming, which enables students to reinforce and improve their abilities on the concepts of sequencing, defined iteration and nesting. For its design, a problem solving approach was followed and a score comparing mechanism was implemented…
Full Text Available This paper presents a programming education support method based on Agile Development that encourages and builds on communication between students. Through mutual discussion, students using our approach transform their ideas into software and cooperate to write a program. The students complete the software through repetition and programming. Before completing the software program, the students learn to solve problems by working together. The students are encouraged to think and share ideas, and gain experience writing software. With this approach, students not only learn how to write programs, but also increase their logical thinking, problem-solving, and communication skills.
Qomariyah, Nurul; Savitri, Titi; Hadianto, Tridjoko; Claramita, Mora
Employability skills (ES) are important for effective and successful individual participation in the workplace. The main aims of the research were to identify important ES needed by graduates of Public Health Study Program Universitas Ahmad Dahlan (PHSP UAD) and to assess the achievement of the ES development that has been carried out by PHSP UAD.…
A program was conducted by the Food and Beverage Workers Union in Washington, D.C., to provide workplace literacy classes for food service workers in the city's government agencies, universities, and museums. A curriculum for workplace literacy skills was developed, sites were selected, and students were recruited. From a target audience of…
Special Olympics, Inc., Washington, DC.
One of seven booklets on Special Olympics Sports Skills Instructional Programs, this guide presents teaching suggestions for ice skating coaches working with mentally retarded persons. An overview section introduces the sport and considers ideas for effective teaching. Goals, objectives, and benefits are considered along with information on…
Calcavecchi, Lincoln Todd
Organizational leaders know that training improves worker performance, but training is often initiated without considering employees' work task requirements. This instrumental case study was conducted to understand the perceptions of employees who completed a skills training program and those of supervisors. The conceptual framework was andragogy,…
Papatga, Erdal; Ersoy, Ali
The aim of this study was to reveal how reading comprehension skills of elementary fourth graders who have problems in reading comprehension can be improved by means of the SCRATCH program. The study was designed as a participant action research. It was carried out within a 15- week process at an elementary school with middle socio-economic level…
Carek, Peter J; Mims, Lisa D; Conry, Colleen M; Maxwell, Lisa; Greenwood, Vicki; Pugno, Perry A
The association between a residency program director completing a leadership and management skills fellowship and characteristics of quality and innovation of his/her residency program has not been studied. Therefore, the aim of this study is to examine the association between a residency program director's completion of a specific fellowship addressing these skills (National Institute for Program Director Development or NIPDD) and characteristics of quality and innovation of the program they direct. Using information from the American Academy of Family Physicians (AAFP), National Resident Matching Program (NRMP) and FREIDA® program characteristics were obtained. Descriptive statistics were used to summarize the data. The relationship between programs with a NIPDD graduate as director and program quality measures and indicators of innovation was analyzed using both chi square and logistic regression. Initial analyses showed significant associations between the NIPDD graduate status of a program director and regional location, mean years of program director tenure, and the program's 5-year aggregate ABFM board pass rate from 2007--2011. After grouping the programs into tertiles, the regression model showed significant positive associations with programs offering international experiences and being a NIPDD graduate. Program director participation in a fellowship addressing leadership and management skills (ie, NIPDD) was found to be associated with higher pass rates of new graduates on a Board certification examination and predictive of programs being in the upper tertile of programs in terms of Board pass rates.
Hertig, John B; Hultgren, Kyle E; Weber, Robert J
The discipline of studying medication errors and implementing medication safety programs in hospitals dates to the 1970s. These initial programs to prevent errors focused only on pharmacy operation changes - and not the broad medication use system. In the late 1990s, research showed that faulty systems, and not faulty people, are responsible for errors and require a multidisciplinary approach. The 2013 ASHP Statement on the Role of the Medication Safety Leader recommended that medication safety leaders be integrated team members rather than a single point of contact. Successful medication safety programs must employ a new approach - one that embraces the skills of all health care team members and positions many leaders to improve safety. This approach requires a new set of leadership skills based on contemporary management principles, including followership, team-building, tracking and assessing progress, storytelling and communication, and cultivating innovation, all of which promote transformational change. The application of these skills in developing or changing a medication safety program is reviewed in this article.
Burns, Ryan D; Fu, You; Hannon, James C; Brusseau, Timothy A
We examined the effect of a comprehensive school physical activity program (CSPAP) on gross motor skills in children. Participants were 959 children (1st-6th grade; Mean age = 9.1 ± 1.5 years; 406 girls, 553 boys) recruited from 5 low-income schools receiving a year-long CSPAP intervention. Data were collected at the beginning of the school year and at a 36-week follow-up. Gross motor skills were assessed using the Test for Gross Motor Development (3rd ed.) (TGMD-3) instrument. Multi-level mixed effects models were employed to examine the effect of CSPAP on TGMD-3 scores, testing age and sex as effect modifiers and adjusting for clustering of observations within the data structure. There were statistically significant coefficients for time (β = 8.1, 95% CI [3.9, 12.3], p skills and ball skills sub-test scores. Children showed improved gross motor skill scores at the end of the 36-week CSPAP that were modified by age, as younger children displayed greater improvements in TGMD-3 scores compared to older children.
Hemingway, Maureen W; Osgood, Patrice; Mannion, Mildred
Patients with cardiac morbidities admitted for cardiac surgical procedures require perioperative nurses with a high level of complex nursing skills. Orienting new cardiac team members takes commitment and perseverance in light of variable staffing levels, high-acuity patient populations, an active cardiac surgical schedule, and the unpredictability of scheduling patients undergoing cardiac transplantation. At an academic medical center in Boston, these issues presented opportunities to orient new staff members to the scrub person role, but hampered efforts to provide active learning opportunities in a safe environment. As a result, facility personnel created a program to increase new staff members' skills, confidence, and proficiency, while also increasing the number of staff members who were proficient at scrubbing complex cardiac procedures. To address the safe learning requirement, personnel designed a simulation program to provide scrubbing experience, decrease orientees' supervision time, and increase staff members' confidence in performing the scrub person role. © AORN, Inc, 2018.
Tu, Chun-Jing; Liu, Lin; Wang, Wei; Du, He-Ping; Wang, Yu-Ming; Xu, Yan-Bing; Li, Ping
To comprehensively assess the effectiveness and safety of wheelchair skills training program in improving wheelchair skills capacity. PubMed, OVID, EBSCO, ScienceDirect, Web of Science, CINAHL, Cochrane Library, Google Scholar, and China Knowledge Resource Integrated Database were searched up to March 2017. Controlled clinical trials that compared a wheelchair skills training program with a control group that received other interventions and used the wheelchair skills test scores to evaluate wheelchair skills capacity were included. Two authors independently screened articles, extracted data, and assessed the methodological quality using the Cochrane risk-of-bias tool in randomized controlled trial (RCT) and methodological index for non-randomized studies. The data results of wheelchair skills test scores were extracted. Data from 455 individuals in 10 RCTs and from 140 participants in seven non-randomized studies were included for meta-analysis using Stata version 12.0 (Stata Corporation, College Station, TX, USA). In the short term (immediately to one week) post-intervention, relative to a control group, manual wheelchair skills training could increase the total wheelchair skills test scores by 13.26% in RCTs (95% confidence interval (CI), 6.19%-20.34%; P skills training and the long-term (3-12 months) advantage of manual wheelchair skills training ( P = 0.755). The limited evidence suggests that wheelchair skills training program is beneficial in the short term, but its long-term effects remain unclear.
Spallina, Joseph M
With knowledge of these leadership requirements and a shrinking base of experienced managers, healthcare organizations and professional societies have little choice in their approach to prepare for the leadership development challenges of the future. Organizations will focus leadership development, training, and continuing management education on integrating business tools and skills into clinical program management. The management requirements for clinical programs will continue to grow in complexity and the number of qualified managers will continue to diminish, New approaches to solving this shortage will evolve. Professional, forprofit companies, healthcare provider organizations, and academic programs will develop clinical program management training tracks. Organizations that create solutions to this management imperative will maintain their competitive edge in the challenging times that will greet the industry in the future.
Shah, Sameena; Andrades, Marie; Basir, Fasia; Jaleel, Anila; Azam, Iqbal; Islam, Muhammad; Ahmed, Rashida
Evidence highlights a lack of communication skills in doctors leading to dysfunctional consultations. To address this deficit, a private medical college instituted curricular reforms with inclusion of a longitudinal communication skills program. A pilot study was undertaken to evaluate the effectiveness of this program by comparing the consultation skills of medical students of this college with a medical college without a communication skills program. A 4-station Objective Structured Clinical Examination (OSCE) was conducted in the third and final year. Mann-Whitney U-test was used to compare the difference in the distribution between OSCE stations total and construct scores. At the end of the third year, 21 (31.34%), students of the study site (medical college 1 [college with integrated longitudinal communication skills program]) and 31 (46.26%) students from the comparison site (medical college 2 [comparable college without communication skills program]) consented. Medical college 1 achieved a significantly higher overall mean total station score of 68.0% (standard deviation [SD] =13.5) versus 57.2% (SD = 15.4) (P skills in an undergraduate curriculum positively impacted consultation skills. Community-based training and faculty development are required to develop effective patient-centered consultation skills.
Fiero, Diane M.
Purpose: The purpose of this study was to determine which basic skills program factors were exhibited by successful basic skills programs that helped students advance to transfer-level mathematics. This study specifically examined California community college basic skills programs that assist students who place in mathematics courses 2 levels…
Shaykhian, Linda H.; Shaykhian, Gholam Ali
There are numerous ways for engineers and students to become better problem-solvers. The use of command line and visual programming tools can help to model a problem and formulate a solution through visualization. The analysis of problem attributes and constraints provide insight into the scope and complexity of the problem. The visualization aspect of the problem-solving approach tends to make students and engineers more systematic in their thought process and help them catch errors before proceeding too far in the wrong direction. The problem-solver identifies and defines important terms, variables, rules, and procedures required for solving a problem. Every step required to construct the problem solution can be defined in program commands that produce intermediate output. This paper advocates improved problem solving skills through using a programming tool. MatLab created by MathWorks, is an interactive numerical computing environment and programming language. It is a matrix-based system that easily lends itself to matrix manipulation, and plotting of functions and data. MatLab can be used as an interactive command line or a sequence of commands that can be saved in a file as a script or named functions. Prior programming experience is not required to use MatLab commands. The GNU Octave, part of the GNU project, a free computer program for performing numerical computations, is comparable to MatLab. MatLab visual and command programming are presented here.
Hermens, Niels; Super, Sabina; Verkooijen, Kirsten T.; Koelen, Maria A.
Despite the strong belief in sports programs as a setting in which socially vulnerable youth can develop life skills, no overview exists of life skill development in sports programs serving this youth group. Therefore, the present systematic review provides an overview of the evidence on life skill
Full Text Available The aim of this study was to reveal how reading comprehension skills of elementary fourth graders who have problems in reading comprehension can be improved by means of the SCRATCH program. The study was designed as a participant action research. It was carried out within a 15-week process at an elementary school with middle socio-economic level in the Eskisehir province in the fall term of the 2015-2016 school year. The participants of the study were eight fourth graders who had problems in reading comprehension and were selected based on the criterion sampling method. Different data gathering tools were employed in different stages of the study. These were the Informal Reading Inventory, readability assessment rubric, participant selection form and identification forms for developmental level in reading comprehension for the quantitative data, and observation notes, a researcher diary, video recordings, teacher and student observation notes, and the projects the students prepared using the SCRATCH program for the qualitative data. In the study, the analysis of the quantitative data was done with correlation analysis, and Kendall W Test that shows inter-rater reliability. In addition, the identification forms for developmental level in reading comprehension were used to reveal the improvement in reading comprehension skills, and the Informal Reading Inventory was employed to score these forms. On the other hand, the qualitative data were analysed through the thematic analysis method, and MAXQDA was used for the analysis. As a result of the analyses, it was found that the reading level of the eight students who had problems in reading comprehension went up from the anxiety level to the instructional level in some forms, and even to the independent reading level in other forms; in other words, there was an improvement in the reading comprehension skills of all eight students.
Workplace literacy programs can support the path toward either low wages or high skills. Instead of the "high skill" path, most U.S. companies follow the "low wage" path. Depending on who is involved, which program goals are selected, and what planning process is followed, a workplace literacy program can maintain outdated workplaces or foster…
Full Text Available Background: Evidence highlights a lack of communication skills in doctors leading to dysfunctional consultations. To address this deficit, a private medical college instituted curricular reforms with inclusion of a longitudinal communication skills program. A pilot study was undertaken to evaluate the effectiveness of this program by comparing the consultation skills of medical students of this college with a medical college without a communication skills program. Methods: A 4-station Objective Structured Clinical Examination (OSCE was conducted in the third and final year. Mann-Whitney U-test was used to compare the difference in the distribution between OSCE stations total and construct scores. Results: At the end of the third year, 21 (31.34%, students of the study site (medical college 1 [college with integrated longitudinal communication skills program] and 31 (46.26% students from the comparison site (medical college 2 [comparable college without communication skills program] consented. Medical college 1 achieved a significantly higher overall mean total station score of 68.0% (standard deviation [SD] =13.5 versus 57.2% (SD = 15.4 (P < 0.001. Significantly higher mean scores were achieved on three stations. At the end of the final year, 19 students (29.3% from medical college 1 and 22 (34% students from medical college 2 consented. The difference in overall mean total station score reduced from 9.2% to 7.1% (70.2 (SD = 13.7 versus 63.1 (SD = 15.2 (P = 0.004. The mean scores of both colleges decreased in "Patient presenting with Hepatitis C Report" station (P values 0.004 and 0.775 and in "Patient Request for Faith Healing Therapy in Diabetes Mellitus" station (P values 0.0046 and 0.036, respectively. Conclusion: Longitudinal communication skills in an undergraduate curriculum positively impacted consultation skills. Community-based training and faculty development are required to develop effective patient-centered consultation skills.
Lacasse, Miriam; Ratnapalan, Savithiri
To review the literature on teaching-skills training programs for family medicine residents and to identify formats and content of these programs and their effects. Ovid MEDLINE (1950 to mid-July 2008) and the Education Resources Information Center database (pre-1966 to mid-July 2008) were searched using and combining the MeSH terms teaching, internship and residency, and family practice; and teaching, graduate medical education, and family practice. The initial MEDLINE and Education Resources Information Center database searches identified 362 and 33 references, respectively. Titles and abstracts were reviewed and studies were included if they described the format or content of a teaching-skills program or if they were primary studies of the effects of a teaching-skills program for family medicine residents or family medicine and other specialty trainees. The bibliographies of those articles were reviewed for unidentified studies. A total of 8 articles were identified for systematic review. Selection was limited to articles published in English. Teaching-skills training programs for family medicine residents vary from half-day curricula to a few months of training. Their content includes leadership skills, effective clinical teaching skills, technical teaching skills, as well as feedback and evaluation skills. Evaluations mainly assessed the programs' effects on teaching behaviour, which was generally found to improve following participation in the programs. Evaluations of learner reactions and learning outcomes also suggested that the programs have positive effects. Family medicine residency training programs differ from all other residency training programs in their shorter duration, usually 2 years, and the broader scope of learning within those 2 years. Few studies on teaching-skills training, however, were designed specifically for family medicine residents. Further studies assessing the effects of teaching-skills training in family medicine residents are
Laugeson, Elizabeth A.; Frankel, Fred; Gantman, Alexander; Dillon, Ashley R.; Mogil, Catherine
The present study examines the efficacy and durability of the PEERS Program, a parent-assisted social skills group intervention for high-functioning adolescents with ASD. Results indicate that teens receiving PEERS significantly improved their social skills knowledge, social responsiveness, and overall social skills in the areas of social…
Bolton, Brian; Akridge, Robert L.
Summarized the results of 15 experimental studies of 10 small-group skills training interventions developed for use with vocational rehabilitation clients. Concluded that the typical participant in skills training interventions received substantial benefit from the activity. Skills training programs should be implemented more widely with clients…
Studies examining student perceptions of employability skill development in business undergraduate programs are limited. Assurance of student buy-in is important to ensure learners engage with skill provision; to enable them to articulate their capabilities to potential employers; and to facilitate the transfer of acquired skills. The author…
Ingols, Cynthia; Shapiro, Mary
In 2006, our School of Management began the serious path of assessing both the "hard skills" (such as accounting, finance, and strategy) and the "soft skills" (such as leadership, team work, and ethics) of our MBA Program. The data generated from examining the "soft skills" that we want students to learn within our…
Sies, M. F.; Madzlan, N. F.; Asmuin, N.; Sadikin, A.; Zakaria, H.
In this study, determine of spray droplets size (SMD) using water sensitive paper (WSP) at low fluid pressure with deflector nozzle or tangential flow nozzle model Delavan AL75 and New Design Nozzle with two different type of swirl (ND2.5 A1.0 & ND2.5 B1.0). These three deflected flat sprays have used at different liquid mixing ratio. These liquid mixture ratios are pure water, 10% of lime juice + 90% of water (L10W90) and 30% of lime juice + 70% of water (L30W70). WSP is used to collect the spray droplets from nozzles. The operational liquid pressure of each nozzle is 3 bar, while air operational pressures are 3 bar and 6 bar. Then, the WSP were scanned using scanner then it was analyzed using ImageJ software. ImageJ can be used for determining the diameter of droplets size on the WSP. As the results from an experiment, the AL75 nozzle recorded the lowest Sauter mean diameter which is 193.69μm at 6 bar of pressurized air while ND2.5 A1.0 recorded the highest Sauter mean diameter which is 353.61µm at 3 bar of pressurized air. Summary from the experiment shows that the higher of droplet size is because of the lower air pressure (3 Bar). Then, increasing of liquid viscosity also increase the SMD. The orifice diameter for New Design nozzle (ND-2.5) is smaller than AL75, which are 2.5mm and 2.8mm respectively. The different nozzle design also gives effect the SMD. WSP is an alternative method to determine SMD for spray droplets with the low cost if compared to Phase Doppler Anemometry (PDA).
Full Text Available This study sought to determine how the testing of skill proficiency is being conducted in physical education teacher education (PETE programs in the USA and how fitness or skill proficiencies, as attributes of a physical educator, are perceived. Participants were 312 college PETE program coordinators who completed an online survey about skill testing in their program. The eligible respondents yielded a 52.7% total response rate. Most participants believed that skill proficiency for PETE students was important, but only 46% of programs reported testing within their program. Many participants stated it was possible for their students to graduate without demonstrating proficiency in skill technique, yet were confident their students would pass an independent skill test. Only 46.2% of respondents indicated their students needed to demonstrate proper skill technique in order to graduate, and there was no consistent method of assessment. Responses were evenly split regarding the importance of a physical educator being able to demonstrate proper skill technique or be physically fit. The lack of skill testing in programs, combined with the variation in assessment, is concerning, and the development of a standardized skill-based test may provide more rigor to this important area of teacher credibility and effectiveness.
Full Text Available The main aim of the study is pilot evaluation of the life skills program REBOUND in a school context focusing on substance use, risk perception, and knowledge about psychoactive substances ( n IG + CG = 723 students in five schools and 46 classes, Mage = 14.8, range 14-18 for the total sample and in the subgroups gender, age, and school type. Main goal of the study is collecting evidence for program optimization. A controlled study was carried out with repeated measurement before and after the intervention (4-6 months. Multilevel analyses, ANCOVA, and logistic regression analyses were applied to measure the effects. Overall, significantly lower incidence rates of drunkenness (odds ratio [OR] = .55; p = .033, improved knowledge about psychoactive substances (p = .006, lower personal (p = .013 and general tobacco risk perception among users (p = .002, and lower general tobacco (p = .018 and cannabis (p = .000 risk perception in non-users were found in the total intervention group. In subgroups, significantly lower rates for the incidence of drunkenness can be shown for males (p = .008 and for younger participants (p = .004. Students at academic high school (German Gymnasium showed a decrease in 30-day prevalence for alcohol (p = .017 and cannabis (p = .014, and they improved in their knowledge about psychoactive substances (p = .000. In vocational high school classes (German Realschule, there was an increase in the relative alcohol risk perception of the students (p = .019. REBOUND contributes to a controlled use of alcohol and increases knowledge about psychoactive substances. REBOUND has various effects on the examined subgroups age, gender, and school type: Males, younger students, and students in academic high school benefitted more from the course regarding consumption-related criteria. We suggest a program optimization specific to school form and age, inclusion of a tobacco intervention, and the use of more gender-segregated interventions.
Mahdi Hazavehei, Seyyed M.; Moonaghi, Hossein Karimi; Moeini, Babak; Moghimbeigi, Abbas; Emadzadeh, Ali
Introduction Medical students have a serious need to acquire communication skills with others. In many medical schools, special curriculums are developed to improve such skills. Effective training of communication skills requires expert curriculum design. The aim of this study was to explore the experiences and views of experts and stakeholders in order to design a suitable training program in communication skills for medical students. Methods The content analysis approach was used in this qu...
Abraham, Pauline J
This study aims to determine whether participation in the Nursing Leadership Perspectives Program (NLPP) at Mayo Clinic in Rochester, Minnesota, produced a change in leadership skills, increased professional activities, leadership promotion, and retention rates of participants. The NLPP is an educational program designed to enhance leadership skills and promote professionalism of registered nurses. The 6-month program provides participants with theoretical knowledge, core competencies, and opportunities to practice application of leadership skills. Outcome metrics were collected from registered nurses who completed the program (n = 15). Data analysis included descriptive and nonparametric methods. Participants reported statistically significant changes in their leadership skills after participation in the program (P = .007) on the Leadership Practices Inventory. Changes in professional behavior were also statistically significant as rated by the Nursing Activity Scale (P = .001). Participants demonstrated a change in leadership skills and professional behavior following the program.
Full Text Available Since 2001, Brazilian Guidelines for undergraduate medical education highlighted the need to include communication skills (CS in the curriculum. At the Federal University of Santa Catarina (South Brazil, CS were taught in the third year in theoretical classes as an overview of physician-patient relationships, and in a nonsystematic way in practical classes. In 2013, theory and practice were aligned, mediated by reflection, by adding three classes: CS overview; responding to strong emotions; and giving bad news. Two Portuguese translation of modules from DocCom, a web-based audiovisual learning resource on CS in Healthcare (AACH, DUCOM, 2005- 2015, were used. In 2015, we started to teach CS to the 53 students registered in the first semester of our medical course. We report on the program in the first semester of the course and students’ perceptions of it. The CS program consisted of seven 1.5-hr face-to-face sessions with all students, co-taught by the authors, a PhD student and a medical school professor. The content included CS overview and importance in healthcare; relationship-centered care, building relationships and gathering information; students’ experiences in the medical course; and Myers-Briggs Type Indicator (MBTI. To encourage continuous reflection and align theory with practice, before or after theoretical brief presentations, additional resources were used: exercises to raise awareness of verbal and nonverbal communication, drawings on medical students’ life experiences, reflections about the poem “After a While” by Veronica Shoffstall and after listening to Bach’s Brandenburg concerto #1; DocCom modules #6 “Build a relationship” and #8 “Gather information” (viewed online to prepare for class followed by face-toface small group discussions (6-7 students in each about CS learned and theirs practice in role-play; peers’ and patients’ interviews; students’ MBTI identification (at distance and group dynamics
Dwi Agus Sudjimat
Full Text Available The purpose of this research was to develop the soft skill education model at the Mechanical Engineering Education Study Program, State University of Malang included the curriculum and its implementation on the instructional activities. The research found that: (1 the soft skill curriculum needed by the Mechanical Engineering Education Study Program consists of fundamental skill, personal skill, and social skill; and (2 for implementing the soft skill curriculum entire the instructional activities strive for each lecture to take one or more soft skills statement for development, using the various strategies/methods of teaching refer to student-centered, giving tasks, and introducing the HES (Health and Environment Safety particularly in the practicum activities. Tujuan penelitian ini adalah untuk mengembangkan model pendidikan soft skill pada Program Studi Teknik Mesin Universitas Negeri Malang termasuk kurikulum dan implementasinya dalam kegiatan pembelajaran. Temuan penelitian ini adalah: (1 kurikulum soft skill yang diperlukan oleh Program Studi Teknik Mesin terdiri dari keterampilan dasar, keterampilan pribadi, dan keterampilan sosial, dan (2 menerapkan kurikulum soft skill dalam pembelajaran pada masing-masing dasar, mengambil satu atau lebih soft skill untuk dikembangkan, menggunakan berbagai strategi/metode pengajaran berpusat pada mahasiswa, memberikan tugas, dan memperkenalkan K3 (Kesehatan dan Keselamatan Kerja, terutama dalam kegiatan praktikum.
Larsen, Carsten Hvid
with the woman's national goalball team in Denmark (high-performance athletes with visual impairment). The author provides a detailed description of six steps from initiation of the program, group sessions, and action plans, to on-court training and evaluation of the program across six months, and finishes......This article presents a case example and six-step mental-skills training program for high-performance athletes in disability sports. Starting out with a basic description about applied sport psychology in disability sports, the author proceeds to describe the mental skills training program...... with reviewing coach and player reflections on the application of the mental-skills training program....
Chang, Ya-Chih; Laugeson, Elizabeth A.; Gantman, Alexander; Ellingsen, Ruth; Frankel, Fred; Dillon, Ashley R.
This study seeks to examine the predictors of positive social skills outcomes from the University of California, Los Angeles Program for the Education and Enrichment of Relational Skills, an evidence-based parent-assisted social skills program for high-functioning middle school and high school adolescents with autism spectrum disorders. The…
Adema, J.; Van der Zee, K.I.
This paper concerns the development of a self-instructional program for training in basic counseling skills. The product was a multimedia computer program, named GEVAT. The training under consideration was based on a traditional training in which students enhance these skills under supervision.
Hermens, N.J.; Super, Sabina; verkooijen, kirsten; Koelen, Maria
Purpose: Despite the strong belief in sports programs as a setting in which socially vulnerable youth can develop life skills, no overview exists of life skill development in sports programs serving this youth group. Therefore, the present systematic review provides an overview of the evidence on
Nielsen, Annegrethe; Ringby, Betina
Understanding the ability to communicate with patients as a central clinical skill, the importance of developing communication teaching in healthcare educations is obvious. Following the establishment of a room specially equipped for training communication skills in 2010, implementation of commun......Understanding the ability to communicate with patients as a central clinical skill, the importance of developing communication teaching in healthcare educations is obvious. Following the establishment of a room specially equipped for training communication skills in 2010, implementation....... As a result of the combination of easy access to technical resources in the dedicated room and the opportunity to continuously develop the facilitation skills needed to train students, communication skills training has been integrated in the curriculum of all five healthcare educational programmes....
Merckaert, Isabelle; Delevallez, France; Gibon, Anne-Sophie; Liénard, Aurore; Libert, Yves; Delvaux, Nicole; Marchal, Serge; Etienne, Anne-Marie; Bragard, Isabelle; Reynaert, Christine; Slachmuylder, Jean-Louis; Scalliet, Pierre; Van Houtte, Paul; Coucke, Philippe; Razavi, Darius
This study assessed the efficacy of a 38-hour communication skills training program designed to train a multidisciplinary radiotherapy team. Four radiotherapy teams were randomly assigned to a training program or a waiting list. Assessments were scheduled at baseline and after training for the training group and at baseline and 4 months later for the waiting list group. Assessments included an audio recording of a radiotherapy planning session to assess team members' communication skills and expression of concerns of patients with breast cancer (analyzed with content analysis software) and an adapted European Organisation for Research and Treatment of Cancer satisfaction with care questionnaire completed by patients at the end of radiotherapy. Two hundred thirty-seven radiotherapy planning sessions were recorded. Compared with members of the untrained teams, members of the trained teams acquired, over time, more assessment skills (P = .003) and more supportive skills (P = .050) and provided more setting information (P = .010). Over time, patients interacting with members of the trained teams asked more open questions (P = .022), expressed more emotional words (P = .025), and exhibited a higher satisfaction level regarding nurses' interventions (P = .028). The 38-hour training program facilitated transfer of team member learned communication skills to the clinical practice and improved patients' satisfaction with care. © 2015 by American Society of Clinical Oncology.
Worden, John K.; And Others
Conducted communication skills workshops to prevent cigarette smoking among adolescents by teaching adults how to help young people make responsible decisions and resist peer influences. One year later, 66% reported use of skills five or more times in the previous month, and significantly fewer adolescents in the high workshop intensity area…
Favazza, Paddy C.; Siperstein, Gary N.
While motor skills develop naturally among most typically developing preschoolers, young children with disabilities often experience deficits in this area. Therefore, it is important that children with disabilities are provided with "direct and intentional instruction" for motor skill development during the preschool years. One program…
Fallahi, Carolyn R.; Wood, Rebecca M.; Austad, Carol Shaw; Fallahi, Hamid
We examined the effects of in-class writing instruction, practice, peer review, and feedback on writing skills of undergraduates enrolled in a general psychology course. We rated writing for grammar, writing style, mechanics, and American Psychological Association referencing style. Significant differences emerged on the 4 writing skill domains (p…
Cooper, Jay; Mitchell, Donald, Jr.; Eckerle, Kayle; Martin, Kyle
This article explores existing literature on perceived skill deficiencies among entry-level student affairs practitioners. Through a review of recent literature, seven perceived skill deficiencies were identified, including budgeting and financial management, strategic planning, research and assessment, legal knowledge and standards, supervision,…
Hanley, Gregory P; Heal, Nicole A; Tiger, Jeffrey H; Ingvarsson, Einar T
Recently, nonmaternal center-based child care has been linked to problem behavior in young children (National Institute of Child Health and Human Development, 2003). In response, a comprehensive program to promote prosocial skills was evaluated in a classroom of 16 children between the ages of 3 and 5 years. Classroom observations were conducted during evocative situations to determine the likelihood of problem behavior (noncompliance, vocal or motor disruptions, aggression) and preschool life skills. A classwide teaching program was then implemented in a staggered manner across instruction following, functional communication, delay tolerance, and friendship skills. These four categories of preschool life skills, which included two to four related skills, were selected for classwide teaching because they were either identified by educators as important for early school success, have often been taught following functional assessments of more severe problem behavior, or both. Skills were taught on a classwide basis during typically scheduled activities (circle, free play, transitions, meals) via instructions, modeling, role play, and feedback. A multiple probe design showed that the program resulted in an 74% reduction in problem behavior and a more than four-fold increase in preschool life skills. Similar beneficial effects of the program were evident in questionnaire data gathered prior to and at the close of the evaluation. Finally, the teachers who implemented the program reported overall high levels of satisfaction with the classwide teaching program, the target skills, and the results. Implications for the design of early childhood experiences for preempting the development of serious problem behavior are discussed.
Java is an object-oriented programming language. From a software engineering perspective, object-oriented design and programming is used at the architectural design, and structured design and programming is used at the detailed design within methods. As such, structured programming skills are fundamental to more advanced object-oriented…
Architektura znajduje się współcześnie pod wyraźnym wpływem filozofii. Niektóre wzory myślenia stały się inspiracją dla projektantów, inne posłużyły za usankcjonowanie już zrealizowanych obiektów architektonicznych. Tekst przedstawia zatem architektoniczny wyraz różnych nurtów widocznych w literaturze poświęconej estetyce i filozofii w ogóle. Dyskusji poddano motywy, które odnoszą się do ciągłości i tradycji oraz kwestie złożoności i różnicy. Te dwa różne ujęcia zdają się odnajdywać wspólny m...
Mahdi Hazavehei, Seyyed M.; Moonaghi, Hossein Karimi; Moeini, Babak; Moghimbeigi, Abbas; Emadzadeh, Ali
Introduction Medical students have a serious need to acquire communication skills with others. In many medical schools, special curriculums are developed to improve such skills. Effective training of communication skills requires expert curriculum design. The aim of this study was to explore the experiences and views of experts and stakeholders in order to design a suitable training program in communication skills for medical students. Methods The content analysis approach was used in this qualitative study. Forty-three participants were selected from the faculty, nurses, physicians, residents, and medical students at Mashhad University of Medical Sciences using purposive sampling. The data were collected through focus group discussions and semi-structured interviews. To ensure the accuracy of the data, the criteria of credibility, transferability, dependability, and conformability were met. The data were analyzed by MAXQDA software using the Graneheim & Lundman model. Results The findings of this study consisted of two main themes, i.e., “The vast nature of the present communication skills training” and “administrative requirements of the training program regarding communication skills.” The first theme included the educational needs of students, the problems associated with training people to have good communication skills, the importance of good communication skills in performing professional duties, communication skills and job requirements, the learning environment of communication skills, and the status of existing training programs for communication skills. Strategies and suitable methods for teaching communication skills and methods of evaluating the students in this regard also were obtained. Conclusion The findings of this study were the elements required to design a proper and local model to teach communication skills to medical students through analyzing the concepts of effective communication. The results of this study can be useful for medical
Mahdi Hazavehei, Seyyed M; Karimi Moonaghi, Hossein; Moeini, Babak; Moghimbeigi, Abbas; Emadzadeh, Ali
Medical students have a serious need to acquire communication skills with others. In many medical schools, special curriculums are developed to improve such skills. Effective training of communication skills requires expert curriculum design. The aim of this study was to explore the experiences and views of experts and stakeholders in order to design a suitable training program in communication skills for medical students. The content analysis approach was used in this qualitative study. Forty-three participants were selected from the faculty, nurses, physicians, residents, and medical students at Mashhad University of Medical Sciences using purposive sampling. The data were collected through focus group discussions and semi-structured interviews. To ensure the accuracy of the data, the criteria of credibility, transferability, dependability, and conformability were met. The data were analyzed by MAXQDA software using the Graneheim & Lundman model. The findings of this study consisted of two main themes, i.e., "The vast nature of the present communication skills training" and "administrative requirements of the training program regarding communication skills." The first theme included the educational needs of students, the problems associated with training people to have good communication skills, the importance of good communication skills in performing professional duties, communication skills and job requirements, the learning environment of communication skills, and the status of existing training programs for communication skills. Strategies and suitable methods for teaching communication skills and methods of evaluating the students in this regard also were obtained. The findings of this study were the elements required to design a proper and local model to teach communication skills to medical students through analyzing the concepts of effective communication. The results of this study can be useful for medical faculties in designing a proper program for
Motiejūnaitė, Miglė; Žardeckaitė-Matulaitienė, Kristina
Middle childhood is an important period for reducing social and behavioural difficulties, though existing social skills training programs in Lithuania are not effective to help solving these problems. The aim of this study was to create and evaluate the short-term and long-term effects of a social skills training program based on an integrated theoretical model for second grade schoolchildren. The purpose of the program was to teach children non-verbal language, empathy, conflict resolution, ...
