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Rees, Keely S., and Sharon E. Thompson. "Ounce of Prevention." Californian Journal of Health Promotion 3, no. 3 (September 1, 2005): 1–7. http://dx.doi.org/10.32398/cjhp.v3i3.642.
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Internships in the health profession, specifically in public and community health education and promotion, are a valuable opportunity for students to acquire new skills, as well as implement their recently acquired academic knowledge. There are generally three key players in the internship process: the faculty advisor or coordinator, the site supervisor, and the student intern. There are processes and procedures that can greatly help facilitate a positive experience for all three parties. Essential to this internship process are good organization skills, meticulous planning abilities, and clear communication channels. This article provides easy steps that all three individuals can benefit from during the planning and implementation phases of the internship experiences.
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BERMAN, JESSICA R., JULIET AIZER, ANNE R. BASS, WILLIAM L. CATS-BARIL, EDWARD J. PARRISH, LAURA ROBBINS, JANE E. SALMON, and STEPHEN A. PAGET. "Building a Rheumatology Education Academy: Insights from Assessment of Needs During a Rheumatology Division Retreat." Journal of Rheumatology 39, no. 6 (April 15, 2012): 1280–86. http://dx.doi.org/10.3899/jrheum.111281.
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Objective.To implement a rheumatology department education retreat to systematically identify and address the key factors necessary to improve medical education in our division in preparation for developing a rheumatology academy.Methods.The Hospital for Special Surgery organized a retreat for the Rheumatology Department aimed at (1) providing formal didactics and (2) assessing participants’ self-reported skills and interest in education with the goal of directing this information toward formalizing improvement. In a mixed-methods study design, faculty and fellows in the Division of Rheumatology were surveyed online pre- and post-retreat regarding various aspects of the current education program, their teaching abilities, interest and time spent in teaching, divisional resources allocated, and how education is valued.Results.Enthusiasm for teaching was high before and rose further after the retreat. Confidence in abilities was higher than expected before but fell afterward. Many noted that the lack of specific feedback on teaching skills and useful metrics to assess performance prevented the achievement of educational excellence. Most responding felt lack of time, knowledge of how to teach well, and resources prevented them from making greater commitments to educational endeavors and participating fully and effectively in the department’s teaching activities.Conclusion.While most rheumatology faculty members want to improve as teachers, they know neither where their educational strengths and weaknesses lie nor where or how to begin to change their teaching abilities. The key elements for an academy would thus be an educational environment that elevates the quality of teaching throughout the division and promotes teaching careers and education research, and raises the importance and quality of teaching to equivalence with clinical care and research.
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Dušek, Radim. "Project-based Learning Approach to Marketing Competencies Development." SHS Web of Conferences 91 (2021): 01004. http://dx.doi.org/10.1051/shsconf/20219101004.
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Due to the requirements for matching the needs of employers with the job applicants’ skills, companies increasingly tend to use a key competency-based approach to select new marketers. The aim of this paper is to determine if the project-based learning method has helped developing economic university students’ key competencies that are essential in the marketing related jobs. For testing and developing such key competencies, the method of project-based learning have been implemented into the Marketing communication course at the Faculty of Economics, University of South Bohemia in Czech Republic. Results show that innovated course had a positive effect especially on the development of abilities to work effectively in team, assessing and analysing information or work independently.
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Štofková, Zuzana, Iveta Sedláková, and Peter Seemann. "THE MANAGERIAL COMPETENCIES OF STUDENTS OF SELECTED PUBLIC UNIVERSITY." CBU International Conference Proceedings 6 (September 26, 2018): 467–72. http://dx.doi.org/10.12955/cbup.v6.1199.
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This paper deals with key competences of students and graduates at a selected public university with an economic orientation in the Slovak Republic. The students expect from the University to have access to quality education, but also after finishing their studies to be able to apply them in practice. The businesses and organizations expect from university graduates to be equipped with competencies needed to develop their businesses and maintain their competitiveness. This paper discusses the equipment of graduates with general competencies such as knowledge, skills, abilities, values and attitudes, as well as managerial competencies such as communication, planning, organization and control, analytical thinking, creativity, problem solving, management and leadership, teamwork, flexibility and digital skills, etc. The paper presents the results of a survey focused on the scope of skills and competencies of the graduates of the University of Žilina, the Faculty of Operation and Economics of Transport and Communications, the Economics and Business Management study program. There the student´s profile is managerial oriented and the range of skills and competencies are considered to be the key factors for university graduates to be employed in a modern society.
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Bury, Sophie, and Ron Sheese. "Academic Literacies as Cornerstones in Course Design: A Partnership to Develop Programming for Faculty and Teaching Assistants." Journal of University Teaching and Learning Practice 13, no. 3 (July 1, 2016): 26–44. http://dx.doi.org/10.53761/1.13.3.3.
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We discuss an educational development approach to embedding academic literacies instruction within disciplinary curricula. This developmental, embedded approach contrasts with the generic, extracurricular, study-skills approach adopted in many universities. Learning Commons partners at York University, including librarians, writing instructors, and learning skills counsellors, collaborated with educational developers in the York Teaching Commons to design a program for course instructors and teaching assistants (TAs) who seek to improve their students’ academic literacies. This program includes interactive workshops focusing on strategies to facilitate the redesign of courses and assignments so as to give explicit attention to process-related practices and abilities involved in library research and writing. The academic theory underpinning this program is outlined along with its key content elements. We also describe how the program draws on SPARK (Student Papers and Academic Research Kit), an online resource, created by the York Learning Commons under a Creative Commons license with the goal of helping students succeed with written academic assignments. Feedback from instructors and TAs support that the program has played an important role in helping them to question their assumptions and redesign their teaching practice.
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Mims, Tina C., Kenneth Thompson, Richard Conde, and Michael Gade. "An Immersion Approach to Client-Sponsored Projects: Preparing Students with Soft Skills Required for Hiring - Face to Face & Virtual Methods." International Journal of Higher Education 10, no. 2 (November 17, 2020): 42. http://dx.doi.org/10.5430/ijhe.v10n2p42.
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As higher education is pressured to prove its students’ readiness to work, preparing marketing students to become successful professionals requires faculty to employ a myriad of approaches. Among these approaches that emerged over the past 30 years are client-sponsored projects (CSP) as a superior method to transferring practical experience compared to utilizing text-based case studies. However, according to recent surveys, industry remains unsatisfied with baccalaureate graduates’ readiness to work. Graduating student-preparedness surveys show employers claim an absence of key skills among baccalaureate graduates. To address the gap between current industry survey results, while drawing on CSP literature, this article introduces a semester-long CSP pedagogy where the classroom, face-to-face or virtual, becomes an immersion of a typical corporate team project culture thereby practicing the very skills industry report students lack. In the model presented, students serve as consultants by developing an executable marketing plan for implementation by a client company. The procedures presented yield an experience providing students with performance expectations, much like an individual working in a business environment. During the semester-long journey, students develop the key competencies to specifically address the highlighted skill gaps from surveys among hiring managers. Although most CSPs are tools to help students hone some abilities, most projects typically become nothing more than another teaching tactic. The distinctiveness of the immersion approach presented in this article expands the use of CSP with a rigorous corporate-like in-class experience for both face-to-face and fully online courses. This article describes procedures educators can use for developing a classroom experience integrating real-business world pressures, coaching, and accountability to better prepare graduating students for their careers and satisfy the skills business managers expect.
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Caldwell, Cam, and Noof Jasim Hamdan Al-Ajmi. "Improving Business Student Writing – A Ten-Step Model." Business and Management Research 7, no. 1 (February 6, 2018): 35. http://dx.doi.org/10.5430/bmr.v7n1p35.
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The ability to write effectively has been widely acknowledged as a consistent problem of business graduates – even at the best colleges and universities where English is the native language of the students. This paper identifies the challenges facing business students in becoming effective writers and identifies a model for improving business student writing which business schools at colleges and universities can apply.Objective: The purposes of this paper are to address the problem of ineffective business student writing and to suggest a ten-step model for colleges and universities to implement as they seek to improve the quality of their business graduates’ writing skills. We begin by briefly summarizing the writing limitations of many business school graduates, citing examples from the scholarly literature and feedback from employers. After identifying key issues in effective writing identified by scholars, we then present ten specific components of a model for improving business writing skills and explain how each of those components fits within a comprehensive program to improve business writing. We conclude this paper with a challenge to business faculty, department chairs, and deans to raise the bar by incorporating this ten-step model for the benefit of their own students and for those students’ future employers.Method: This is a conceptual paper that examines and integrates the academic literature with concepts related to improving business student graduate skills, particularly related to their ineffective writing abilities. Results: The paper identifies ten specific steps that can be applied as part of a holistic program to remediate ineffective student writing for business school students.Conclusion: Business schools have long been ineffective in preparing their graduates to write effectively. This ten-step model presents a resource to enable business faculty and administrators to honor their obligation to their students, future employers, and society.
