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Journal articles on the topic 'Topic specific professional knowledge'
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Stender, Anita, Maja Brückmann, and Knut Neumann. "Transformation of topic-specific professional knowledge into personal pedagogical content knowledge through lesson planning." International Journal of Science Education 39, no. 12 (2017): 1690–714. http://dx.doi.org/10.1080/09500693.2017.1351645.
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Aydin, Sevgi, Patricia M. Friedrichsen, Yezdan Boz, and Deborah L. Hanuscin. "Examination of the topic-specific nature of pedagogical content knowledge in teaching electrochemical cells and nuclear reactions." Chem. Educ. Res. Pract. 15, no. 4 (2014): 658–74. http://dx.doi.org/10.1039/c4rp00105b.
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The purpose of this study was to examine experienced chemistry teachers' pedagogical content knowledge (PCK) for two different topics in chemistry to better understand how PCK is specific to topic, including whether all components of PCK are topic-specific and to what degree. To explore the topic-specific nature of PCK, we examined two experienced teachers' PCK using a case study methodology. Multiple data collection strategies were used, including a card-sorting activity, Content Representation (CoRe), semi-structured interviews, observations, and field notes. The data collected were analyzed both deductively and inductively. Results revealed that the teachers used more content-based and teacher-centered instruction to teach electrochemistry, whereas their instruction was less teacher-centered, and included Science–Technology–Society–Environment discussions and implicit NOS instruction to teach nuclear reactions. The teachers also varied in the extent of their knowledge of learners and curriculum in comparing their PCK for each topic. In regard to assessment, the teachers' assessment practices were at the general PK level; they lacked topic-specific PCK for either topic. We provided recommendations for professional development programs, pre-service teacher education programs, and curriculum developers to support teachers in developing topic-specific PCK.
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Schultz, M., G. A. Lawrie, C. H. Bailey, and B. L. Dargaville. "Characterisation of teacher professional knowledge and skill through content representations from tertiary chemistry educators." Chemistry Education Research and Practice 19, no. 2 (2018): 508–19. http://dx.doi.org/10.1039/c7rp00251c.
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An established tool for collating secondary teachers’ pedagogical content knowledge (Loughran's CoRe) has been adapted for use by tertiary educators. Chemistry lecturers with a range of levels of experience were invited to participate in workshops through which the tool was piloted, refined and applied. We now present this refined tool for the tertiary teaching community to consider adopting. The teaching approaches of over 80 workshop participants were collected using the tool in a broad survey of tertiary chemistry teaching strategies. Participation in the workshops led to a significant gain in personal PCK for some individuals. Analysis of responses received in the workshops revealed that the consensus model of secondary teacher professional knowledge and skill is also applicable to the tertiary level, and that the CoRe is a useful way to gain insight into the knowledge bases and topic-specific professional knowledge of tertiary chemistry teachers. The data were aggregated and coded inductively to distil the types of strategies commonly found to be useful for teaching particular tertiary chemistry topics. This resulted in collation of over 300 teaching strategies for 19 different chemistry topics, representing significant topic-specific professional knowledge of tertiary practitioners. To share and sustain this collection of teaching strategies, a website was built that is searchable by either chemistry topic or by type of teaching strategy, making it immediately useful to practitioners. Usage analytics data for the website confirm that many users have accessed the resource, showing that this is a practical way to transfer information between chemistry educators.
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Underwood, James, and Thanh Truong. "Conceptualising Teachers’ Knowledge when Crossing National Boundaries." Polish Journal of Educational Studies 72, no. 1 (2019): 145–61. http://dx.doi.org/10.2478/poljes-2019-0010.
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AbstractThe objective of this paper was to examine the meaning and function of “teachers knowledge”, both as a foundational tool used by teachers as professionals and the ways in which such knowledge is acquired, shared, and bettered. To help guide this discussion, the paper reviews the literature on related topics whilst also providing other insights and recommendations for further research. The topics have been broken down into two main parts: conceptualising teachers’ professional knowledge; and the sharing of knowledge internationally. The second of these examines the history of the topic whilst also critiquing the methods and effectiveness of sharing strategies. We find that the ways professional knowledge have been defined in public discourse are often inappropriate for the specific context of teaching. Furthermore, we find that sharing experience and knowledge between teachers is a foundational concept yet not always a straightforward matter and knowledge/experience can be a very difficult thing to transfer between one another. These obstacles can be exacerbated when it comes to the sharing of knowledge internationally, as economic disparities between participating nations can be vast and differences in culture challenging to overcome. Some nations additionally struggle in their authenticity to learn from each other. Ultimately, it is clear that “teacher knowledge” is a concept that is an area in need of further research, particularly as education reforms and curriculum adjustments are of great concern to both developing nations and their wealthier counterparts.
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Maryati, Maryati, Zuhdan Kun Prasetyo, Insih Wilujeng, and Bambang Sumintono. "MEASURING TEACHERS’ PEDAGOGICAL CONTENT KNOWLEDGE USING MANY-FACET RASCH MODEL." Jurnal Cakrawala Pendidikan 38, no. 3 (2019): 452–64. http://dx.doi.org/10.21831/cp.v38i3.26598.