Mauricio Alberto Ángel-Macías
Conclusions: This study shows the urgent need for creating training spaces in pedagogy, didactics and evaluation. In consequence, a model that includes cognitive, methodological, social and personal skills is proposed.
Carvalho, Irene P; Pais, Vanessa G; Almeida, Susana S; Ribeiro-Silva, Raquel; Figueiredo-Braga, Margarida; Teles, Ana; Castro-Vale, Ivone; Mota-Cardoso, Rui
To assess the effects of a communication skills program on professional practitioners' performance and self-confidence in clinical interviewing. Twenty-five health professionals took 3 months of basic communication skills followed by 3 months of advanced communication skills. An additional quarter dealt with self-awareness and communication in special situations. Participants' performances were evaluated in clinical interviews with standardized patients before, during and after the program by external observers and standardized patients, using standardized instruments. Participants assessed their own confidence in their communication skills before and after the program. Data were analysed using GLM repeated-measures procedures in SPSS. Basic communication skills and self-confidence improved throughout the 6 months; competencies declined but self-confidence continued to increase 4 months later. Compared with taking no course, differences were statistically significant after the 6 months (external observers only) and 4 months later (external observers and participants). The program effectively improved communication skills, although significantly only when assessed by external observers. Four months later, effects were significant in communication skills (external observers), despite the decline and in self-confidence. While periodical enrollment in programs for the practice of communication skills may help maintain performance, more knowledge on communication and self-awareness may enhance self-confidence. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.
Lee, Young-Mee; Lee, Young Hee
Regardless of the growing importance of communication skills as a core clinical competence, few studies have determined the effects of communication skills courses in undergraduate medical curricula in Asian medical schools. The purpose of this study was to examine the effectiveness of a communication skills program for preclinical medical students. A communication skills course was provided to 111 second-year medical students in a medical college in Korea. Students' self-assessed competency of communication skills was evaluated by a questionnaire survey. To examine the improvement in observed communication skills, the students' encounters with standardized patients (SPs) were assessed at the first session and at the final course assessment. A structured checklist, consisting of 25 communication skills items, was used for the assessment. Students' self-assessed competency of communication skills increased significantly after completion of the course (pcommunication skills scores also improved significantly at the end of the course; the mean scores of the first SPs encounters was 49.6 (standard deviation [SD], 11.1), and those of cases A and B at the final assessment were 61.5 (SD, 8.4) and 69.6 (SD, 7.8), respectively (F61=269.54, pcommunication skills course was beneficial in developing and improving communication skills competency in preclinical medical students. Further studies should be followed to examine whether the acquisition of communication skills during preclinical studies can be sustained into clerkship and actual practice.
Banerjee, Smita C; Manna, Ruth; Coyle, Nessa; Penn, Stacey; Gallegos, Tess E; Zaider, Talia; Krueger, Carol A; Bialer, Philip A; Bylund, Carma L; Parker, Patricia A
Many nurses express difficulty in communicating with their patients, especially in oncology settings where there are numerous challenges and high-stake decisions during the course of diagnosis and treatment. Providing specific training in communication skills is one way to enhance the communication between nurses and their patients. We developed and implemented a communication skills training program for nurses, consisting of three teaching modules: responding empathically to patients; discussing death, dying, and end-of-life goals of care; and responding to challenging interactions with families. Training included didactic and experiential small group role plays. This paper presents results on program evaluation, self-efficacy, and behavioral demonstration of learned communication skills. Three hundred forty-two inpatient oncology nurses participated in a 1-day communication skills training program and completed course evaluations, self-reports, and pre- and post-standardized patient assessments. Participants rated the training favorably, and they reported significant gains in self-efficacy in their ability to communicate with patients in various contexts. Participants also demonstrated significant improvement in several empathic skills, as well as in clarifying skill. Our work demonstrates that implementation of a nurse communication skills training program at a major cancer center is feasible and acceptable and has a significant impact on participants' self-efficacy and uptake of communication skills.
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…
Yildiz, Mehmet Ali; Duy, Baki
The purpose of this study was to investigate the effectiveness of an interpersonal communication skills psycho-education program to improve empathy and communication skills of visually impaired adolescents. Participants of the study were sixteen early adolescents schooling in an elementary school for visually impaired youth in Diyarbakir. The…
Akfirat, Osman Nejat; Kezer, Fatih
Life skills are the competencies that an individual must have in order to be able to carry on his/her existence effectively in the process of change. By means of life skills, the individual is aimed to facilitate his/her life by using all his/her achievements in the education process. In this study, a program covering the dimensions of…
Meier, Amy; Singletary, Loretta; Hill, George
This article summarizes the results of an evaluation of the impacts of a community development program to develop leadership skills in its adult volunteers. The evaluation featured 20 questions about leadership skills learned as a result of volunteer experiences. Data analysis strategies beyond a simple means ranking resulted in evidence…
A project developed a program for improving deficient student-to-student listening skills. The targeted population consisted of 18 seventh-grade middle school students in a culturally diverse, lower middle class community in a near-western suburb of Chicago. The problem of deficient listening skills was evident through teacher observation and…
Csernoch, Mária; Biró, Piroska; Máth, János; Abari, Kálmán
The Testing Algorithmic and Application Skills (TAaAS) project was launched in the 2011/2012 academic year to test first year students of Informatics, focusing on their algorithmic skills in traditional and non-traditional programming environments, and on the transference of their knowledge of Informatics from secondary to tertiary education. The…
DiPerna, James Clyde; Lei, Puiwa; Bellinger, Jillian; Cheng, Weiyi
A multisite cluster randomized trial was conducted to examine the effects of the Social Skills Improvement System Classwide Intervention Program (SSIS-CIP; Elliott & Gresham, 2007) on students' classroom social behavior. The final sample included 432 students across 38 second grade classrooms. Social skills and problem behaviors were measured…
Liu, Xia; Liu, Lai C.; Koong, Kai S.; Lu, June
Analysis of 300 information technology job postings in two Internet databases identified the following skill categories: programming languages (Java, C/C++, and Visual Basic were most frequent); website development (57% sought SQL and HTML skills); databases (nearly 50% required Oracle); networks (only Windows NT or wide-area/local-area networks);…
Al-Dossary, Reem Nassar; Kitsantas, Panagiota; Maddox, P J
Nurse residency programs have been adopted by health care organizations to assist new graduate nurses with daily challenges such as intense working environments, increasing patient acuity, and complex technologies. Overall, nurse residency programs are proven beneficial in helping nurses transition from the student role to independent practitioners and bedside leaders. The purpose of this study was to assess the impact of residency programs on leadership skills of new Saudi graduate nurses who completed a residency program compared to new Saudi graduate nurses who did not participate in residency programs. The study design was cross-sectional involving a convenience sample (n = 98) of new graduate nurses from three hospitals in Saudi Arabia. The Clinical Leadership Survey was used to measure the new graduate nurses' clinical leadership skills based on whether they completed a residency program or not. Descriptive statistics, correlation, and multiple linear regression analyses were conducted to examine leadership skills in this sample of new Saudi graduate nurses. A significant difference was found between residents and nonresidents in their leadership skills (t = 10.48, P = .000). Specifically, residents were significantly more likely to show higher levels of leadership skills compared to their counterparts. Attending a residency program was associated with a significant increase in clinical leadership skills. The findings of this study indicate that there is a need to implement more residency programs in hospitals of Saudi Arabia. It is imperative that nurse managers and policy makers in Saudi Arabia consider these findings to improve nurses' leadership skills, which will in turn improve patient care. Further research should examine how residency programs influence new graduate nurses' transition from student to practitioner with regard to clinical leadership skills in Saudi Arabia. Copyright © 2016 Elsevier Inc. All rights reserved.
Beaudin, Bart P.
The Kodak Skills Enhancement program was a workplace literacy project funded through the U.S. Department of Education's National Workplace Literacy Program. The project goals were as follows: (1) establish a positive climate within the Kodak corporate environment to ensure program effectiveness by garnering support at all levels; (2) determine the…
Schram, Pamela J.; Morash, Merry
Describes and evaluates a life skills program that focuses on addressing the special needs of female inmates. Analyses of pre- and post-test scores of program participants compared emotional empathy, self-esteem, coping resources, problem solving, parenting stress, employability, and well-being. Results suggest tat the program does address some of…
Stodden, Robert A.; Boone, Rosalie
The authors address planning issues and suggest methods of interagency cooperation, integration of generalizable skills in individualized educational planning/programming, developing goals and objectives, and using student assessment and evaluation information. (CT)
The speaking skills of grade 8 students in a core French program in Ottawa were compared with the skills of grade 6 students enrolled in the core program. A total of 337 grade 8 students were given a French speaking test. Two-hundred and nine students had taken the test in grade 6. In general, the grade 8 students seemed prepared to express basic…
Laube, Douglas W.; And Others
An effective evaluation of the acutely ill female implies a thorough examination that integrates skills representing three learning domains. This process should include: a thorough medical history, a physical examination, good patient-physician rapport, and development of an efficacious management plan. A University of Iowa simulation approach is…
Smaby, Marlowe H.; Tamminen, Armas W.
Describes a developmental group training workshop for training experienced counselors to do group counseling. Discusses stages of training including exploration, understanding, and action, which can help counselors learn helping skills for counseling that can often transfer to their own interpersonal lives and interactions with others. (JAC)
Sande, E. van de; Kleemans, M.A.J.; Verhoeven, L.T.W.; Segers, P.C.J.
Although the need and popularity for programming experiences in young children rapidly increase, it is by no means clear how children perform while programming. Moreover, very little empirical studies to date have focused on the widespread claim that programming is a rich learning environment to
This article analyzes participant interviews and the photovoice project of 15 young disadvantaged mothers in Pskov, Russia. The women's statements and photovoice were part of a formative evaluation of the Pskov Positive Parenting Program, designed by the University of Massachusetts Institute for Global Health (IGH) and funded by USAID. The evaluation revealed that the Program met its goal of helping the women learn sensitive caregiving behaviors. The mothers emphasized that the Program met their need for social connection. The young mothers' participation in the positive social network of the group may have been a key ingredient to the Program's success and may have implications for the design of parenting programs cross-culturally.
Fernanda Sequera Fernández
Full Text Available The present study has the purpose to develop and apply a new training program in order to promote the use of social skills in a group of adults with intellectual disabilities. It contains a quasi-experimental methodological design to prove the program effectiveness. The sample used consists of 21 adults with intellectual disabilities, users of an occupational therapy day entity (10 persons participated in the program and 11 did not. The social skills were evaluated using an adjusted version of the Social Skills Scale Model of Gismero (2010. The outcomes of this study show a significant improvement in the overall score of the group included in the program in comparison with the rest of the group. Likewise, the group under the program obtained an increase in the scores within 5 out of 6 subscales evaluated. The identified improvements are key elements for the individual development of this group. The implications of the results are discussed.
McGurk, Susan R; Schiano, Diane; Mueser, Kim T; Wolfe, Rosemarie
Cognitive remediation programs aimed at improving role functioning have been implemented in a variety of different mental health treatment settings, but not in psychosocial clubhouses. This study sought to determine the feasibility and preliminary outcomes of providing a cognitive remediation program (the Thinking Skills for Work program), developed and previously implemented in supported employment programs at mental health agencies, in a psychosocial club-house. Twenty-three members with a history of difficulties getting or keeping jobs, who were participating in a supported employment program at a psychosocial clubhouse, were enrolled in the Thinking Skills for Work program. A neurocognitive battery was administered at baseline and 3 months later after completion of the computer cognitive training component of the program. Hours of competitive work were tracked for the 2 years before enrollment and 2 years following enrollment. Other work-related activities (school, volunteer) were also tracked for 2 years following enrollment. Twenty-one members (91%) completed 6 or more computer cognitive training sessions. Participants demonstrated significant improvements on neurocognitive measures of processing speed, verbal learning and memory, and executive functions. Sixty percent of the members obtained a competitive job during the 2-year follow-up, and 74% were involved in some type of work-related activity. Participants worked significantly more competitive hours over the 2 years after joining the Thinking Skills for Work program than before. The findings support the feasibility and promise of implementing the Thinking Skills for Work program in the context of supported employment provided at psychosocial clubhouses.
Kane, Kyra J; Staples, Kerri L
Children with coordination difficulties are at risk of low levels of physical activity (PA) participation. This intervention examined the effects of a multidisciplinary program that emphasized parent participation on motor skill performance and PA. Ten boys (5-7 years) completed a group program consisting of conditioning exercises and activities designed to address child-selected goals. Motor proficiency and PA participation were assessed before and after the program using the Test of Gross Motor Development (TGMD-2) and triaxial accelerometers, respectively. Rating scales captured child and parent perceptions of performance for each child's goals. TGMD-2 subtest raw scores, age equivalent and percentile scores improved, along with parent ratings of their child's performance. Six children reported skill improvements. On average, moderate to vigorous PA improved by 10 min per day although these gains were not significant. Time spent in sedentary activities was unchanged. None of the children met the Canadian PA and sedentary behaviour guidelines. The results support effectiveness of a group program to improve gross motor performance and levels of PA in children with coordination difficulties. Gains in both of these domains also have the potential to impact quality of life and reduce health risks associated with inactivity.
Alofisan, Tariq; Al-Alaiyan, Saleh; Al-Abdulsalam, Moath; Siddiqui, Khawar; Hussain, Ibrahim Bin; Al-Qahtani, Mohammad H
Good communication skills and rapport building are considered the cardinal tools for developing a patient-doctor relationship. A positive, healthy competition among different health care organizations in Saudi Arabia underlines an ever increasing emphasis on effective patient-doctor relationship. Despite the numerous guidelines provided and programs available, there is a significant variation in the acceptance and approach to the use of this important tool among pediatric residents in this part of the world. To determine pediatric residents' attitude toward communication skills, their perception of important communication skills, and their confidence in the use of their communication skills in the performance of their primary duties. A cross-sectional study was conducted among all pediatrics trainee residents working in 13 different hospitals in Saudi Arabia. A standardized self-administered questionnaire developed by the Harvard Medical School was used. A total of 297 residents out of all trainees in these centers participated in the data collection. The 283 (95%) residents considered learning communication skills a priority in establishing a good patient-doctor relationship. Thirty four percent reported being very confident with regard to their communication skills. Few residents had the skills, and the confidence to communicate with children with serious diseases, discuss end-of-life issues, and deal with difficult patients and parents. Pediatric residents perceive the importance of communication skills and competencies as crucial components in their training. A proper comprehensive communication skills training should be incorporated into the pediatric resident training curriculum.
Linares, H. A.
After the passage of a resolution by the South Dakota Board of Regents to place greater emphasis on the study of foreign language, Northern State College introduced commercial video programs in Spanish for classroom use. After installing a parabolic antenna and the other necessary equipment, the department selected and edited a series of programs,…
Magda M. Saleh
Full Text Available The importance of this study emerges from the importance of the points it discusses as it attempts to study the effectiveness of the suggested program of mathematics that develop the thinking skill of the children in preschool age. Accordingly, it comes from the attempt to teach the children the skill of thinking as one of the important and required skills for the children to accommodate with the surrounded environment and to help them develop and grow completely and to accommodate with themselves and their society. The purpose of this study is, thus, summarized in the answering of the following questions: 1- How can we create a program that uses mathematical activities and that contribute in the development of thinking skill of the preschool child? 2- To what extent is that program effective to develop the skills of thinking of the preschool child? The research sample is composed of 35 children for the experimental group and the same number for the controller group from the KJ2 children. The results of the research showed the effectiveness of the suggested program and its obvious contribution in the development of the thinking skills for the preschool children in a more effective way than the traditional methods used.
van Esch, R.P.|info:eu-repo/dai/nl/371571502; de Haan, M.J.|info:eu-repo/dai/nl/074405624
Summary The central purpose of this evaluation is to determine if and how the Skillful Parenting Program (SPP) effects the parenting of its participants. In addition, it aims to determine how the parenting program was adapted to the West Kenyan setting, and how the specific content and processes of
Larson, Reed W.; Angus, Rachel M.
This research examines how youth in arts and leadership programs develop skills for organizing actions over time to achieve goals. Ethnically diverse youth (ages 13-21) in 11 high-quality urban and rural programs were interviewed as they carried out projects. Qualitative analyses of 712 interviews with 108 youth yielded preliminary grounded theory…
Ray, Thomas P.
This mixed methods study examined the relative position of basic skills programs with transfer and career technical programs in a large suburban community college in California during the three-year period of budget reductions from 2009-2010 through 2011-2012. The budget line dedicated to part-time or non-contract instruction was analyzed along…
Hobson, Charles J.; Strupeck, David; Griffin, Andrea; Szostek, Jana; Rominger, Anna S.
A comprehensive educational program for teaching behavioral teamwork and team leadership skills was rigorously evaluated with 148 MBA students enrolled at an urban regional campus of a Midwestern public university. Major program components included (1) videotaped student teams in leaderless group discussion (LGD) exercises at the course beginning…
... [CMS-1351-CN] RIN 0938-AQ29 Medicare Program; Prospective Payment System and Consolidated Billing for... rule entitled ``Medicare Program; Prospective Payment System and Consolidated Billing for Skilled... Payment System (PPS) final rule (76 FR 48486, 48540) inadvertently included several technical errors in...
Martin, Michael; Tummons, John; Ball, Anna; Bird, William
The purpose of this bounded single case study was to explore how an urban high school veterinary program impacted students' affective skill development. The program was unique because students were required to participate in internships with local animal care businesses and care for animals within the school veterinary laboratory. The…
Vungkhanching, Martha; Heinemann, Allen W; Langley, Mervin J; Ridgely, Mary; Kramer, Karen M
To demonstrate the feasibility of a skills-based substance abuse prevention counseling program in a community setting for adults who sustained traumatic brain injury. Convenience sample of 117 participants (mean age=35 years) with preinjury history of alcohol or other drug use. Intervention group participants (n=36) from 3 vocational rehabilitation programs; a no-intervention comparison group (n=81) from an outpatient rehabilitation service. 12 individual counseling sessions featuring skills-based intervention. Changes in self-reported alcohol and other drug use, coping skillfulness, affect, and employment status from baseline to 9 months postintervention. Significant differences were noted at baseline for the intervention and comparison groups on ethnicity, time postinjury, marital status, and employment (Pcoping skillfulness (Pskills-based intervention provides a promising approach to promoting abstinence from all substances and increasing readiness for employment for adults with traumatic brain injuries in outpatient settings.
Full Text Available In the Summer of 2011 The Free Library of Philadelphia (FLP hired 90 teenagers into its six-week Summer Reading Literacy Coach Program (SRLCP as Teen Literacy Coaches (TLCs. Data was collected at Time 1, Time 2 and Time 3. The two study hypotheses were: (1 there will be a significant improvement in TLCs personal development skills from Time 1 to Time 3 and (2 demographic data and program specific skills measured at Time 2 will account for significant variance in each Time 3 personal development skill beyond the Time 1 personal development skills. We did not find support for H1 but did find support for H2. Specific to H2 we found that team-related and higher education interest each had a significant positive impact (p
Omar, Yahya Y; Parker, Alison; Smith, Jennifer A; Pollard, Simon J T
We investigated cultural influences on the implementation of water safety plans (WSPs) using case studies from WSP pilots in India, Uganda and Jamaica. A comprehensive thematic analysis of semi-structured interviews (n=150 utility customers, n=32 WSP 'implementers' and n=9 WSP 'promoters'), field observations and related documents revealed 12 cultural themes, offered as 'enabling', 'limiting', or 'neutral', that influence WSP implementation in urban water utilities to varying extents. Aspects such as a 'deliver first, safety later' mind set; supply system knowledge management and storage practices; and non-compliance are deemed influential. Emergent themes of cultural influence (ET1 to ET12) are discussed by reference to the risk management, development studies and institutional culture literatures; by reference to their positive, negative or neutral influence on WSP implementation. The results have implications for the utility endorsement of WSPs, for the impact of organisational cultures on WSP implementation; for the scale-up of pilot studies; and they support repeated calls from practitioner communities for cultural attentiveness during WSP design. Findings on organisational cultures mirror those from utilities in higher income nations implementing WSPs - leadership, advocacy among promoters and customers (not just implementers) and purposeful knowledge management are critical to WSP success. Copyright © 2016 The Authors. Published by Elsevier B.V. All rights reserved.
Mariani, Luca; Lussi, Yvonne C.; Vandamme, Julien
. Here, we show that RBR-2, the sole homolog of the KDM5 family of H3K4me3/2 demethylases in Caenorhabditis elegans, ensures correct axon guidance by controlling the expression of the actin regulator wsp-1. Loss of rbr-2 results in increased levels of H3K4me3 at the transcriptional start site of wsp-1...
Miguel, Caroline San; Rogan, Fran; Kilstoff, Kathleen; Brown, Di
This paper reports on the design, delivery and evaluation of an innovative oral communication skills program for first year students in a Bachelor of Nursing degree at an Australian university. This program was introduced in 2004 to meet the needs of first year undergraduate students from non-English speaking backgrounds who had experienced difficulties with spoken English while on clinical placement. The program consisted of early identification of students in need of communication development, a series of classes incorporated into the degree program to address students' needs, followed by a clinical placement block. This paper describes the structure of the program, discusses some of the major problems encountered by students in the clinical setting and presents some of the teaching strategies used to address these problems. Evaluations of the program suggest that students' communication skills and confidence improved, resulting in a more positive clinical experience for the majority of students.
Full Text Available Architektura znajduje się współcześnie pod wyraźnym wpływem filozofii. Niektóre wzory myślenia stały się inspiracją dla projektantów, inne posłużyły za usankcjonowanie już zrealizowanych obiektów architektonicznych. Tekst przedstawia zatem architektoniczny wyraz różnych nurtów widocznych w literaturze poświęconej estetyce i filozofii w ogóle. Dyskusji poddano motywy, które odnoszą się do ciągłości i tradycji oraz kwestie złożoności i różnicy. Te dwa różne ujęcia zdają się odnajdywać wspólny mianownik w pismach Martina Heideggera.
King, Gillian; McPherson, Amy; Kingsnorth, Shauna; Stewart, Debra; Glencross-Eimantas, Tanya; Jones-Galley, Kimberlea; Morrison, Andrea; Isihi, Ana Maria; Gorter, Jan Willem
Residential immersive life skills (RILS) programs are designed to equip youth with physical disabilities with the foundational life skills required to assume adult roles. The objective was to determine RILS service providers' perceptions of the active ingredients of the intervention change process. Thirty-seven service providers from various disciplines completed measures to assess expertise status and participated in qualitative interviews. Qualitative themes were derived, and similarities and differences in themes were identified for blinded groups of novices, intermediates, and experts. The three main themes, reflecting change processes, were: (a) creating a supportive program atmosphere with multiple opportunities for learning, (b) using strategies to support, encourage, and engage youth, and (c) intentionally fostering youth experiences of skill development, social interaction, and pride in accomplishment. In contrast to the novices, experts displayed a more holistic perspective and paid attention to higher-order issues such as providing opportunities and enabling youth. The findings indicate how RILS service providers work to create a program atmosphere and employ strategies to intentionally foster particular youth experiences. The findings explicate service providers' theories of practice, the intentional design of RILS program environments to bring about client change, and the value of service provider expertise. Implications for Rehabilitation Service providers of youth independence-oriented life skills programs can intentionally create a learning-oriented and supportive program atmosphere by using non-directive, coaching/guiding, and engagement strategies Youth experiences of skill development, shared experience with others, and pride in accomplishment can be cultivated by providing a range of learning opportunities, including choice making, problem-solving, and skill mastery Compared to more novice service providers, experts discussed managing the
Kegler, Michelle C; Norton, Barbara L; Aronson, Robert
Community-driven, collaborative approaches to health promotion have the potential to enhance skills among community members and, in turn, increase community capacity. This study uses data from an evaluation of the California Healthy Cities and Communities (CHCC) Program to examine whether, and how, community problem-solving and collaboration skills are improved among coalition members and local coordinators in 20 participating communities. Methods include semi-structured interviews with coordinators and mailed surveys with coalition members (n=330 in planning phase and n=243 in implementation phase). The largest number of coordinators reported skill improvement in defining health broadly and assessing needs and assets. Similarly, coalition members reported greatest skill improvement for defining health broadly, assessing needs and assets and setting priorities and developing action plans. Modest correlations were observed between number of roles played in the local healthy cities and communities project and each skill area assessed. Time committed to the local CHCC coalition and its activities was not meaningfully correlated with any of the skills. Types of skill-building opportunities may be more important than number of hours devoted to meetings and activities in strengthening community problem-solving and collaboration skills among coalition members.
Pasiali, Varvara; Clark, Cherie
Children living in low-resource communities are at risk for poorer socio-emotional development and academic performance. Emerging evidence supports use of group music therapy experiences to support social development through community afterschool programming. To examine the potential benefit of a music therapy social skills development program to improve social skills and academic performance of school-aged children with limited resources in an afterschool program. We used a single-group pre/post-test design, and recruited 20 students (11 females, 9 males), ages 5 to 11 years, from an afterschool program. The music therapy social skills program consisted of eight 50-minute sessions, and we measured social competence and antisocial behavior using the Home & Community Social Behavioral Scale (HCSBS; Merrell & Caldarella, 2008), and social skills, problem behaviors, and academic competence using the Social Skills Improvement System (SSIS; Gresham & Elliot, 2008a, 2008b). Only students who attended a minimum of six sessions (N = 14) were included in data analysis. Results showed no significant change in individual HBSC subscale scores; however, the total number of low-performance/high-risk skills significantly decreased. SSIS teacher results indicated significant improvement in communication, significant decrease of hyperactivity, autistic behavioral tendencies and overall problem behaviors, and marginal decreases in internalization. Parent ratings mirrored, in part, those of the teacher. Results indicated that music therapy has the potential of being an effective intervention for promoting social competence of school-aged children with limited resources, particularly in the areas of communication and low-performance/high-risk behaviors. Teaching skills through song lyrics and improvisation emerged as salient interventions.
Srikala, Bharath; Kishore, Kumar K V
Mental Health Promotion among adolescents in schools using life skills education (LSE) and teachers as life skill educators is a novel idea. Implementation and impact of the NIMHANS model of life skills education program studied. The impact of the program is evaluated at the end of 1 year in 605 adolescents from two secondary schools in comparison to 423 age, sex, socioeconomic status-matched adolescents from nearby schools not in the program. The adolescents in the program had significantly better self-esteem (P=0.002), perceived adequate coping (P=0.000), better adjustment generally (P=0.000), specifically with teachers (P=0.000), in school (P=0.001), and prosocial behavior (P=0.001). There was no difference between the two groups in psychopathology (P - and adjustment at home and with peers (P=0.088 and 0.921). Randomly selected 100 life skill educator-teachers also perceived positive changes in the students in the program in class room behavior and interaction. LSE integrated into the school mental health program using available resources of schools and teachers is seen as an effective way of empowering adolescents.
Lau, Ying; Wang, Wenru
The objectives were to develop a learner-centered educational camp program for nursing students and to evaluate 4 areas of soft skills, communication ability, clinical interaction, interpersonal relationships, and social problem solving, before and after the program. The results showed that the summer camp program was effective in improving nursing students' soft skills.
A series of training programs entitled Technical Supervisory Skills Programs for management personnel are described. The first level of this program, TSSP-1, is a seven week program designed for first-line supervisors and other selected management personnel responsible for directing the work forces in the stations. TSSP-1 includes training in PWR/BWR Technology, Supervision, Aberrant Behavior Identification, Labor Relations and Ethics, Technical Administration, Quality Assurance Program, On-the-job Training, and Specific Departmental Training. TSSP-2, TSSP-3, and TSSP-4 courses are described in this paper
Kayili, Gökhan; Ari, Ramazan
The current research was conducted with the purpose of analyzing the effect of Montessori method supported by Social Skills Training Program on kindergarten children's skills of understanding feelings and social problem solving. 53 children attending Ihsan Dogramaci Applied Nursery School affiliated to Selcuk University, Faculty of Health Sciences…
Soleymani, Mohammad Reza; Akbari, Zahra; Mojiri, Shahin
Background: With the recent spread of virtual learning programs in universities, especially in the field of medical sciences, libraries play a crucial role to support these programs. This study aimed at investigating the skills required by librarians to support virtual learning programs in Isfahan University and Isfahan University of Medical Sciences. Methods: This was an applied survey study. The population of the study includes all librarians working in Isfahan University and Isfahan University of Medical Sciences. A sample of 89 librarians was selected by stratified random sampling. Data were collected by a researcher-made questionnaire, the validity of which was confirmed by specialists in the fields of librarianship and information sciences and virtual learning, and its reliability was determined to be 0.92, using Cronbach's Alpha. The questionnaire consisted of 51 items designed to evaluate the librarians' virtual learning skills using Likert scale. Descriptive and inferential statistics were used to analyze the findings. Results: The findings of this study revealed that librarians had low level of skills with respect to the online reference services, and familiarity with virtual learning environment. They also showed low and average level of skills with respect to their general information technology, communication skills, ability to teach electronic information literacy and ability to create access to electronic resources. The results revealed no significant difference between the librarians of the two universities, or between male and female librarians. However, librarians with educational background in librarianship and information sciences were significantly more skillful and competent than their colleagues. Conclusion: Despite the crucial role of libraries in supporting virtual learning programs, the librarians in Isfahan University and Isfahan University of Medical Sciences had low-level skills to play such an important role. Therefore, it is essential
Subramaniam, Shrinidhi; Everly, Jeffrey J; Silverman, Kenneth
Chronically unemployed adults may benefit from intensive job-skills training; however, training programs do not always reliably engage participants in mastering skills. This study examined effects of voucher reinforcement for performance on a job-skills training program in the therapeutic workplace. Participants were four unemployed, substance abusing adults who earned monetary vouchers for working on programs targeting typing skills. Participants were exposed to two payment conditions that differed in whether or not pay was dependent on performance in a within-subject reversal design. In the productivity-pay condition, participants earned $8.00 per hour for attending the workplace plus a bonus for performance. In the base-pay condition, participants were paid an hourly wage that was equivalent to the total hourly earnings from the previous productivity-pay condition. Participants completed less work on the typing programs in the base- than the productivity-pay condition, but the amount of time spent in the workroom and the accuracy and rate of typing were not affected by the pay manipulation. All participants reported preferring base pay over productivity pay. Explicit reinforcement of productivity maintains consistent work in training programs, but more aspects of productivity pay need to be refined for effective, efficient, and socially valid implementation with unemployed, substance-abusing adults.
Background There is a relative lack of current research on the effects of specific communication training offered at the beginning of the medical degree program. The newly developed communication training "Basics and Practice in Communication Skills" was pilot tested in 2008 and expanded in the following year at the University Medical Centre Hamburg-Eppendorf in Germany. The goal was to promote and improve the communicative skills of participants and show the usefulness of an early offered intervention on patient-physician communication within the medical curriculum. Methods The students participating in the project and a comparison group of students from the standard degree program were surveyed at the beginning and end of the courses. The survey consisted of a self-assessment of their skills as well as a standardised expert rating and an evaluation of the modules by means of a questionnaire. Results Students who attended the communication skills course exhibited a considerable increase of communication skills in this newly developed training. It was also observed that students in the intervention group had a greater degree of self-assessed competence following training than the medical students in the comparison group. This finding is also reflected in the results from a standardised objective measure. Conclusions The empirical results of the study showed that the training enabled students to acquire specialised competence in communication through the course of a newly developed training program. These findings will be used to establish new communication training at the University Medical Centre Hamburg-Eppendorf. PMID:22443807
Laugeson, Elizabeth A.; Gantman, Alexander; Kapp, Steven K.; Orenski, Kaely; Ellingsen, Ruth
Research suggests that impaired social skills are often the most significant challenge for those with autism spectrum disorder (ASD), yet few evidence-based social skills interventions exist for adults on the spectrum. This replication trial tested the effectiveness of PEERS, a caregiver-assisted social skills program for high-functioning young…
Kuiper, E.; Volman, M.L.L.; Terwel, J.