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Siddiqui, Anam, Hassan Danial Aslam, Hafiz Muhammad Farhan, Adeel Luqman, and Muhammad Arfan Lodhi. "Minimizing Potential Issues in Higher Education by Professionally Developing University Teachers." International Journal of Learning and Development 1, no. 1 (October 16, 2011): 59. http://dx.doi.org/10.5296/ijld.v1i1.1095.
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Abstract The major purposes of this paper is to firstly explore the relationship among three variables namely professional development of faculty members, teachers’ performance and quality of higher education, and secondly to provide solution to perceived issues and challenges faced by higher education system with the help of comprehensive model. Authors have deeply reviewed previous research studies conducted by researchers and have elaborated their views in connection with the current debate. This paper is purely qualitative in nature and authors have formulated comprehensive model that can be helpful for the policy makers and administrators of the higher education system. This comprehensive model clearly explains that if teachers are equipped with proper and well organized pedagogical as well as administrative training programs then their performance can be greatly improved which can further enhance the quality of education delivered to the students. Both pre-service and in-service professional development programs should be organized for faculty members that will improve their knowledge, skills and abilities, which in turn will further improve their academic, pedagogical and administrative job performance resulting the improvement of overall quality education. Moreover the relation that has been explored can be used to minimize many emerging problems, and perceived issues and challenges faced by higher education system. The model proposed by authors will be useful for policy makers who can then make better policies and can design improved procedures to enhance quality of education. Besides all this, the model is also helpful for management/administrators of higher education system to train and develop their faculty members on specified patterns to inculcate healthy learning among their students. Key words: Professional Development of faculty members, Perceived Issues and Challenges to Higher Education, Quality, Quality of Education, Professional Development Programs, Performance of Faculty Members.
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Gidei, Mariana. "Training and development of communication skills to future specialists in physical education and sports." Annals of "Dunarea de Jos" University of Galati Fascicle XV Physical Education and Sport Management 2 (November 26, 2019): 19–24. http://dx.doi.org/10.35219/efms.2019.2.05.
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Communicative skills are the mobilization of a set of resources that are practically manifested by those involved in the interaction and are applied to communicate successfully. Regarding the training of communication skills, we mention the three levels of their acceptance: the taxonomy and the fields assumed by the key European skills; the inner structure of skills as goals: knowledge, abilities, attitudes; university curriculum (including general and specific skills).The purpose of the experiment was to develop communication skills by introducing practical studies into the content of learning (seminars and individual work of students), increasing the value of each student's academic performance, as well as improving the student's relationship within the university collective and developing the competency model in communication needed by the specialist in the field. The research hypothesis: the introduction of practical studies in the seminars and the individual work of the students, through the use of a modern, interactive teaching vision, determines the development of students' communication skills, positive interpersonal relation and improvement of performances and academic success in the subject "Management of Communication in Physical Education and Sports". The practical-applicative research took place at SUPES, with students from the Sports Faculty in the academic year 2016-2017. The sample of subjects was made up of 28 students, the third year of studies. Methodology of research: pedagogical experiment, systematic observation method, test method, observation method, method of portfolio analysis / materials of students (sheets, posters, papers, case studies, reports, research projects created by them). The result of the research is training and development of students' communication skills in the course " Management of Communication in Physical Education and Sports", by substantiating the application methodology in the learning process, respectively the result of the knowledge, practical skills, including the attitudes trained by communication , which will lead to an increased level of their training.
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Ascione, Frank J. "Preparing Pharmacists for Collaborative/Integrated Health Settings." Pharmacy 7, no. 2 (May 20, 2019): 47. http://dx.doi.org/10.3390/pharmacy7020047.
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Pharmacy practice is changing to accommodate the need for pharmacists to be better team members in newly emerging collaborative care and integrated health systems. Pharmacy schools could lead this change by educating students to be effective participants in these relatively new models of care. Schools are encouraged to follow the approach outlined in the recent guidance published by the Health Professions Accreditors Collaborative (HPAC) for interprofessional practice and education (“the new IPE”). This approach includes articulating an IPE plan, establishing goals, assessing student achievement of the necessary IPE competencies, developing educational plans that are multi-faceted and longitudinal, and modifying the existing assessment/evaluation process to ensure the quality of the IPE effort. These curricular decisions should be based on existing and new research on the effectiveness of IPE on student’s attitudes, knowledge, skills, and behavior. A key decision is how to create effective interactions between pharmacy students and those of other professions. Educational emphasis should be directed toward team building skills, not just individual competencies. The pharmacy faculty probably need to enhance their teaching abilities to accommodate this change, such as learning new technology (e.g., simulations, managing online exchanges) and demonstrating a willingness to teach students from other professions.
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Kabaria-Muriithi, Joan, Charlene A. VanLeeuwen, Lucy Kathuri-Ogola, and Lori E. Weeks. "Expectations of Field Supervisors in Kenya: Implications for Community-based Human Service Practicums." Gateways: International Journal of Community Research and Engagement 11, no. 1 (May 31, 2018): 1–17. http://dx.doi.org/10.5130/ijcre.v11i1.5439.
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Community-based learning (CBL), which provides opportunities for undergraduate students to develop disciplinary and work-related knowledge and skills, is increasingly becoming an integral component of higher education. Similar to other countries, there is a widespread belief among employers in Kenya that there is a mismatch between university programs and labour market demands. In order to enhance the employability of graduates, many departments at a Kenyan university have incorporated work-integrated experiential learning opportunities such as practicums in the educational experience for undergraduate students. The aim of this article is to describe the expectations of field supervisors in host organisations participitating in a community-based human services program at a Kenyan University. Fifteen purposively sampled field supervisors participated in individual face-to-face interviews that included questions about their understanding of the department’s expectations of student learning activities during practicums, knowledge of the academic preparation of students in the program and challenges associated with the supervisory role. Six field supervisors exhibited some level of understanding of the expectations of their role in working with practicum students, while nine field supervisors indicated unclear expectations of the students’ practicum experience. Thematic analysis revealed key themes related to: (1) student abilities, learning goals and their contributions to the host organisations, and (2) the academic program of study and academic support available from the university faculty or staff to field supervisors. The results of our study revealed a lack of clarity around practicum expectations for most of the field supervisors interviewed and insufficient preparation of the community-based organisations to host a practicum student. Several recommendations are identified to clarify the expectations of community partner organisations and the staff providing student supervision to ensure benefits for both students and the host organisation. Results from this study can be used to inform the development or improvement of practicum opportunities focused on producing a skilled workforce.
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Maxwell, Megan, Elizabeth Hexner, Rachel McGarrigle, and Emma Meagher. "4443 Tailoring Professional Development to CTS Trainees." Journal of Clinical and Translational Science 4, s1 (June 2020): 67–68. http://dx.doi.org/10.1017/cts.2020.223.
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OBJECTIVES/GOALS: Penn instituted a Professional Development Core (PDC) to complement existing CTS education programs. Sessions were designed to advance participant knowledge and skills in key competency areas including communication, expectation setting, implicit bias and organizational structure, self-efficacy and resilience in order to enhance abilities to successfully execute career and research goals. METHODS/STUDY POPULATION: The PDC enrolled 4 cohorts totaling 87 trainees and scholars from 2016-2019. This included 35% predoctoral trainees (27 MD, 3 PhD), 39% postdoctoral trainees (29 MD, 3 PhD, 2 VMD/DVM), and 26% junior faculty (16 MD, 6 MD/PhD, 1 PhD). The two-year curriculum consists of 14 lunchtime sessions held bimonthly during academic terms. Session structures include a variety of interactive presentations, activities and facilitated discussions as well as reading material, assessment tools, and case studies. Facilitators include topic experts in academia, entrepreneurship, communications, and professional and personal development. The program is evaluated qualitatively through student satisfaction surveys after each session. RESULTS/ANTICIPATED RESULTS: Of the 2018-2019 participants, 90.8% rated the overall quality of PDC sessions as Very Good (56.05%) or Outstanding (34.75%). DISCUSSION/SIGNIFICANCE OF IMPACT: Feedback indicates that the group benefited from combining predoctoral and postdoctoral trainees, although not all content was immediately relevant to early stage trainees. Trainees appreciated the opportunity to engage with experts in disciplines typically considered outside of traditional science but critical to CTS career success. The flexibility of the curriculum allowed for inclusion of timely topics, newer suites of sessions focus on the multiple dimensions of valuing your science.
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Jackson, Ellen, Amber Anderson, Janis E. Campbell, Kathleen Moore, and Julie A. Stoner. "3457 Engaging American Indian Students in Oncology Research and Health Professions Education: A Review of the Literature." Journal of Clinical and Translational Science 3, s1 (March 2019): 69–70. http://dx.doi.org/10.1017/cts.2019.163.
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OBJECTIVES/SPECIFIC AIMS: The primary goal of the project was to conduct a narrative review of the published literature to identify and summarize best practices for developing oncology-focused research and training experiences for AI/AN undergraduate, graduate and professional students. A secondary goal was to identify methodological limitations and areas for future research related to rigorous educational program evaluation. METHODS/STUDY POPULATION:. Published literature was searched using databases relevant to oncology (PubMed, Web of Science) and sociology (PsychINFO, SocIndex). The bibliographies of identified relevant papers were searched for additional references by title. Search terms included synonyms and commonly used terms for three general areas: (1) target population (e.g., American Indian), (2) training area (e.g., oncology), and (3) educational program (e.g., undergraduate). RESULTS/ANTICIPATED RESULTS:. A current total of 107 original publications and 33 review papers that are relevant to the project goals have been identified. Key areas of program development and implementation relate to advertising and recruitment; didactic curriculum in research methods, cancer health disparities, and professional development and career planning; research immersion experiences through shadowing, networking, application of research skills, and opportunities to develop oral and written communication skills; ongoing career development support; mentoring by faculty, advanced trainees, and peers; and culture-specific enrichment. Important areas for program evaluation relate to measures of reaction, knowledge, practice and long-term outcomes. Evaluation design approaches include observational and experimental designs with recommendations for identifying relevant control groups. Strategies to ensure complete long-term follow-up are also summarized. DISCUSSION/SIGNIFICANCE OF IMPACT:.Successful programs address barriers related to perceived lack of abilities, lack of AI role models, limited culture-specific enrichment, and limited mentoring and ongoing career development support. Program directors should work with local tribal and community leaders when creating a new program. A high degree of coordination is needed to create a bicultural program to interest students in a research career and avoid the creation of barriers hidden to the program director. There are opportunities to improve the rigor of educational program evaluation in this setting by including measures beyond self-reported reaction and knowledge to focus on educational program enrollment and completion and long-term career outcomes. Methodologic challenges include identification of relevant control groups for comparison and the use of experimental designs.
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Dwihandaka, Riky, and Sumarjo Sumarjo. "Keefektifan Pemanfaatan dan Arah Pengembangan Laboratorium Prestasi dan Kondisi Fisik FIK UNY." Journal of Physical Activity and Sports (JPAS) 1, no. 1 (December 31, 2020): 124–32. http://dx.doi.org/10.53869/jpas.v1i1.27.
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This study aims to reveal the effectiveness of utilization and to find out the direction of laboratory development of achievement and physical conditions in the Faculty of Sports Science, which consists of the level of use and completeness of laboratory infrastructure, laboratory management skills, managerial abilities, individual abilities, and student attitudes towards the direction of laboratory development. This research is a qualitative research. The qualitative data collection method used is the data triangulation method which consists of: 1) Focus group discussion (FGD) for students (6 people/group), and 2) Non-participant observation in laboratory settings. The population of this study were all odd semester students who used the achievement laboratory and the physical condition of FIK UNY. The number of samples is based on the saturation of themes in focus group discussions and in-depth interviews. The sample selection of students was carried out based on convenience sampling technique, while in-depth interviews with laboratory managers used criterion sampling techniques. Data analysis used three stages consisting of: 1) data reduction, 2) reconstructive data and 3) thematic analysis. Based on the research that has been done, the results show that FIK UNY students feel that the existence of an achievement laboratory and physical condition is very useful both in its use in lectures, training and research. In increasing the use of laboratory facilities, performance and physical conditions are emphasized on their use, management, maintenance and maintenance. Laboratory achievements need to be promoted and for laboratories in physical condition, staff or laboratory personnel need to be added. The development of performance laboratories and physical conditions is directed towards maintenance and maintenance as well as the construction of a wider and more integrated building. Key words: utilization, development, laboratory Penelitian ini bertujuan untuk mengungkapkan keefektifan pemanfaatan dan mengetahui arah pengembangan laboratorium prestasi dan kondisi fisik di Fakultas Ilmu Keolahragaan, yang terdiri dari tingkat penggunaan dan kelengkapan sarana prasarana laboratorium, kemampuan pengelolaan laboratorium, kemampuan manajerial, kemampuan individual, dan sikap mahasiswa terhadap arah pengembangan laboratorium. Penelitian ini merupakan penelitian kualitatif. Metode pengumpulan data kualitatif yang dipergunakan adalah metode triangulasi data yang terdiri dari :1) Focus group discusion (FGD) pada mahasiswa (6 orang/kelompok), dan 2) Observasi non-participant pada setting laboratorium. Populasi penelitian ini adalah seluruh mahasiswa semester gasal yang menggunakan laboratorium prestasi dan kondisi fisik FIK UNY. Jumlah sampel didasarkan pada saturasi tema pada focus group discussion maupun in-depth interview. Pemilihan sampel pada mahasiswa dilakukan berdasarkan teknik convenience sampling sedangkan pada in-depth interview dengan pengelola laboratorium dengan mempergunakan teknik criterion sampling. Analisis data menggunakan tiga tahap terdiri dari: 1) data reduction, 2) data reconstrucsi dan 3) analisis thematic. Berdasarkan penelitian yang telah dilakukan diperoleh hasil bahwa mahasiswa FIK UNY merasa keberadaan laboratorium prestasi dan kondisi fisik sangat bermanfaat baik dalam penggunaannya dalam kuliah, latihan maupun penelitian. Dalam meningkatkan penggunaan sarana laboratorium prestasi dan kondisi fisik ditekankan pada pemakaian, pengelolaan, perawatan dan pemeliharaannya. Laboratorium prestasi perlu ditingkatkan promosinya dan untuk laboratorium kondisi fisik perlu ditambahkan staf atau petugas tenaga laboratorium. Pengembangan laboratorium prestasi dan kondisi fisik diarahkan dalam pemeliharaan dan perawatan serta pembuatan gedung yang lebih luas dan terpadu. Kata kunci: pemanfaatan, pengembangan, laboratorium
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Lumpkin, Angela, and Rebecca M. Achen. "Educating Doctoral Students in Kinesiology to Teach Effectively." Global Research in Higher Education 4, no. 1 (January 12, 2021): p16. http://dx.doi.org/10.22158/grhe.v4n1p16.
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Doctoral program graduates, including in kinesiology, may be inadequately prepared to become effective teachers. The purpose of this study was to examine the required courses in research and teaching for kinesiology doctoral students and the related skills and abilities most important for doctoral students to develop to be successful in their first faculty positions. Through a survey, faculty coordinators of graduate programs in kinesiology were asked to identify required courses, the relative importance of skills and abilities in research and teaching, and the preparation levels of doctoral program graduates in research and teaching. Respondents rated courses, skills, abilities, and preparation in research consistently higher than courses associated with teaching. The authors proposed recommendations for preparing a more qualified cadre of kinesiology doctoral program graduates.
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Bakar, Abu, Widyandana Widyandana, and Rossi Sanusi. "Pengaruh Pelatihan Caring terhadap Perilaku Memberikan Asuhan Keperawatan pada Mahasiswa Saat Rotasi Klinik di Politeknik Depkes Palangka Raya." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 3, no. 3 (November 21, 2014): 177. http://dx.doi.org/10.22146/jpki.25252.
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Background: Evaluation and faculty development program for dental faculty at Muhammadiyah University of Yogyakarta are necessary to improve clinical teacher abilities in skills laboratory. The objective of this study is to conduct pilot study of training program on clinical skills laboratory instructors’ teaching abilities; to measure instructors’ teaching ability before and after the training; and to understand instructors’ perception on the given training.Method: This study was a pretest-posttest single group design accompanied with qualitative method. The subjects are 12 clinical teachers and 91 students of Dental School, Muhammadiyah University of Yogyakarta. Quantitative data analysis by measuring effect size. Focus group discussion conducted after quantitative data were collectedResult: (1) There were moderate effect of clinical skills laboratory teacher’s training program to communication and clinical teaching abilities (d> 0,50). (2) The qualitative analysis showed the good perception of participants and feasibility of teacher training program, the lack of teacher of teacher training program, and the advice to improve the quality of teacher training program. Conclusion: Training of skills-lab instructors was needed to improve communication and teaching ability among skills-lab instructors.