Although the Web is almost omnipresent in many children's lives, most children lack adequate Web searching skills as well as skills to process and critically evaluate Web information. In this article, we describe and evaluate an educational program that aimed at acquiring Web skills in the context
Ditton-Phare, Philippa; Sandhu, Harsimrat; Kelly, Brian; Kissane, David; Loughland, Carmel
Mental health clinicians can experience difficulties communicating diagnostic information to patients and their families/carers, especially about distressing psychiatric disorders such as schizophrenia. There is evidence for the effectiveness of communication skills training (CST) for improving diagnostic discussions, particularly in specialties such as oncology, but only limited evidence exists about CST for psychiatry. This study evaluated a CST program specifically developed for psychiatry residents called ComPsych that focuses on conveying diagnostic and prognostic information about schizophrenia. The ComPsych program consists of an introductory lecture, module booklets for trainees, and exemplary skills videos, followed by small group role-plays with simulated patients (SPs) led by a trained facilitator. A standardized patient assessment (SPA) was digitally recorded pre- and post-training with a SP using a standardized scenario in a time-limited (15 min) period. Recorded SPAs were independently rated using a validated coding system (ComSkil) to identify frequency of skills used in five skills categories (agenda setting, checking, questioning, information organization, and empathic communication). Thirty trainees (15 males and 15 females; median age = 32) undertaking their vocational specialty training in psychiatry participated in ComPsych training and pre- and post-ComPsych SPAs. Skills increased post-training for agenda setting (d = -0.82), while questioning skills (d = 0.56) decreased. There were no significant differences in any other skills grouping, although checking, information organization, and empathic communication skills tended to increase post-training. A dose effect was observed for agenda setting, with trainees who attended more CST sessions outperforming those attending fewer. Findings support the generalization and translation of ComPsych CST to psychiatry.
One of the key pieces of training missing from most graduate studies in science is skills-building in communication. Beyond the responsibility to share their work with the public, good communication skills enhance a scientist's career path, facilitating comprehension of their work by stakeholders and funders, as well as increasing the ability to collaborate interdisciplinarily. FameLab, an American Idol-style communication competition for early career scientists, helps fill this void, and provides an opportunity to pratice communication skills, with the coaching of professionals, in a safe space. The focus is on training and networking with like-minded scientists. NASA's Astrobiology Program has been implementing FameLab in the US since 2011, but over 25 countries take part globally. Come learn about this innovative program, what impact it's had on participants, and how you can get involved.
Full Text Available Background: Good communication skills and rapport building are considered the cardinal tools for developing a patient-doctor relationship. A positive, healthy competition among different health care organizations in Saudi Arabia underlines an ever increasing emphasis on effective patient-doctor relationship. Despite the numerous guidelines provided and programs available, there is a significant variation in the acceptance and approach to the use of this important tool among pediatric residents in this part of the world. Objective: To determine pediatric residents′ attitude toward communication skills, their perception of important communication skills, and their confidence in the use of their communication skills in the performance of their primary duties. Materials and Methods: A cross-sectional study was conducted among all pediatrics trainee residents working in 13 different hospitals in Saudi Arabia. A standardized self-administered questionnaire developed by the Harvard Medical School was used. Results: A total of 297 residents out of all trainees in these centers participated in the data collection. The 283 (95% residents considered learning communication skills a priority in establishing a good patient-doctor relationship. Thirty four percent reported being very confident with regard to their communication skills. Few residents had the skills, and the confidence to communicate with children with serious diseases, discuss end-of-life issues, and deal with difficult patients and parents. Conclusion: Pediatric residents perceive the importance of communication skills and competencies as crucial components in their training. A proper comprehensive communication skills training should be incorporated into the pediatric resident training curriculum.
Education for Library and Information professionals in managing the digital environment has been a key topic for discussion within the LIS environment for some time. However, before designing and implementing a program for digital library education, it is prudent to ensure that the skills and knowledge required to work in this environment are…
Northern New Mexico Community Coll., El Rito.
This module on the endocrine system is the seventh of ten (CE 028 308-318) in the barbering/cosmetology course of a bilingual skills training program. (A Vocabulary Development Workbook for modules 6-10 is available as CE 028 313.) The course is designed to furnish theoretical and laboratory epxerience. Module objectives are for students to…
Kalelioglu, Filiz; Gülbahar, Yasemin
Computer programming is perceived as an important competence for the development of problem solving skills in addition to logical reasoning. Hence, its integration throughout all educational levels, as well as the early ages, is considered valuable and research studies are carried out to explore the phenomenon in more detail. In light of these…
Full Text Available The purpose of this study was to investigate the effectiveness of social skills intervention program via peer tutoring on aggression level of secondary school students. The study was a semi-experimental model using experimental group with pre and post-tests. Eleven (eighth class students were selected to have skills for being peer helper. The population of this research consisted 56 secondary school students at Kahramanmaraş. In order to evaluate aggression level of students, Aggression Scale developed by Tuzgöl (1998 was used. . Additionally, a Personal Information Sheet developed by the researcher was used to record certain demographic variables. Researcher applied social skills invention program to 11 students (peer helpers for eight weeks. Later, peer helpers applied intervention program to selected 56 students as well. After application, last-test was applied to selected 56 students, again. To analyze the data collected, SPSS 15 for computer was used. Results of the research revealed that the social skill program via peer helping (peer guidance considerably decreased the level of aggression of students at secondary school students. Students’ aggression level differentiated according to their sex, but not their class levels. Results were discussed in the light of literature
Abdelhalim, Safaa M.
This study examines the effectiveness of a proposed English language program based on integrating two forms of children literature, mainly short stories and songs, in developing the needed life skills and language learning strategies of primary school students. Besides, it emphasized the importance of providing EFL fifth year primary students with…
Fusco, Natália; Germano, Giseli Donadon; Capellini, Simone Aparecida
To verify the efficacy of a perceptual and visual-motor skill intervention program for students with dyslexia. The participants were 20 students from third to fifth grade of a public elementary school in Marília, São Paulo, aged from 8 years to 11 years and 11 months, distributed into the following groups: Group I (GI; 10 students with developmental dyslexia) and Group II (GII; 10 students with good academic performance). A perceptual and visual-motor intervention program was applied, which comprised exercises for visual-motor coordination, visual discrimination, visual memory, visual-spatial relationship, shape constancy, sequential memory, visual figure-ground coordination, and visual closure. In pre- and post-testing situations, both groups were submitted to the Test of Visual-Perceptual Skills (TVPS-3), and the quality of handwriting was analyzed using the Dysgraphia Scale. The analyzed statistical results showed that both groups of students had dysgraphia in pretesting situation. In visual perceptual skills, GI presented a lower performance compared to GII, as well as in the quality of writing. After undergoing the intervention program, GI increased the average of correct answers in TVPS-3 and improved the quality of handwriting. The developed intervention program proved appropriate for being applied to students with dyslexia, and showed positive effects because it provided improved visual perception skills and quality of writing for students with developmental dyslexia.
Bornstein, Philip H.; And Others
To assess the efficacy of an interpersonal skill training program, adult offenders were randomly assigned to either interpersonal effectiveness training or waiting-list control. Results indicated interpersonal effectiveness training group superiority on Interpersonal Behavior Role-Play Test training and generalization assessment items. Findings…
Nurss, Joanne R.
A workplace literacy program was designed to improve the literacy skills of entry-level workers in the housekeeping, food service, and laundry departments of Grady Memorial Hospital in Atlanta. Classes were held twice per week for 36 weeks at the hospital on job time. Literacy was defined as reading, writing, oral communication, and problem…
Hutchison, Billy Eugene
Accelerated transitional nursing programs (ATNPs) designed specifically for licensed vocational nurses (LVNs) to transition to become registered nurses (RNs) are graduating novice nurses who need critical thinking skills to solve patient problems. The health care industry and patient outcomes depend on graduate nurses to be proficient with quality…
Allen, Kevin; Elmore, R. Dwayne
Does participation in the Wildlife Habitat Evaluation Program (WHEP) help develop life skills? 4-H members and coaches who participated in the National WHEP Contest between the years 2003-2005 and 2007-2009 were asked to complete an evaluation at the end of each contest. A portion of the evaluation asked participants and coaches to determine if…
Northern New Mexico Community Coll., El Rito.
This module on the skeletal system is the fourth of ten (CE 028 308-318) in the barbering/cosmetology course of a bilingual skill training program. (A Vocabulary Development Workbook for modules 6-10 is available as CE 028 313.) The course is designed to furnish theoretical and laboratory experience. Module objectives are for students to develop…
Smith, Kerri Anna
The purpose of this study was to explore the perceptions of students and faculty involved in a living-learning first-year experience program at a small, liberal arts institution about developing skills for life-long learning including critical thinking, written communication, and reflection and engagement across disciplines. The researcher…
Keefe-Cooperman, Kathleen; Savitsky, Devyn; Koshel, Walter; Bhat, Varsha; Cooperman, Jessica
The efficacy of teaching communication skills for breaking bad news in graduate-level counseling programs was examined. A structured model, PEWTER (Prepare, Evaluate, Warning, Telling, Emotional Response, Regrouping; Keefe-Cooperman and Nardi 2004), provides a method for this difficult task. Prior to training in using the model, students reported…
Schonrock-Adema, Johanna; Van der Molen, Henk T.; van der Zee, Karen I.
This article describes the effects of self-instruction training (SIT) in microcounseling skills compared to those of a traditional trainer-guided program (TT) in a pretest-posttest comparison group design. A sample of 193 undergraduate psychology students participated in this study: 97 students followed SIT and 96 students followed TT. We used…
Kirnan, Jean; Siminerio, Steven; Wong, Zachary
An existing school program in which therapy dogs are integrated into the reading curriculum was analyzed to determine the effect on student reading. Previous literature suggests an improvement in both reading skills and attitudes towards reading when students read in the presence of a therapy dog. Using a mixed method model, the researchers…
Hanley, Gregory P.; Heal, Nicole A.; Tiger, Jeffrey H.; Ingvarsson, Einar T.
Recently, nonmaternal center-based child care has been linked to problem behavior in young children (National Institute of Child Health and Human Development, 2003). In response, a comprehensive program to promote prosocial skills was evaluated in a classroom of 16 children between the ages of 3 years and 5 years. Classroom observations were…
Diyyab, Eman Aly; Abdel-Haq, Eman Muhamad; Aly, Mahsoub Abdel-Sadeq
The objective of the present study was to investigate the effectiveness of using a multimedia-based program for developing EFL speaking fluency skills among second year, English section student teachers. The sample of the present study consisted of thirty students at Sadat Faculty of Education, Minufiya University, Egypt. The study sample was…
Paulson, Lucy Hart; van den Pol, Rick
The "Good Talking Words" program aims to help children develop and demonstrate the social communication skills that are vital to school and life success. It uses an active, direct instructional approach for preschool and kindergarten students that uses language experiences to teach specific, prosocial behaviors that will help children…
Clayton, Dean; Ruby, Ralph, Jr.
Discusses the development of a curriculum in business ownership and management for secondary business education programs in Arkansas. Content was determined from community small businesses, the Small Business Administration, and an advisory committee. The curriculum concentrated on generic skills varying instructional strategies to localize…
Heinrichs, Christine R.
Preparing students as 21st century learners is a key reform in education. The Partnership for 21st Century Skills developed a framework that identifies outcomes needed for successful implementation of rigorous standards. The Dual Language (DL) program was identified as a structure for reform with systems and practices which can be used to prepare…
Lingwall, Andrew; Kuehn, Scott
This study explored student self-perceptions of writing skills in journalism and mass communication programs at thirteen public state universities in the mid-Atlantic region. Factor analysis revealed seven sets of perceptions among 860 students. A Media Writing Self-Perception Scale was constructed and found to be reliable. The authors propose…
Carr, W. David; Volberding, Jennifer; Vardiman, Phillip
Objective: To explore the effect of an intentional Peer-Assisted Learning (PAL) program on peer-tutors and peer-tutees for performance on specific psychomotor skills. Design and Setting: Randomized, pretest-posttest experimental design. Participants: Undergraduate students (N = 69, 42 females and 27 males, all participants were 18 to 22 years old,…
Shannonhouse, Laura; Lin, Yung-Wei Dennis; Shaw, Kelly; Wanna, Reema; Porter, Michael
Objective: Suicide remains a pressing issue for college communities. Consequently, gatekeeper trainings are often provided for staff. This study examines the effect of one such program, Applied Suicide Intervention Skills Training (ASIST). Participants: 51 college employees received ASIST in August of 2014 and were compared to 30 wait-list control…
Northern New Mexico Community Coll., El Rito.
This module on the muscular system is the sixth of ten (CE 028 308-318) in the barbering/cosmetology course of a bilingual skills training program. (A Vocabulary Development Workbook for modules 6-10 is available as CE 028 313.) The course is designed to furnish theoretical and laboratory experience. Module objectives are for students to develop…
Annie I Chen
Full Text Available In chronic infections, pathogens are often in the presence of other microbial species. For example, Pseudomonas aeruginosa is a common and detrimental lung pathogen in individuals with cystic fibrosis (CF and co-infections with Candida albicans are common. Here, we show that P. aeruginosa biofilm formation and phenazine production were strongly influenced by ethanol produced by the fungus C. albicans. Ethanol stimulated phenotypes that are indicative of increased levels of cyclic-di-GMP (c-di-GMP, and levels of c-di-GMP were 2-fold higher in the presence of ethanol. Through a genetic screen, we found that the diguanylate cyclase WspR was required for ethanol stimulation of c-di-GMP. Multiple lines of evidence indicate that ethanol stimulates WspR signaling through its cognate sensor WspA, and promotes WspR-dependent activation of Pel exopolysaccharide production, which contributes to biofilm maturation. We also found that ethanol stimulation of WspR promoted P. aeruginosa colonization of CF airway epithelial cells. P. aeruginosa production of phenazines occurs both in the CF lung and in culture, and phenazines enhance ethanol production by C. albicans. Using a C. albicans adh1/adh1 mutant with decreased ethanol production, we found that fungal ethanol strongly altered the spectrum of P. aeruginosa phenazines in favor of those that are most effective against fungi. Thus, a feedback cycle comprised of ethanol and phenazines drives this polymicrobial interaction, and these relationships may provide insight into why co-infection with both P. aeruginosa and C. albicans has been associated with worse outcomes in cystic fibrosis.
The Effect of In-Service Training of Computer Science Teachers on Scratch Programming Language Skills Using an Electronic Learning Platform on Programming Skills and the Attitudes towards Teaching Programming
Alkaria, Ahmed; Alhassan, Riyadh
This study was conducted to examine the effect of in-service training of computer science teachers in Scratch language using an electronic learning platform on acquiring programming skills and attitudes towards teaching programming. The sample of this study consisted of 40 middle school computer science teachers. They were assigned into two…
Full Text Available Tungsten is a prime choice for armor material in future nuclear fusion devices. For the realization of fusion, it is necessary to address issues related to the plasma–armor interactions. In this work, several types of tungsten material were studied, i.e. tungsten prepared by spark plasma sintering (SPS and by water stabilized plasma spraying (WSP technique. An intended surface porosity was created in the samples to model hydrogen/helium bubbles. The samples were subjected to a laser heat loading and a radiation loading of deuterium plasma to simulate edge plasma conditions of a nuclear fusion device (power density of 108 W/cm2 and 107 W/cm2, respectively, in the pulse intervals up to 200 ns. Thermally induced changes in the morphology and the damage to the studied surfaces are described. Possible consequences for the fusion device operation are pointed out.
Bahareh Chitsazzadeh Alaf
Full Text Available Nowadays, due to the increasing rate of divorce and betrayals, the marital commitment has been concerned in marriage and family studies. The research aimed to evaluate the effect of Practical Application of Intimate Relationship Skills (PAIRS program in marital commitment of couples. The method was quasi-experimental and the design was pretest-posttest with a control group. The convenience sampling method was employed to choose 16 couples whose marital commitment score was below the mean in Isfahan, Iran. These couples were randomly assigned to the experimental and control groups (N=8 in each group. Data gathering was carried out using Adams and Jones dimensions of commitment inventory (DCI that was filled out by the members of both groups in the pretest stage. Then, the experimental group received the PAIRS training program in thirteen 90-minute sessions. 35 percent of the total variance belongs to the group membership due to the effectiveness of this educational program. This educational program attempts to make couples aware of themselves and their spouses, enhance, intimacy and empathy and develop effective relationship skills and problem-solving skills. The results demonstrated that the PAIRS program showed a positive effect on marital commitment. Hence, the PAIRS program can be employed to prevent divorce by increasing marital commitment in couples.
Full Text Available We proposed that first year medical students who voluntarily participated in the Healthy Sexuality adolescent program would perform better than their peers on an adolescent counseling station at the year-end OSCE (Objective Structured Clinical Examination. In addition we compared medical students communication skills at the time of the program as assessed by self, peers and participating adolescents. Methods: Nineteen first year medical students voluntarily participated in the ongoing Healthy Sexuality program. Adolescent participants, medical student peer participants and medical students assessed communication components on a 7-point Likert scale at the end of the program. At the year-end OSCE, all first year medical students at the University of Western Ontario were assessed at an adolescent counseling station by a standardized patient (SP and a physician examiner. Statistical analysis examined differences between the two groups. Results: Students who participated in the Healthy Sexuality program did not perform better than their colleagues on the year-end OSCE. A statistically significant correlation between physician examiner and SP evaluations was found (r = 0.62. Adolescent participants communication skills assessments in the Healthy Sexuality Program demonstrated no significant correlation with medical student assessments (self or peer. Conclusions:Voluntary intervention with adolescents did not result in improved communication skills at the structured year-end examination. Further investigation will be directed towards delineating differences between SP and physician examiner assessments.
Liénard, Aurore; Merckaert, Isabelle; Libert, Yves; Bragard, Isabelle; Delvaux, Nicole; Etienne, Anne-Marie; Marchal, Serge; Meunier, Julie; Reynaert, Christine; Slachmuylder, Jean-Louis; Razavi, Darius
Communication with patients is a core clinical skill in medicine that can be acquired through communication skills training. Meanwhile, the importance of transfer of communication skills to the workplace has not been sufficiently studied. This study aims to assess the efficacy of a 40-hour training program designed to improve patients' satisfaction and residents' communication skills during their daily clinical rounds. Residents were randomly assigned to the training program or to a waiting list. Patients' satisfaction was assessed with a visual analog scale after each visit. Transfer of residents' communication skills was assessed in audiotaped actual inpatient visits during a half-day clinical round. Transcripted audiotapes were analyzed using content analysis software (LaComm). Training effects were tested with Mann-Whitney tests and generalized linear Poisson regression models. Eighty-eight residents were included. First, patients interacting with trained residents reported a higher satisfaction with residents' communication (Median=92) compared to patients interacting with untrained residents (Median=88) (p=.046). Second, trained residents used more assessment utterances (Relative Risk (RR)=1.17; 95% Confidence intervals (95%CI)=1.02-1.34; p=.023). Third, transfer was also observed when residents' training attendance was considered: residents' use of assessment utterances (RR=1.01; 95%CI=1.01-1.02; p=.018) and supportive utterances (RR=0.99; 95%CI=0.98-1.00; p=.042) (respectively 1.15 (RR), 1.08-1.23 (95%CI), ptransfer of residents' communication skills learning to the workplace. Transfer was directly related to training attendance but remained limited. Future studies should therefore focus on the improvement of the efficacy of communication skills training in order to ensure a more important training effect size on transfer.
Lee, Jihyun; Vargo, Kristina K.
Children with autism spectrum disorder (ASD) often exhibit deficits in social-communicative behaviors. Given the increased prevalence of children with ASD, programs designed to teach social-communicative behaviors are necessary. This article introduces a movement-based program that embeds social-skill components to improve the motor skills and…
Cullen, Alexis E.; Clarke, Amory Y.; Kuipers, Elizabeth; Hodgins, Sheilagh; Dean, Kimberlie; Fahy, Tom
Objective: Despite a large evidence base indicating that cognitive skills programs can reduce reoffending in individuals without mental illness, there have been no randomized controlled trials (RCTs) to determine their effectiveness in mentally disordered offenders (MDOs). In the first RCT of a cognitive skills program for MDOs, we aimed to…
Staklis, Sandra; Klein, Steven
Since the mid-1990s, the Pennsylvania Department of Education (PDE) has required all students concentrating in career and technical education (CTE) programs to complete a standardized technical skill assessment at or near the end of their program. Results of technical skill assessments are used for a number of purposes, including recognizing…
DiPerna, James Clyde; Lei, Puiwa; Cheng, Weiyi; Hart, Susan Crandall; Bellinger, Jillian
The purpose of this study was to evaluate the efficacy of a universal social skills program, the Social Skills Improvement System Classwide Intervention Program (SSIS-CIP; Elliott & Gresham, 2007), for students in first grade. Classrooms from 6 elementary schools were randomly assigned to treatment or business-as-usual control conditions.…
Hadromi; Rachman, Maman; Soesanto; Kartana, Tri Jaka
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.…
Full Text Available Objectives: The aim of this research was to evaluate the effectiveness of parents' skill training program on reducing children's behavioral problems. Method: In an experimental study (pre-post-test, 4 primary schools were randomly selected from schools of Tehran. Two schools were randomly allocated into experimental group and two into control group. Experimental group (mothers of children aged 7-9 years received parents' skill training program for 8 weeks, two hours sessions. Parents' reports participating in the training program (n=30 mothers were compared with parents' reports of non-trained control group (n=31 mothers. Data were gathered using Child Behavior Checklist (CBCL and analyzed using covariance analyses. Results: There was a significant difference between the experimental and control group after the training. The experimental group reported a significant decrease in children's behavioral problems.
Drinkwater, Diana; Bianco, Nina
MetSkill is a professional development program for metallurgical engineers that integrates with normal duties in their first one or two years of service. Graduates work together on a structured technical project, facilitated by specialists and supported by formal learning, and ultimately reported to their technical managers. The program enables graduates to "fill the gaps" in their undergraduate education, which is increasingly pertinent as engineering degrees become more general. Participants report that they enjoy the focus on more challenging (rewarding) aspects of their jobs and feel more confident about problem solving. Sponsor companies add that the relationships developed with external technical specialists enhances opportunities for innovation and development. MetSkill was delivered to two major resource companies in Australia in 2012. This paper provides an outline of the program and the reasons for its success, and demonstrates how the learning model could be applied to groups of graduates in other engineering disciplines.
Howard, Meredith L; Steuber, Taylor D; Nisly, Sarah A; Wilhoite, Jessica; Saum, Lindsay
Formalized mentoring programs are often credited for influencing professional development of mentees. Unfortunately, little information exists regarding advancement of mentoring skills. We report the development and evaluation of a program to cultivate mentoring skills in pharmacy residents. Advanced pharmacy practice experience students and pharmacy residents were contacted for program participation. Resident mentors were paired with a student mentee for the program. Mentors were provided resources and support throughout the program. Sessions were held to facilitate mentoring relationships and to discuss professional development topics. Pre- and post-perception surveys were administered to mentors to measure changes in mentoring comfort and ability. Only matched pre- and post-surveys were included for analysis. The program was held and evaluated over two separate academic years FINDINGS: Fifty-three residents mentored 54 students over two cycles of the program. Mentors' matched perception surveys (n = 26) reported increased comfort in mentoring (p effectiveness in provision of written and oral feedback (p = 0.004 and p = 0.013 respectively). Mentors also reported heightened belief that serving as a student mentor will be beneficial to their long-term career goals (p = 0.034). Overall, this formal resident-led student mentoring program improved resident comfort serving in a mentoring role. Copyright © 2017 Elsevier Inc. All rights reserved.
Mishra, Anuradha; Browning, David; Haviland, Miriam J; Jackson, Mary Lou; Luff, Donna; Meyer, Elaine C; Talcott, Katherine; Kloek, Carolyn E
To conduct a needs assessment to identify gaps in communication skills training in ophthalmology residency programs and to use these results to pilot a communication workshop that prepares residents for difficult conversations. A mixed-methods design was used to perform the needs assessment. A pre-and postsurvey was administered to workshop participants. Mass Eye and Ear Infirmary, Harvard Medical School (HMS), Department of Ophthalmology. HMS ophthalmology residents from postgraduate years 2-4 participated in the needs assessment and the workshop. Ophthalmology residency program directors in the United States participated in national needs assessment. Ophthalmology program directors across the United States were queried on their perception of resident communication skills training through an online survey. A targeted needs assessment in the form of a narrative exercise captured resident perspectives on communication in ophthalmology from HMS residents. A group of HMS residents participated in the pilot workshop and a pre- and postsurvey was administered to participants to assess its effectiveness. The survey of program directors yielded a response rate of 40%. Ninety percent of respondents agreed that the communication skills training in their programs could be improved. Fifteen of 24 residents (62%) completed the needs assessment. Qualitative analysis of the narrative material revealed four themes; (1) differing expectations, (2) work role and environment, (3) challenges specific to ophthalmology, and (4) successful strategies adopted. Nine residents participated in the workshop. There was a significant improvement post-workshop in resident reported scores on their ability to manage their emotions during difficult conversations (p = 0.03). There is an opportunity to improve communication skills training in ophthalmology residency through formalized curriculum. Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights
Happell, Brenda; Palmer, Christine; Tennent, Rebeka
To enhance the understanding of the skills and attitudes of mental health nurses working in the Australian Mental Health Nurse Incentive Program. The Mental Health Nurse Incentive Program places qualified mental health nurses alongside community-based general practitioners, private psychiatric practices and other appropriate organisations to provide clients with mental health conditions with a more integrated treatment plan. An exploratory, qualitative approach was undertaken, given the paucity of relevant research in this area. Exploratory individual interviews were conducted with ten mental health nurses working in this scheme. Data analysis was organised and managed using QSR NVivo qualitative analysis software. Respondents identified specific skills and attitudes required for practice under the Mental Health Nurse Incentive Program. Eight areas of skill and attitude were identified as essential for mental health nurses working in this field. This study highlights that many of these skills and attitudes are specific to the setting where mental health nurses are working. Mental health nurses working under this programme have a role to play in the dissemination of knowledge about their practice. More needs to be done by governments and other institutions to ensure that general practitioners and other health professionals understand the role played by mental health nurses in the provision of care. The extent to which the Mental Health Nurse Incentive Program becomes a sustainable strategy to promote quality and accessible mental health care will depend to some degree on the capacity to identify the skills and attitudes necessary for practice. The findings presented in this paper provide a significant contribution to articulating the essential characteristics required for this area of practice. © 2011 Blackwell Publishing Ltd.
The aim of this study was to investigate the effect of the Scratch and Lego Mindstorms Ev3 programming activities on academic achievement with respect to computer programming, and on the problem-solving and logical-mathematical thinking skills of students. This study was a semi-experimental, pretest-posttest study with two experimental groups and…
Mills, Jonathan N.; Cheng, Albert; Hitt, Collin E.; Wolf, Patrick J.; Greene, Jay P.
This report examines the short-term effects of the Louisiana Scholarship Program (LSP) on students' non-cognitive skills and civic values. While a growing number of studies have evaluated K-12 school voucher programs along academic dimensions, few have focused on the development of non-cognitive skills and civic values. This study aims to address…
Dariotis, Jacinda K; Mirabal-Beltran, Roxanne; Cluxton-Keller, Fallon; Gould, Laura Feagans; Greenberg, Mark T; Mendelson, Tamar
Previous studies on school-based mindfulness and yoga programs have focused primarily on quantitative measurement of program outcomes. This study used qualitative data to investigate program content and skills that students remembered and applied in their daily lives. Data were gathered following a 16-week mindfulness and yoga intervention delivered at three urban schools by a community non-profit organization. We conducted focus groups and interviews with nine classroom teachers who did not participate in the program and held six focus groups with 22 fifth and sixth grade program participants. This study addresses two primary research questions: (1) What skills did students learn, retain, and utilize outside the program? and (2) What changes did classroom teachers expect and observe among program recipients? Four major themes related to skill learning and application emerged as follows: (1) youths retained and utilized program skills involving breath work and poses; (2) knowledge about health benefits of these techniques promoted self-utilization and sharing of skills; (3) youths developed keener emotional appraisal that, coupled with new and improved emotional regulation skills, helped de-escalate negative emotions, promote calm, and reduce stress; and (4) youths and teachers reported realistic and optimistic expectations for future impact of acquired program skills. We discuss implications of these findings for guiding future research and practice.
Quieng, Marjorie C.; Lim, Pearly P.; Lucas, Maria Rita D.
Teaching and learning in the 21st century aims to produce students proficient in content knowledge, specific abilities, literacy, numeracy, and technology uses. From these 21st century skills, soft skills were delineated from these learning outcomes; and defined as intra- and interpersonal skills vital for personal development, social…
Sheridan, Beth A; MacDonald, Douglas A; Donlon, Mark; Kuhn, Beth; McGovern, Katie; Friedman, Harris
Using a sample of 647 Canadian children in kindergarten to Grade 3 (325 boys, 322 girls), the present study evaluated the perceived effectiveness of Skillstreaming (McGinnis & Goldstein, 2003), a widely known social skills program implemented to target the development of four skill sets, i.e., listening, following directions, problem-solving, and knowing when to tell. Results indicated significant postprogram improvements in all skills as well as in ratings of overall prosociality obtained from both classroom teachers and mental health staff, with medium to large effect sizes obtained from teachers' and mental health professionals' ratings, respectively. Additional analyses yielded significant but weak moderator effects of grade and preprogram prosocial functioning for teacher ratings but no consistent moderator effects for children's sex or school location (i.e., urban versus rural) regardless of rater.
The aim of this study is to investigate the effect of Story-Based Social Skills Training Program on the social skill development of 5-6 year-old children. In the study, the pre-test/post-test and retention test experimental design with a control group was used. 5-6 year-old 60 (30 experimental, 30 control) preschool children participated in the…
Hull, Louise; Arora, Sonal; Stefanidis, Dimitrios; Sevdalis, Nick
Effective teamwork is critical to safety in the operating room; however, implementation of phase III of the American College of Surgeons (ACS) and Association of Program Directors in Surgery (APDS) Curriculum that focuses on team-based skills remains worryingly low. Training and assessing the complexities of teamwork is challenging. The objective of this study was to establish guidelines and recommendations for training faculty in assessing/debriefing team skills. A multistage survey-based consensus study was completed by 108 experts responsible for training and assessing surgical residents from the ACS Accredited Educational Institutes. Experts agreed that a program to teach faculty to assess team-based skills should include training in the recognition of teamwork skills, practice rating these skills, and training in the provision of feedback/debriefing. Agreement was reached that faculty responsible for conducting team-based skills assessment should be revalidated every 2 years and stringent proficiency criteria should be met. Faculty development is critical to ensure high-quality, standardized training and assessment. Training faculty to assess team-based skills has the potential to facilitate the effective implementation of phase III of the ACS and APDS Curriculum. Copyright © 2015 Elsevier Inc. All rights reserved.
Newman, G.; Crall, A.; Laituri, M.; Graham, J.; Stohlgren, T.; Moore, J.C.; Kodrich, K.; Holfelder, K.A.
Citizen science programs are emerging as an efficient way to increase data collection and help monitor invasive species. Effective invasive species monitoring requires rigid data quality assurances if expensive control efforts are to be guided by volunteer data. To achieve data quality, effective online training is needed to improve field skills and reach large numbers of remote sentinel volunteers critical to early detection and rapid response. The authors evaluated the effectiveness of online static and multimedia tutorials to teach citizen science volunteers (n = 54) how to identify invasive plants; establish monitoring plots; measure percent cover; and use Global Positioning System (GPS) units. Participants trained using static and multimedia tutorials provided less (p plant cover estimates between static (??10%) and multimedia (??13%) participants did not differ (p =.86 and.08, respectively) from those of professionals (??9%). Trained volunteers struggled with plot setup and GPS skills. Overall, the online approach used did not influence conferred field skills and abilities. Traditional or multimedia online training augmented with more rigorous, repeated, and hands-on, in-person training in specialized skills required for more difficult tasks will likely improve volunteer abilities, data quality, and overall program effectiveness. ?? Taylor & Francis Group, LLC.
Full Text Available Abstract Background In academic medicine, women physicians lag behind their male counterparts in advancement and promotion to leadership positions. Lack of mentoring, among other factors, has been reported to contribute to this disparity. Peer mentoring has been reported as a successful alternative to the dyadic mentoring model for women interested in improving their academic productivity. We describe a facilitated peer mentoring program in our institution's department of medicine. Methods Nineteen women enrolled in the program were divided into 5 groups. Each group had an assigned facilitator. Members of the respective groups met together with their facilitators at regular intervals during the 12 months of the project. A pre- and post-program evaluation consisting of a 25-item self-assessment of academic skills, self-efficacy, and academic career satisfaction was administered to each participant. Results At the end of 12 months, a total of 9 manuscripts were submitted to peer-reviewed journals, 6 of which are in press or have been published, and another 2 of which have been invited to be revised and resubmitted. At the end of the program, participants reported an increase in their satisfaction with academic achievement (mean score increase, 2.32 to 3.63; P = 0.0001, improvement in skills necessary to effectively search the medical literature (mean score increase, 3.32 to 4.05; P = 0.0009, an improvement in their ability to write a comprehensive review article (mean score increase, 2.89 to 3.63; P = 0.0017, and an improvement in their ability to critically evaluate the medical literature (mean score increased from 3.11 to 3.89; P = 0.0008. Conclusions This facilitated peer mentoring program demonstrated a positive impact on the academic skills and manuscript writing for junior women faculty. This 1-year program required minimal institutional resources, and suggests a need for further study of this and other mentoring programs for women faculty.