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Mazdalifah, Fatma Wardy Lubis, and Munzaimah Masril. "Soft skill communication and prospective bachelor." ABDIMAS TALENTA: Jurnal Pengabdian Kepada Masyarakat 5, no. 1 (May 30, 2020): 97–101. http://dx.doi.org/10.32734/abdimastalenta.v5i1.4030.
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Soft Skill communication skills are very important for prospective scholars. These abilities are useful in dealing with the world of work, such as during interviews, convey ideas well, and are able to negotiate and looby. The training was attended by 150 participants from various faculties at the University of North Sumatra such as: Faculty of Mathematics and Natural Sciences, Faculty of Economics, Faculty of Engineering, Faculty of Agriculture, Faculty of Law, Faculty of Cultural Sciences. The training method uses the method of delivering two-way communication and material simulation. The result of this community service activity is the increased knowledge and skills of Soft Skill Communication candidates for the University Sumatra Utara candidate in the face of the workforce.
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Waner, Karen K. "Business Communication Competencies Needed by Employees as Perceived by Business Faculty and Business Professionals." Business Communication Quarterly 58, no. 4 (December 1995): 51–56. http://dx.doi.org/10.1177/108056999505800410.
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Implementation of total quality management and continu ous process improvement require validation of competencies by an institution's customers. This study was designed to determine if business faculty and business professionals perceive (a) business writing skills, (b) oral/interpersonal skills, (c) basic English skills, and (d) other business com munication abilities with the same degree of importance. Four one-way analyses of variance revealed no significant difference between 35 business professionals and 30 busi ness faculty concerning the four areas. However, when the 50 competencies within the four areas were ranked, some visible differences occurred in using the telephone and intercom, asking questions, and applying confidentiality.
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Connolly, AnnaMarie, Darci Hansen, Kevin Schuler, Shelley L. Galvin, and Honor Wolfe. "Immediate Surgical Skills Feedback in the Operating Room Using “SurF” Cards." Journal of Graduate Medical Education 6, no. 4 (December 1, 2014): 774–78. http://dx.doi.org/10.4300/jgme-d-14-00132.
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Abstract Background Ensuring residents develop operative skills requires application of the principles of guided learning, deliberate practice, and directed feedback. Objective We sought to create and implement a tool to promote procedural “key” step review and immediate feedback on surgical skills, and examined faculty and resident satisfaction with surgical skills feedback. Methods We created surgical skills feedback (SurF) cards for 8 gynecologic procedures. Faculty/fellows and residents completed prestudy surveys querying frequency of preoperative key step review and satisfaction with surgical skill feedback, a SurF card each time 1 of 8 procedures was performed, and poststudy surveys to evaluate for changes. Results Prestudy surveys were completed by 31 faculty/fellows and 20 residents, with 55% (17 of 31) of the faculty/fellows and 5% (1 of 20) of the residents reporting key step review before surgery. All reported low satisfaction rates with feedback frequency, quality, and timeliness. After implementation of SurF cards, preoperative key step review occurred in 78% (82 of 105) of the procedures. Twenty-one faculty/fellows (68%) and 16 residents (80%) completed our poststudy survey. Faculty/fellows reported statistically similar key step review (n = 15 [71%], P = .23), while residents reported that key step review had significantly improved (n = 6 [38%], P = .01). Resident satisfaction with feedback frequency (5% to 50%, P = .002) and quality (15% to 50%, P = .02) increased significantly. Conclusions The SurF cards we developed facilitated procedural key step review, were associated with significantly improved resident satisfaction with surgical feedback, and could prove helpful with outcomes assessments, such as Accreditation Council for Graduate Medical Education–required documentation of Milestone attainment.
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Wiseman, Cynthia S., and Holly Messitt. "Identifying Components of a Successful Faculty-Advisor Program." NACADA Journal 30, no. 2 (September 1, 2010): 35–52. http://dx.doi.org/10.12930/0271-9517-30.2.35.
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While research models show that faculty advisors play an important role in academic advising, the data are limited regarding faculty conceptualization of their roles and responsibilities as advisors. In this study, we gather faculty perspectives about the components that have made the model effective in a large, urban, community college. Faculty members describe their strategies for developing student accountability, goal-setting abilities, and decision-making skills. They also discuss strategies for building student academic success and encouraging student self-regulation and self-determination. The described program has helped increase buy-in from faculty members undertaking advising via systematized delivery. The faculty feedback will help others design and implement advising programs proven to increase persistence and reduce attrition.
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Cornu, Véronique, Christine Schiltz, Romain Martin, and Caroline Hornung. "Visuo-spatial abilities are key for young children’s verbal number skills." Journal of Experimental Child Psychology 166 (February 2018): 604–20. http://dx.doi.org/10.1016/j.jecp.2017.09.006.
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C. Ampo, Richard. "STRATEGIC DEVELOPMENT PLAN OF SELECTED STATE UNIVERSITIES AND COLLEGES (SUCS) IN CALABARZON: AN EMERGING PROCESS FOR FACULTY DEVELOPMENT PROGRAM." International Journal of Advanced Research 8, no. 11 (November 30, 2020): 315–23. http://dx.doi.org/10.21474/ijar01/12013.
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The qualifications and the competencies of the faculty is a stronghold in bringing up the quality of education in the tertiary level. Hence, this study looks through in-depth analysis the provisions in the Strategic Development Plan (SDP), focus on Faculty Development. Thus, the result becomes an outlined process for recommendation in the formulation of an action plan in the institutional level vis-Ã -vis faculty development program.Descriptive survey method was employed in this study to determine the perception of the respondents on the existence of the provisions in the Strategic Development Plan of 5 SUCs in CALABARZON, Region IV-A. Results of the study showed that all the indicators of SDP-planning, finance, management intervention, leadership focus, and learning opportunities, were perceived highly observable in connection with faculty professional development and faculty skills improvement. Likewise, findings revealed highly significant relationship among the variables under consideration. Pertinent to the outcomes of the study, teachers in higher education should enhance their professional discipline, which include interpersonal and social skills, professional growth, management and leadership abilities, as well as paralegal knowledge. It is therefore necessary to strengthen SDP comprehensively with a collaborative efforts of higher school officials and faculty to achieve the targeted goals of the SUCs towards better student learnings resulting to global-quality graduates.As to the findings of the study, it was concluded that the provisions contained in the Strategic Development Plan have significant relationship with faculty professional development and faculty skills improvement. With this finding, the null hypothesis stated as there is no significant relationship between the universitys SDP and faculty professional, faculty skills development is partially sustained.
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Shiddike, Mohammad Omar, and Asif Ali Rahman. "Engaging Faculty in Professional Development: Lessons From Bangladesh." Journal of Educational and Developmental Psychology 9, no. 2 (September 23, 2019): 124. http://dx.doi.org/10.5539/jedp.v9n2p124.
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Engagement can be defined as participation, involvement, and commitment (Harper & Quaye, 2015). This paper explains faculty engagement in professional development. Faculty engagement in professional development can be defined as faculty participation and involvement in formal and informal learning activities. These formal and informal activities focus on professionalism that might include exercises leading to the development of knowledge, skills, abilities, values, and self-awareness. Some examples of these formal and informal learning activities are classroom teaching, curriculum and instruction development, training, consulting, faculty/student interactions, workshops/conferences, and academic publications etc. Faculty engagement in professional development incorporates the total sum of formal and informal learning or continuous learning throughout one’s career (Broad & Evans, 2006; Capps, Crawford, & Constas, 2012). Since professional development includes faculty engagement, the paper explores how university faculty professionally develop themselves through engagement.
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Simarmata, Jonner. "KORELASI PERSEPSI DOSEN TERHADAP KEMAMPUAN MANEGERIAL DEKAN DENGAN MOTIVASI BERPRESTASI DOSEN DI LINGKUNGAN UNIVERSITAS BATANGHARI." EKONOMIS : Journal of Economics and Business 1, no. 1 (September 28, 2017): 89. http://dx.doi.org/10.33087/ekonomis.v1i1.10.
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It is believed that managerial skills of a leader significantly affect the motivation of employees. This research aims at finding whether or not deans’ managerial skills of Pedagogics Faculty (X1), Economics Faculty (X2), Law Faculty (X3), Engeneering Faculty (X4) and Agriculture Faculty (X5) of Batanghari University significantly affect achievement motivation of leacturers of Pedagogics Faculty (Y1), Economics Faculty (Y2), Law Faculty (Y3), Engeneering Faculty (Y4) and Agriculture Faculty (Y5) of Batanghari University respectively. For this purpose, questionnaire was distributed to 77 respondents who were randomly selected from the five faculties to obtain data. Then, the data collected was analyzed by using simple correlation analysis of Pearson Product Moment and simple regression analysis. The t-test at the level of 95% was used to test the hypotheses. The result of the analysis shows that 1) X1 is proved not to correlate significantly with Y1. This means that dean’s managerial skills have no affect on lecturers’ achievement motivation in Pedagogics Faculty with contribution of only 5%. This also means that dean’s managerials skills cannot be used to improve lecturers’ achievement motivation in Pedagogics Faculty, 2) X2 is proved not to significantly correlate with Y2. This means that dean’s managerial skills have no affect on lecturers’ achievement motivation in Economics Faculty with contribution of only 14%. This also means that dean’s managerial skills cannot be used to improve lecturers’ achievement motivation in Economics Faculty, 3) X3 is proved no to significantly correlate with Y3. This means that dean’s managerial skills have no affect on lecturers’ achievement motivation in Law Faculty with contribution of only 19%, This also means that dean’s managerial skills cannot be used to improve lecturers’ achievement motivation in Law Faculty, 4) X4 is proved not to significantly correlate with Y4. This means that dean’s managerial skills have no affect on lecturers’ achievement motivation in Engenerring Faculty with contribution of only 1%. This also means that dean’s managerial skills cannot be used to improve lecturers’ achievement motivation in Engeeering Faculty, 5) X5 is proved to correlate significantly with Y5. This means that dean’s managerial skills have significant affect on lecturers’ achievement motivation in Agriculture Faculty with contribution of 56%. This also means that dean’s managerials skills can be used to improve lecturers’ achievement motivation in Agriculture Faculty. Regression analysis shows that Y5 = 0.48 + 0.35(X5). Ini berarti if dean’s managerial skills of Agricultural Faculty (X5) increases by 1 then lecturers’ achievement motivation of Agriculture Faculty (Y5) will increase by 0.39.Key Words: dean’s managerial skills, lecturer’s achievement motivation
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Saudek, Kris, Robert Treat, Amanda Rogers, Danita Hahn, Sara Lauck, David Saudek, and Michael Weisgerber. "A novel faculty development tool for writing a letter of recommendation." PLOS ONE 15, no. 12 (December 16, 2020): e0244016. http://dx.doi.org/10.1371/journal.pone.0244016.
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Objective Based on a national survey of program directors we developed a letter of recommendation (LOR) scoring rubric (SR) to assess LORs submitted to a pediatric residency program. The objective was to use the SR to analyze: the consistency of LOR ratings across raters and LOR components that contributed to impression of the LOR and candidate. Methods We graded 30 LORs submitted to a pediatric residency program that were evenly distributed based on final rank by our program. The SR contained 3 sections (letter features, phrases, and applicant abilities) and 2 questions about the quality of the LOR (LORQ) and impression of the candidate (IC) after reading the LOR on a 5-point Likert scale. Inter-rater reliability was calculated with intraclass correlation coefficients (ICC(2,1)). Pearson (r) correlations and stepwise multivariate linear regression modeling predicted LORQ and IC. Mean scores of phrases, features, and applicant abilities were analyzed with ANOVA and Bonferroni correction. Results Phrases (ICC(2,1) = 0.82, p<0.001)) and features (ICC(2,1) = 0.60, p<0.001)) were rated consistently, while applicant abilities were not (ICC(2,1) = 0.28, p<0.001)). For features, LORQ (R2 = 0.75, p<0.001) and IC (R2 = 0.58, p<0.001) were best predicated by: writing about candidates’ abilities, strength of recommendation, and depth of interaction with the applicant. For abilities, LORQ (R2 = 0.47, p<0.001) and IC (R2 = 0.51, p<0.001) were best predicted by: clinical reasoning, leadership, and communication skills (0.2). There were significant differences for phrases and features (p<0.05). Conclusions The SR was consistent across raters and correlates with impression of LORQ and IC. This rubric has potential as a faculty development tool for writing LORS.
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Eaton, Kenneth A. "Launch of Key Skills in Primary Dental Care." Primary Dental Care os12, no. 4 (October 2005): 142–43. http://dx.doi.org/10.1308/135576105774342956.
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On the morning of Tuesday, 21st June 2005 an audience of approximately 150 attended the launch of the Faculty of General Dental Practice (UK)'s Key Skills in Primary Dental Care e-learning programme. This package consists of seven modules each of which deals with a skill that is fundamental to the safe practice of clinical dentistry, not just in primary care, as the title suggests, but all areas including primary and secondary care. The package is available as a series of seven CD-ROMs or online at a protected website. The seven key skills are: • Infection control. • Legislation and good practice guidelines. • Clinical record keeping. • Team training. • Radiography. • Risk management and communication. • Medical emergencies. The launch consisted of a series of short presentations followed by a question and answer session.
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Kozlovska, Maria, Daniela Mackova, and Marcela Spisakova. "Key competencies of civil engineering faculty graduates in Slovak republic." International Journal for Innovation Education and Research 3, no. 11 (November 30, 2015): 110–16. http://dx.doi.org/10.31686/ijier.vol3.iss11.474.
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One of the main tasks of university is to provide an education which supported the expert, as well as the key competencies of graduates. The gained expert competencies are preconditions for the implementation of selected ocupations. On the other hand, there is not always a direct correlation between success of graduates in school and their professional life. Moreover, the employers in the construction sector claim that the key competencies – skills and attitudes of person and its readiness for the life quality are very important. The key competencies enable person to continuously update its knowledge and skills needed in practice. The definition and selection of key competencies of university graduates are always influenced by valuable and crucial needs of society. Therefore, we cannot define the key competencies in generally for the university graduates. This paper is focused on the definition of key competencies for graduates of study programme “Technology and Management in Construction” at Civil Engineering Faculties in Slovakia through the processing of various sources – the competence profile of graduates which was defined by teachers of this study programme and by the structured interviews with employers.
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Fleshman, James W. "How to Develop a Leadership Training Program." Clinics in Colon and Rectal Surgery 33, no. 04 (June 3, 2020): 204–11. http://dx.doi.org/10.1055/s-0040-1712975.
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AbstractLeadership training is an essential component of faculty development and resident training. Characteristics of leaders include growth mindset, curiosity, humility, selflessness, intrinsic motivation, hunger to achieve, insight, collaboration, harmony, introversion and analytical approach (inherited) and emotional intelligence, empathy, flexibility, adaptability, conflict management, resilience, interpersonal skills, and judgment (learned). Training for each of these characteristics will enhance the leadership abilities of the surgical department.
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Almahasheer, Muneerah B., Abdullah Al Rubaish, Abdullah Alkadi, Mahmoud A. Abdellatif, Vijaya Ravinayagam, Assaf, Wael Fateh, Palanivel Rubavathi Marimuthu, and Nuhad A. Alomair. "Faculty readiness for online teaching at Imam Abdulrahman Bin Faisal University during the COVID-19 crisis: a cross-sectional study." F1000Research 10 (August 20, 2021): 840. http://dx.doi.org/10.12688/f1000research.28173.1.
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Background: The outbreak of the COVID-19 pandemic has affected the education sector around the world. In order to control the spread of the virus, eLearning practice has been introduced in Saudi higher education. Such online communication has become an important tool to narrow the teaching practice gap. This study assessed the characteristics of eLearning and distance learning and the inclination of Imam Abdulrahman BinFaisal University (IAU) faculty members in terms of skills, and managing classes and tests using online learning tools. Methods: A QuestionPro questionnaire with 22 questions on eLearning experience, training experience, and skills and knowledge in the educational process of IAU teaching faculty was conducted through the online university e-mail domain. The questionnaire was sent to the IAU’s teaching faculty. The questionnaire’s reliability was studied using Cronbach’s a coefficient. The criterion value was statistically studied using the KMO (Kaiser-Meyer-Olkin) and Bartlett’s test. The variables associated with the present survey model were analysed using Structural Equation Modelling (SEM). Results: The study showed positive responses and readiness (skills and abilities) and the effectiveness of IAU’s faculty members to perform e-learning activities during COVID-19. IAU faculty received a strong positive response, and the respondents were also impressed with and agreed on trainer knowledge, session management, communication and expertise on training topics. Conclusions: The positive response indicates the readiness of IAU to provide the necessary support (tools, information and updates) required for a successful online educational process.
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Iyai, Deny Anjelus, Siska Syaranamual, and Alexander Yaku. "Improving Academic Skills on Freshmen Student Performance in Mastering Learning Skills." JPI (Jurnal Pendidikan Indonesia) 10, no. 1 (March 10, 2021): 23. http://dx.doi.org/10.23887/jpi-undiksha.v10i1.24593.