Varkey, Prathibha; Jatoi, Aminah; Williams, Amy; Mayer, Anita; Ko, Marcia; Files, Julia; Blair, Janis; Hayes, Sharonne
In academic medicine, women physicians lag behind their male counterparts in advancement and promotion to leadership positions. Lack of mentoring, among other factors, has been reported to contribute to this disparity. Peer mentoring has been reported as a successful alternative to the dyadic mentoring model for women interested in improving their academic productivity. We describe a facilitated peer mentoring program in our institution's department of medicine. Nineteen women enrolled in the program were divided into 5 groups. Each group had an assigned facilitator. Members of the respective groups met together with their facilitators at regular intervals during the 12 months of the project. A pre- and post-program evaluation consisting of a 25-item self-assessment of academic skills, self-efficacy, and academic career satisfaction was administered to each participant. At the end of 12 months, a total of 9 manuscripts were submitted to peer-reviewed journals, 6 of which are in press or have been published, and another 2 of which have been invited to be revised and resubmitted. At the end of the program, participants reported an increase in their satisfaction with academic achievement (mean score increase, 2.32 to 3.63; P = 0.0001), improvement in skills necessary to effectively search the medical literature (mean score increase, 3.32 to 4.05; P = 0.0009), an improvement in their ability to write a comprehensive review article (mean score increase, 2.89 to 3.63; P = 0.0017), and an improvement in their ability to critically evaluate the medical literature (mean score increased from 3.11 to 3.89; P = 0.0008). This facilitated peer mentoring program demonstrated a positive impact on the academic skills and manuscript writing for junior women faculty. This 1-year program required minimal institutional resources, and suggests a need for further study of this and other mentoring programs for women faculty.
Full Text Available This article reports on the role of metacognitive skills when solving object-oriented programming problems as part of a case study. The research was constructivist-based within an interpretivist approach to explore how four students constructed their own thinking when solving programming problems. A qualitative methodology was employed. Both concept-driven coding and data-driven coding were applied. Two main issues emerged from the findings. Participating students had fragmented knowledge of the object-oriented approach and shortcomings regarding the implementation thereof, and they experienced problems with metacognitive control during all the steps of program development. Based on the findings the use of metacognitive critical control points (MCCPs is proposed to be used as a mechanism to facilitate students in their programming efforts and to prevent loss of control during program development.
Daniel T.L. Shek
Full Text Available The Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programs is a positive youth development program that attempts to promote holistic development in adolescents in Hong Kong. In the Tier 2 Program of this project, social workers are expected to develop positive youth development programs for adolescents having greater psychosocial needs. They are required to submit proposals that will be evaluated in terms of whether the proposals are evidence based, and appropriate evaluation mechanisms are included. With reference to the literature on parental control processes that Chinese parents may be loose in their behavioral control and they tend to overemphasize academic excellence, it is argued that improvement of the parenting skills of parents of Chinese adolescents is an important area to be addressed. To facilitate social workers to prepare the related proposals, a sample proposal on how to improve the parenting skills of Chinese parents is described, including its conceptual framework, proposed program, and evaluation plan. It is argued that this supportive approach (i.e., preparation of a sample proposal can help social workers to develop quality proposals on positive youth development programs in Hong Kong.
Twijnstra, A R H; Blikkendaal, M D; Kolkman, W; Smeets, M J G H; Rhemrev, J P T; Jansen, F W
To evaluate the implementation and maintenance of advanced laparoscopic skills after a structured mentorship program in laparoscopic hysterectomy (LH). Cohort retrospective analysis of 104 successive LHs performed by two gynecologists during and after a mentorship program. LHs were compared for indication, patient characteristics and intraoperative characteristics. As a frame of reference, 94 LHs performed by the mentor were analyzed. With regard to indication, blood loss and adverse outcomes, both trainees performed LHs during their mentorship program comparable with the LHs performed by the mentor. The difference in mean operating time between trainees and mentor was not clinically significant. Both trainees progressed along a learning curve, while operating time remained statistically constant and comparable to that of the mentor. After completing the mentorship program, both gynecologists maintained their acquired skills as blood loss, adverse outcome rates and operating time were comparable with the results during their traineeship. A mentorship program is an effective and durable tool for implementing a new surgical procedure in a teaching hospital with respect to patient safety aspects, as indications, operating time and adverse outcome rates are comparable to those of the mentor in his own hospital during and after completing the mentorship program. Copyright © 2010 S. Karger AG, Basel.
Full Text Available Protection of natural culture in concepts of the contemporary National Right Wing in Poland In the centre of the system of values of the National Right Wing which revived after 1989 there are still nation, family and religion. The nation as community of culture is in opinion of the said parties exposed to dangers. The main risks are in their opinion as follows: cosmopolitism, Communist ideology, individualism, liberalism; secularization.In Poland, such ideas are, in the opinion of the National Right Wing, propagated by the liberal and post-communist circles. In the beginning they demanded that the communist activists are brought to justice. Some columnists refer to antisemitism. They perceive also the fall of the literary output. They assess critically the novels of Czesław Miłosz, Stanisław Barańczak or Olga Tokarczuk. Similar assessments regard the works of Polish historians. As preventive measures the following is mentioned: appropriate educational activity, statutory protection of national heritage, broadening of Catholicism, promotion of national culture. They attach great importance to the national branding. Its components are history, language, political regime, architecture, literature, art, religion, icons landscape, music. They would probably accept the opinion of Michael Porter: “Many contemporary discussions of international competition stress global homogenization and a diminished role for nations. But, in truth, national differences are at the heart of competitive success.” Ochrona kultury narodowej w koncepcjach współczesnej prawicy narodowej w Polsce W centrum systemu wartości odrodzonego po 1989 roku ruchu narodowego pozostają naród, rodzina i religia. Naród, traktowany jako wspólnota kultury, narażony jest w ocenie wspominanych wyżej środowisk na liczne zagrożenia. Za najgroźniejsze uznają one: kosmopolityzm, ideologię komunistyczną, indywidualizm, liberalizm, sekularyzację. W Polsce wspomniane idee
The current study was carried out to determine the effect of art education program on the social skills of preschool children at the age of 61-72 months attending to a kindergarten. The working group of the research was made up of 51 children in total, as experiment group (n: 26) and control group (n: 25). An experiment design with a pre/post-test…
Ju, Melody; Berman, Abigail T.; Hwang, Wei-Ting; LaMarra, Denise; Baffic, Cordelia; Suneja, Gita; Vapiwala, Neha
Purpose: There is a lack of data for the structured development and evaluation of communication skills in radiation oncology residency training programs. Effective communication skills are increasingly emphasized by the Accreditation Council for Graduate Medical Education and are critical for a successful clinical practice. We present the design of a novel, pilot standardized patient (SP) program and the evaluation of communication skills among radiation oncology residents. Methods and Materials: Two case scenarios were developed to challenge residents in the delivery of “bad news” to patients: one scenario regarding treatment failure and the other regarding change in treatment plan. Eleven radiation oncology residents paired with 6 faculty participated in this pilot program. Each encounter was scored by the SPs, observing faculty, and residents themselves based on the Kalamazoo guidelines. Results: Overall resident performance ratings were “good” to “excellent,” with faculty assigning statistically significant higher scores and residents assigning lower scores. We found inconsistent inter rater agreement among faculty, residents, and SPs. SP feedback was also valuable in identifying areas of improvement, including more collaborative decision making and less use of medical jargon. Conclusions: The program was well received by residents and faculty and regarded as a valuable educational experience that could be used as an annual feedback tool. Poor inter rater agreement suggests a need for residents and faculty physicians to better calibrate their evaluations to true patient perceptions. High scores from faculty members substantiate the concern that resident evaluations are generally positive and nondiscriminating. Faculty should be encouraged to provide honest and critical feedback to hone residents' interpersonal skills
Professional tennis athletes should be able to master all the basic techniques of playing tennis and having physical fitness. Therefore, it is necessary to get an exercise that can give meaning to the skills and physical fitness. One of the proper exercises is with aerobic exercise combined with the technique.Aerobic exercise program combined with techniques is: (1) a number of players consisting of six to seven people with backward sequential formation techniques performing forehand and back...
Delver, Hilary; Jackson, Wesley; Lee, Sonya; Palacios, Mone
The University of Calgary's Rural Integrated Community Clerkship anchors final-year medical student education in 9 months of family medicine. The purpose of this pilot study was to evaluate the Family Medicine Preceptor Online Development (FM POD) program, designed to meet the faculty development needs of rural preceptors facing challenges of geographical distribution and time constraints. The theoretically based program used a blended learning approach, beginning with a face-to-face workshop to strengthen participants' social presence during online interactions to follow. Asynchronous narrated presentations supplied foundational knowledge prior to facilitated synchronous web conferences, where participants shared experiences and co-constructed new knowledge. The program was evaluated using mixed methods, including surveys and focus group discussion. Evaluation tools generated data with high internal consistency reliability; focus group information substantiated and enriched the quantitative survey data. Participants enjoyed collaborating with colleagues and rated their learning experiences highly, reporting meaningful and statistically significant increases in mean comfort with all the precepting skills taught: giving effective feedback, using questions to teach, teaching communications skills, helping learners in difficulty, and making teaching time-efficient. All effect sizes were large. Increased comfort with distance learning technologies was a positive consequence. Results support the applicability of principles of social constructivism, experiential learning, and reflective learning in these participants. The program was highly rated and effectively increased participants' comfort with teaching skills, offering practical off-the-peg modular faculty development in basic teaching skills for distributed faculty. Participants appreciated the flexible delivery format, which course developers found readily adaptable for additional topics.
Full Text Available Communication with patients is a core clinical skill in medicine that can be acquired through communication skills training. Meanwhile, the importance of transfer of communication skills to the workplace has not been sufficiently studied. This study aims to assess the efficacy of a 40-hour training program designed to improve patients' satisfaction and residents' communication skills during their daily clinical rounds.Residents were randomly assigned to the training program or to a waiting list. Patients' satisfaction was assessed with a visual analog scale after each visit. Transfer of residents' communication skills was assessed in audiotaped actual inpatient visits during a half-day clinical round. Transcripted audiotapes were analyzed using content analysis software (LaComm. Training effects were tested with Mann-Whitney tests and generalized linear Poisson regression models.Eighty-eight residents were included. First, patients interacting with trained residents reported a higher satisfaction with residents' communication (Median=92 compared to patients interacting with untrained residents (Median=88 (p=.046. Second, trained residents used more assessment utterances (Relative Risk (RR=1.17; 95% Confidence intervals (95%CI=1.02-1.34; p=.023. Third, transfer was also observed when residents' training attendance was considered: residents' use of assessment utterances (RR=1.01; 95%CI=1.01-1.02; p=.018 and supportive utterances (RR=0.99; 95%CI=0.98-1.00; p=.042 (respectively 1.15 (RR, 1.08-1.23 (95%CI, p<.001 for empathy and 0.95 (RR, 0.92-0.99 (95%CI, p=.012 for reassurance was proportional to the number of hours of training attendance.The training program improved patients' satisfaction and allowed the transfer of residents' communication skills learning to the workplace. Transfer was directly related to training attendance but remained limited. Future studies should therefore focus on the improvement of the efficacy of communication skills
Angus, Steven; Vu, T Robert; Halvorsen, Andrew J; Aiyer, Meenakshy; McKown, Kevin; Chmielewski, Amy F; McDonald, Furman S
The transition from medical student to intern may cause stress and burnout in new interns and the delivery of suboptimal patient care. Despite a formal set of subinternship curriculum guidelines, program directors have expressed concern regarding the skill set of new interns and the lack of standardization in that skill set among interns from different medical schools. To address these issues, the Accreditation Council for Graduate Medical Education's Next Accreditation System focuses on the development of a competency-based education continuum spanning undergraduate, graduate, and continuing medical education. In 2010, the Clerkship Directors in Internal Medicine subinternship task force, in collaboration with the Association of Program Directors in Internal Medicine survey committee, surveyed internal medicine residency program directors to determine which competencies or skills they expected from new medical school graduates. The authors summarized the results using categories of interest. In both an item rank list and free-text responses, program directors were nearly uniform in ranking the skills they deemed most important for new interns-organization and time management and prioritization skills; effective communication skills; basic clinical skills; and knowing when to ask for assistance. Stakeholders should use the results of this survey as they develop a milestone-based curriculum for the fourth year of medical school and for the internal medicine subinternship. By doing so, they should develop a standardized set of skills that meet program directors' expectations, reduce the stress of transitions across the educational continuum, and improve the quality of patient care.
Burrows, E Jean; Keats, Melanie R; Kolen, Angela M
Fundamental movement skill (FMS) proficiency or the ability to perform basic skills (e.g., throwing, catching and jumping) has been linked to participation in lifelong physical activity. FMS proficiency amongst children has declined in the previous 15 years, with more children performing FMS at a low-mastery level. These declines may help explain the insufficient levels of participation in health promoting physical activity seen in today's youth. The after school time period (e.g., 3 to 6 p.m.), is increasingly considered an opportune time for physical activity interventions. To date, little research has examined the potential for after school programming to improve FMS proficiency. Participants (n=40, 6-10 years) of two existent physical activity based after school programs, a low-organized games and a sports-based program, were pre- and post-tested for FMS proficiency using the Test of Gross Motor Development-2 (TGMD-2) over an 11-week period. The sports-based program participants showed no improvement in FMS over the 11-week study ( p =0.91, eta 2 =0.00) and the games-based program participants significantly improved their proficiency ( p =0.00, eta 2 =0.30). No significant ( p =0.13, eta 2 = 0.06), differences were found in change in FMS scores between the low-organized games program participants and the sport-based program participants. These results suggest that after school programs with a low-organized games-based focus may support a moderate improvement in FMS proficiency in young children. Better training of after school program leaders on how to teach FMS may be necessary to assist children in acquiring sufficient proficiency in FMS.
Full Text Available W artykule przedstawiono proces przystąpienia Biblioteki Uniwersyteckiej w Poznaniu do współtworzenia Centralnej Kartoteki Haseł Wzorcowych, a potem katalogu centralnego NUKAT . Autorki omówiły procedury związane ze współkatalogowaniem. Szczególną uwagę poświęciły zagadnieniom opracowania formalnego i rzeczowego dokumentów. Zaprezentowały rozwiązania i ustalenia wewnętrzne Biblioteki Uniwersyteckiej usprawniające pracę katalogerów oraz jej udział w projektach i szkoleniach organizowanych przez NUKAT. Zaprezentowano również jhp KABA powstały w latach 90. XX wieku, służący do opracowania przedmiotowego zbiorów w polskich bibliotekach akademickich. Artykuł podsumowuje dziesięć lat czynnej współpracy z NUKAT -em, ale stanowi również o okresie przygotowania do jej wdrożenia.
Jua, S. K.; Sarwanto; Sukarmin
Problem-solving skills are important skills in physics. However, according to some researchers, the problem-solving skill of Indonesian students’ problem in physics learning is categorized still low. The purpose of this study was to identify the profile of problem-solving skills of students who follow the across the interests program of physics. The subjects of the study were high school students of Social Sciences, grade X. The type of this research was descriptive research. The data which used to analyze the problem-solving skills were obtained through student questionnaires and the test results with impulse materials and collision. From the descriptive analysis results, the percentage of students’ problem-solving skill based on the test was 52.93% and indicators respectively. These results indicated that students’ problem-solving skill is categorized low.
Lee, Okseon; Park, Mirim; Jang, Kyunghwan; Park, Yongnam
The purpose of this study was to investigate the influence of an afterschool sport program on adolescents' life skills development and to identify which characteristics of the program would have an influence on their life skills acquisition. The participants were six children (4 boys, 2 girls) who participated in a 12-week afterschool program implemented in two elementary schools, as well as the two program instructors who implemented the afterschool sport program. Data were collected from individual interviews with program participants and instructors. The inductive analysis of data revealed four categories of life skills developed through program participation: (1) playing well and being more active, (2) connecting well and having better social skills, (3) coping well and becoming a better problem solver, and (4) dreaming well and having a better sense of purpose. Regarding the characteristics of the program that influenced life skills development, three themes emerged: (1) having a clear goal and building consensus with stakeholders, (2) establishing a firm yet flexible structure, and (3) instructors' use of effective strategies for teaching life skills.
Lee, Okseon; Park, Mirim; Jang, Kyunghwan; Park, Yongnam
ABSTRACT The purpose of this study was to investigate the influence of an afterschool sport program on adolescents’ life skills development and to identify which characteristics of the program would have an influence on their life skills acquisition. The participants were six children (4 boys, 2 girls) who participated in a 12-week afterschool program implemented in two elementary schools, as well as the two program instructors who implemented the afterschool sport program. Data were collected from individual interviews with program participants and instructors. The inductive analysis of data revealed four categories of life skills developed through program participation: (1) playing well and being more active, (2) connecting well and having better social skills, (3) coping well and becoming a better problem solver, and (4) dreaming well and having a better sense of purpose. Regarding the characteristics of the program that influenced life skills development, three themes emerged: (1) having a clear goal and building consensus with stakeholders, (2) establishing a firm yet flexible structure, and (3) instructors’ use of effective strategies for teaching life skills. PMID:28367697
Alkhayal, Abdullah; Aldhukair, Shahla; Alselaim, Nahar; Aldekhayel, Salah; Alhabdan, Sultan; Altaweel, Waleed; Magzoub, Mohi Elden; Zamakhshary, Mohammed
After almost a decade of implementing competency-based programs in postgraduate training programs, the assessment of technical skills remains more subjective than objective. National data on the assessment of technical skills during surgical training are lacking. We conducted this study to document the assessment tools for technical skills currently used in different surgical specialties, their relationship with remediation, the recommended tools from the program directors' perspective, and program directors' attitudes toward the available objective tools to assess technical skills. This study was a cross-sectional survey of surgical program directors (PDs). The survey was initially developed using a focus group and was then sent to 116 PDs. The survey contains demographic information about the program, the objective assessment tools used, and the reason for not using assessment tools. The last section discusses the recommended tools to be used from the PDs' perspective and the PDs' attitude and motivation to apply these tools in each program. The associations between the responses to the assessment questions and remediation were statistically evaluated. Seventy-one (61%) participants responded. Of the respondents, 59% mentioned using only nonstandardized, subjective, direct observation for technical skills assessment. Sixty percent use only summative evaluation, whereas 15% perform only formative evaluations of their residents, and the remaining 22% conduct both summative and formative evaluations of their residents' technical skills. Operative portfolios are kept by 53% of programs. The percentage of programs with mechanisms for remediation is 29% (19 of 65). The survey showed that surgical training programs use different tools to assess surgical skills competency. Having a clear remediation mechanism was highly associated with reporting remediation, which reflects the capability to detect struggling residents. Surgical training leadership should invest more in
Full Text Available Team Sports has been suggested as a suitable environment to investigate creative behavior. This study's purpose was two-fold: first, it intended to identify the effects of the Skills4Genius sports-bases training program in thinking, motor, and in-game creative behavior in team sports. Second, it aimed to investigate the relationship between creative thinking and in-game creativity. Forty children from primary school were allocated into control (n = 18, age: 9.2±0.4 and experimental (n = 22, age: 9.5±0.7 groups. The experimental group participated in a five-month training program involving either creative thinking, diversification, physical literacy, and nonlinear pedagogy approaches (Skills4Genius. Variables in the study included: a creative thinking; b motor performance (vertical jump, speed, and agility; c in-game individual creative behavior (attempts, fluency, and versatility; and d in-game collective behavior (positional regularity. The results suggested that the Skills4Genius program fostered creative thinking, agility, and speed performance. Moreover, it stretched the in-game individual creative behavior mainly through the improvement of the attempts and versatility of the player's actions. Lastly, it nurtured a better learning of the tactical principles, whereas the children were more coordinated with their teammates' and opponents' positioning. Additionally, this study presents a positive correlation linking creative thinking and in-game creative performance. These findings highlighted that creativity is facilitated while players become more thinking and game-skilled. Coaches and educators may apply this functional environment to inspire children's disposition to move outside the box and trigger a creative spark in team sports players. Notwithstanding, the sports environment is ideally suited for fostering creative behavior, a higher-order disposition that will go on to differentiate the everyday life of a child.
Santos, Sara; Jiménez, Sergio; Sampaio, Jaime; Leite, Nuno
Team Sports has been suggested as a suitable environment to investigate creative behavior. This study's purpose was two-fold: first, it intended to identify the effects of the Skills4Genius sports-bases training program in thinking, motor, and in-game creative behavior in team sports. Second, it aimed to investigate the relationship between creative thinking and in-game creativity. Forty children from primary school were allocated into control (n = 18, age: 9.2±0.4) and experimental (n = 22, age: 9.5±0.7) groups. The experimental group participated in a five-month training program involving either creative thinking, diversification, physical literacy, and nonlinear pedagogy approaches (Skills4Genius). Variables in the study included: a) creative thinking; b) motor performance (vertical jump, speed, and agility); c) in-game individual creative behavior (attempts, fluency, and versatility); and d) in-game collective behavior (positional regularity). The results suggested that the Skills4Genius program fostered creative thinking, agility, and speed performance. Moreover, it stretched the in-game individual creative behavior mainly through the improvement of the attempts and versatility of the player's actions. Lastly, it nurtured a better learning of the tactical principles, whereas the children were more coordinated with their teammates' and opponents' positioning. Additionally, this study presents a positive correlation linking creative thinking and in-game creative performance. These findings highlighted that creativity is facilitated while players become more thinking and game-skilled. Coaches and educators may apply this functional environment to inspire children's disposition to move outside the box and trigger a creative spark in team sports players. Notwithstanding, the sports environment is ideally suited for fostering creative behavior, a higher-order disposition that will go on to differentiate the everyday life of a child.
The purpose of this comparative study was to identify the technical skills and abilities needed by prospective employees of construction industries in Ghana and Nigeria. Potential employees were defined here as recent graduates of construction industry programs with entry-level technical skills. The continuous growth in and expansion of these two…
Block, Heidi M.; Radley, Keith C.; Jenson, William R.; Clark, Elaine; O'Neill, Robert E.
The current study evaluated the effectiveness of Superheroes Social Skills, a multimedia social skills package, in improving social responsiveness and social initiation behaviors of four elementary school children with an autism spectrum disorder (ASD). The program was implemented in a public school setting in the southwestern United States for…
Jacobs, Jennifer M.; Wright, Paul M.
Research has demonstrated that many quality sport-based youth development programs promote life skill acquisition (e.g., leadership, self-control) with the ultimate goal of facilitating positive outcomes in youth participants' social and academic environments. Researchers call this "transfer of life skills" (i.e., the idea that physical,…
This study aimed at designing a program based on the Pragmatic theory to develop grammatical structure comprehension skills for foreign learners of Arabic and examining its effectiveness. Hence, the problem of the study has been summarized in the weakness of grammatical structure comprehension skills for foreign learners of Arabic and in the need…
Dyess, Susan; Sherman, Rose
The authors of the recently published Institute of Medicine on the Future of Nursing report emphasized the importance of preparing nurses to lead change to advance health care in the United States. Other scholars linked practice environments to safe quality care. In order for nurses to fully actualize this role in practice environments, they need to possess leadership skills sets that identify and respond to challenges faced. New nurses are no exception. This article presents a program with a 5-year track record that is designed to support transition and enhance the skill sets of leadership for new nurses in their first year of practice. Qualitative and quantitative evaluation measurements at baseline and postprogram provided data for evaluation of the first 4 cohorts in the program. Evaluative outcomes presented indicate that new nurses gained leadership and translational research skills that contributed to their ability to influence practice environments. Nonetheless, practice environments continue to need improvement and ongoing leadership from all levels of nursing must be upheld.
Kahirol Mohd Salleh; Nor Lisa Sulaiman; Mimi Mohaffyza Mohamad; Lai Chee Sern
The workforce is a social environment where particular skills are essential in order for workers to perform well, have a competitive edge and succeed in their careers. A soft skill is one of the skills needed in every type of workplace setting. Soft skills include communication skills, collaboration skills, entrepreneurship, and others. Workplace need workers who are competent not only with technical skills but who also have soft skills. There is lack of literature discussion on the ...
Kingsnorth, S; King, G; McPherson, A; Jones-Galley, K
Young people with physical disabilities experience issues regarding employment, schooling, independent living and establishing meaningful personal relationships. A lack of life skills has been recognized as an important factor contributing to this lag. The Independence Program (TIP) is a short-term residential life skills program that aims to equip youth with the foundational life skills required to assume adult roles. This study retrospectively examined the achievements, skills acquired and program attributions of youth and young adults who took part in this three-week immersive teen independence program over a 20-year period. A total of 162 past graduates were invited to take part, with 78 doing so (a 48% response rate). These past graduates completed an online survey assessing objective outcomes such as employment and independent living; subjective outcomes such as feeling in control and living meaningful lives; and reflections on skills acquired, opportunities experienced and attributions to TIP. The majority of respondents were female (71%), had a diagnosis of cerebral palsy (55%) and ranged from 20 to 35 years of age (92%). Despite a range of outcomes related to the achievement of adult roles, high levels of life satisfaction and overall quality of life were reported. Nearly every respondent reported using the skills they learned at the program in their lives afterwards and a high percentage attributed the acquisition and consolidation of core life skills to participating in this intensive immersive program. Although causality cannot be assumed, respondents reflected very positively on the opportunities provided by TIP to develop their independent living and life skills, extend their social networks and understand their strengths and weaknesses. Such findings validate the importance of targeted skill development to assist young people with physical disabilities in attaining their life goals and encourage focused investigations of key features in program
Sapsaglam, Özkan; Ömeroglu, Esra
This study was conducted in an attempt to develop Social Values Education Program aimed at nursery school students and examine the effect of Social Values Education Program upon the social skill acquisition of nursery school students. The effect of the education program that was developed within the scope of the study upon the social skill…
Mihalic, Sharon F; Fagan, Abigail A; Argamaso, Susanne
Widespread replication of effective prevention programs is unlikely to affect the incidence of adolescent delinquency, violent crime, and substance use until the quality of implementation of these programs by community-based organizations can be assured. This paper presents the results of a process evaluation employing qualitative and quantitative methods to assess the extent to which 432 schools in 105 sites implemented the LifeSkills Training (LST) drug prevention program with fidelity. Regression analysis was used to examine factors influencing four dimensions of fidelity: adherence, dosage, quality of delivery, and student responsiveness. Although most sites faced common barriers, such as finding room in the school schedule for the program, gaining full support from key participants (i.e., site coordinators, principals, and LST teachers), ensuring teacher participation in training workshops, and classroom management difficulties, most schools involved in the project implemented LST with very high levels of fidelity. Across sites, 86% of program objectives and activities required in the three-year curriculum were delivered to students. Moreover, teachers were observed using all four recommended teaching practices, and 71% of instructors taught all the required LST lessons. Multivariate analyses found that highly rated LST program characteristics and better student behavior were significantly related to a greater proportion of material taught by teachers (adherence). Instructors who rated the LST program characteristics as ideal were more likely to teach all lessons (dosage). Student behavior and use of interactive teaching techniques (quality of delivery) were positively related. No variables were related to student participation (student responsiveness). Although difficult, high implementation fidelity by community-based organizations can be achieved. This study suggests some important factors that organizations should consider to ensure fidelity, such as
Fagan Abigail A
Full Text Available Abstract Background Widespread replication of effective prevention programs is unlikely to affect the incidence of adolescent delinquency, violent crime, and substance use until the quality of implementation of these programs by community-based organizations can be assured. Methods This paper presents the results of a process evaluation employing qualitative and quantitative methods to assess the extent to which 432 schools in 105 sites implemented the LifeSkills Training (LST drug prevention program with fidelity. Regression analysis was used to examine factors influencing four dimensions of fidelity: adherence, dosage, quality of delivery, and student responsiveness. Results Although most sites faced common barriers, such as finding room in the school schedule for the program, gaining full support from key participants (i.e., site coordinators, principals, and LST teachers, ensuring teacher participation in training workshops, and classroom management difficulties, most schools involved in the project implemented LST with very high levels of fidelity. Across sites, 86% of program objectives and activities required in the three-year curriculum were delivered to students. Moreover, teachers were observed using all four recommended teaching practices, and 71% of instructors taught all the required LST lessons. Multivariate analyses found that highly rated LST program characteristics and better student behavior were significantly related to a greater proportion of material taught by teachers (adherence. Instructors who rated the LST program characteristics as ideal were more likely to teach all lessons (dosage. Student behavior and use of interactive teaching techniques (quality of delivery were positively related. No variables were related to student participation (student responsiveness. Conclusion Although difficult, high implementation fidelity by community-based organizations can be achieved. This study suggests some important factors that
This study examines the effectiveness of the Lions Quest Program: Skills for Growing by employing a quasi-experimental design with a control group. The experimental and control group each comprises two primary schools--one public, one private. One classroom at each grade level, 1 through 4, in each school was selected by random sampling for a…
Full Text Available This paper presents cMinds, a learning intervention that deploys game-based visual programming towards building analytical, computational, and critical thinking skills in primary education. The proposed learning method exploits the structured nature of programming, which is inherently logical and transcends cultural barriers, towards inclusive learning that exposes learners to algorithmic thinking. A visual programming environment, entitled ‘cMinds Learning Suite’, has been developed aimed for classroom use. Feedback from the deployment of the learning methods and tools in classrooms in several European countries demonstrates elevated learner motivation for engaging in logical learning activities, fostering of creativity and an entrepreneurial spirit, and promotion of problem-solving capacity
Full Text Available Analytical thinking is a transversal skill that helps learners excel academically independently of theme area. It is on high demand in the world of work especially in innovation related sectors. It involves finding a viable solution to a problem by identifying goals, parameters, and resources available for deployment. These are strategy elements in game play. They further constitute good practices in programming. This work evaluates how serious games based on visual programming as a solution synthesis tool within exploration, inquiry, and collaboration can help learners build structured mindsets. It analyses how a visual programming environment that supports experimentation for building intuition on potential solutions to logical puzzles, and then encourages learners to synthesize a solution interactively, helps learners through gaming principles to build self-esteem on their problem solving ability, to develop algorithmic thinking capacity, and to stay engaged in learning.
Carvalho, Irene P; Pais, Vanessa G; Silva, Filipa R; Martins, Raquel; Figueiredo-Braga, Margarida; Pedrosa, Raquel; Almeida, Susana S; Correia, Luís; Ribeiro-Silva, Raquel; Castro-Vale, Ivone; Teles, Ana; Mota-Cardoso, Rui
Communication is important for the quality of clinical practice, and programs have been implemented to improve healthcare providers' communication skills. However, the consistency of programs teaching communication skills has received little attention, and debate exists about the application of acquired skills to real patients. This study inspects whether (1) results from a communication program are replicated with different samples, and (2) results with standardized patients apply to interviews with real patients. A structured, nine-month communication program was applied in two consecutive years to two different samples of healthcare professionals (25 in the first year, 20 in the second year). Results were assessed at four different points in time, each year, regarding participants' confidence levels (self-rated), basic communication skills in interviews with standardized patients, and basic communication skills in interviews with real patients. Data were analyzed using GLM Repeated-Measures procedures. Improvements were statistically significant in both years in all measures except in simulated patients' assessment of the 2008 group. Differences between the two samples were non-significant. Differences between interviews with standardized and with real patients were also non-significant. The program's positive outcomes were replicated in different samples, and acquired skills were successfully applied to real-patient interviews. This reinforces this type of program structure as a valuable training tool, with results translating into real situations. It also adds to the reliability of the assessment instruments employed, though these may need adaptation in the case of real patients.
Frischknecht, Adam C; Kasten, Steven J; Hamstra, Stanley J; Perkins, Noel C; Gillespie, R Brent; Armstrong, Thomas J; Minter, Rebecca M
To objectively assess suturing performance using an image analysis program and to provide validity evidence for this assessment method by comparing experts' and novices' performance. In 2009, the authors used an image analysis program to extract objective variables from digital images of suturing end products obtained during a previous study involving third-year medical students (novices) and surgical faculty and residents (experts). Variables included number of stitches, stitch length, total bite size, travel, stitch orientation, total bite-size-to-travel ratio, and symmetry across the incision ratio. The authors compared all variables between groups to detect significant differences and two variables (total bite-size-to-travel ratio and symmetry across the incision ratio) to ideal values. Five experts and 15 novices participated. Experts' and novices' performances differed significantly (P 0.8) for total bite size (P = .009, d = 1.5), travel (P = .045, d = 1.1), total bite-size-to-travel ratio (P algorithm can extract variables from digital images of a running suture and rapidly provide quantitative summative assessment feedback. The significant differences found between groups confirm that this system can discriminate between skill levels. This image analysis program represents a viable training tool for objectively assessing trainees' suturing, a foundational skill for many medical specialties.
Petrunoff, Nick; Lloyd, Beverley; Watson, Natalie; Morrisey, David
Early childhood presents an opportunity to encourage development of Fundamental Movement Skills (FMS). Implementation of a structured program in the Long Day Care (LDC) setting presents challenges. Implementation of a structured FMS program FunMoves was assessed in LDC in metropolitan New South Wales. LDC staff attended a training session conducted by trained Health Promotion Officers (HPOs) and completed an evaluation. During implementation HPOs completed lesson observations. De-identified attendance data was collected and director and staff feedback on the program including barriers to implementation was obtained via questionnaire. Qualitative information relevant to process evaluation was obtained via open questions on questionnaires, and a de-brief diary recording feedback from directors and staff. Knowledge of FMS and FunMoves and staff confidence to deliver the program were high after training. On average, staff stated they ran lessons more than the suggested twice weekly and the majority of children attended 1-3 lessons per week. However, lesson delivery was not as designed, and staff found FunMoves disruptive and time consuming. Six directors and the majority of staff thought that FunMoves could be improved. Structured program delivery was hampered by contextual issues including significant staff turnover and program length and structure being at odds with the setting. Implementation could be enhanced by guidelines for more flexible delivery options including less structured approaches, shorter and simpler lessons, ongoing conversations with the early childhood sector, in-centre engagement of staff and post-training support.
Sørensen, Jette Led; Løkkegaard, Ellen; Johansen, Marianne
, shoulder dystocia, basic neonatal resuscitation, and severe preeclampsia. MAIN OUTCOME MEASURES. Before, just after and 9-15 months following the training, data were collected on the confidence and stress levels relating to the carrying out of certain procedures. In addition, a written objective test...... of all respondents had a positive attitude toward the training program. They considered management of shoulder dystocia, preeclampsia, and neonatal resuscitation less stresful and less unpleasant to perform after training. Confidence scores for all the trained skills improved significantly. A significant...
While there is a big literature on the benefits of pre-school education, only little is known why kindergarten attendance improves later-life outcomes. This is partly because most studies analyze the effect of complete 2 years pre-school programs. In order to shed light into the black box of kindergarten education, I am using the German National Educational Panel Study and regress the level of grammar skills - a main intelligence component - on the participation in a nationwide-used language ...
Grant, Amy; Wood, Eileen; Gottardo, Alexandra; Evans, Mary Ann; Phillips, Linda; Savage, Robert
The current study developed a taxonomy of reading skills and compared this taxonomy with skills being trained in 30 commercially available software programs designed to teach emergent literacy or literacy-specific skills for children in preschool, kindergarten, and Grade 1. Outcomes suggest that, although some skills are being trained in a…
Theresa M. Ferrari
Full Text Available There is widespread concern that youth lack the skills essential for job success and are entering the workplace unprepared. To address issues of workforce preparation, Extension educators at an urban 4-H education center created the Job Experience and Training (JET program, a work-based learning program for teens. JET is conducted over a six-month period, culminating in an eight-week summer work experience in collaboration with a local park district. Supervisors and teens completed a performance appraisal measure based on SCANS workforce skills at two points during the program. Both teens and supervisors provided written comments addressing teens’ strengths and areas for growth, as well as comments on their satisfaction with the program itself. Overall, the experience appears to have produced improvements in teens’ workforce skills, as evidenced by their own self-assessment and that of their supervisors. We conclude with implications for conducting work-based learning programs.
Background Communication is important for the quality of clinical practice, and programs have been implemented to improve healthcare providers’ communication skills. However, the consistency of programs teaching communication skills has received little attention, and debate exists about the application of acquired skills to real patients. This study inspects whether (1) results from a communication program are replicated with different samples, and (2) results with standardized patients apply to interviews with real patients. Methods A structured, nine-month communication program was applied in two consecutive years to two different samples of healthcare professionals (25 in the first year, 20 in the second year). Results were assessed at four different points in time, each year, regarding participants’ confidence levels (self-rated), basic communication skills in interviews with standardized patients, and basic communication skills in interviews with real patients. Data were analyzed using GLM Repeated-Measures procedures. Results Improvements were statistically significant in both years in all measures except in simulated patients’ assessment of the 2008 group. Differences between the two samples were non-significant. Differences between interviews with standardized and with real patients were also non-significant. Conclusions The program’s positive outcomes were replicated in different samples, and acquired skills were successfully applied to real-patient interviews. This reinforces this type of program structure as a valuable training tool, with results translating into real situations. It also adds to the reliability of the assessment instruments employed, though these may need adaptation in the case of real patients. PMID:24886341
Full Text Available Objective: This research aimed at comparison effects of a new and current "training program for community rehabilitation workers of Community Based Rehabilitation", in enhancing their knowledge, attitude and skills. Materials & Methods: In this experimental field trial, a total number of 34 newly engaged local trainers in Lorestan province were divided randomly in two (16 and 18 peoplesinterventional groups based on geographical location of their work places Teaching methods were roll playing, problem solving, and learning by doing in new program and the booklets were revised in terms of fluency and a guideline booklet for trainers were added in this program but the teaching method was reading booklets and demonstration of the skills in current program. Knowledge, Attitude and Skills of trainees assessed just before and after the training course based on the material which were used for the training course. K.A.P. changes of two groups were compared by independent t-test, Mann Whitney, Wilcoxon & Chi square. Results: Mean knowledge and skills scores increments were remarkably more significant after attending new course than after passing the current course (P<0.001 and more rehabilitation workers who attending new course use practical guides in addition to verbal instructions to train disabled people and their families (P=0.028. There were no significant differences in attitude changes among the two groups. Conclusion: As trainees learned more by means of the new training course and the two courses were not so different in the resource allocation, substituting the new method to the current one should get consideration.
Wauchope, Bronwyn; Terlich, Alissa; Lee, Stuart
As community mental health services integrate recovery-oriented practices, treatments that focus on skills development and social integration are desirable. This study aimed to examine the feasibility of implementing "Rel8", an 8-week social skills training group adapted to suit a public community mental health setting. A retrospective audit was conducted of quantitative and qualitative data from four groups run between 2011 and 2013. Pre- and post-group measures were collected, assessing self-rated friendships and confidence with social skills and clinician-rated social skill performance. Qualitative feedback about group participation was also collected through use of a developed questionnaire. Analysis revealed significant improvements in participants' confidence with their social skills following group participation, with a trend also found for improved social skill performance. "Rel8", an adapted 8-week social skills training group, is a feasible program in the context of community mental health services. The program added to the recovery-centred practice of the community mental health service while also adding to the diversity of clinician skills for psychosocial-oriented practice. © The Royal Australian and New Zealand College of Psychiatrists 2015.
Alfakih, Ahmed Hassan
The study examined the impact of a training program on enhancing postgraduate students' research skills in preparing a research proposal. The nature of the skills required to prepare a research proposal were first determined using a questionnaire. A training program for improving such skills was then constructed and seven postgraduate students in…
Full Text Available The article presents a description of 17 computer-based programs, which were used over the last 5 years (2008—2013 in 15 studies of computer-assisted reading instruction and intervention of schoolchildren. The article includes a description of specificity of various terms used in the above-mentioned studies and the contents of training sessions. The article also carries out a brief analysis of main characteristics of computer-based techniques — language of instruction, age and basic characteristics of students, duration and frequency of training sessions, dependent variables of education. Special attention is paid to efficiency of acquisition of different reading skills through computer-based programs in comparison to traditional school instruction.
Newman, G.; Crall, A.; Laituri, M.; Graham, J.; Stohlgren, T.; Moore, J.C.; Kodrich, K.; Holfelder, K.A.
Citizen science programs are emerging as an efficient way to increase data collection and help monitor invasive species. Effective invasive species monitoring requires rigid data quality assurances if expensive control efforts are to be guided by volunteer data. To achieve data quality, effective online training is needed to improve field skills and reach large numbers of remote sentinel volunteers critical to early detection and rapid response. The authors evaluated the effectiveness of online static and multimedia tutorials to teach citizen science volunteers (n = 54) how to identify invasive plants; establish monitoring plots; measure percent cover; and use Global Positioning System (GPS) units. Participants trained using static and multimedia tutorials provided less (p quality, and overall program effectiveness. ?? Taylor & Francis Group, LLC.
Full Text Available Abdullah Alkhayal,1 Shahla Aldhukair,2 Nahar Alselaim,1 Salah Aldekhayel,1 Sultan Alhabdan,1 Waleed Altaweel,3 Mohi Elden Magzoub,4 Mohammed Zamakhshary1,21Department of Surgery, King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia; 2Public Health Section, King Abdullah International Medical Research Center, Riyadh, Saudi Arabia; 3Urology Department, King Faisal Specialist Hospital and Research Center, Riyadh, Saudi Arabia; 4Department of Medical Education, King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi ArabiaBackground: After almost a decade of implementing competency-based programs in postgraduate training programs, the assessment of technical skills remains more subjective than objective. National data on the assessment of technical skills during surgical training are lacking. We conducted this study to document the assessment tools for technical skills currently used in different surgical specialties, their relationship with remediation, the recommended tools from the program directors’ perspective, and program directors’ attitudes toward the available objective tools to assess technical skills.Methods: This study was a cross-sectional survey of surgical program directors (PDs. The survey was initially developed using a focus group and was then sent to 116 PDs. The survey contains demographic information about the program, the objective assessment tools used, and the reason for not using assessment tools. The last section discusses the recommended tools to be used from the PDs’ perspective and the PDs’ attitude and motivation to apply these tools in each program. The associations between the responses to the assessment questions and remediation were statistically evaluated.Results: Seventy-one (61% participants responded. Of the respondents, 59% mentioned using only nonstandardized, subjective, direct observation for technical skills assessment. Sixty percent use only summative
Wade, Shari L; Oberjohn, Karen; Burkhardt, Abby; Greenberg, Ira
To report the feasibility and preliminary efficacy of a Web-based parenting skills program to reduce behavior problems following traumatic brain injury (TBI) in young children. Families of 9 children between the ages of 3 and 8 years with TBI, injured less than 24 months earlier, participated in a pilot study of a Web-based parenting skills program designed to increase positive parenting skills and to improve caregiver stress management and coping. The program consisted of 10 core sessions and up to 4 supplemental sessions. Each session consisted of self-guided didactic information, video modeling skills, and exercises. Online sessions were followed by synchronous sessions providing in vivo coaching of target skills. Caregivers completed an average of 12 sessions (range 5-24). Ratings of ease of use and satisfaction were high. Paired t tests revealed significant improvements in target parenting behaviors between baseline and session 2 and between sessions 2 and 4. These improvements were maintained at follow-up. Among the 5 families who completed the follow-up assessment, there were trends for reductions in the overall number of behavior problems. This study provides preliminary evidence of the potential feasibility and efficacy of an online parenting skills intervention for improving positive parenting skills and for reducing child behavior problems following early TBI.
Kalata, Lindsay R.
Objective. To evaluate pharmacy students' self-assessment skills with an electronic portfolio program using mentor evaluators. Design. First-year (P1) and second-year (P2) pharmacy students used online portfolios that required self-assessments of specific graded class assignments. Using a rubric, faculty and alumni mentors evaluated students' self-assessments and provided feedback. Assessment. Eighty-four P1 students, 74 P2 students, and 59 mentors participated in the portfolio program during 2010-2011. Both student groups performed well overall, with only a small number of resubmissions required. P1 students showed significant improvements across semesters for 2 of the self-assessment questions; P2 students' scores did not differ significantly. The P1 scores were significantly higher than P2 scores for 3 questions during spring 2011. Mentors and students had similar levels of agreement with the extent to which students put forth their best effort on the self-assessments. Conclusion. An electronic portfolio using mentors based inside and outside the school provided students with many opportunities to practice their self-assessment skills. This system represents a useful method of incorporating self-assessments into the curriculum that allows for feedback to be provided to the students. PMID:23716749
Girgis, Afaf; Cockburn, Jill; Butow, Phyllis; Bowman, Deborah; Schofield, Penelope; Stojanovski, Elizabeth; D'Este, Catherine; Tattersall, Martin H N; Doran, Christopher; Turner, Jane
To evaluate whether a consultation skills training (CST) program with oncologists and trainees would improve skills in detecting and responding to patient distress, thereby improving their patients' emotional functioning and reducing psychological distress. Randomized-controlled trial with 29 medical and radiation oncologists from Australia randomized to CST group (n=15) or usual-care group (n=14). The CST consisted of a 1.5-day face-to-face workshop incorporating presentation of principles, a DVD modelling ideal behaviour and role-play practice, and four 1.5h monthly video-conferences. At the CST conclusion, patients of participating doctors were recruited (n=192 in CST group, n=183 in usual-care group), completing telephone surveys at baseline, 1 week and 3 months to assess quality of life, anxiety, depression and unmet psychosocial needs. Despite high patient functioning at baseline, anxiety significantly improved at 1-week follow-up in the CST group, compared to the control group. There were no statistically significant differences in emotional functioning, depression or unmet supportive care need between the groups. Consistent trends for greater improvements were observed in intervention compared to control group patients, suggesting the CST program deserves wider evaluation. Video-conferencing after a short training course may be an effective strategy for delivering CST.
Full Text Available Whilst there is a small body of research that investigates the development of EBVM skills in veterinary undergraduates there is a paucity of research that aims to understand the development of EBVM skills in practice-based post-graduate veterinary surgeons. This paper is a small step in remedying that shortfall. In particular, the paper provides a progress report on an RCVS Knowledge funded study that is evaluating a practice-based EBVM development program. The program is being conducted with a cohort of 20 veterinary surgeons and veterinary nurses employed in a private practice veterinary company across multiple sites. The facilitated instruction approach incorporates multiple supports including; group based and one-to-one, synchronous and asynchronous, and, face-to-face and online strategies. This paper will provide details of both the facilitation and evaluation approaches that have been adopted. The paper will also report on preliminary results of the evaluation which focuses on barriers and facilitators to EBVM development.This is a podcast of Ava and Ian's talk at the Veterinary Evidence Today conference, Edinburgh November 2, 2016.
Kalata, Lindsay R; Abate, Marie A
Objective. To evaluate pharmacy students' self-assessment skills with an electronic portfolio program using mentor evaluators. Design. First-year (P1) and second-year (P2) pharmacy students used online portfolios that required self-assessments of specific graded class assignments. Using a rubric, faculty and alumni mentors evaluated students' self-assessments and provided feedback. Assessment. Eighty-four P1 students, 74 P2 students, and 59 mentors participated in the portfolio program during 2010-2011. Both student groups performed well overall, with only a small number of resubmissions required. P1 students showed significant improvements across semesters for 2 of the self-assessment questions; P2 students' scores did not differ significantly. The P1 scores were significantly higher than P2 scores for 3 questions during spring 2011. Mentors and students had similar levels of agreement with the extent to which students put forth their best effort on the self-assessments. Conclusion. An electronic portfolio using mentors based inside and outside the school provided students with many opportunities to practice their self-assessment skills. This system represents a useful method of incorporating self-assessments into the curriculum that allows for feedback to be provided to the students.
Kaddoura, Mahmoud A
It is essential for nurses to develop critical thinking skills to ensure their ability to provide safe and effective care to patients with complex and variable needs in ever-changing clinical environments. To date, very few studies have been conducted to examine how nursing orientation programs develop the critical thinking skills of novice critical care nurses. Strikingly, no research studies could be found about the American Association of Critical Care Nurses Essentials of Critical Care Orientation (ECCO) program and specifically its effect on the development of nurses' critical thinking skills. This study explored the perceptions of new graduate nurses regarding factors that helped to develop their critical thinking skills throughout their 6-month orientation program in the intensive care unit. A convenient non-probability sample of eight new graduates was selected from a hospital that used the ECCO program. Data were collected with demographic questionnaires and semi-structured interviews. An exploratory qualitative research method with content analysis was used to analyze the data. The study findings showed that new graduate nurses perceived that they developed critical thinking skills that improved throughout the orientation period, although there were some challenges in the ECCO program. This study provides data that could influence the development and implementation of future nursing orientation programs. Copyright 2010, SLACK Incorporated.
Chou, Wan-Chi; Lee, Gabrielle T.; Feng, Hua
The purpose of this study was to investigate the effectiveness of a behavioral art program in improving social skills for two children with autism in group settings. A multiple probe design across behaviors was used. The results indicated that for both children, the program increased the percentages of spontaneous verbal communications,…
Soler Vilageliu, Olga; Kandel, Sonia
Previous studies have shown the relevance of the syllable as a programming unit in handwriting production, both in adults and elementary school children. This longitudinal study focuses on the acquisition of writing skills in a group of preschoolers. It examines how and when the syllable structure of the word starts regulating motor programming in…
The purpose of this quasi-experimental research is to study the effects of the creative drama-based assertiveness program (CDBAP) on the assertiveness skill of Psychological Counselling and Guidance (PCG) department students. The opinions of experimental group students on the program were obtained through the CDBAP evaluation form. The sample of…
Koffarnus, Mikhail N.; Wong, Conrad J.; Fingerhood, Michael; Svikis, Dace S.; Bigelow, George E.; Silverman, Kenneth
The current study examined whether monetary incentives could increase engagement and achievement in a job-skills training program for unemployed, homeless, alcohol-dependent adults. Participants (n?=?124) were randomized to a no-reinforcement group (n?=?39), during which access to the training program was provided but no incentives were given; a…
Hashem Faal Moganloo
Results: Spark Program caused significant changes in all the variables of the study, except speed and agility, in the experimental group after 24 sessions. The changes included: agility and speed (P=0.731, balance (P=0, strength (P=0.002, and bilateral coordination (P=0. Conclusion: Spark Motor Program can improve gross motor skills in intellectually disabled educable students.
W artykule przedstawiono baz? BazTech indeksuj?c? zawarto?? polskich czasopism technicznych. W szczeg?lno?ci om?wiono: zas?b bazy, rodzaje rekord?w, sposoby dost?pu i prezentacji zawartych w bazie informacji. Om?wiono etapy przekszta?cania bazy z bibliograficznej-abstraktowej w pe?notekstow?. Zaprezentowano tw?rc?w bazy czyli wsp??pracuj?ce, od prawie 20 lat, tworz?ce Konsorcjum BazTech, biblioteki wy?szych uczelni technicznych i instytut?w naukowych. The article presents the BazTech da...
Full Text Available Contemporary programs that have been implemented in order to help unemployed reduce time for finding a job are based on clear theoretical background and empirical evidence. In addition to providing opportunities to learn necessary skills, these programs also incorporate important psychological components which will be addressed in this paper. The goal of these interventions is to reduce time for finding a job, prevent long-term unemployment and negative effects of unemployment on individuals“ mental health. The paper presents evaluation of the effects of these psychological interventions. The program was based on Ajzen’s theory of planned behavior (2005, Bandura’s social-cognitive theory (1997 and cognitive-behavior theory of behavioral change (Meichenbaum, 1993. The goal of this program was to help unemployed individuals take an active role in finding a job, reduce time for finding a job and prevent negative effects of unemployment on their mental health. The target group of the program were young unemployed individuals ages 19 - 30, with at least high school level of education. Evaluation study was conducted on a sample of 92 male and female individuals who attended 3-day psychological program. Participants filled out five short scales specifically designed to assess variables that were targeted for change, such as, active approach to finding a job, attitudes toward process of employment, self-efficacy and resilience to frustrations and obstacles. Scales were administered before and after the training. Evaluation results, based on these pre and post measures, showed significant positive effects of this program on all five variables.
Matsui, Yuko; Hikono, Masaru; Iwasaki, Mari; Morita, Miduho
This study aimed at characterizing a non-technical skill exercise for on-site managers in charge of initial response at an emergency response center by extracting and clarifying the behavior examples of non-technical skills shown in the exercise scenario. From video observations, the non-technical skill examples were identified from seven of the eight non-technical skill categories which had been defined when the training program was developed. At the same time, the limitation when extracting the cases by observations was identified. The extracted non-technical skill cases are expected to be used for characterizing exercise scenarios, as well as provide knowledge to raise the awareness of exercise participants. (author)
Full Text Available Africa remains an intensely agrarian continent, with two-thirds of its people directly or indirectly deriving their livelihood from agriculture. Higher agricultural education has thus emphasised production of graduates with the requisite skills to drive agricultural development. Despite these efforts, too few graduates in sub-Saharan Africa (SSA have the employable skills necessary to transition to the labour market. A similar situation is observable among agricultural science graduates, who are vital to serving rural smallholder farmers. Most Colleges of Agriculture in Africa offer field attachment internships in agriculture and related fields but they are largely designed to cater for undergraduate students and are not part of the training programs at graduate level. To ameliorate this gap, the Regional Universities Forum for Capacity Building in Agriculture (RUFORUM, a network of 55 member universities in SSA, designed and rolled out an innovative field attachment program award (FAPA, launched in 2010, to serve graduate students. The FAPA is competitively based and designed to encourage students to follow through with the dissemination of their research and to enable them to link more closely with the communities and agencies working in the geographical area where the research was undertaken. During the period 2010–2015, five grant cycles were successfully implemented and 114 graduate students from 17 countries in SSA awarded. This article discusses the lessons learned during this period by examining two key areas: (1 the application process and implementation of the awards; and (2 the reported outcomes and challenges for grantees. Establishing the award has generated key technical and implementation lessons that the network and individual universities have been able to use to improve and institutionalise processes. Grantees have reported gaining a range of cross-cutting skills in personal mastery, initiative leadership and innovativeness
Pierce, Donna M.; McNeal, K. S.; Radencic, S. P.; Schmitz, D. W.; Cartwright, J.; Hare, D.; Bruce, L. M.
Initiating New Science Partnerships in Rural Education (INSPIRE) is a five-year partnership between Mississippi State University and three nearby school districts. The primary goal of the program is to strengthen the communication and scientific reasoning skills of graduate students in geosciences, physics, chemistry, and engineering by placing them in area middle school and high school science and mathematics classrooms for ten hours a week for an entire academic year as they continue to conduct their thesis or dissertation research. Additional impacts include increased content knowledge for our partner teachers and improvement in the quality of classroom instruction using hands-on inquiry-based activities that incorporate ideas used in the research conducted by the graduate students. Current technologies, such as Google Earth, GIS, Celestia, benchtop SEM and GCMS, are incorporated into many of the lessons. Now in the third year of our program, we will present the results of our program to date, including an overview of documented graduate student, teacher, and secondary student achievements, the kinds of activities the graduate students and participating teachers have developed for classroom instruction, and the accomplishments resulting from our four international partnerships. INSPIRE is funded by the Graduate K-12 (GK-12) STEM Fellowship Program (Award No. DGE-0947419), which is part of the Division for Graduate Education of the National Science Foundation.
Brittany L. Adams-Pope
Full Text Available Interesting and innovative youth development programs are important to further youth education. Programs focused on developing leadership skills in youth, specifically at-risk youth, are important when thinking of the future of our communities. The primary purpose of the study was to determine the impact of an equine facilitated, authentic leadership program on at-risk youth. Youth participated in a three-day equine facilitated learning program based on authentic leadership with focus groups conducted three days before and three days after the program. In this article, we describe the development and methodology of the program and specific implications for practice.
Culler, L. E.; Virginia, R. A.; Albert, M. R.; Ayres, M.
Modern graduate education must extend beyond disciplinary content to prepare students for diverse careers in science. At Dartmouth, a graduate program in Polar Environmental Change uses interdisciplinary study of the polar regions as a core from which students develop skills and knowledge for tackling complex environmental issues that require cooperation across scientific disciplines and with educators, policy makers, and stakeholders. Two major NSF-funded initiatives have supported professional development for graduate students in this program, including an IGERT (Integrative Graduate Education and Research Traineeship) and leadership of JSEP's (Joint Science Education Project) Arctic Science Education Week in Greenland. We teach courses that emphasize the links between science and the human dimensions of environmental change; host training sessions in science communication; invite guest speakers who work in policy, academia, journalism, government research, etc.; lead an international field-based training that includes policy-focused meetings and a large outreach component; provide multiple opportunities for outreach and collaboration with local schools; and build outreach and education into graduate research programs where students instruct and mentor high school students. Students from diverse scientific disciplines (Ecology, Earth Science, and Engineering) participate in all of the above, which significantly strengthens their interdisciplinary view of polar science and ability to communicate across disciplines. In addition, graduate students have developed awareness, confidence, and the skills to pursue and obtain diverse careers. This is reflected in the fact that recent graduates have acquired permanent and post-doctoral positions in academic and government research, full-time teaching, and also in post-docs focused on outreach and science policy. Dartmouth's interdisciplinary approach to graduate education is producing tomorrow's leaders in science.
Lau, Elizabeth X; Rapee, Ronald M; Coplan, Robert J
Previous studies have demonstrated the efficacy of early intervention for anxiety in preschoolers through parent-education. The current study evaluated a six-session early intervention program for preschoolers at high risk of anxiety disorders in which a standard educational program for parents was supplemented by direct training of social skills to the children. Seventy-two children aged 3-5 years were selected based on high behavioural inhibition levels and concurrently having a parent with high emotional distress. Families were randomly assigned to either the intervention group, which consisted of six parent-education group sessions and six child social skills training sessions, or waitlist. After six months, families on waitlist were offered treatment consisting of parent-education only. Relative to waitlist, children in the combined condition showed significantly fewer clinician-rated anxiety disorders and diagnostic severity and maternal (but not paternal) reported anxiety symptoms and life interference at six months. Mothers also reported less overprotection. These gains were maintained at 12-month follow-up. Parent only education following waitlist produced similar improvements among children. Quasi-experimental comparison between combined and parent-only interventions indicated greater reductions from combined intervention according to clinician reports, but no significant differences on maternal reports. Results suggest that this brief early intervention program for preschoolers with both parent and child components significantly reduces risk and disorder in vulnerable children. The inclusion of a child component might have the potential to increase effects over parent-only intervention. However, future support for this conclusion through long-term, randomised controlled trials is needed. Copyright © 2017 Elsevier Ltd. All rights reserved.
This study examined the effects of participation in a 1-week, experiential, hands-on learning program on the critical thinking and clinical reasoning skills of occupational therapy students. A quasi-experimental, nonrandomized pre- and post-test design was used with a sample of 25 students. The students had completed three semesters of didactic lecture coursework in a master's level OT educational program prior to participation in a hands-on therapy program for children with hemiplegic cerebral palsy. Changes in critical thinking and clinical reasoning skills were evaluated using the following dependent measures: Self-Assessment of Clinical Reflection and Reasoning (SACRR) and the California Critical Thinking Skills Test (CCTST). Changes in pretest and posttest scores on the SACRR and the CCTST were statistically significant (p>0.05) following completion of the experiential learning program. This study supports the use of hands-on learning to develop clinical reasoning and critical thinking skills in healthcare students, who face ever more diverse patient populations upon entry-level practice. Further qualitative and quantitative investigations are needed to support the results of this study and determine which components of experiential learning programs are essential for developing clinical reasoning and critical thinking skills in future allied health professionals.
principles and steps associated with workforce planning that agencies can utilize in their efforts to assess and address IT skill gaps. See GAO-04-39...As another example, our prior review of the United States Department of Agriculture’s Farm Service Agency’s Modernize and Innovate the Delivery of...IT WORKFORCE Key Practices Help Ensure Strong Integrated Program Teams; Selected Departments Need to Assess Skill Gaps
Full Text Available Kształtowanie nowoczesnej architektury zgodnej z założeniami zrównoważonego rozwoju wymaga zintegrowanego i synergicznego projektowania zarówno w przypadku noworealizowanych budynków jak i w modernizacji istniejących. Obiekty budowlane powinny wykazywać się nie tylko estetyką, funkcjonalnością i trwałością, lecz również w sposób nieszkodliwy oddziaływać na środowisko, być ekonomicznymi w zużyciu materiałów i energii oraz uwzględniać wszelkie ryzyka z punktu widzenia życia i zdrowia ludzkiego. Drewno, które należy do najstarszych materiałów budowlanych używanych przez człowieka obecne jest w środowisku zabudowanym od początku historii architektury. Modernizm charakteryzował się stopniowym wypieraniem drewna przez inne materiały budowlane: ceramikę, beton i stal. Fizyczne właściwości, łatwość kształtowania i nieskomplikowany proces produkcji w połączeniu z wyjątkowym potencjałem ekologicznym drewna sprawiają, że po okresie względnego regresu konstrukcje drewniane znów stosowane są na dużą skalę. Kreowanie form złożonych w architekturze współczesnej oraz rozwój cyfrowych narzędzi projektowania sprzęgniętych z komputerową technologią obróbki drewna sprawiają, że projektanci uzyskali nowe możliwości kształtowania obiektów architektonicznych. Architektura krzywoliniowa o swobodnej geometrii (free form design odrzuca kartezjańską geometrię i konwencjonalny język brył euklidesowych. Niniejszy artykuł analizuje obiekty architektoniczne charakteryzujące się formami krzywoliniowymi oraz zastosowaniem drewna jako budowlanego materiału konstrukcyjnego.
Full Text Available The survey was conducted among 183 regular female students in the secondary education. The objective of the research was to see what was the correlation, i.e. the influence of a system of motor tests EUROFIT program for children on motor test - polygon to assess motor skills and habits of pupils who regularly attended the course sport and sport activities. The sample of indicators included one criteria variable for the assessment of motor skills and habits and eight motor variables for the assessment of motor skills. With regression analysis was determined the impact of the system of motor variables on the criterion.
Whittemore, Robin; Jaser, Sarah S.; Jeon, Sangchoon; Liberti, Lauren; Delamater, Alan; Murphy, Kathleen; Faulkner, Melissa S.; Grey, Margaret
Background Managing Type 1 diabetes (T1D) during adolescence can be challenging, and there is a need for accessible interventions to help adolescents cope with diabetes-related stress. Objectives The aim of this study was to compare an Internet coping skills training (TEENCOPE) intervention to an Internet educational intervention (Managing Diabetes) for adolescents with T1D. Moderators of program efficacy were evaluated. Methods The study was a multisite clinical trial (n = 320) with data collected at baseline, 3 months, and 6 months. Data were collected on the primary outcomes of physiologic (A1C) and psychosocial (quality of life) and on the secondary outcomes of behavioral (self-management) and psychosocial (stress, coping self-efficacy, social competence, family conflict) variables consistent with the conceptual framework. Data were analyzed using mixed-model analyses with an intent-to-treat approach. Results There were no significant between-group treatment effects 6 months postintervention on primary outcomes. The Managing Diabetes youth showed a significant increase in social competence compared to the TEENCOPE youth. There were significant time effects for TEENCOPE (decreased stress and increased coping) and Managing Diabetes (improved diabetes quality of life). Discussion Youth with T1D transitioning to adolescence may need both structured diabetes education and coping skills to improve health outcomes. There may be a higher potential to reach adolescents with Type 1 diabetes of varying race and ethnicity via Internet interventions. PMID:22960587
Semeniuk, Y; Brown, R L; Riesch, S K; Zywicki, M; Hopper, J; Henriques, J B
The aim of this paper is to report the results of a preliminary examination of the efficacy of the Strengthening Families Program (SFP) 10-14 in improving parent and youth problem-solving skill. The Hypotheses in this paper include: (1) youth and parents who participated in SFP would have lower mean scores immediately (T2) and 6 months (T3) post intervention on indicators of hostile and negative problem-solving strategies; (2) higher mean scores on positive problem-solving strategies; and (3) youth who participated in SFP would have higher mean scores at T2 and at T3 on indicators of individual problem solving and problem-solving efficacy than youth in the comparison group. The dyads were recruited from elementary schools that had been stratified for race and assigned randomly to intervention or comparison conditions. Mean age of youth was 11 years (SD = 1.04). Fifty-seven dyads (34-intervention&23-control) were videotaped discussing a frequently occurring problem. The videotapes were analysed using the Iowa Family Interaction Rating Scale (IFIRS) and data were analysed using Dyadic Assessment Intervention Model. Most mean scores on the IFIRS did not change. One score changed as predicted: youth hostility decreased at T3. Two scores changed contrary to prediction: parent hostility increased T3 and parent positive problem solving decreased at T2. SFP demonstrated questionable efficacy for problem-solving skill in this study.
Batchelor-Murphy, Melissa; Amella, Elaine J; Zapka, Jane; Mueller, Martina; Beck, Cornelia
Nursing home (NH) staff do not receive adequate training for providing feeding assistance to residents with dementia who exhibit aversive feeding behaviors (e.g., clamping mouth shut). The result is often low meal intake for these residents. This feasibility study tested a web-based dementia feeding skills program for staff in two United States NHs. Randomly assigned, the intervention staff received web-based dementia feeding skills training with coaching. Both groups participated in web-based pre-/post-tests assessing staff knowledge and self-efficacy; and meal observations measured NH staff and resident feeding behaviors, time for meal assistance, and meal intake. Aversive feeding behaviors increased in both groups of residents; however, the intervention NH staff increased the amount of time spent providing assistance and meal intake doubled. In the control group, less time was spent providing assistance and meal intake decreased. This study suggests that training staff to use current clinical practice guidelines improves meal intake. Copyright © 2015 Elsevier Inc. All rights reserved.
Burns, Ryan D; Fu, You; Fang, Yi; Hannon, James C; Brusseau, Timothy A
This study examined the effects of a 12-week Comprehensive School Physical Activity Program (CSPAP) on gross motor skill development in children from low-income families. Participants were 1,460 school-aged children (mean age = 8.4 ± 1.8 years; 730 girls, 730 boys) recruited from three schools receiving U.S. governmental financial assistance. Students were recruited from grades K-6. CSPAP was implemented over one semester during the 2014-2015 school year. Select gross motor skill items were assessed during each student's physical education class at baseline and at a 12-week follow-up using the Test for Gross Motor Development-2nd Edition (TGMD-2). Each student's TGMD-2 score was converted to a percentage of the total possible score. A 7 × 2 × 2 analysis of variance test with repeated measures was employed to examine the effects of age, sex, and time on TGMD-2 percent scores, adjusting for clustering within the data structure. There were greater TGMD-2 percent scores at follow-up compared with baseline (82.4% vs. 72.6%, mean difference = 9.8%, p < .001, Cohen's d = 0.67), and greater improvements were seen in younger children compared with older children (mean difference of change = 4.0%-7.5%, p < .01, Cohen's d = 0.30-0.55).
Cetin, Huseyin; Oz, Emre; Yanikoglu, Atila; Cilek, James E
The residual effectiveness of VectoMax® WSP (a water-soluble pouch formulation containing a combination of Bacillus thuringiensis subsp. israelensis strain AM65-52 and B. sphaericus strain ABTS 1743) when applied to septic tanks against 3rd- and 4th-stage larvae of Culex pipiens L. was evaluated in this study. This formulation was evaluated at operational application rates of 1 pouch (10 g) and 2 pouches (20 g) per septic tank. Both application rates resulted in >96% control of larvae for 24 days. Operationally, VectoMax WSP has proven to be a useful tool for the nonchemical control of Culex species in septic tank environments.