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This study aims to describe the capacity of students' learning skills, provide and develop problem-solving learning skills, prepare appropriate modules that are used by students, and encourage counseling and learning development units. The method used in this action research is a qualitative research design. The research technique was carried out by using a case study approach and observation. The results showed that the students' mathematical abilities ranged from 26-50 (57.14%). Only 14% (11.43% + 2.86%) of AgtSP students have capacities in basic mathematics. Learning skills, for example, reading and writing, had lower AgtSP values, namely 37.14% and 34.29%. AgtSP is still dominated by Papuan students (86%) and a small proportion of non-Papuan students (14%). Many students enrolled in AgtSP graduated from Social Sciences (38%), some graduated from Agricultural High School (33%), and a few graduated from natural sciences 21%) and a small number of students graduated from Non. Agricultural Senior High School, namely administration interest. Student GPA has increased in the number of students who have GPA scores. 23 components affect student learning skills at the university level as experienced by AgtSP. The conclusion is the low scores obtained by mathematics, reading, and writing students enrolled in the Faculty.
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Deasyanti, Deasyanti, and Anna Armeini Rangkuti. "SELF REGULATION LEARNING PADA MAHASISWA FAKULTAS ILMU PENDIDIKAN UNIVERSITAS NEGERI JAKARTA." Perspektif Ilmu Pendidikan 16, no. VIII (October 31, 2007): 13–21. http://dx.doi.org/10.21009/pip.162.2.
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University students have to learn independently. They must have skills of how to learn: thinking ability, thinking process, and learning motivation. Those abilities in cognitive psychology are known as self-regulated learning. This research involve 128 students of Education Faculty of Jakarta State University to know about description of self-regulated learning, difference of self-regulated learning between study programs, and correlation of self-regulated learning withacademic achievement.
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Bury, Sophie. "Learning from faculty voices on information literacy." Reference Services Review 44, no. 3 (August 8, 2016): 237–52. http://dx.doi.org/10.1108/rsr-11-2015-0047.
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Purpose This paper aims to investigate faculty conceptions of information literacy (IL) in a digital information landscape by examining faculty definitions of IL in the context of undergraduate education, as well as faculty perceptions of, and expectations for, undergraduate IL knowledge and abilities. Design/methodology/approach This is a qualitative research study with 24 semi-structured interviews of faculty in different disciplines at a large public research university in Toronto, Ontario. Findings Faculty view IL as fundamentally intertwined with other academic literacies and as central for the successful pursuit of much undergraduate academic research work including developing autonomous, engaged learners. Faculty place special emphasis on fostering higher-order cognitive skills, especially developing a questioning disposition and the ability to evaluate, contextualize and synthesize information sources. Faculty see considerable scope for improvement of undergraduate IL capabilities, and a large majority see a role for themselves and librarians here. Practical implications Findings of this and other studies align well with core elements in the new IL guidelines and frameworks for higher education both in North America and the United Kingdom. This includes highlighting a need for a strong faculty role in shaping IL in higher education in the future, a need for a holistic lens in developing multiple academic literacies, an emphasis on high-order cognitive abilities and a recognition of the importance of affective dimensions of learning IL. Originality/value This paper fills a gap in the literature where there is an absence of studies, especially of a qualitative nature, which explore faculty conceptions of IL. A majority of studies published focus instead on librarian conceptions and practice.
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Zulkipli, Zulinda Ayu. "Identifying Scientific Reasoning Skills Of Science Education Students." Asian Journal of University Education 16, no. 3 (October 21, 2020): 275. http://dx.doi.org/10.24191/ajue.v16i3.10311.
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The article discusses a study carried out to investigate scientific reasoning skills among 82 science pre-service teachers at the Faculty of Education, Universiti Teknologi MARA (UiTM), one of the public universities in Malaysia. The development of general scientific abilities is critical to enable students of science, technology, engineering, and mathematics (STEM) to successfully handle open-ended real-world tasks in their future careers. Teaching goals in STEM education include fostering content knowledge and developing general scientific abilities. One such ability is scientific reasoning. Scientific reasoning encompasses critical thinking skill is an important and vital learning outcome in modern science education. Lawson (1978) categorized scientific reasoning into four domains: Conservative Concept, Proportional Concept, Control Variable and Probabilistic Thinking, and Hypothetical-Deductive Reasoning. An instrument by Lawson (1978) was adapted for the study. The findings show that a majority of the science pre-service teachers possess low ability in scientific reasoning. It is also found that there was no significant difference among the science pre-service teachers of the physics, biology and chemistry disciplines examined. Physics students had developed higher ability in Conservative Concept, Proportional Concept, and Hypothetical-Deductive Reasoning and chemistry students had higher ability in Control Variable and Probabilistic Thinking, whereas biology students had moderate ability in the four scientific reasoning patterns.
KEYWORDS: scientific reasoning; science education; higher education.
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Turocy, Paula Sammarone. "The Impact of Instructor Expertise and Competency on Student Learning and Strategies for Improvement." Athletic Training Education Journal 10, no. 4 (October 1, 2015): 328–31. http://dx.doi.org/10.4085/1004328.
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Context Paradoxes exist in athletic training education. Practicing athletic trainers must be able to demonstrate competency in the knowledge, skills, and abilities that span the scope of practice. To supervise students preparing to be athletic trainers, preceptors must be credentialed to practice and meet continuing education requirements across the scope of practice. However, to teach students in the classroom/lab settings, athletic training faculty must be “qualified through professional preparation and experienced in their respective academic areas as determined by the institution,” “be recognized by the institution as having instructional responsibilities,” and must “incorporate the most current athletic training knowledge, skills, and abilities as they pertain to their respective teaching areas.” These requirements then help to prompt the question of how to transition athletic training educators from competent professionals who are clinical generalist to experts in both the content and clinical skills they are required to teach. Objective To describe the differences between expert and novice teachers, as well as the impact of content expertise on athletic training student learning. Suggestions for improving content expertise and teaching expertise also will be discussed. Background Distinct differences exist in not only the methods used but also the learning outcomes of novice versus expert faculty. Faculty who have both content and clinical expertise in the areas that they teach are able to maximize student learning by making connections within and across content areas, as well as understand and adapt to their learners. Lacking this foundational background, novice teachers spend much of their limited planning time learning required content or trying to create appropriate ways to teach that content. While students are able to recognize differences between expert and novice teachers and learn despite the effectiveness of the teacher, learning is better and at greater depths when the teachers are more expert.
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Zoraya, Sabrina Intan, Mutiara Tri Florettira, Rizma Adlia Syakurah, Abdillah Adipatria B. Azhar, Andika Okparasta, and Tri Hari Irfani. "The impact of peer assisted learning on mentors’ academic life and communication skill in medical faculty: A systematic review." International Journal of Public Health Science (IJPHS) 10, no. 2 (June 1, 2021): 401. http://dx.doi.org/10.11591/ijphs.v10i2.20717.
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Peer assisted learning (PAL) was initiated to support the first-year students. In medical faculty, first-year students often find starting new academic life challenging. The impact from the peer mentors’ aspect is not widely explore. The aim of this study was to review studies that reported the impact of PAL programs on peer mentors in medical faculty, particularly on their academic life and communication skill. The DOAJ, PubMed Central, SciELO, and Science Direct databases advanced search used to conduct a systematic literature searching. Systematic search was performed according to preferred reporting items for systematic reviews and meta-analysis (PRISMA) checklist recommendations. Five studies were included. All of the reviewed studies shown the impact of PAL programs on mentors’ academic life. Three studies have shown both the impact of PAL programs on mentors on their academic life and communication skill. Studies in this review have shown positive impacts on mentors’ academic life and communication skill. Good communication skills, empathy, leadership and teaching skills will promote individual abilities and skills as a doctor, be it as a practitioner, or as an educator.
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Tagaeva, D., and Zh Toktomambetova. "The Formation of Key Competencies in Geometry Lessons." Bulletin of Science and Practice 6, no. 8 (August 15, 2020): 256–59. http://dx.doi.org/10.33619/2414-2948/57/29.
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The article discusses the tasks of developing students’ creative abilities in geometry lessons. The systematic work of a teacher in instilling students’ skills in finding various ways to solve contributes to the development of logical search methods, which, in turn, develops students’ research abilities. If it is required to apply several methods at the same time, schoolchildren try to find the most original, beautiful, economical solution. For this, students perceive many creative facts, methods and techniques, analyze them from the point of view of applicability to a given situation in a task, and gain experience in applying the same knowledge to various issues. All this activates the educational activities of students, instills interest in the subject.
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Kudin, S. F. "Formation of self-regulation culture of physical education faculty." Physical education of students 20, no. 1 (February 28, 2016): 49–54. http://dx.doi.org/10.15561/20755279.2016.0107.