Kahirol Mohd Salleh
Full Text Available The workforce is a social environment where particular skills are essential in order for workers to perform well, have a competitive edge and succeed in their careers. A soft skill is one of the skills needed in every type of workplace setting. Soft skills include communication skills, collaboration skills, entrepreneurship, and others. Workplace need workers who are competent not only with technical skills but who also have soft skills. There is lack of literature discussion on the perceptions of needed soft skills in the workplace. Therefore, this study aimed to close the gap in the literature concerning the perceptions of instructors and students in the area of soft skills especially in communication skills, collaboration skills, and entrepreneurship at the workplace. This study aims to decrease the divide in soft skills differences among instructors and students in higher learning institutions so that students have the opportunity to excel in their learning process. This study employs quantitative method specifically using survey as an instrument. The findings shows soft skills including communication, collaboration, and entrepreneurship skills are one of the aspects stressed by the students and instructors at higher learning institutions to ensure that graduates will be employable and competent in order to contribute to the nation development.
Gibon, Anne-Sophie; Merckaert, Isabelle; Liénard, Aurore; Libert, Yves; Delvaux, Nicole; Marchal, Serge; Etienne, Anne-Marie; Reynaert, Christine; Slachmuylder, Jean-Louis; Scalliet, Pierre; Van Houtte, Paul; Coucke, Philippe; Salamon, Emile
Background and purpose: Optimizing communication between radiotherapy team members and patients and between colleagues requires training. This study applies a randomized controlled design to assess the efficacy of a 38-h communication skills training program. Material and methods: Four radiotherapy teams were randomly assigned either to a training program or to a waiting list. Team members’ communication skills and their self-efficacy to communicate in the context of an encounter with a simulated patient were the primary endpoints. These encounters were scheduled at the baseline and after training for the training group, and at the baseline and four months later for the waiting list group. Encounters were audiotaped and transcribed. Transcripts were analyzed with content analysis software (LaComm) and by an independent rater. Results: Eighty team members were included in the study. Compared to untrained team members, trained team members used more turns of speech with content oriented toward available resources in the team (relative rate [RR] = 1.38; p = 0.023), more assessment utterances (RR = 1.69; p < 0.001), more empathy (RR = 4.05; p = 0.037), more negotiation (RR = 2.34; p = 0.021) and more emotional words (RR = 1.32; p = 0.030), and their self-efficacy to communicate increased (p = 0.024 and p = 0.008, respectively). Conclusions: The training program was effective in improving team members’ communication skills and their self-efficacy to communicate in the context of an encounter with a simulated patient. Future study should assess the effect of this training program on communication with actual patients and their satisfaction. Moreover a cost-benefit analysis is needed, before implementing such an intensive training program on a broader scale
Full Text Available Abstract Background Early childhood services have been identified as a key setting for promoting healthy eating and physical activity as a means of preventing overweight and obesity. However, there is limited evidence on effective nutrition and physical activity programs in this setting. The purpose of this study was to evaluate Munch and Move, a low-intensity, state-wide, professional development program designed to support early childhood professionals to promote healthy eating and physical activity among children in their care. Methods The evaluation involved 15 intervention and 14 control preschools (n = 430; mean age 4.4 years in Sydney, New South Wales, Australia and was based on a randomised-control design with pre and post evaluation of children's lunchbox contents, fundamental movement skills (FMS, preschool policies and practices and staff attitudes, knowledge and confidence related to physical activity, healthy eating and recreational screen time. Results At follow up, FMS scores for locomotor, object control and total FMS score significantly improved by 3.4, 2.1 and 5.5 points more (respectively in the intervention group compared with the control group (P Conclusion The findings suggest that a low intensity preschool healthy weight intervention program can improve certain weight related behaviours. The findings also suggest that change to food policies are difficult to initiate mid-year and potentially a longer implementation period may be required to determine the efficacy of food policies to influence the contents of preschoolers lunchboxes.
Wulf, Rosemary; Hinko, Kathleen; Finkelstein, Noah
The Partnerships for Informal Science Education in the Community (PISEC) program at the University of Colorado Boulder brings together university and community institutions to create an environment where K-12 students join with university educators to engage in inquiry-based scientific practices after school. In our original framing, these afterschool activities were developed to reinforce the traditional learning goals of the classroom, including mastering scientific content, skills and processes. Recently, the primary focus of the PISEC curriculum has been shifted towards the development of students' scientific identity, an explicit objective of informal learning environments. The new curriculum offers students more activity choices, affords opportunities for scientific drawings and descriptions, and provides incentive for students to design their own experiments. We have analyzed student science notebooks from both old and new curricula and find that with the redesigned curriculum, students exhibit increased agency and more instances of scientific communication while still demonstrating substantial content learning gains.
Clark, Valerie A; Duwe, Grant
The Power of People (PoP) is a personal leadership development course that was originally developed in a non-correctional setting and now serves as a prison-based life skills course. This study examined PoP's effect on four different types of recidivism: rearrest, reconviction, reincarceration, and technical violation revocation. The results of the analyses revealed that PoP does not have a significant effect on any of the four measures of recidivism. Following established principles of effective correctional treatment, we make several recommendations that could improve PoP's effectiveness on recidivism outcomes. Overall, this study provides guidance on how to make programs not originally designed for correctional systems into effective recidivism-reducing tools. © The Author(s) 2013.
Andrzej M. Fal
Full Text Available Astma, alergiczny nieżyt nosa i nadwrażliwość na aspirynę stanowią coraz istotniejszy problem epidemiologiczny. W Polsce, pod kierunkiem Kliniki Chorób Wewnętrznych i Alergologii Akademii Medycznej we Wrocławiu przeprowadzono badanie epidemiologiczne w 11 ośrodkach. Wynika z niego, że częstość występowania tych problemów klinicznych stale wzrasta. Obecnie na astmę choruje 5,4% populacji, na ANN – 8,5%, a nadwrażliwość na aspirynę dotyczy ok. 0,5% populacji. Inne doniesienia mówią o częstszym występowaniu nadwrażliwości na aspirynę u chorych z atopią. W związku z tak dużym rozpowszechnieniem schorzeń o podłożu alergicznym i szerokim zastosowaniem w leczeniu innych schorzeń kwasu acetylosalicylowego oraz innych leków z grupy niesteroidowych leków przeciwzapalnych, problem częstości współwystępowania tych chorób wydaje się być istotny i jest przedmiotem niniejszej pracy. W analizie retrospektywnej zidentyfikowano wśród pacjentów Kliniki Chorób Wewnętrznych i Alergologii AM we Wrocławiu w latach 1999-2003 grupę 1 557 chorych z co najmniej jednym z rozpoznań: astmy, alergicznego nieżytu nosa lub nadwrażliwości na aspirynę. Astmę zdiagnozowano u 1 015 pacjentów, alergiczny nieżyt nosa u 495, natomiast nadwrażliwość na aspirynę u 363 chorych, co stanowiło odpowiednio: 65%, 32% i 23% grupy. Współwystępowanie astmy i alergicznego nieżytu nosa stwierdzono u 255 pacjentów. Współwystępowanie którejś z powyższych chorób i idiosynkrazji aspirynowej zaobserwowano odpowiednio u 3 i 6% grupy. Wnioskujemy, że alergiczny nieżyt nosa i astma współwystępują z dużą częstością, co świadczy o wspólnym podłożu patogenetycznym tych chorób i potwierdza koncepcję united airways disease. Częstość występowania idiosynkrazji aspirynowej w grupie chorych z atopią jest 10-krotnie większa w porównaniu z populacją ogólną.
Myles-Pallister, Jacqueline D.; Hassan, Sharinaz; Rooney, Rosanna M.; Kane, Robert T.
The aim of the current study was to investigate the effects of the modified and enhanced Aussie Optimism Positive Thinking Skills Program (AO-PTS) on Year 4 and 5 children's social and emotional learning (SEL) skills. AO-PTS is a universal-school based program that is implemented by class teachers as part of regular school curricula and was developed for the prevention of depression and anxiety. The study comprised a total of 683 Year 4 and 5 students from 10 private primary schools in Wester...
Handajani, Septriana; Pratiwi, Hasih; Mardiyana
Human resources in the 21st century are required to master various forms of skills, including critical thinking skills and problem solving. The teaching of the 21st century is a teaching that integrates literacy skills, knowledge, skills, attitudes, and mastery of ICT. This study aims to determine whether there are differences in the effect of applying Model Elliciting Activities (MEAs) that integrates 21st century skills, namely 4C and conventional learning to learning outcomes. This research was conducted at Vocational High School in the odd semester of 2017 and uses the experimental method. The experimental class is treated MEAs that integrates 4C skills and the control class is given conventional learning. Methods of data collection in this study using the method of documentation and test methods. The data analysis uses Z-test. Data obtained from experiment class and control class. The result of this study showed there are differences in the effect of applying MEAs that integrates 4C skills and conventional learning to learning outcomes. Classes with MEAs that integrates 4C skills give better learning outcomes than the ones in conventional learning classes. This happens because MEAs that integrates 4C skills can improved creativity skills, communication skills, collaboration skills, and problem-solving skills.
Mariano, Edward R; Harrison, T Kyle; Kim, T Edward; Kan, Jack; Shum, Cynthia; Gaba, David M; Ganaway, Toni; Kou, Alex; Udani, Ankeet D; Howard, Steven K
Practicing anesthesiologists have generally not received formal training in ultrasound-guided perineural catheter insertion. We designed this study to determine the efficacy of a standardized teaching program in this population. Anesthesiologists in practice for 10 years or more were recruited and enrolled to participate in a 1-day program: lectures and live-model ultrasound scanning (morning) and faculty-led iterative practice and mannequin-based simulation (afternoon). Participants were assessed and recorded while performing ultrasound-guided perineural catheter insertion at baseline, at midday (interval), and after the program (final). Videos were scored by 2 blinded reviewers using a composite tool and global rating scale. Participants were surveyed every 3 months for 1 year to report the number of procedures, efficacy of teaching methods, and implementation obstacles. Thirty-two participants were enrolled and completed the program; 31 of 32 (97%) completed the 1-year follow-up. Final scores [median (10th-90th percentiles)] were 21.5 (14.5-28.0) of 30 points compared to 14.0 (9.0-20.0) at interval (P < .001 versus final) and 12.0 (8.5-17.5) at baseline (P < .001 versus final), with no difference between interval and baseline. The global rating scale showed an identical pattern. Twelve of 26 participants without previous experience performed at least 1 perineural catheter insertion after training (P < .001). However, there were no differences in the monthly average number of procedures or complications after the course when compared to baseline. Practicing anesthesiologists without previous training in ultrasound-guided regional anesthesia can acquire perineural catheter insertion skills after a 1-day standardized course, but changing clinical practice remains a challenge. © 2015 by the American Institute of Ultrasound in Medicine.
AL-Dossary, Reem; Kitsantas, Panagiota; Maddox, P J
Health care institutions have adapted residency programs to help new graduate nurses to become fully competent and transition from a student nurse to an independent practicing nurse and a bedside leader. The study's aim is to review the literature on the impact of residency programs on new graduate nurses' clinical decision-making and leadership skills. An electronic search was conducted between 1980 and 2013 using databases of the scientific literature in Medline, PubMed, Cochrane EPOC, Cumulative Index to Nursing & Allied Health Literature database guide (CINAHL), and PsychInfo using a range of keywords. Information gathered was evaluated for relevance. Thirteen studies that met the inclusion criteria were used in this systematic review. In several studies considered in this review, residency programs were developed to improve new graduates skills and promote their transition into the nursing workforce. In fact, the transition programs reduced turnover in that first year of practice and promoted professional growth of the new graduate such as hand-on nursing skills, clinical decision-making and leadership skills, satisfaction, and retention. There is a need for effective residency programs that are designed to prepare new graduate nurses in providing safe, competent and effective patient care. © 2013.
Gooding, Lori F
Three separate studies were conducted in school, residential and after-school care settings to test the effectiveness of a music therapy-based social skills intervention program on improving social competence in children and adolescents. A total of 45 children (n = 12; n = 13; n = 20) aged 6-17 years with social skills deficits participated in a group-based five session intervention program. The same curriculum, adapted to be age appropriate, was used at all 3 sites. Specific deficits within the social skills areas of peer relations and self-management skills were targeted. Active interventions like music performance, movement to music and improvisation were used. Cognitive-behavioral techniques like modeling, feedback, transfer training and problem solving were also incorporated. Data on social functioning were collected before, during, and after the music therapy intervention from participants, appropriate adult personnel and via behavioral observations. Results indicated that significant improvements in social functioning were found in (a) school participant pre and post self-ratings, (b) researcher pre and post ratings of school participants, (c) case manager's pre and post treatment ratings for the residential participants, (d) after-school care participants' pre and post self-ratings, and (e) behavioral observations at all three settings. Additional changes, although not significant, were noted in teacher ratings, residential participant self- and peer ratings, and after-school case manager ratings. Results from these studies suggest that the music therapy intervention was effective in improving social competence in children and adolescents with social deficits. More research is warranted to provide additional guidance about the use of music therapy interventions to improve social functioning.
DeFulio, Anthony; Iati, Carina; Needham, Mick; Silverman, Kenneth
Adults in a therapeutic workplace working on a computerized keyboarding training program earned vouchers for typing correct characters. Typing technique was evaluated on review steps. Participants could pass the review and earn a bonus, or skip the review and proceed with no bonus. Alternatively, participants could continue practicing on the same step. Participants persistently repeated the same step, which halted progress through the program but allowed them to increase their rate of responding and, as a result, their earnings. Blocking the initiation of practice on review steps and removing payment for practice initiated after prompts (extinction) both produced rapid progress through the program. These results underscore the importance of careful arrangement of the contingencies in adult education programs.
Vries, A.H. de; Luijk, S.J. van; Scherpbier, A.J.J.A.; Hendrikx, A.J.M.; Koldewijn, E.L.; Wagner, C.; Schout, B.M.A.
Background: Benefits of simulation training are widely recognized, but its structural implementation into urological curricula remains challenging. This study aims to gain insight into current and ideal urological practical skills training and presents the outline of a newly developed skills
de Vries, A.H.; van Luijk, S.J.; Scherpbier, A.J.J.A.; Hendrikx, A.J.M.; Koldewijn, E.L.; Wagner, C.; Schout, B.M.A.
Background: Benefits of simulation training are widely recognized, but its structural implementation into urological curricula remains challenging. This study aims to gain insight into current and ideal urological practical skills training and presents the outline of a newly developed skills
Beaumont, Renae; Rotolone, Cassie; Sofronoff, Kate
School is often considered an ideal setting for child social skills training due to the opportunities it provides for skills teaching, modeling, and practice. The current study evaluated the effectiveness of two variants of the Secret Agent Society social skills program for children with high-functioning autism spectrum disorders (HFASD) in a…
Full Text Available Głównym celem artykułu jest objaśnienie procesu ewoluowania elementów systemu rachunkowości organizacji gospodarczej pod wpływem zmian zachodzących w różnicach informacji oczekiwanych przez odbiorców wewnętrznych i zewnętrznych. Dla zrealizowania tego celu przedstawiono zamęt regu- lacyjny w obszarze rachunkowości i jego skutki dla rozwoju systemów rachunkowości w praktyce w Polsce oraz przeanalizowano zmiany w potrzebach informacyjnych interesariuszy w kontekście wprowadzanych zmian w sprawozdaniach finansowych, zintegrowanych raportach biznesowych i zmian w stosowanych metodach rachunkowości zarządczej w organizacjach społecznie odpowiedzialnych. Następnie przedsta- wiona została autorska propozycja nowej struktury systemu rachunkowości odpowiadająca jego współczesnej funkcjonalności w warunkach obecnego poziomu rozwoju globalizacji, zmierzającego w kierun- ku zrównoważonej gospodarki oraz szereg wniosków ogólnych wynikających z przedstawionych rozwa- żań. W propozycji nowej struktury przyjęto, że system rachunkowości organizacji społecznie odpowie- dzialnej powinien być zbudowany z podsystemu rachunkowości biznesowej, emitującego zintegrowany raport biznesowy (sprawozdanie finansowe + raporty niefinansowe i wewnętrzne raporty dla zarządu oraz podsystemu rachunkowości podatkowej, emitującego informacje dla agend podatkowych. W opra- cowaniu artykułu zastosowano analizę treści i opinii autorów wybranych publikacji, metodę analizy dokumentów oraz wiedzę uzyskaną metodą obserwacji bezpośredniej i wyniki badań empirycznych innych autorów. The main goal of the article is to explain the process of evolution of the organization's accounting system elements as a result of changes taking place in information expected by internal and external users. To achieve this goal, regulatory uncertainties in the area of accounting and their consequences for the devel- opment of accounting systems in
De Maria, Richard
This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The document consists of matrices that describe the relationship of vocational skills to basic communication, mathematics, and science skills within the entrepreneur…
Ahrens, Chelsey Ann; Cox, Casandra Kay; Burris, Scott; Dykes, Mollie
Youth leadership life skills are the "development of life skills necessary to perform leadership functions in real life" (Miller, 1976, p.2). A model developed by Kapostasy indicates life skills should be taught through FFA [formerly Future Farmers of America] (Staller, 2001). Thus, it is important to evaluate youth leadership life…
van Dongen, Koen Willem
Endoscopic surgery demands different specific psychomotor skills than open surgery. Virtual reality simulation training has the potential to be a valuable tool in training these skills, because simulation provides the opportunity to train psychomotor skills in a safe environment. In addition to
Keleekai, Nowai L.; Schuster, Catherine A.; Murray, Connie L.; King, Mary Anne; Stahl, Brian R.; Labrozzi, Laura J.; Gallucci, Susan; LeClair, Matthew W.; Glover, Kevin R.
Introduction Peripheral intravenous catheter (PIVC) insertion is one of the most common invasive procedures performed in a hospital, but most nurses receive little formal training in this area. Blended PIVC insertion training programs that incorporate deliberate simulated practice have the potential to improve clinical practice and patient care. Methods The study was a randomized, wait-list control group with crossover using nurses on three medical/surgical units. Baseline PIVC knowledge, confidence, and skills assessments were completed for both groups. The intervention group then received a 2-hour PIVC online course, followed by an 8-hour live training course using a synergistic mix of three simulation tools. Both groups were then reassessed. After crossover, the wait-list group received the same intervention and both groups were reassessed. Results At baseline, both groups were similar for knowledge, confidence, and skills. Compared with the wait-list group, the intervention group had significantly higher scores for knowledge, confidence, and skills upon completing the training program. After crossover, the wait-list group had similarly higher scores for knowledge, confidence, and skills than the intervention group. Between the immediate preintervention and postintervention periods, the intervention group improved scores for knowledge by 31%, skills by 24%, and decreased confidence by 0.5%, whereas the wait-list group improved scores for knowledge by 28%, confidence by 16%, and skills by 15%. Conclusions Results demonstrate significant improvements in nurses' knowledge, confidence, and skills with the use of a simulation-based blended learning program for PIVC insertion. Transferability of these findings from a simulated environment into clinical practice should be further explored. PMID:27504890
Koffarnus, Mikhail N; Wong, Conrad J; Fingerhood, Michael; Svikis, Dace S; Bigelow, George E; Silverman, Kenneth
The current study examined whether monetary incentives could increase engagement and achievement in a job-skills training program for unemployed, homeless, alcohol-dependent adults. Participants (n=124) were randomized to a no-reinforcement group (n=39), during which access to the training program was provided but no incentives were given; a training reinforcement group (n=42), during which incentives were contingent on attendance and performance; or an abstinence and training reinforcement group (n=43), during which incentives were contingent on attendance and performance, but access was granted only if participants demonstrated abstinence from alcohol. abstinence and training reinforcement and training reinforcement participants advanced further in training and attended more hours than no-reinforcement participants. Monetary incentives were effective in promoting engagement and achievement in a job-skills training program for individuals who often do not take advantage of training programs. © Society for the Experimental Analysis of Behavior.
Stike, R; Olivi, P
The demonstration of competency by healthcare professionals remains a priority for hospital administrators, as well as for the Joint Commission on Accreditation of Healthcare Organizations (JCAHO). Unfortunately, staff members who have to complete competency exercises often describe the process as a burden. Ineffective training processes may be the culprit. Our teaching hospital developed a training program for the radiology information system (RIS) computer system used by an imaging department of more than 200 staff members. The emphasis of our training program was on the design phase and the contribution of subject-matter experts (SMEs) to the content and testing of training materials, which included a computer-assisted, self-learning manual (SLM) and a pocket guide. The first step in the design process was to identify subject matter experts (SMEs) within the imaging department. Seven SMEs were shadowed by the IT educator. The role of the SME was to demonstrate current practices with RIS, to state principles involved and to serve as a reference for questions during training development. The steps that followed planning and design were: training delivery, evaluation and ongoing training. These steps were implemented in a series of workshops, which included soliciting feedback about the training program. Feedback was used to revise the SLM. The RIS SLM training project was a huge success for everyone involved. The average score for the core-skills test was higher than 90 percent. Seventy-five percent of the current staff was trained in the first phase, including radiology students. Our yearly cost savings using SLM workshops instead of on-the-job training will be about $35,000. We attribute the success of this project to a detailed timeline, SME contributions, the pilot testing phase, and the positive attitude of the imaging staff.
Theresa M. Ferrari; Nate Arnett; Graham Cochran
There is widespread concern that youth lack the skills essential for job success and are entering the workplace unprepared. To address issues of workforce preparation, Extension educators at an urban 4-H education center created the Job Experience and Training (JET) program, a work-based learning program for teens. JET is conducted over a six-month period, culminating in an eight-week summer work experience in collaboration with a local park district. Supervisors and teens completed a perform...
Gunn, Barbara; Vadasy, Patricia; Smolkowski, Keith
This article discusses the kinds of instructional activities that young children need to develop basic language and literacy skills based on recent research and program evaluations. This includes approaches to develop alphabetic understanding, phonological awareness, vocabulary, and oral language. Activities and materials from the Pre-kindergarten…
Wu, Fan; Fraser, Mark W.; Guo, Shenyang; Day, Steven H.; Galinsky, Maeda J.
Objective: The study had two objectives (a) to adapt for Chinese children an intervention designed to strengthen the social information--processing (SIP) skills of children in the United States, and (b) to pilot test the adapted intervention in China. Methods: Adaptation of the "Making Choices" program involved reviewing Chinese…
The present study investigated the contribution of the educational and technical courses in the English Language Teacher Training Program (ELTTP) at universities in Turkey to the information and communication technologies (ICT) knowledge and skills of the students. The participants were 74 teachers/trainees who were attending their last year in…
Beistle, Kimberly S.
This study explores dental hygiene faculty's perceptions regarding the issues surrounding the concept of critical thinking skills integration within Michigan accredited associate degree dental hygiene programs. The primary research goals are to determine faculty understanding of the concept of critical thinking, identify personal and departmental…
Eissa, Mourad Ali
The purpose of this study was to explore the effect of a joint attention intervention program on improving joint attention and communication skills in children with autism disorder. Participants were ten children between the ages of five and seven who attended a school for children with developmental disabilities (Tarbya Fekrya ). A pre-post…
Yang, Jing; Huang, Si-min; Lu, Chun-ting; Feng, Lie
To explore an efficient training program based on an analysis in organizing seven sessions for the National Clinical Skills Competition in China. Each year, 6-12 excellent medical students of our university are selected as an observation team. Comparisons of the teaching characteristics were performed in this study. An optimal curriculum…
Mostafa, Akram Fathy; Bin Mta'en, Isa Bin Yahya
Research aims to know the effect of two different designs of screen readers' programs on using the internet skills of blind middle school students, and the research sample consisted of (8) students from El-thoghr middle school students (Fousol El-Noor)-Jeddah where the student has been divided into two experimental groups each of (4) students. To…
The purpose of this study was to determine the effectiveness of a 10 week water exercise swimming program (WESP) on the aquatic skills and social behaviors of 16 boys with autism spectrum disorders (ASDs). In the first 10 week phase (phase I), eight children (group A) received the WESP while eight children (group B) did not. A second 10 week phase…
Nakhanu, Shikuku Beatrice; Musasia, Amadalo Maurice
The topic Linear Programming is included in the compulsory Kenyan secondary school mathematics curriculum at form four. The topic provides skills for determining best outcomes in a given mathematical model involving some linear relationship. This technique has found application in business, economics as well as various engineering fields. Yet many…
Córdoba Zúñiga, Eulices
This article reports the findings of a qualitative research study conducted with six first semester students of an English as a foreign language program in a public university in Colombia. The aim of the study was to implement task-based language teaching as a way to integrate language skills and help learners to improve their communicative…
Ford, H. Thomas, Jr.; Puckett, John R.
The effects of weight-training and basketball programs on four basketball skills were evaluated with a pre- to posttest study of ninth-grade boys. No significant differences or trends were found among groups on the front shot, speed pass, jump and reach, or dribble. (Author/RD)
Amidon, Edmund J.; Rosenshine, Barak
A new model for in-service and preservice teacher training programs has been developed. The Skill Development in Teaching (SKIT) was suggested by recent research combining two teacher training techniques developed in the past decade, Interaction Analysis and Microteaching. Some educators who have worked with both Interaction Analysis and…
Hassan, Aminuddin; Maharoff, Marina; Abiddin, Norhasni Zainal
This is a preliminary research to obtain information to formulate a problem statement for an overall study of the embedding of soft skills in the program courses in higher learning institutions. This research was conducted in the form of single case and multi-case studies. The research data was attained through mixed methods; the quantitative…
Wollersheim Shervey, Sarah; Sandilos, Lia E.; DiPerna, James C.; Lei, Pui-Wa
The purpose of this study was to examine the social validity of the Social Skills Improvement System--Classwide Intervention Program (SSIS-CIP) for teachers in the primary grades. Participants included 45 first and second grade teachers who completed a 16-item social validity questionnaire during each year of the SSIS-CIP efficacy trial. Findings…
White, Harold B.; Benore, Marilee A.; Sumter, Takita F.; Caldwell, Benjamin D.; Bell, Ellis
Biochemistry and molecular biology (BMB) students should demonstrate proficiency in the foundational concepts of the discipline and possess the skills needed to practice as professionals. To ascertain the skills that should be required, groups of BMB educators met in several focused workshops to discuss the expectations with the ultimate goal of clearly articulating the skills required. The results of these discussions highlight the critical importance of experimental, mathematical, and interpersonal skills including collaboration, teamwork, safety, and ethics. The groups also found experimental design, data interpretation and analysiand the ability to communicate findings to diverse audience to be essential skills. To aid in the development of appropriate assessments these skills are grouped into three categories, 1) Process of Science, 2) Communication and Comprehension of Science, and 3) Community of Practice Aspects of Science. Finally, the groups worked to align these competencies with the best practices in both teaching and in skills assessment. PMID:24019246
W każdym kraju występują regionalne różnice zachowań demograficznych, w tym i prokreacyjnych. Celem niniejszego artykułu jest wskazanie na podstawie analizy zmian rozkładów cząstkowych współczynników płodności w latach 1991-2012, czy w polskich realiach występuje stałość kalendarza płodności w poszczególnych województwach. Przeprowadzona analiza wskazuje, iż sytuacja taka występuje, przy czym można wyodrębnić 2 w miarę jednorodne grupy, obejmujące łącznie większość województw. W Polsce Północ...
Full Text Available Prezentowany tekst rozpoczyna się od krótkiego omówienia kilku wpływowych badań na temat mobilności pracy w ramach historycznego i współczesnego kapitalizmu. Później, opierając się na ustaleniach z ostatniej książki autora, Border as Method, or, the Multiplication of Labour (napisanej razem z Brettem Neilsonem, przechodzi do namysłu nad znaczeniem upowszechnienia się granic w epoce globalizacji z perspektywy „późnego” kapitalizmu. W ostatniej części autor skupia się na podmiotowym wymiarze polityki migracji, dostarczając w tym kontekście wielu przykładów z różnych części świata (w tym z regionu Pacyfiku.
Barker, Kathryn Chang
The pilot Job Effectiveness Training (JET) workplace basic skills program, developed by Canada's Alberta Vocational College (AVC), Edmonton, for Stelco Steel during 1989-90, was evaluated in terms of impacts or changes from the perspective of the four major stakeholder groups: the students (12 Stelco employees); the employers (Stelco management);…
Elroy Joseph C. Valdez
Full Text Available This study ascertains the contributions of on-the-job training (OJT program of a university to the development of skills, personal qualities and competencies of tourism students. The study is descriptive and uses survey questionnaire for data gathering. Respondents consist of 74 tourism graduates from 2009 to 2013, which is 75.5% of the total number of graduates. Results show that the OJT program of the university has significant contributions to the development of students’ basic skills, thinking skills, personal qualities and competencies on resources, interpersonal, information, systems and technology. Further, the similarities of OJT contributions for males and females imply that there is no gender bias in the training places while the differences on OJT contributions for self-employed, casual, contractual and permanent employees indicate that those with more skills and competencies are more inclined to entrepreneurial activities than to employment. The OJT program is also consistent throughout the years in providing skills and personal qualities as indicated by the non-difference on OJT contributions when grouped according to graduation year. Of immediate concern, however, is the decline of OJT contributions to the competencies of 2013 graduates. The study recommends that the university should tie-up with more tourism industry partners that can give excellent trainings for students and offer more international OJT for them to be more globally competitive. The training of students should also be regularly monitored by university training coordinators. Finally, the university may also consider and study ways on how to develop the entrepreneurial skills of tourism students.
Gheith, Eman; Aljaberi, Nahil M.
This study aimed to investigate the effectiveness of interactive training programs in developing a set of non-cognitive skills in students at the University of Petra. Furthermore, it sought to examine the impact of the sex, academic year, and university major variables on developing these skills in students who underwent the training program, as…
Weichold, Karina; Tomasik, Martin J.; Silbereisen, Rainer K.; Spaeth, Michael
In this study, the effectiveness of a life skills program to impede tobacco use in early adolescence was scrutinized. The focus was on the mediating role of yielding to peer pressure. The universal school-based life skills program IPSY (Information + Psychosocial Competence = Protection) against adolescent substance use was implemented over 3…
Laugeson, Elizabeth A; Ellingsen, Ruth; Sanderson, Jennifer; Tucci, Lara; Bates, Shannon
Social skills training is a common treatment method for adolescents with autism spectrum disorder (ASD), yet very few evidence-based interventions exist to improve social skills for high-functioning adolescents on the spectrum, and even fewer studies have examined the effectiveness of teaching social skills in the classroom. This study examines change in social functioning for adolescents with high-functioning ASD following the implementation of a school-based, teacher-facilitated social skills intervention known as Program for the Education and Enrichment of Relational Skills (PEERS (®) ). Seventy-three middle school students with ASD along with their parents and teachers participated in the study. Participants were assigned to the PEERS (®) treatment condition or an alternative social skills curriculum. Instruction was provided daily by classroom teachers and teacher aides for 14-weeks. Results reveal that in comparison to an active treatment control group, participants in the PEERS (®) treatment group significantly improved in social functioning in the areas of teacher-reported social responsiveness, social communication, social motivation, social awareness, and decreased autistic mannerisms, with a trend toward improved social cognition on the Social Responsiveness Scale. Adolescent self-reports indicate significant improvement in social skills knowledge and frequency of hosted and invited get-togethers with friends, and parent-reports suggest a decrease in teen social anxiety on the Social Anxiety Scale at a trend level. This research represents one of the few teacher-facilitated treatment intervention studies demonstrating effectiveness in improving the social skills of adolescents with ASD in the classroom: arguably the most natural social setting of all.
Canivet, Delphine; Delvaux, Nicole; Gibon, Anne-Sophie; Brancart, Cyrielle; Slachmuylder, Jean-Louis; Razavi, Darius
Effective communication is needed for optimal cancer pain management. This study assessed the efficacy of a general communication skills training program for oncology nurses on communication about pain management. A total of 115 nurses were randomly assigned to a training group (TG) or control group (CG). The assessment included the recording of interviews with a simulated cancer patient at baseline for both groups and after training (TG) or 3 months after baseline (CG). Two psychologists rated the content of interview transcripts to assess cancer pain management communication. Group-by-time effects were measured using a generalized estimating equation. Trained nurses asked the simulated patient more questions about emotions associated with pain (relative rate [RR] = 4.28, p = 0.049) and cognitions associated with pain treatment (RR = 3.23, p management (RR = 0.40, p = 0.006) compared with untrained nurses. The general communication skills training program improved only a few of the communication strategies needed for optimal cancer pain management in nursing. General communication skills training programs should be consolidated using specific modules focusing on communication skills related to cancer pain management.
Rus-Calafell, Mar; Gutiérrez-Maldonado, José; Ribas-Sabaté, Joan
Social skills training (SST) intervention has shown its efficacy to improve social dysfunction in patients with psychosis; however the implementation of new skills into patients' everyday functioning is difficult to achieve. In this study, we report results from the application of a virtual reality (VR) integrated program as an adjunct technique to a brief social skills intervention for patients with schizophrenia. It was predicted that the intervention would improve social cognition and performance of patients as well as generalisation of the learned responses into patient's daily life. Twelve patients with schizophrenia or schizoaffective disorder completed the study. They attended sixteen individual one-hour sessions, and outcome assessments were conducted at pre-treatment, post-treatment and four-month follow-up. The results of a series of repeated measures ANOVA revealed significant improvement in negative symptoms, psychopathology, social anxiety and discomfort, avoidance and social functioning. Objective scores obtained through the use of the VR program showed a pattern of learning in emotion perception, assertive behaviours and time spent in a conversation. Most of these gains were maintained at four-month follow-up. The reported results are based on a small, uncontrolled pilot study. Although there was an independent rater for the self-reported and informant questionnaires, assessments were not blinded. The results showed that the intervention may be effective for improving social dysfunction. The use of the VR program contributed to the generalisation of new skills into the patient's everyday functioning. Copyright © 2013 Elsevier Ltd. All rights reserved.