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Purpose: to experimentally substantiate effectiveness of pedagogic conditions of self-regulation culture formation of future physical culture teachers. Material: in the research 110 3rd year students of physical education faculty participated. The students were questioned. The level of students’ anxiety was assessed. Results: Implementation of the author’s course in educational process facilitated formation of students’ self-regulation skills and abilities; raises confidence and self estimation; influences positively on functional state. It was found that students acquire ability to consciously observe their own verbal constructs of negative thinking and create positive alternatives. Conclusions: preparing of future physical culture teachers stipulates his (her) ability to effectively fulfill professional functioning in the aspect of health preservation. The necessary conditions of self-regulation culture formation are formation of students’ holistic value-meaningful attitude to individual health and health of surrounding people.
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Teli, Shivayogappa S., M. Senthilvelou, K. Soundariya, Deepika Velusami, Senthamil selvi K, and Mangani Mangalavalli S. "Design, Implementation and Evaluation of Student-centric learning in Physiology." Research and Development in Medical Education 10, no. 1 (July 6, 2021): 12. http://dx.doi.org/10.34172/rdme.2021.012.
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Background: The quality of teaching and learning in health education determines the competency of doctors produced and ultimately the patient care. Realizing the necessity of active learning at the undergraduate level, curricular reforms are crucial to ensure that students play an active role in their learning process and absorb the prerequisite qualities of a competent health professional. The current study aimed to implement and evaluate case-based learning in a physiology curriculum. Methods: The study included 150 first-year MBBS students using a mixed methods research design. A short lecture on anemia was followed by two sessions of case-based learning with a gap of one week. A structured questionnaire usinga 5-point Likert scale was used to collect students’ perceptions. The internal consistency of the questionnaire had a Cronbach’s alpha of 0.8. Faculty feedback was collected using a Focus Group Discussion. Results: Of 145 participants, 117 provided feedback. Students perceived that the case-based learning method promoted meaningful learning (83%); helped in the future application of knowledge (81%);helped to understand physiology concepts better (72%); improved studentteacher relationships (72%); was effective in understanding the anemia topic (71%); led to the development of problem-solving abilities (70%); encouraged teamwork (69%); motivated selfdirected learning (66%); and improved communication skills (65%). Faculty members suggested developing an assessment plan for future case-based learning sessions. Conclusion: According to student and faculty feedback, case-based learning is an effective, active teaching-learning tool that improves students’ understanding of basic concepts, clinical knowledge, problem-solving abilities, teamwork, communication skills, student-teacher relationship, and self-directed learning.
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Zhula, V. P. "Development of motive skills of students while making underarm pass during playing volleyball." Physical education of students 18, no. 6 (December 28, 2014): 13–16. http://dx.doi.org/10.15561/20755279.2014.0603.
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Purpose: The effect of the experimental procedure on the development of motor abilities of students in the course of employment volleyball. Material : The experiment involved 80 students of the Faculty of Physical Education. Results : Studies have shown that when passing the ball with two hands at the bottom of the students there is a certain dynamic changes in the structure of support interactions, which is expressed by the increase of biodynamic and time indicators on 8.19% of the students in the control group and 16.17% of the students in the experimental group. The technique allowed tenzodynamometry qualitatively assess the level of development of motor abilities of students in performing the ball with two hands at the bottom. Determine the validity of the growth of average indicators support reactions of the body of students in the experimental group when the transfer of the ball with two hands at the bottom. Conclusions : Recommended every lesson during warmup volleyball include special exercises, tasks are executed sequentially, with a gradual increase in load as the assimilation of motor actions, use the methods of biomechanical control.
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Ahn, Yang Heui. "Critical Thinking and the Standards of Nursing Education." Journal of Educational Evaluation for Health Professions 1 (January 31, 2004): 99. http://dx.doi.org/10.3352/jeehp.2004.1.1.99.
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Critical thinking is the basis of professional nursing practice and is essential in the current complex health care delivery system. A major goal of baccalaureate nursing education is the development and promotion of students' ability to think critically. In America, the National League for nursing outcome-oriented accreditation process challenged nursing faculty to think about teaching and evaluating critical thinking. Based on nursing literature, the findings were inconsistent because of a lack of consensus on a definition of critical thinking and the measurement of critical thinking utilizing critical thinking instruments non-specific for nursing. However, a variety of teaching-learning strategies in nursing education were effective in the development of critical thinking dispositions and skills among nursing students. The author provides insight and ideas for nursing faculty as follows: 1) nursing programs must define critical thinking operationally in relation to their curricula; 2)nursing faculty must be knowledgeable concerning evaluation of critical thinking disposition and skills and construct a standardized critical-thinking instrument that is specific to the discipline of nursing; 3) nursing faculty must develop teaching-learning strategy in nursing education for improving students' critical thinking abilities. These are prerequisite for critical thinking which should be considered as a criterion in The Standards of Nursing Education in Korea.
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Wittman, Deborah, Craig Kovera, Maureen Sullivan, and Martha M. Rumore. "Incorporating a Drug Information Consult into a Pharmacy Practice Course to Build Literature Search and Evaluation Skills Through a 3-Stage Model." Journal of Pharmacy Practice 30, no. 3 (May 19, 2016): 306–12. http://dx.doi.org/10.1177/0897190016637793.
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Objective: Pharmacy students need to be equipped with skills to research and evaluate literature to effectively apply evidence-based medicine (EBM) in practice. To prepare them, a 3-stage approach to writing a drug information consult (3sDIC) was incorporated into a pharmacy course. The primary objective was to assess students’ abilities to retrieve and analyze literature pursuant to a drug information consult. Secondary objectives were to examine feasibility of faculty participation and continuation of the assignment. Design: Ninety students were given a clinical scenario about a patient. The assignment consisted of 3 stages incorporating use of the Population, Intervention, Comparison intervention, Outcome (PICO) method and modified systematic approach (MSA) for stage 1, evaluation of primary literature to write a draft for stage 2, and stage 3, the final consult. All 3 stages were reviewed and graded by faculty. Assessment: All students completed the 3sDIC, with no grade failures. The rubric employed by faculty was effective, providing students the opportunity to improve the consult. The 3sDIC was found to be feasible with adequate faculty support. Conclusion: The 3sDIC, although not a substitute for a complete drug information course, demonstrated a streamlined approach for Pharmacy year 2 (P2) students to acquire and develop drug information skills.
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Argelagós, Esther, and Manoli Pifarré. "Key Information-Problem Solving Skills to Learn in Secondary Education: A Qualitative, Multi-Case Study." Journal of Education and Learning 5, no. 4 (July 13, 2016): 1. http://dx.doi.org/10.5539/jel.v5n4p1.
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<p>Internet has become one of the most important information sources for students’ personal and academic life. In addition, the World Wide Web is receiving increased attention in education because of its potential to support new forms of learning. However, using the information from the net for learning requires the development of a set of abilities such as searching and tackling information from the Internet to find solutions of a problem—this set of abilities is called Information-Problem Solving (IPS) skills. The main objectives of this study are the following three: first, to provide a detailed description about how secondary students solve an IPS task; second, to identify key IPS skills, sub-skills, and regulation activities that have more incidence upon students’ success to solve a problem using digital information on the Web; and third, to use this information to draw educative guidelines to design web-based instructional process and foster IPS in secondary classrooms. In-depth analyses of quantitative and qualitative data of a multi-case study allowed us to identify distinctive patterns and sequences of IPS skills used by students to solve a task. Furthermore, IPS skills (defining the problem and search for information), sub-skills (specifying search terms and selecting results from a SERP), and regulation activities (orientation on the task, monitoring, and testing) were identified as key skills which have more incidence in students to solve successfully IPS tasks to learn curricular contents at school.</p>
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Yezhova, Olesya Nikolaevna, and Natalia Ivanovna Ulendeeva. "Organizational skills development in the sphere of entrepreneurial activity of penitentiary system prospective employees." Samara Journal of Science 6, no. 2 (June 1, 2017): 226–30. http://dx.doi.org/10.17816/snv201762306.
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The paper analyzes conditions and requirements for production activities organization at penitentiary system institutions at the present stage of social and economic relations development that imply the necessity for entrepreneurial activities organizational skills. The authors consider approaches to the definition of entrepreneurial activity organizational abilities and their own definition of this concept is given through the individual psychological characteristics of the individual that is necessary for successful productive activities organization that involves effective production resources and factors use to achieve economic goals. For effective professional competencies development in the field of production the authors propose to identify the composition and structure of cadets and students organizational abilities, including cognitive, emotional-volitional and behavioral components. They suggest organizing educational process of Economics and Fundamentals of Management in Law Enforcement students that could study nature and structure of production relations in the penal correction system, identify mechanisms, conditions and factors for convicts professional resources management. In elective classes the authors propose to introduce technology of organizational skills development in entrepreneurial activity through a practice-oriented model of training, which assumes the inter-faculty nature of education where the educational process has a continuous formative character. At the training sessions the authors propose to use integrated tasks that develop cognitive component of organizational abilities in business activity among cadets.