Overcash, Francine; Ritter, Allison; Mann, Traci; Mykerezi, Elton; Redden, Joseph; Rendahl, Aaron; Vickers, Zata; Reicks, Marla
To evaluate the impact of a vegetable-focused cooking skills and nutrition program on parent and child psychosocial measures, vegetable liking, variety, and home availability. Baseline and postcourse surveys collected 1-week after the course. Low-income communities in Minneapolis-St Paul. Parent-child dyads (n = 89; one third each Hispanic, African American, and white) with complete pre-post course data; flyer and e-mail recruitment. Six 2-hour-weekly sessions including demonstration, food preparation, nutrition education lessons, and a meal. Parental cooking confidence and barriers, food preparation/resource management, child self-efficacy and cooking attitudes, vegetable liking, vegetable variety, and vegetable home availability. Pre-post changes analyzed with paired t test or Wilcoxon signed-rank tests. Results were significant at P cooking confidence (4.0 to 4.4/5.0), healthy food preparation (3.6 to 3.9/5.0), child self-efficacy (14.8 to 12.4; lower score = greater self-efficacy), parent liking of vegetables used in the course (7.8 to 8.1/10.0), vegetable variety (30 to 32/37 for parent, 22 to 24/37 for child), and home vegetable availability (16 to 18/35) (all P cooking and nutrition program for parents and children showed improvements in psychosocial factors, vegetable liking, variety, and home availability. Copyright © 2017 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.
Chappell, Kathy B; Richards, Kathy C; Barnett, Scott D
The objective of this study was to determine predictors of clinical leadership skill (CLS) for RNs with 24 months of clinical experience or less. New graduate nurse transition programs (NGNTPs) have been proposed as a strategy to increase CLS. CLS is associated with positive patient outcomes. Method used was hierarchical regression modeling to evaluate predictors of CLS among individual characteristics of RNs and characteristics of NGNTPs. Perceived overall quality of an NGNTP was the strongest predictor of CLS (R = 0.041, P < .01). Clinical experience and NGNTP characteristics accounted for 6.9% of the variance in CLS and 12.6% of the variance among RNs with assigned mentors (P < .01). RNs participating in NGNTPs for more than 24 weeks were 21 times more likely to remain employed within the organization when compared with NGNTPs of 12 weeks or less, a significant cost-benefit to the organization. Although perceived overall quality of a NGNTP was the strongest predictor of CLS, much of the variance in CLS remains unexplained.
To provide pharmacy students with an opportunity to develop entrepreneurial thinking and skills. A business proposal building project-based activity was integrated into a two-credit hour pharmacy management course during the eighth semester of the bachelor of pharmacy degree program. The student groups submitted their proposals, mimicking the process of submitting business proposals and obtaining approval in the real world. Essential management tasks including operation procedures, location and layout design, inventory management, personnel management, marketing management, and finance management were taught step-by-step so that students could work on a similar scenario with their proposal building. Students' career preferences were also measured at the beginning and end of the course. Course was assessed by written exffigam and rubric based project evaluation. Student feedbacks of the project were collected using a five-point Likert scale. The project-based activity was well integrated in the course. The project helped the students (n=72) to understand management concepts more clearly, which was reflected by their significantly higher (pproject was successfully designed and executed in a pharmacy management course within a bachelor of pharmacy curriculum. Based on the response received in this project, efforts will be made to provide guidance and support to the students by calling field experts such as pharmacy owners and financiers. Copyright © 2017 Elsevier Inc. All rights reserved.
Hashem Faal Moghanlo
Full Text Available Background & objectives : Different types of practises are known for improving motor skills in intellectually disabled boys. The purpose of this study was to compar e the impact of spark motor program and basketball on improving of gross motor skills in this people. Methods: In this semi-experimental study , from 98 educable intellectually disabled students who studied in special school in Urmia, 30 children ( age range of 9 to 13 years and IQ mean 64.4 were selected objectively and divided in three groups (2 experimental and 1 control based on pre - test. BOTMP was used as a measurement of motor ability. Selected motor program (Spark motor program including strengthening training, games, sports and basketball techniques was performed for 24 sessions. T-tests (dependent and co-variance were used to comparison of results. Results: In Spark group after 24 sessions, there were significant effects on balance (p= 0.000, bilateral coordination (p=0.000 and strength (p=0.001. There was no significant effect in agility and speed (p= 0.343 in basketball techniques group after 24 sessions, there were significant effects in agility and speed (p= 0.001, balance (p= 0.000, bilateral coordination (p= 0.013 and strength (p= 0.007. Conclusion: Based on the results of this study, it can be claimed that the Spark program and basketball techniques improve gross motor skills in educable intellectually disabled students. We also found a significant difference between the Spark program and basketball techniques efficacy on the improved skills. Furthermore, the efficacy of Spark program was significantly higher than basketball techniques (p<0.05.
Zamani, Ahmad Reza; Motamedi, Narges; Farajzadegan, Ziba
To have high-quality primary health care services, an adequate doctor-patient communication is necessary. Because of time restrictions and limited budget in health system, an effective, feasible, and continuous training approach is important. The aim of this study is to assess the appropriateness of a communication skills training program simultaneously with routine programs of health care system. It was a randomized field trial in two health network settings during 2013. Twenty-eight family physicians through simple random sampling and 140 patients through convenience sampling participated as intervention and control group. The physicians in the intervention group (n = 14) attended six educational sessions, simultaneous organization meeting, with case discussion and peer education method. In both the groups, physicians completed communication skills knowledge and attitude questionnaires, and patients completed patient satisfaction of medical interview questionnaire at baseline, immediately after intervention, and four months postintervention. Physicians and health network administrators (stakeholders), completed a set of program evaluation forms. Descriptive statistics and Chi-square test, t-test, and repeated measure analysis of variance were used to analyze the data. Use of routine program as a strategy of training was rated by stakeholders highly on "feasibility" (80.5%), "acceptability" (93.5%), "educational content and method appropriateness" (80.75%), and "ability to integrating in the health system programs" (approximate 60%). Significant improvements were found in physicians' knowledge (P Communication skills training program, simultaneous organization meeting was successfully implemented and well received by stakeholders, without considering extra time and manpower. Therefore it can be a valuable opportunity toward communication skills training.
Full Text Available This paper presents the findings of a study whose object was to describe the experience and results of an online training program for professors in Mexican business schools, aimed at developing information and communication technologies skills. The training program was developed using the CUDI network for Internet 2 videoconferencing, and the SAKAI learning platform for the management of educational interventions. The results show the opportunities and difficulties encountered in the development of a teacher training program of this type and identify the characteristics of the profile of a teacher who did effectively benefit from this experience.
Chee, Yewlin E; Newman, Lori R; Loewenstein, John I; Kloek, Carolyn E
To design and implement a teaching skills curriculum that addressed the needs of an ophthalmology residency training program, to assess the effect of the curriculum, and to present important lessons learned. A teaching skills curriculum was designed for the Harvard Medical School (HMS) Residency Training Program in Ophthalmology. Results of a needs assessment survey were used to guide curriculum objectives. Overall, 3 teaching workshops were conducted between October 2012 and March 2013 that addressed areas of need, including procedural teaching. A postcurriculum survey was used to assess the effect of the curriculum. Massachusetts Eye and Ear Infirmary, a tertiary care institution in Boston, MA. Overall, 24 residents in the HMS Residency Training Program in Ophthalmology were included. The needs assessment survey demonstrated that although most residents anticipated that teaching would be important in their future career, only one-third had prior formal training in teaching. All residents reported they found the teaching workshops to be either very or extremely useful. All residents reported they would like further training in teaching, with most residents requesting additional training in best procedural teaching practices for future sessions. The pilot year of the resident-as-teacher curriculum for the HMS Residency Training Program in Ophthalmology demonstrated a need for this curriculum and was perceived as beneficial by the residents, who reported increased comfort in their teaching skills after attending the workshops. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.
Full Text Available A multi-skilled project scheduling problem (MSPSP has been generally presented to schedule a project with staff members as resources. Each activity in project network requires different skills and also staff members have different skills, too. This causes the MSPSP becomes a special type of a multi-mode resource-constrained project scheduling problem (MM-RCPSP with a huge number of modes. Given the importance of this issue, in this paper, a mixed integer linear programming for the MSPSP is presented. Due to the complexity of the problem, a meta-heuristic algorithm is proposed in order to find near optimal solutions. To validate performance of the algorithm, results are compared against exact solutions solved by the LINGO solver. The results are promising and show that optimal or near-optimal solutions are derived for small instances and good solutions for larger instances in reasonable time.
Culjak, Zoran; Miletic, Durdica; Kalinski, Suncica Delas; Kezic, Ana; Zuvela, Frane
The objectives of this study were: a) to examine the influence of an 18-week basic artistic gymnastics program on fundamental movement skills (FMS) development in seven-year-old children; b) to determine correlations between children's daily activities and successful performance of FMS and basic artistic gymnastics skills. Seventy five first grade primary school children took part in this study. A physical education teacher specialized in artistic gymnastics conducted a gymnastics program for 18 weeks, three times a week. The level of gymnastics skills and FMS were identified at the beginning and at the end of the program. The level of gymnastics skills was evaluated by performance of eight artistic gymnastics skills, while FMS were evaluated by the use of FMS-polygon. Physical activity and inactivity was evaluated by using a proxy-questionnaire "Netherlands Physical Activity Questionnaire˝ (NPAQ). According to the dependent samples t test, significant differences were found in the FMS-polygon and all gymnastics skills before and after the 18-week gymnastics program. Increasing correlations were established over time between gymnastics skills and the FMS-polygon. Unorganized daily activity of children significantly correlated with their mastering of gymnastics skills and FMS. The presented findings confirm: (1) the thesis that basic artistic gymnastics skills and FMS could be developed simultaneously, (2) the theory of positive transfer of similar skills between FMS and artistic gymnastic skills. Mastering basic artistic gymnastics skills will provoke improvement of FMS and finally become a prerequisite for successful introduction of learning more complex gymnastics skills. The obtained results imply that an increase of children's unorganized daily activities can improve the mastering of basic gymnastics skills and simultaneously the development of FMS.
Shin, Kyungrim; Jung, Duk Yoo; Shin, Sujin; Kim, Myoung Soo
This study investigated the critical thinking dispositions and skills of senior nursing students. Study participants were students enrolled in associate (n = 137), baccalaureate (n = 102), and RN-to-BSN (n = 66) programs accredited by the Korean Ministry of Education. The California Critical Thinking Disposition Inventory (CCTDI) and California Critical Thinking Skills Test (CCTST) were used. A comparison of the CCTDI scores revealed a statistically significant difference between the students enrolled in different programs (F = 4.159, p = 0.017), as did a comparison of the CCTST scores (F = 24.205, p critical thinking skills to make the decisions required of them in their nursing practice. In line with this, when conducting a survey of the effectiveness of nursing education, the necessity of critical thinking skills cannot be overlooked. In fact, the National League for Nursing Accrediting Commission (NLNAC) (1999) and American Association of Colleges of Nursing (AACN) (1998) require the concept of critical thinking be included as one of the core elements of curricula and that it be measured as an outcome when evaluating nursing education. In 1998, during the evaluation of colleges of nursing conducted by the South Korean Council for University Education, several universities presented the fostering of critical thinking as one of the terminal learning goals of nursing education based on the idea that critical thinking is important not only in the nursing workplace, but also in nursing education. To evaluate the effectiveness of Korea's current nursing education curriculum, focus was placed on current students in South Korea's three systems of nursing education. Each curriculum's effectiveness can be evaluated by indexing critical thinking dispositions and skills. This article intends to offer insight into the first steps necessary in reorganizing nursing education by comparing these evaluations of each of the three systems. To this end, we conducted a comparative
Sairam, Boonchauy; Sirisuthi, Chaiyuth; Wisetrinthong, Kanjana
Team building leadership skills are important to understandings of how the primary school administrators might work towards creating more effective teamwork in the school. This research aimed 1) to study the components of team building leadership skills needed for primary school administrators, 2) to examine the current states and desirable…
White, Harold B.; Benore, Marilee A.; Sumter, Takita F.; Caldwell, Benjamin D.; Bell, Ellis
Biochemistry and molecular biology (BMB) students should demonstrate proficiency in the foundational concepts of the discipline and possess the skills needed to practice as professionals. To ascertain the skills that should be required, groups of BMB educators met in several focused workshops to discuss the expectations with the ultimate goal of…
Junod Perron, N.; Nendaz, M.; Louis-Simonet, M.; Sommer, J.; Gut, A.; Baroffio, A.; Dolmans, D.; Vleuten, C.P.M. van der
Teaching communication skills (CS) to residents during clinical practice remains problematic. Direct observation followed by feedback is a powerful way to teach CS in clinical practice. However, little is known about the effect of training on feedback skills in this field. Controlled studies are
Full Text Available "n "n "nObjective: "nSchool-based interventions (such as life skills training have become the mainstay for prevention of some behavioral problems. This study was conducted to evaluate the efficacy of a social skills training program on a group of students who were in the first grade of high school in an urban area of Tehran, Iran "n "n "nMethod: "nIn a before-after study, a kind of social skill education program named Right Choices" was used for high school female students. The entire students of a class in a high school participated in the study. The students' age ranged from 14-16 years. All of the participants lived in an urban area. Demographic characteristics were recorded in a designed questionnaire and included the name, age, educational level of the students and their parents, and prior history of psychiatric and medical condition. The total problem score and each of the subscale scores of the students before and after the study were calculated and compared. "n "n "nResults: "nThe mean age of the 33 participants in the study whose SDQ answer sheets were completed was equal to 15.15±6.2 years (14 to 17 years. The mean total problem score of the participants in the beginning of the program was equal to 14.3±5. After the program, the students' total problem score and all of the subscale scores improved, however, the differences between pre- and post intervention scores were not statistically significant. "n "n "nConclusion: "nSocial skills training program may impact the problem behaviors of the adolescent girls.
Full Text Available The present study investigated the contribution of the educational and technical courses in the English Language Teacher Training Program (ELTTP at universities in Turkey to the information and communication technologies (ICT knowledge and skills of the students. The participants were 74 teachers/trainees who were attending their last year in the Faculty of Education at Uludag University or graduates of the ELTTP from nine different universities in Turkey. The data were collected by a Likert scale questionnaire by which teacher trainees were asked to rate each course that fell under the specific group of educational or technical courses that they attended during their education; and by interviews through which participants were asked to evaluate to what degree the technical courses contributed to their ICT-informed personal and professional development, and whether they felt ready to employ ICT in their classes as teachers. Results revealed that neither the educational nor the technical courses supported the ICT knowledge and skills of the participants at a satisfactory level, suggesting that the pedagogical knowledge that teacher trainees receive during their education is not in parallel with the technical knowledge that in fact should facilitate the implementation of pedagogical skills in the current age of technology. The present study speculated that the insufficient technical knowledge of the field and underdeveloped technical skills result in evasion of technology use and innovation in education. The study ended with suggestions related to teacher training programs and to the philosophies and approaches to English Language Teaching education.
Full Text Available Sima Djalali, Ryan Tandjung, Thomas Rosemann, Stefan Markun Institute of Primary Care, University of Zurich, University Hospital Zurich, Zurich, Switzerland Background: Facing the upcoming shortage of primary care physicians (PCPs, medical and governmental organizations have recently made major investments to foster vocational training programs in Switzerland, designed to provide context-specific training for trainees in primary care practices. Less is known about the impact of these programs on the skills and specific knowledge of trainees. We aimed to evaluate the Cantonal program for vocational primary care training in the Canton of Zurich, Switzerland’s largest Canton.Methods: We undertook a pretest–posttest study and surveyed physicians before and after participating in the Cantonal program for vocational primary care training in the Swiss Canton of Zurich. All trainees who participated in the program from 2013 until the end of 2015 were eligible. Primary outcome was the proportion of trainees being confident about their professional, organizational, examination and management skills before and after completing vocational training. Secondary outcomes were the proportion of trainees stating knowledge gain in entrepreneurship and the proportion of trainees being motivated to pursue a career as PCP.Results: Data of 47 trainees participating in the vocational training between 2013 and 2015 were eligible. In total, 35 (74.5% participated in the T1 survey and 34 (72.3% in the T2 survey. At T2, significantly more trainees (T1: 11%−89%, T2: 79%−100% stated to be at least “slightly confident” about their skills (p<0.05 for each individual skill. Knowledge gain in entrepreneurship was highly expected and experienced by the trainees (55%−77% of respondents in case of medicine-specific contents, but hardly expected in case of general business contents (≤47% of respondents. Concerning trainees’ motivation to pursue a career as PCP
Fernandez-Liria, Alberto; Rodriguez-Vega, Beatriz; Ortiz-Sanchez, Deborah; Baldor Tubet, Isabel; Gonzalez-Juarez, Carlos
The authors evaluated a training program based on a structured manual of psychotherapeutic skills, using a randomized controlled design. The experimental group consisted of 135 residents from 12 teaching units in Spain. To control the improvement in therapeutic skills that could be attributed to the training received during the residency, the authors compared the experimental group with a control group of 35 residents from three teaching units. Two types of assessment instruments were used: a paper-and-pencil questionnaire based on clinical cases and a videotape of a role-playing interview. Both were given before and after the experimental group attended the training program. The experimental group shows a statistically significant improvement compared with the control group in both measurements.
Grugnetti, Anna Maria; Bagnasco, Annamaria; Rosa, Francesca; Sasso, Loredana
Mathematical and calculation skills are widely acknowledged as being key nursing competences if patients are to receive care that is both effective and safe. Indeed, weaknesses in mathematical competence may lead to the administration of miscalculated drug doses, which in turn may harm or endanger patients' lives. However, little attention has been given to identifying appropriate teaching and learning strategies that will effectively facilitate the development of these skills in nurses. One such approach may be simulation. To evaluate the effectiveness of a Clinical Skills Workshop on drug administration that focused on improving the drug-dosage calculation skills of second-year nursing students, with a view to promoting safety in drugs administration. A descriptive pre-post test design. Educational. Simulation center. The sample population included 77 nursing students from a Northern Italian University who attended a 30-hour Clinical Skills Workshop over a period of two weeks. The workshop covered integrated teaching strategies and innovative drug-calculation methodologies which have been described to improve psychomotor skills and build cognitive abilities through a greater understanding of mathematics linked to clinical practice. Study results showed a significant improvement between the pre- and the post-test phases, after the intervention. Pre-test scores ranged between 0 and 25 out of a maximum of 30 points, with a mean score of 15.96 (SD 4.85), and a median score of 17. Post-test scores ranged between 15 and 30 out of 30, with a mean score of 25.2 (SD 3.63) and a median score of 26 (pstudy shows that Clinical Skills Workshops may be tailored to include teaching techniques that encourage the development of drug-dosage calculation skills, and that training strategies implemented during a Clinical skills Workshop can enhance students' comprehension of mathematical calculations. Copyright © 2013 Elsevier Ltd. All rights reserved.
Mitchell, John D; Ku, Cindy; Diachun, Carol Ann B; DiLorenzo, Amy; Lee, Daniel E; Karan, Suzanne; Wong, Vanessa; Schell, Randall M; Brzezinski, Marek; Jones, Stephanie B
Despite its importance, training faculty to provide feedback to residents remains challenging. We hypothesized that, overall, at 4 institutions, a faculty development program on providing feedback on professionalism and communication skills would lead to (1) an improvement in the quantity, quality, and utility of feedback and (2) an increase in feedback containing negative/constructive feedback and pertaining to professionalism/communication. As secondary analyses, we explored these outcomes at the individual institutions. In this prospective cohort study (October 2013 to July 2014), we implemented a video-based educational program on feedback at 4 institutions. Feedback records from 3 months before to 3 months after the intervention were rated for quality (0-5), utility (0-5), and whether they had negative/constructive feedback and/or were related to professionalism/communication. Feedback records during the preintervention, intervention, and postintervention periods were compared using the Kruskal-Wallis and χ tests. Data are reported as median (interquartile range) or proportion/percentage. A total of 1926 feedback records were rated. The institutions overall did not have a significant difference in feedback quantity (preintervention: 855/3046 [28.1%]; postintervention: 896/3327 [26.9%]; odds ratio: 1.06; 95% confidence interval, 0.95-1.18; P = .31), feedback quality (preintervention: 2 [1-4]; intervention: 2 [1-4]; postintervention: 2 [1-4]; P = .90), feedback utility (preintervention: 1 [1-3]; intervention: 2 [1-3]; postintervention: 1 [1-2]; P = .61), or percentage of feedback records containing negative/constructive feedback (preintervention: 27%; intervention: 32%; postintervention: 25%; P = .12) or related to professionalism/communication (preintervention: 23%; intervention: 33%; postintervention: 24%; P = .03). Institution 1 had a significant difference in feedback quality (preintervention: 2 [1-3]; intervention: 3 [2-4]; postintervention: 3 [2-4]; P
Ju, Melody; Berman, Abigail T; Vapiwala, Neha
Several key medical and oncologic professional societies have endorsed the importance of physician communication as a quality improvement metric. Despite this clear message, there remain substantial barriers to communication skills training (CST) in oncologic specialties. Herein, we describe the major barriers to communications training and propose standardized patient (SP) programs as efficient and strategic starting points and as expansion opportunities for new and existing CSTs.
Feldman, Mitchell D; Steinauer, Jody E; Khalili, Mandana; Huang, Laurence; Kahn, James S; Lee, Kathryn A; Creasman, Jennifer; Brown, Jeanette S
Mentorship is crucial for academic productivity and advancement for clinical and translational (CT) science faculty. However, little is known about the long-term effects of mentor training programs. The University of California, San Francisco (UCSF), Clinical and Translational Science Institute launched a Mentor Development Program (MDP) in 2007 for CT faculty. We report on an evaluation of the first three cohorts of graduates from the MDP. In 2010, all Mentors in Training (MITs) who completed the MDP from 2007 to 2009 (n= 38) were asked to complete an evaluation of their mentoring skills and knowledge; all MITs (100%) completed the evaluation. Two-thirds of MDP graduates reported that they often apply knowledge, attitudes, or skills obtained in the MDP to their mentoring. Nearly all graduates (97%) considered being a mentor important to their career satisfaction. Graduates were also asked about the MDP's impact on specific mentoring skills; 95% agreed that the MDP helped them to become a better mentor and to focus their mentoring goals. We also describe a number of new initiatives to support mentoring at UCSF that have evolved from the MDP. To our knowledge, this is the first evaluation of the long-term impact of a mentor training program for CT researchers. © 2012 Wiley Periodicals, Inc.
The Vietnam Handwashing Initiative (HWI) was launched in January 2006 by the Ministry of Health (MoH) with funds from the Danish Embassy in Vietnam and technical assistance from the Water and Sanitation Program (WSP). This learning note documents the development process of the caretakers' program with a focus on how it was designed, implemented, and monitored. Lessons learned and challenge...
Full Text Available In Romania for becoming a forensic accountant it is necessary, as preliminary conditions, first,to have a bachelor`s degree in accounting or finance, and second, to attain a certification, aschartered accountant, given by the professional body, CECCAR, and after that, as forensicaccountant. The purpose of this study is to investigate whether the Romanian academic educationand the professional education can assure all the relevant skills for a forensic accountant. In orderto achieve the objective, first, the authors investigated the most important studies which have thepurpose to identify the relevant skills for a forensic accountant. Second, the authors reviewed thecurriculum of the most important faculties with the aim to find and connect different courses withdifferent skills. The purpose was to determine how the forensic accounting education, offered to theprofessional accountants, assures them, all the relevant skills that are necessary in the profession.
Kroeger, K A; Schultz, Janet R; Newsom, Crighton
A social skills group intervention was developed and evaluated for young children with autism. Twenty-five 4- to 6-year-old (diagnosed) children were assigned to one of two kinds of social skills groups: the direct teaching group or the play activities group. The direct teaching group used a video-modeling format to teach play and social skills over the course of the intervention, while the play activities group engaged in unstructured play during the sessions. Groups met for 5 weeks, three times per week, 1 h each time. Data were derived and coded from videotapes of pre- and post-treatment unstructured play sessions. Findings indicated that while members of both groups increased prosocial behaviors, the direct teaching group made more gains in social skills.
.... Accounting Statement 7. Conclusion B. Regulatory Flexibility Act Analysis C. Unfunded Mandates Reform Act...-eligible beneficiaries would receive their drugs through the Medicare Part D benefit, which would work... rate than higher-skilled occupations, using the [[Page 47943
Abstract of the DissertationBridge the Gap: A Design-based Case Study of a Mathematics Skills Intervention ProgrambyLeila SafaralianDoctor of Education in Educational LeadershipUniversity of California, San Diego, 2017California State University, San Marcos, 2017Kenneth P. Gonzalez, ChairMany students aspire to continue their educational journey, but far too many enter college without the basic content knowledge, skills, or habits of mind needed to succeed. Research on college readiness indic...
Prakash, Ruchika S.; De Leon, Angeline A.; Mourany, Lyla; Lee, Hyunkyu; Voss, Michelle W.; Boot, Walter R.; Basak, Chandramallika; Fabiani, Monica; Gratton, Gabriele; Kramer, Arthur F.
Acquisition of complex skills is a universal feature of human behavior that has been conceptualized as a process that starts with intense resource dependency, requires effortful cognitive control, and ends in relative automaticity on the multi-faceted task. The present study examined the effects of different theoretically based training strategies on cortical recruitment during acquisition of complex video game skills. Seventy-five participants were recruited and assigned to one of three trai...
Larsen, Kristian Traberg; Huang, Tao; Larsen, Lisbeth Runge
BACKGROUND: Many weight-loss programs in children are performed without specific foci on training both physical fitness and motor skills. The aim of this study was to describe the effect of a one-year weight-loss program on children's motor skills and physical fitness. METHODS: Participants......-respiratory fitness test. Motor skills were assessed by the Movement Assessment Battery for Children - second edition (M-ABC-2), age band 3. RESULTS: Loss to follow-up after 52 weeks was 19 % and 32 % in the DCIA and SIA, respectively. Balance skills were improved post-camp, but not after 52 weeks in children from....... CONCLUSION: In conclusion, the day-camp intervention led to improvements in physical fitness but not in motor skills compared to the standard intervention. Including both motor skills and physical fitness could advantageously be considered in future immersive intervention programmes. TRIAL REGISTRATION...
Towne, Forrest S.
Current domestic and international comparative studies of student achievement in science are demonstrating that the U.S. needs to improve science education if it wants to remain competitive in the global economy. One of the causes of the poor performance of U.S. science education is the lack of students who have developed the formal thinking skills that are necessary to obtain scientific literacy. Previous studies have demonstrated that formal thinking skills can be taught to adolescents, however only 25% of incoming college freshman have these necessary skills. There is some evidence that adolescence (girls aged 11-13, boys aged 12-14) is a critical period where students must learn formal thinking skills, similar to the critical period that exists for young children learning languages. It is not known whether it is more difficult for students to learn formal thinking skills either prior to or following adolescence. The purpose of this quantitative case study is to determine whether adolescence is a critical period for students to learn formal thinking skills. The study also investigates whether a formal thinking skills focused program can improve students' intelligence. In this study 32 students who had not developed any formal thinking skills, ranging in age from 10-16, underwent an intensive four-week, inquiry-based, formal thinking skill intervention program that focused on two formal thinking skills: (1) the ability to control and exclude variables; and (2) the ability to manipulate ratios and proportionalities. The students undergoing the training were matched with control students by age, gender, formal thinking skill ability, and intelligence. The control group attended their traditional science course during the intervention periods. The results of the study showed that the intervention program was successful in developing students' formal thinking skills. The pre-adolescents (males, age 10-11, females, age 10) were unable to learn formal thinking skills
Nathan, Lisa M; Patauli, Desire; Nsabimana, Damien; Bernstein, Peter S; Rulisa, Stephen; Goffman, Dena
To evaluate the long-term retention of skills gained by rural physicians who completed a postpartum hemorrhage simulation-training program. A quasi-experimental pre-post intervention study enrolled a convenience sample of generalist physicians in rural Rwanda. Participants underwent initial simulation training including pre- and post-training testing in February 2012. Simulation drills to assess skill retention were conducted in March 2014. Participants were scored based on their communication, evaluation, and management skills. Median scores and inter-quartile ranges were calculated and the Wilcoxon signed-rank sum test was used to compare the pre-training, post-training, and retention scores. Physician confidence was assessed using a survey. In total, 11 physicians were enrolled; eight were available for the 2-year skill-retention evaluation. Significant improvements were observed when comparing participants' pre-training and post-training communication (P=0.03), evaluation (P=0.05), and management (P=0.02) scores, and there were no changes between participants' post-training and 2-year communication (P>0.99), evaluation (P=0.16), and management (P=0.46) scores. There were no differences in the self-reported confidence measures across the duration of the study. Simulation training is an effective method for teaching postpartum hemorrhage-management skills to generalist physicians in rural areas and skills are retained for at least 2 years. Further studies could determine the optimal time intervals for refresher training. Copyright © 2016 International Federation of Gynecology and Obstetrics. Published by Elsevier Ireland Ltd. All rights reserved.
Wydział Historyczny Tematem pracy jest kult Maximóna/San Simona w Gwatemali. Kult wywodzi się z tradycji religijnej ludowego katolicyzmu, kompleksu synkretycznych wierzeń religijnych powstałych z połączenia elementów dawnej prekolumbijskiej religii Majów oraz katolicyzmu wprowadzonego przez Hiszpanów w okresie kolonialnym. Kult Maximóna/San Simona przetrwał do czasów współczesnych i zakorzenił się w życiu religijnym Gwatemali dzięki ciągłemu procesowi synkretyzacji, który współcześnie nada...
van Dongen, Koen W; Ahlberg, Gunnar; Bonavina, Luigi; Carter, Fiona J; Grantcharov, Teodor P; Hyltander, Anders; Schijven, Marlies P; Stefani, Alessandro; van der Zee, David C; Broeders, Ivo A M J
Virtual reality (VR) simulators have been demonstrated to improve basic psychomotor skills in endoscopic surgery. The exercise configuration settings used for validation in studies published so far are default settings or are based on the personal choice of the tutors. The purpose of this study was to establish consensus on exercise configurations and on a validated training program for a virtual reality simulator, based on the experience of international experts to set criterion levels to construct a proficiency-based training program. A consensus meeting was held with eight European teams, all extensively experienced in using the VR simulator. Construct validity of the training program was tested by 20 experts and 60 novices. The data were analyzed by using the t test for equality of means. Consensus was achieved on training designs, exercise configuration, and examination. Almost all exercises (7/8) showed construct validity. In total, 50 of 94 parameters (53%) showed significant difference. A European, multicenter, validated, training program was constructed according to the general consensus of a large international team with extended experience in virtual reality simulation. Therefore, a proficiency-based training program can be offered to training centers that use this simulator for training in basic psychomotor skills in endoscopic surgery.
Roč. 7, 1 (12) (2017), s. 129-132 ISSN 2084-1213. [Współpraca naukowa Poznania i Brna – rekonesans, perspektywy. Poznań, 12.10.2016-13.10.2016] Institutional research plan: CEZ:AV0Z8015903 Institutional support: RVO:67985963 Keywords : Poznań * Brno * scientific cooperation OBOR OECD: History (history of science and technology to be 6.3, history of specific sciences to be under the respective headings)
Natalia Krystyna Gietka
Full Text Available Zastosowanie tworzyw sztucznych jako materiału do budowy instalacji wymusiło konieczność weryfikacji dostępnych obecnie informacji dotyczących wartości współczynników oporów lokalnych, które stanowią niezbędną wiedzę potrzebną do obliczania wartości strat energii mechanicznej, jakie powstają w trakcie przepływu. Współczynniki te mają duże znaczenie w obliczeniach hydraulicznych wymiarowanej instalacji. Wpływają one na końcowy wynik w istotny sposób, dlatego nieprawidłowe ich przyjęcie może prowadzić do poważnych w skutkach błędów. Niestety wartości podawane przez producentów, normy czy też literaturę są inne w porównaniu z wartościami uzyskiwanymi metodą doświadczalnych badań. W artykule zaprezentowane zostały wyniki badań doświadczalnych, mających na celu wyznaczenie wartości współczynników oporów lokalnych na kolankach 90° trzech określonych średnic, pochodzących od czterech wybranych producentów systemów instalacyjnych. Otrzymane wartości współczynników oporów lokalnych porównano z wartościami, jakie podawane są przez producenta złączek, wyznaczonymi według normy PN-76/M-34034: 1976 oraz dostępnymi w literaturze przedmiotu.
Full Text Available Pengembangan soft skills bukanlah hal baru dalam bidang pendidikan, karena landasan untuk pengembangannya sudah sangat jelas, UU Nomor 20 Tahun 2003 Tentang Sistem Pendidikan Nasional, Bab I, Pasal 1 Ayat 1. Perlunya pengembangan soft skills di program kelas internasional terkait dengan permasalahan yang muncul di rintisan program kelas internasional yang sudah diselenggarakan di Jurusan Pendidikan Fisika FMIPA UNY. Dari kelas rintisan tersebut dapat teramati pada proses perkuliahan sering terlihat keraguan mahasiswa untuk terlibat aktif dalam perkuliahan. Selain karena kendala yang muncul akibat keterbatasan mahasiswa dalam menguasai percakapan bahasa Inggris, sehingga mereka memerlukan waktu lebih lama untuk menyimak isi perkuliahan, tapi juga yang tampak menonjol adalah pengaruh dari kurang berkembangnya soft skills mahasiswa.Rancangan eksperimen yang digunakan dalam penelitian ini adalah Non Random Pre-tes Post-test Control Group. Dalam rancangan ini, pengambilan subyektidak dilakukan secara rambang. Rancangan ini dipilih karena selama eksperimentidak memungkinkan untuk mengubah kelas yang telah ada. Pra tes digunakan untukmenyetarakan pengetahuan awal kedua kelompok sedangkan post tes digunakan untukmengukur hasil belajar dan lembar observasi untuk mengetahui perkembangan soft skillsselama dan setelah proses belajar. Kegiatan belajar yang dilakukan dengan berbasis konteks, menyebabkan peserta didik aktif merumuskan pertanyaan, mencari sumber informasi dan mengumpulkan informasi dari sumber, mengolah informasi yang sudah dimiliki, merekonstruksi data/fakta/nilai, menyajikan hasil rekonstruksi/proses pengembangan nilai. Hal ini menumbuhkan soft skills pada diri mahasiswa melalui berbagai kegiatan belajar yang terjadi di kelas pembelajaran, lingkungan kampus, dan tugas-tugas di luar kampus. Pengembangan soft skills ini berpengaruh secara signifikan terhadap peningkatan hasil belajar mahasiswa baik secara proses maupun produk yang di
Griffin, Mamie Yvette
A worldwide concern exists that undergraduate programs are not producing graduates with the kind of lifelong learning and professional skills needed for workplace success. Numerous research studies indicate new employees lack needed employability skills such as teamwork, decision-making, and communication. Similarly, recent national and state…
Molinas, Carlos Roger; Campo, Rudi
This follow-up RCT was conducted to evaluate laparoscopic psychomotor skills retention after finishing a structured training program. In a first study, 80 gynecologists were randomly allocated to four groups to follow different training programs for hand-eye coordination (task 1) with the dominant hand (task 1-a) and the non-dominant hand (task 1-b) and laparoscopic intra-corporeal knot tying (task 2) in the Laparoscopic Skills Testing and Training (LASTT) model. First, baseline skills were tested (T1). Then, participants trained task 1 (G1: 1-a and 1-b, G2: 1-a only, G3 and G4: none) and then task 2 (all groups but G4). After training all groups were tested again to evaluate skills acquisition (T2). For this study, 2 years after a resting period, 73 participants were recruited and tested again to evaluate skills retention (T3). All groups had comparable skills at T1 for all tasks. At T2, G1, G2, and G3 improved their skills, but the level of improvement was different (G1 = G2 > G3 > G4 for task 1; G1 = G2 = G3 > G4 for task 2). At T3, all groups retained their task 1 skills at the same level than at T2. For task 2, however, a skill decay was already noticed for G2 and G3, being G1 the only group that retained their skills at the post-training level. Training improves laparoscopic skills, which can be retained over time depending on the comprehensiveness of the training program and on the complexity of the task. For high complexity tasks, full training is advisable for both skills acquisition and retention.
Martins, Antonio Camargo; Oliveira, Felipe Renê Alves; Delfino, Breno Matos; Pereira, Thasciany Moraes; de Moraes, Fabio Henrique Pinto; Barbosa, Guilherme Viana; de Macedo, Lucas Felipe; Domingos, Tayna Da Silva; Da Silva, Dyemisson Pinheiro; Menezes, Charlene Cristine Rodrigues; Oliveira Filho, Edmar Santana; Pereira, Thales Augusto Da Silva; Piccirilli, Elizabeth Souza; Pinto, Wagner De Jesus
The training of future physicians should be concurrent with the development of different skills and attitudes. This warrants the need to regularly provide students with opportunities for self-development throughout their academic career. This approach was exemplified in a medical school in the Brazilian Amazon, where students were allowed to play the role of high school teachers. As part of this exercise, they conducted reinforcement classes for high school students to increase the number of university admissions. The medical students were solely responsible for organizing and implementing this project, giving them the opportunity to develop teaching and leadership skills, enhance their understanding of communication and administration and contribute toward the society.
Robinson, Leah E; Palmer, Kara K; Bub, Kristen L
Self-regulatory skills are broadly defined as the ability to manage emotions, focus attention, and inhibit some behaviors while activating others in accordance with social expectations and are an established indicator of academic success. Growing evidence links motor skills and physical activity to self-regulation. This study examined the efficacy of a motor skills intervention (i.e., the Children's Health Activity Motor Program, CHAMP) that is theoretically grounded in Achievement Goal Theory on motor skill performance and self-regulation in Head Start preschoolers. A sample of 113 Head Start preschoolers (Mage = 51.91 ± 6.5 months; 49.5% males) were randomly assigned to a treatment (n = 68) or control (n = 45) program. CHAMP participants engaged in 15, 40-min sessions of a mastery climate intervention that focused on the development of motor skills over 5 weeks while control participants engaged in their normal outdoor recess period. The Delay of Gratification Snack Task was used to measure self-regulation and the Test of Gross Motor Development-2nd Edition was used to assess motor skills. All measures were assessed prior to and following the intervention. Linear mixed models were fit for both self-regulation and motor skills. Results revealed a significant time × treatment interaction (p motor skills, post hoc comparisons found that all children improved their motor skills (p skills associated with healthy development in children (i.e., motor skills and self-regulation). This efficacy trial provided evidence that CHAMP helped maintain delay of gratification in preschool age children and significantly improved motor skills while participating in outdoor recess was not effective. CHAMP could help contribute to children's learning-related skills and physical development and subsequently to their academic success.
Robinson, Leah E.; Palmer, Kara K.; Bub, Kristen L.
Self-regulatory skills are broadly defined as the ability to manage emotions, focus attention, and inhibit some behaviors while activating others in accordance with social expectations and are an established indicator of academic success. Growing evidence links motor skills and physical activity to self-regulation. This study examined the efficacy of a motor skills intervention (i.e., the Children’s Health Activity Motor Program, CHAMP) that is theoretically grounded in Achievement Goal Theory on motor skill performance and self-regulation in Head Start preschoolers. A sample of 113 Head Start preschoolers (Mage = 51.91 ± 6.5 months; 49.5% males) were randomly assigned to a treatment (n = 68) or control (n = 45) program. CHAMP participants engaged in 15, 40-min sessions of a mastery climate intervention that focused on the development of motor skills over 5 weeks while control participants engaged in their normal outdoor recess period. The Delay of Gratification Snack Task was used to measure self-regulation and the Test of Gross Motor Development-2nd Edition was used to assess motor skills. All measures were assessed prior to and following the intervention. Linear mixed models were fit for both self-regulation and motor skills. Results revealed a significant time × treatment interaction (p motor skills, post hoc comparisons found that all children improved their motor skills (p skills associated with healthy development in children (i.e., motor skills and self-regulation). This efficacy trial provided evidence that CHAMP helped maintain delay of gratification in preschool age children and significantly improved motor skills while participating in outdoor recess was not effective. CHAMP could help contribute to children’s learning-related skills and physical development and subsequently to their academic success. PMID:27660751
Using the community-based health planning and services program to promote skilled delivery in rural Ghana: socio-demographic factors that influence women utilization of skilled attendants at birth in Northern Ghana
Sakeah, Evelyn; Doctor, Henry V; McCloskey, Lois; Bernstein, Judith; Yeboah-Antwi, Kojo; Mills, Samuel
Background The burden of maternal mortality in sub-Saharan Africa is enormous. In Ghana the maternal mortality ratio was 350 per 100,000 live births in 2010. Skilled birth attendance has been shown to reduce maternal deaths and disabilities, yet in 2010 only 68% of mothers in Ghana gave birth with skilled birth attendants. In 2005, the Ghana Health Service piloted an enhancement of its Community-Based Health Planning and Services (CHPS) program, training Community Health Officers (CHOs) as mi...
King, Gillian; Kingsnorth, Shauna; McPherson, Amy; Jones-Galley, Kimberlea; Pinto, Madhu; Fellin, Melissa; Timbrell, Natalie; Savage, Diane
A pilot study was conducted to assess correspondence among measures of program characteristics (opportunities and intervention strategies) and youth experiences in a range of activity settings in a residential immersive life skills (RILS) program. Opportunities and intervention strategies were assessed in 18 activity settings in the 21-day program. On two occasions each, four youth completed a measure of experiences and took part in onsite interviews. There was good convergence between observed program opportunities and the use of socially-mediated, teaching/learning, and non-intrusive strategies. Youth experiences of social interaction, choice, and personal growth were further informed by interview information. There was substantial convergence between program characteristics and youth experiences, indicating the program was provided and experienced as intended. This pilot study indicated the fidelity of the program and the feasibility of using the measures in a future study. The preliminary findings suggest that RILS programs may provide a favorable environment for developmental experiences concerning social interaction, autonomy, and personal growth. Copyright © 2016 Elsevier Ltd. All rights reserved.
Gray, Heather M; Nelson, Sarah E; Shaffer, Howard J; Stebbins, Patricia; Farina, Andrea Ryan
Among people experiencing homelessness, difficulty securing housing is often compounded by concurrent challenges including unemployment, chronic illness, criminal justice involvement, and victimization. The Moving Ahead Program (MAP) is a vocational rehabilitation program that seeks to help adults facing these challenges to secure competitive employment. We prospectively studied how MAP graduates (N = 97) changed from the beginning of MAP to about six months after graduation. We observed a variety of positive outcomes not just in employment and housing but also in health, substance use, and criminal justice involvement. However, these gains were not universal; for instance, participants were less likely to report positive outcomes at follow-up if they started MAP with a serious mental illness, made relatively small gains in work skills, or did not seek mental health treatment during the six months after they completed MAP. These findings might encourage program staff to devote additional resources toward supporting at-risk students.
Hsieh, S. Jean; Howes, Jennifer M.; Keene, Adam B.; Fausto, James A.; Pinto, Priya A.; Gong, Michelle Ng
Rationale: Although expert communication between intensive care unit clinicians with patients or surrogates improves patient- and family-centered outcomes, fellows in critical care medicine do not feel adequately trained to conduct family meetings. Objectives: We aimed to develop, implement, and evaluate a communication skills program that could be easily integrated into a U.S. critical care fellowship. Methods: We developed four simulation cases that provided communication challenges that critical care fellows commonly face. For each case, we developed a list of directly observable tasks that could be used by faculty to evaluate fellows during each simulation. We developed a didactic curriculum of lectures/case discussions on topics related to palliative care, end-of-life care, communication skills, and bioethics; this month-long curriculum began and ended with the fellows leading family meetings in up to two simulated cases with direct observation by faculty who were not blinded to the timing of the simulation. Our primary measures of effectiveness were the fellows’ self-reported change in comfort with leading family meetings after the program was completed and the quality of the communication as measured by the faculty evaluators during the family meeting simulations at the end of the month. Measurements and Main Results: Over 3 years, 31 critical care fellows participated in the program, 28 of whom participated in 101 family meeting simulations with direct feedback by faculty facilitators. Our trainees showed high rates of information disclosure during the simulated family meetings. During the simulations done at the end of the month compared with those done at the beginning, our fellows showed significantly improved rates in: (1) verbalizing an agenda for the meeting (64 vs. 41%; Chi-square, 5.27; P = 0.02), (2) summarizing what will be done for the patient (64 vs. 39%; Chi-square, 6.21; P = 0.01), and (3) providing a follow-up plan (60 vs. 37%; Chi
Judge, Katherine S.; Yarry, Sarah J.; Orsulic-Jeras, Silvia
Purpose: The current article provides an in-depth description of a dyadic intervention for individuals with dementia and their family caregivers. Using a strength-based approach, caregiving dyads received skills training across 5 key areas: (a) education regarding dementia and memory loss, (b) effective communication, (c) managing memory loss, (d)…
Bakke, Christine K.
The purpose of this study is to examine whether participation in robotics provides opportunities for educational and professional skill development, significant enough to merit the recommendation of robotics courses as a part of mainstream curriculum offerings in K-12 schools. This non-experimental, mixed methods study examined current junior high…
Shawer, Saad Fathy
This article examines the differences in language learning strategies (LLS) use between preservice teachers of English as a foreign language (EFL) and Arabic as a second language (ASL). It also examines the relationship between LLS use and language performance (academic achievement and four language skills) among ASL students. The study made use…
The nuclear training engineer as well as being competent technically must be able to teach effectively. Westinghouse have developed a course for training instructors which aims to improve their teaching skills. The course, which has both theoretical and practical content covers the role of the instructor, the learning process, communications, test construction and analysis and stress identification and analysis. (U.K.)
Chabalengula, Vivien M.; Mumba, Frackson
The current K-12 Science Education framework and Next Generation Science Standards (NGSS) in the United States emphasise the integration of engineering design in science instruction to promote scientific literacy and engineering design skills among students. As such, many engineering education programmes have developed curriculum materials that are being used in K-12 settings. However, little is known about the nature and extent to which engineering design skills outlined in NGSS are addressed in these K-12 engineering education programme curriculum materials. We analysed nine K-12 engineering education programmes for the nature and extent of engineering design skills coverage. Results show that developing possible solutions and actual designing of prototypes were the highly covered engineering design skills; specification of clear goals, criteria, and constraints received medium coverage; defining and identifying an engineering problem; optimising the design solution; and demonstrating how a prototype works, and making iterations to improve designs were lowly covered. These trends were similar across grade levels and across discipline-specific curriculum materials. These results have implications on engineering design-integrated science teaching and learning in K-12 settings.
Duncan, Dennis W.; Birdsong, Victoria; Fuhrman, Nicholas; Borron, Abigail
At perhaps all levels of education, strong leadership skills are often equated with the ability to engage in critical thinking, and effective oral and written communication. The purpose of this study was to identify the self-perceived expansion of animal health interns' leadership, critical thinking and communication competencies using the…
Background Although it is taken for granted that history-taking and communication skills are learnable, this learning process should be confirmed by rigorous studies, such as randomized pre- and post-comparisons. The purpose of this paper is to analyse whether a communication course measurably improves the communicative competence of third-year medical students at a German medical school and whether technical or emotional aspects of communication changed differently. Method A sample of 32 randomly selected students performed an interview with a simulated patient before the communication course (pre-intervention) and a second interview after the course (post-intervention), using the Calgary-Cambridge Observation Guide (CCOG) to assess history taking ability. Results On average, the students improved in all of the 28 items of the CCOG. The 6 more technically-orientated communication items improved on average from 3.4 for the first interview to 2.6 in the second interview (p communication skills were not correlated (Pearson’s r = 0.03; n.s.). Conclusions Our communication course measurably improved communication skills, especially for female students. These improvements did not depend predominantly on an extension of the interview time. Obviously, “technical” aspects of communication can be taught better than “emotional” communication skills. PMID:22947372
Chabalengula, Vivien M.; Mumba, Frackson
The current "K-12 Science Education framework" and "Next Generation Science Standards" (NGSS) in the United States emphasise the integration of engineering design in science instruction to promote scientific literacy and engineering design skills among students. As such, many engineering education programmes have developed…
Five research reports on the use of instructional modules, originally published in the Atlanta "Journal and Constitution" as "Improving Reading Skills" and widely used in Georgia as the "Athens Model," are summarized in this paper. For research purposes, the modules were concentrated in time as a high saturation…
Pittsburg Unified School District, CA.
The card games in this publication are an alternative activity to help students master computational skills. Games for operations with whole numbers, fractions, decimals, percents, integers, and square roots are included. They can be used to introduce math topics and for practice and review, with either the whole class or in small groups with 2 to…
Gibson-Cayouette, Lizann R.
An acute shortage of a competent, highly-skilled workforce faces the United States workplace. Studies and reports from 1983 to present, repeatedly state that the education system in the United States must change to prepare the emergent workforce for success in the 21st century global challenges of both post-secondary education and the workplace.…
Bates, Dana K.; Sikkema, Jill A.; Nynas, Suzette M.; Culp, Clinton
Context: The Examination of Professional Degree Level document presented to the National Athletic Trainers' Association Board of Directors states that research in athletic training education has not investigated differences in the critical-thinking skills of professional athletic training students. Objective: Investigate the differences in…
One way to bring the accounting office into the classroom is to conduct the class as a "company." Such a class is aimed at developing students' technical and managerial skills, as well as their career awareness and career goals. Performance goals, a course description, and overall objectives of the course are given and might serve as a model.…
Full Text Available Objective: The objective of the study was to determine changes in physical and social indicators in participants of a table tennis training program lasting 10 months. Physical and social indicators were compared within two different research groups. Methods: Two research groups were created. The first one comprised beginners with intellectual disabilities and the reference group was created by non-disabled participants. Altogether 15 participants, aged 9-11, were included in each group. A pre-test was introduced at the beginning of the study and was followed by a post-test 10 months later. Physical parameters were evaluated with the help of individual skills tests designed for table tennis. The area of social indicators was determined according to the Scales for Assessing Coping Skills by Whelan and Speake (1979. Results: As far as physical indicators (e.g. individual skills used in table tennis are concerned, individuals with intellectual disabilities improved by 24.5%. The improvement of non-disabled population reached 11%. Positive changes in social indicators, which include self-help socio-educational issues and interpersonal skills, were seen in individuals with intellectual disabilities - the improvement reached 7%; whereas the improvement in non-disabled participants was only 2%. The obtained results were evaluated separately for each group, due to the default level in pre-tests. Having compared the two groups we learnt that individuals with intellectual disabilities reached on average 63% of the non-disabled participants. Conclusions: The training programme has brought positive changes into the lives of individuals with intellectual disabilities in all of the studied parameters, social and physical skills included. In accord with our comparative findings it has been recommended to reduce sport demands to the observed level. Also, a number, of methodological skills required for table tennis, has been modified in accordance with our
Mathers, Naomi; Pakakis, Michael; Christie, Ian
The Victorian Space Science Education Centre (VSSEC) scenario-based programs, including the Mission to Mars and Mission to the Orbiting Space Laboratory, utilize methodologies such as hands-on applications, immersive learning, integrated technologies, critical thinking and mentoring. The use of a scenario provides a real-life context and purpose to what students might otherwise consider disjointed information. These programs engage students in the areas of maths and science, and highlight potential career paths in science and engineering. The introduction of a scenario-based program for primary students engages students in maths and science at a younger age, addressing the issues of basic numeracy and science literacy, thus laying the foundation for stronger senior science initiatives. Primary students absorb more information within the context of the scenario, and presenting information they can see, hear, touch and smell creates a memorable learning and sensory experience. The mission also supports development of teacher skills in the delivery of hands-on science and helps build their confidence to teach science. The Primary Mission to the Mars Base gives primary school students access to an environment and equipment not available in schools. Students wear flight suits for the duration of the program to immerse them in the experience of being an astronaut. Astronauts work in the VSSEC Space Laboratory, which is transformed into a Mars base for the primary program, to conduct experiments in areas such as robotics, human physiology, microbiology, nanotechnology and environmental science. Specialist mission control software has been developed by La Trobe University Centre for Games Technology to provide age appropriate Information and Communication Technology (ICT) based problem solving and support the concept of a mission. Students in Mission Control observe the astronauts working in the space laboratory and talk to them via the AV system. This interactive
Widman, Laura; Golin, Carol E; Kamke, Kristyn; Burnette, Jeni L; Prinstein, Mitchell J
To evaluate the efficacy of an interactive, Web-based sexual health program (Health Education and Relationship Training [HEART]) for developing sexual assertiveness skills and enhancing sexual decision-making in adolescent girls. Participants were 222 tenth-grade girls (mean age = 15.2; 38% White, 29% Hispanic, 25% Black) in the Southeastern United States who were randomized in fall 2015 to the HEART intervention or an attention-matched control. We assessed participants at pretest, immediate posttest, and 4-month follow-up. Both groups had similar demographic and sexual behavior characteristics at pretest. At immediate posttest, girls who completed the HEART program demonstrated better sexual assertiveness skills measured with a behavioral task, higher self-reported assertiveness, intentions to communicate about sexual health, knowledge regarding HIV and other sexually transmitted diseases (STDs), safer sex norms and attitudes, and condom self-efficacy compared with the control condition. At 4-month follow-up, group differences remained in knowledge regarding HIV and other STDs, condom attitudes, and condom self-efficacy. This brief online sexual health program can improve short-term outcomes among adolescent girls and offers an exciting new option in the growing array of digital health interventions available to youths. NCT02579135.
Jacqueline D Myles-Pallister
Full Text Available The aim of the current study was to investigate the effects of the modified and enhanced Aussie Optimism Positive Thinking Skills Program (AO-PTS on Year 4 and 5 children’s social and emotional learning (SEL skills. AO-PTS is a universal-school based program that is implemented by class teachers as part of regular school curricula and was developed for the prevention of depression and anxiety. The study comprised a total of 683 Year 4 and 5 students from 10 private primary schools in Western Australia. Students were assessed on two subscales of emotional attribution at school whilst parents reported on their children’s externalizing and internalizing problems outside of school and at home. Two analyses were conducted: seven intervention schools were assessed at pre- and post-test (Analysis 1 and pre-post change in three intervention schools were compared to pre-post change in three matched control schools (Analysis 2. Results from Analysis 1 showed that the intervention children had increased in their overall emotional attribution accuracy and decreased in total difficulties and hyperactivity; Results from Analysis 2 revealed no intervention effect on emotional attribution accuracy or internalizing or externalizing problems. These findings suggest that the enhanced AO-PTS’s effects on SEL were not evident in the short-term period after intervention. The non-significant findings and future directions for AO-PTS research and program modification were discussed.
Wilson-Ahlstrom, Alicia; Yohalem, Nicole; DuBois, David; Ji, Peter; Hillaker, Barbara; Weikart, David P.
Everyone who runs a youth program believes in their hearts that their program helps kids, but in their heads, they know they need convincing data to prove it. This guide--updated from 2011--is here to help them get the data they need. The guide addresses a common problem throughout the youth field: Out-of-school time (OST) programs can help youth…
The aim of the study was to determine changes in motor and functional skills of women basketball players caused by the influence of six-week training process. Six-week training process (pre-season period of the junior female national basketball team of Serbia for European Championship) lasted 43 days, involved 53 workouts and 8 matches. The subjects sample included 13 basketball players, average age 17.76 (±0.43). The first testing was conducted at the beginning of the training program and th...
Wollersheim Shervey, Sarah; Sandilos, Lia E; DiPerna, James C; Lei, Pui-Wa
The purpose of this study was to examine the social validity of the Social Skills Improvement System-Classwide Intervention Program (SSIS-CIP) for teachers in the primary grades. Participants included 45 first and second grade teachers who completed a 16-item social validity questionnaire during each year of the SSIS-CIP efficacy trial. Findings indicated that teachers generally perceived the SSIS-CIP as a socially valid and feasible intervention for primary grades; however, teachers' ratings regarding ease of implementation and relevance and sequence demonstrated differences across grade levels in the second year of implementation. (PsycINFO Database Record (c) 2017 APA, all rights reserved).
The American College of Surgeons/Association of Program Directors in Surgery National Skills Curriculum: adoption rate, challenges and strategies for effective implementation into surgical residency programs.
Korndorffer, James R; Arora, Sonal; Sevdalis, Nick; Paige, John; McClusky, David A; Stefanidis, Dimitris
The American College of Surgeons/Association of Program Directors in Surgery (ACS/APDS) National Skills Curriculum is a 3-phase program targeting technical and nontechnical skills development. Few data exist regarding the adoption of this curriculum by surgical residencies. This study attempted to determine the rate of uptake and identify implementation enablers/barriers. A web-based survey was developed by an international expert panel of surgical educators (5 surgeons and 1 psychologist). After piloting, the survey was sent to all general surgery program directors via email link. Descriptive statistics were used to determine the residency program characteristics and perceptions of the curriculum. Implementation rates for each phase and module were calculated. Adoption barriers were identified quantitatively and qualitatively using free text responses. Standardized qualitative methodology of emergent theme analysis was used to identify strategies for success and details of support required for implementation. Of the 238 program directors approached, 117 (49%) responded to the survey. Twenty-one percent (25/117) were unaware of the ACS/APDS curriculum. Implementation rates for were 36% for phase I, 19% for phase II, and 16% for phase III. The most common modules adopted were the suturing, knot-tying, and chest tube modules of phase I. Over 50% of respondents identified lack of faculty protected time, limited personnel, significant costs, and resident work-hour restrictions as major obstacles to implementation. Strategies for effective uptake included faculty incentives, adequate funding, administrative support, and dedicated time and resources. Despite the availability of a comprehensive curriculum, its diffusion into general surgery residency programs remains low. Obstacles related to successful implementation include personnel, learner, and administrative issues. Addressing these issues may improve the adoption rate of the curriculum. Copyright © 2013 Mosby, Inc
Frank, Janet C.; Altpeter, Mary; Damron-Rodriguez, JoAnn; Driggers, Joann; Lachenmayr, Susan; Manning, Colleen; Martinez, Dana M.; Price, Rachel M.; Robinson, Patricia
Current public health and aging service agency personnel have little training in gerontology, and virtually no training in evidence-based health promotion and disease management programs for older adults. These programs are rapidly becoming the future of our community-based long-term care support system. The purpose of this project was to develop…
Simmenroth-Nayda, Anne; Weiss, Cora; Fischer, Thomas; Himmel, Wolfgang
Although it is taken for granted that history-taking and communication skills are learnable, this learning process should be confirmed by rigorous studies, such as randomized pre- and post-comparisons. The purpose of this paper is to analyse whether a communication course measurably improves the communicative competence of third-year medical students at a German medical school and whether technical or emotional aspects of communication changed differently. A sample of 32 randomly selected students performed an interview with a simulated patient before the communication course (pre-intervention) and a second interview after the course (post-intervention), using the Calgary-Cambridge Observation Guide (CCOG) to assess history taking ability. On average, the students improved in all of the 28 items of the CCOG. The 6 more technically-orientated communication items improved on average from 3.4 for the first interview to 2.6 in the second interview (p < 0.0001), the 6 emotional items from 2.7 to 2.3 (p = 0.023). The overall score for women improved from 3.2 to 2.5 (p = 0.0019); male students improved from 3.0 to 2.7 (n.s.). The mean interview time significantly increased from the first to the second interview, but the increase in the interview duration and the change of the overall score for the students' communication skills were not correlated (Pearson's r = 0.03; n.s.). Our communication course measurably improved communication skills, especially for female students. These improvements did not depend predominantly on an extension of the interview time. Obviously, "technical" aspects of communication can be taught better than "emotional" communication skills.
Ramaswamy, Ravishankar; Williams, Alicia; Clark, Elizabeth M; Kelley, Amy S
Effective communication is an important aspect of caring for the elderly, who are more likely to have multimorbidity, limited health literacy, and psychosocial barriers to care. About half of Internal Medicine (IM) trainees in the United States are foreign medical graduates, and may not have been exposed to prior communication skills education. This novel communication skills curriculum for IM interns aimed to increase trainees' confidence and use of specific communication tools with older adults, particularly in delivering bad news and conducting family meetings. The workshop consisted of two interactive sessions in a small group with two learners and one or two facilitators, during the 4-week geriatrics block in IM internship training year. Twenty-three IM interns at an urban Veterans Affairs Medical Center were surveyed at the beginning and at the end of the 4-week block and 3 months after completion of the workshop about their knowledge, confidence, and skill in communication and asked about challenges to effective communication with older adults. The primary outcome measure was change in self-reported confidence and behavior in communication at 4 weeks. On a 4-point Likert scale, there was average improvement of 0.70 in self-reported confidence in communication, which was sustained 3 months after completion of the workshop. Participants reported several patient, physician, and system barriers to effective communication. Communication skills education in a small-group setting and the opportunity for repeated practice and self-reflection resulted in a sustained increase in overall confidence in IM interns in communication with older adults and may help overcome certain patient- and physician-specific communication barriers. © 2014, Copyright the Authors Journal compilation © 2014, The American Geriatrics Society.
Ramaswamy, Ravishankar; Williams, Alicia; Clark, Elizabeth M.; Kelley, Amy S.
Background Effective communication is an important aspect of caring for the elderly, who are more likely to have multimorbidity, limited health literacy and psychosocial barriers to care. About half of Internal Medicine (IM) trainees in the United States are foreign medical graduates, and may not have been exposed to prior communication skills education. This novel communication skills curriculum for IM interns aimed to increase trainees' confidence and use of specific communication tools with older adults, particularly in delivering bad news and conducting family meetings. Methods The workshop consisted of 2 interactive sessions, in a small group with 2 learners and 1-2 facilitators, during the Geriatrics block of the internship year. Twenty-three IM interns were surveyed at the beginning and at the end of the 4-week block and at 3 months after completion of the workshop about their knowledge, confidence and skill in communication, and asked about any challenges to effective communication with older patients. The primary outcome measure was change in self-reported confidence and behavior in communication at 4 weeks. Results On a 4-point Likert scale, there was an average improvement of 0.70 in self-reported confidence in communication, which sustained at 3 months after completion of the workshop. Participants reported several patient, physician and system barriers to effective communication. Conclusion Communication skills education in a small-group setting and the opportunity for repeated practice and self-reflection resulted in sustained increase in overall confidence among IM interns in communication with older adults, and may help overcome certain patient and physician-specific communication barriers. PMID:25354834
Cunningham, C E; Davis, J R; Bremner, R; Dunn, K W; Rzasa, T
This trial compared two approaches used to introduce parenting skills in a residential staff training program. Fifty staff were randomly assigned to: mastery modelling in which videotaped models demonstrated new skills, coping modelling problem solving (CMPS) in which participants formulated their own solutions to the errors depicted by videotaped models, or a waiting-list control group. In both, leaders used modelling, role playing, and homework projects to promote mastery and transfer of new skills. The skills of all groups improved, but CMPS participants attended more sessions, were late to fewer sessions, completed more homework, engaged in more cooperative in-session interaction, rated the program more positively, and reported higher job accomplishment scores. These data suggest that CMPS allowing participants to formulate their own solutions may enhance adherence and reduce the resistance observed in more didactic programs.
Full Text Available Abstract Background Although it is taken for granted that history-taking and communication skills are learnable, this learning process should be confirmed by rigorous studies, such as randomized pre- and post-comparisons. The purpose of this paper is to analyse whether a communication course measurably improves the communicative competence of third-year medical students at a German medical school and whether technical or emotional aspects of communication changed differently. Method A sample of 32 randomly selected students performed an interview with a simulated patient before the communication course (pre-intervention and a second interview after the course (post-intervention, using the Calgary-Cambridge Observation Guide (CCOG to assess history taking ability. Results On average, the students improved in all of the 28 items of the CCOG. The 6 more technically-orientated communication items improved on average from 3.4 for the first interview to 2.6 in the second interview (p Conclusions Our communication course measurably improved communication skills, especially for female students. These improvements did not depend predominantly on an extension of the interview time. Obviously, “technical” aspects of communication can be taught better than “emotional” communication skills.
Full Text Available Polish-Czechoslovak tourist conventions as an example of transfrontier cooperation The article provides a general description of Polish-Czechoslovak tourist conventions from inter- and post-war periods. It presents the conditions of signing of these unique international agreements, the decision-making process, as well as the basic principles of the conventions. Overall, the tourist conventions are special kinds mostly bilateral international agreements aimed at simplifying the rules of transfrontier traffic within a region attractive to tourists, such as the Carpathian and Sudetic borderlands. Poland and Czechoslovakia were the precursors of this kind of transfrontier cooperation across Europe. The first tourist convention was signed in 1925 as a direct result of so-called Cracow Protocols, which aimed at regulating economic, communication and tourist issues with Czechoslovakia after the Jaworzyna Spiska conflict. The next tourist agreement of 1955 was adopted as a result of the post-Stalinist Thaw, which allowed a certain liberalization of the border regime between the two countries. The agreement was amended and extended in 1961-1962, and was in force till the early 1980s. The experiences of the functioning of the tourist conventions became a model for Euroregions which stared to emerge in the area under discussion. Moreover, they also served as a model for central authorities in liberalizing the border regime in the 1990s. Polsko-czechosłowackie konwencje turystyczne jako przykład współpracy transgranicznej Celem artykułu była ogólna charakterystyka polsko-czechosłowackich konwencji turystycznych z okresu między- i powojennego. Przedstawione zostały uwarunkowania podpisania tych unikatowych umów międzynarodowych, proces decyzyjny, poddano analizie również podstawowe założenia konwencji. Generalnie konwencje turystyczne to specyficzny rodzaj, najczęściej bilateralnych, umów międzynarodowych służących uproszczeniu
Smith, Burgess; Research, MSI; Evaluation Team; Interactive Videoconferences Teamlt/p>, MSI
Internal evaluators working with the NASA Mission to Mars program, an out-of-school collaborative videoconferencing program at the Museum of Science and Industry Chicago (MSI), developed an observation protocol to collect evidence about the collaborative learning opportunities offered by the program’s unique technology. Details about the protocol’s development are discussed, along with results of the pilot observations of the program.
Fong, Kenneth N K; Howie, Dorothy R
We investigated the effects of an explicit problem-solving skills training program using a metacomponential approach with 33 outpatients with moderate acquired brain injury, in the Hong Kong context. We compared an experimental training intervention with this explicit problem-solving approach, which taught metacomponential strategies, with a conventional cognitive training approach that did not have this explicit metacognitive training. We found significant advantages for the experimental group on the Metacomponential Interview measure in association with the explicit metacomponential training, but transfer to the real-life problem-solving measures was not evidenced in statistically significant findings. Small sample size, limited time of intervention, and some limitations with these tools may have been contributing factors to these results. The training program was demonstrated to have a significantly greater effect than the conventional training approach on metacomponential functioning and the component of problem representation. However, these benefits were not transferable to real-life situations.