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Eastman, Jacqueline K., and Cathy Owens Swift. "Enhancing Collaborative Learning: Discussion Boards and Chat Rooms as Project Communication Tools." Business Communication Quarterly 65, no. 3 (September 2002): 29–41. http://dx.doi.org/10.1177/108056990206500304.
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Group projects are integral to the business curriculum and can be useful in devel oping students' skills and abilities as managers. However, fuculty encounter sev eral problerns with group projects, including assessing students' efforts, aiding good communication and coordination among members, and making sure the project is a truly collaborative effort. Technology may aid in addressing these problems; elec tronic discussion boards and chat rooms, for example, can help faculty and stu dents enhance collaboration and increase the accountability of group members.
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Kumar, Dinesh, Rajasekhar S.S.S.N, and Raveendranath Veeramani. "Perceiving the effectiveness of structured peer observation of teaching among anatomy postgraduate students– single institutional experience." Research and Development in Medical Education 9, no. 1 (March 7, 2020): 1. http://dx.doi.org/10.34172/rdme.2020.001.
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Background: Peer observation is one method of honing teaching skills by evaluating the presentation skills of others with a two-way process of improvement based on critical reflection.Structuring the process of peer observation helps identify gaps where individual students may err while teaching. The main aim of this initiative is to evaluate the quality of teaching among postgraduate students in one department using the principles of peer, near-peer, and faculty observation. Methods: Structured peer observation of postgraduate seminars was conducted where students’teaching skills were critically commented upon by peers, near-peers, and faculty. Measurements included perceived confidence of students in the feedback process, self-appraisal of competence in selected teaching behaviours and participants’ attitude towards the process of observation using quantitative methodologies. The results were analysed using descriptive statistical methods and expressed as measures of central tendency. Results: Overall outcomes were highly positive in terms of confidence and appraisal abilities of students in the feedback process. The attitudinal perceptions of students were also positive. Conclusion: Using feedback from peer and near-peer evaluation, students can develop the teaching skills which will later manifest as beneficial teaching practices in long run. By repeatedly observing and then enacting teaching practices, the gap existing between the current state and the desired state of performance can be reduced.
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Barrett, Jessica L., Craig R. Denegar, and Stephanie M. Mazerolle. "Challenges Facing New Educators: Expanding Teaching Strategies for Clinical Reasoning and Evidence-Based Medicine." Athletic Training Education Journal 13, no. 4 (December 1, 2018): 359–66. http://dx.doi.org/10.4085/1304359.
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Context: It is the educator's responsibility to prepare the students to be clinicians who think and reason critically while integrating research evidence into practice. Those new to the role of faculty member, who lack clinical and teaching experience, face challenges in the classroom application of those concepts. Objective: To discuss the challenges facing new faculty members and present strategies for addressing them. Specific faculty challenges addressed include learning their roles as educators and teaching multifaceted concepts, such as clinical reasoning and evidence-based medicine. Background: Experience provides a framework for a professional to balance multiple demands, whether as a new instructor teaching or a clinician synthesizing information to determine a course of action. Many new educators do not have extensive experience either clinically or in the classroom. This can cause anxiety as educators are confounded by their roles and responsibilities. Students likewise lack experience and may not possess the ability to systematically analyze patient encounters or research evidence. Constructivist learning theory paired with adult learning principles can address the learning needs of faculty members and students alike. Recommendation(s): Programs must provide assistance for new faculty and implement strategies for students to learn reasoning skills. Use of constructivist learning theory and application of the adult learning model are ways to address these deficiencies. Integrating concepts of active learning and self-direction while aligning expectations and creating overlap between classroom and clinical domains can assist in addressing the challenges faced by new faculty and students. Conclusion(s): The systematic process of evidence-based decision making is grounded in utilizing evidence. Strategies must be identified and implemented throughout curricula to target and enhance students' abilities to organize and synthesize information. Educators must use new methods in their own learning and teaching to enhance their students' abilities. New faculty members in particular require assistance in negotiating their roles.
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Rusdi, Rusdi, Firmansyah Dlis, Johansyah Lubis, Anggri Dwi Nata, and Whalsen Whalsen. "The Effect of Teaching Style Pratice, Reciprocity, Inclusion and Learning Motivation on Butterfly Swimming Skills." Kinestetik : Jurnal Ilmiah Pendidikan Jasmani 4, no. 2 (September 25, 2020): 63–69. http://dx.doi.org/10.33369/jk.v4i2.12574.
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Teaching styles have a very big role in improving students' learning abilities, by various learning styles it is hoped that students can find most appropriate teaching style that can improve student skills in learning, especially in the basic motion course of swimming. The training teaching style, reciprocity, inclusion of Mosston was selected in this study and learning motivation as the moderator variable was divided into 2 parts, they’re high and low. to determine the effect of teaching Style Pratice, reciprocal inclusion and learning motivation on butterfly swimming skills in male students at the Sports and Health Sciences Faculty. Method used in this study is an experimental method with a 3x2 factorial design. Subjects in the study were male students at the Sports and Health Education Faculty, Teachers' Training Institute, Indonesia Teachers Association, Pontianak. Based on the study results, it’s known that the reciprocal teaching style is better than teaching Style Pratice, the inclusion teaching style is better than the teaching Style Pratice and the inclusive teaching style, reciprocity is equally good in learning butterfly style swimming skills in male students at FPOK IKIP PGRI Pontianak.
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Cunha, Kamylla Santos da, Carolina Kahl, Cintia Koerich, José Luís Guedes dos Santos, Gabriela Marcellino de Melo Lanzoni, and Alacoque Lorenzini Erdmann. "University management: contributions for nurses who are faculty members and managers." Revista Brasileira de Enfermagem 70, no. 5 (October 2017): 1069–74. http://dx.doi.org/10.1590/0034-7167-2017-0068.
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ABSTRACT Objective: To comprehend how university management contributes on the performance of nurses who are professors and managers in a public university. Method: Qualitative research anchored on the Grounded Theory. The setting to collect the data was a public university in south Brazil and it happened between May and September of 2016. A total of 19 nurses took part in the study, all of them also faculty members and managers that were divided in two sample groups. Results: Two subcategories were created: the comprehension that university management improves the faculty performance; obtaining a wider view of the university. Final considerations: The contributions of university management for faculty nurses who are managers are mainly on the personal and professional satisfaction through the production and dissemination of knowledge, reflecting positively on the refinement of the teaching competences to train Nurses with knowledge, technical skills and cognitive abilities to answer society’s needs.
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Barker, Randolph T., and Robert H. Stowers. "The Perception of Communication Related Value-Added Educational Activities: A Survey of Graduate Business Students." Journal of Technical Writing and Communication 37, no. 3 (July 2007): 347–54. http://dx.doi.org/10.2190/tw.37.3.g.
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The purpose of this article is to evaluate value-add methods and activities applied to organizational communication college-level course work. Graduate organizational communication faculty are aware that their classes serve as direct preparation for students entering business and professional careers. The knowledge learned and the skills acquired in these communication classes are abilities that students take with them to the career marketplace. As such, instructors look for ways to extend the boundaries of the classroom beyond the text and traditional instruction. Faculty believe that each method selected adds value to the educational experiences of students. However, do these methods and activities truly add value to the educational experience as the instructors hope they will? Furthermore, are specific programs more valuable than others?
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Gherghina, George, Dragos Tutunea, Nicholas Lambrache, and Dragos Popa. "About Mechatronics in the Engineering Education at the Faculty of Mechanics Craiova." Applied Mechanics and Materials 822 (January 2016): 360–64. http://dx.doi.org/10.4028/www.scientific.net/amm.822.360.
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In the conditions of the accentuated globalization and marked by a strong economical concurrence, the development of the present society imposes a new type of education. This must take into account all dimensions of the human being because our whole individual and social life is structured by education. The confirmation of the creative valences of Mechatronics in all fields makes possible the appearance of a new philosophy compatible with the actual technological and informatical development in society. At the base of the Mechatronics’ principles in Education is situated the development of the systemic thinking and the formation of the work abilities in team based on the informatics role in all fields. In mechatronic Education is followed by the formation of the information, mental action and social skills.