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In the context of teacher professional development and teacher certification, an objective measurement of teachers’ Pedagogical Content Knowledge (PCK) is requried. This research is a case study to measure teachers’ PCK within prospective middle school science teachers participating in an Indonesian teacher professional development program. The study used quantitative approach which involved multirater assessment analysed by Many-Facet Rasch Model (MFRM) to assess teachers’ PCK in teaching a specific topic, i.e. “The Particulate Nature of Matter” (PNM). Researchers developed a rubric for items to measure teachers’ enactment PCK for teaching that specific topic. The MFRM analysis of the data revealed item reliability, item validity, separation and unidimensionality fall within good category. The findings show prospective teachers need to improve their PCK specifically in terms of “knowledge of instructional strategies and representations for teaching science” dimension. However, for knowledge of science curriculum and knowledge of students’ understanding in science dimension, the findings show that the participants were competent.
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Ogbonnaya, Ijeoma Chidinma, Andile Mji, Oliva Neo Mafa-Theledi, and Beatrice Ngulube. "ECONOMICS TEACHERS’ USE OF TOPIC SPECIFIC PEDAGOGICAL CONTENT KNOWLEDGE IN TEACHING MARKET DYNAMICS." Problems of Education in the 21st Century 78, no. 3 (2020): 371–93. http://dx.doi.org/10.33225/pec/20.78.371.
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The poor learners’ understanding of specific topic ‘Market Dynamics’ (MD) is a concern in South Africa secondary schools and so it is globally. Many researchers and education stakeholders in South Africa point to the need to use TS-PCK to improve learners’ understanding of MD. This research aimed to examine economics teachers’ teaching of Market Dynamics (MD) in order to understand how the teaching and learning of MD could be improved using topic Specific PCK. Using Mavhunga’s TS-PCK as the theoretical framework. Two TS-PCK components were examined in the research namely, content knowledge (What is that makes a topic difficult to teach?) and representations were used to gain an in–depth understanding of teachers’ use of TS-PCK in teaching MD. It was a descriptive case study design. Purposeful samples of three economics teachers of 10th, 11th and 12th grade were selected. A semi-structured interview consisting of 18 items was used to generate data for the research while a qualitative data analysis technique, namely thematic analysis was used to analyze the data generated. The results showed that the three economics teachers sampled for the research were able to use their TS-Content Knowledge adequately in different Content Knowledge domains to understand what makes a topic difficult to teach or learn. The result also showed that the participating teachers identified difficult areas that are challenging to teach in the topic of MD but were unable to explain and give cogent reasons why those areas were challenging for learners to understand. Further results on teachers’ use of TS-PCK based on ‘representations’ revealed that the teachers effectively used analogies and examples in teaching market dynamics but struggled to find activities to illustrate some of the concepts of market dynamics. The research recommends that economics teachers should be provided with more structured opportunities to help develop their topic specific pedagogical content knowledge of the school level content as part of their professional development. Keywords: content knowledge, economics teachers, pedagogical content Knowledge, topic specific pedagogical content knowledge, market dynamics.
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Rodríguez Marconi, Daniel, Camilo Morales Cárdenas, Liliana Gaete Antilen, Marta Garrido Ormeño, and Camila Pardo Reyes. "Level of physiological, anatomical and pathological knowledge of the singing voice on the part of professional and amateur singers." Revista CEFAC 20, no. 5 (2018): 621–31. http://dx.doi.org/10.1590/1982-021620182054118.
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ABSTRACT Purpose: the knowledge concerning care of the voice on the part of professional and amateur singers in Chile is relevant for voice professionals and also for speech pathologists who work in disorder prevention and voice care. It is important to know if there are differences between both groups regarding the knowledge of voice care. Methods: the "Vocal Awareness Questionnaire for Singers'' was applied to a sample of 66 singers: 33 professional and 33 amateur singers. Three areas of knowledge were evaluated: anatomy and physiology of the larynx, vocal hygiene and voice pathologies. Results: there were no significant differences in the knowledge of voice care between professional and amateur singers both at a general level and in specific areas of knowledge. The topic of vocal hygiene obtained the highest percentage of correct answers in both groups, while the lowest percentage was in the area of voice pathologies. Conclusions: there were no differences in the level of knowledge on voice care between the professional and amateur singers included in this study. In both groups, the level of knowledge was from low to moderate. This could increase the incidence of vocal pathologies in both groups.
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Naar, Jill Juris, Raven H. Weaver, and Libbie Sonnier-Netto. "TEACHING SEX AND AGING TO PRE-PROFESSIONALS: EXPERIENTIAL LEARNING OF A TABOO TOPIC." Innovation in Aging 3, Supplement_1 (2019): S538. http://dx.doi.org/10.1093/geroni/igz038.1977.
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Abstract Myths and stereotypes of sex in late life prevail (e.g., sex becomes unimportant or irrelevant; sex gets worse as individuals age; older adults are asexual). Unless the workforce is adequately prepared and knowledgeable to address the sexual health needs of older adults, it is difficult to disrupt ageism that contribute to discrimination against older adults. Methods: We evaluated a two-day experiential workshop designed for students to develop factual community resources and educational materials related to sex and aging. Results: Using content analysis, we examined open-ended responses from 41 students. We identified three themes that depicted the value of experiential learning, specifically for this taboo topic. Students (1) increased awareness of late life sexual health and behaviors, (2) demonstrated comfort and creative strategies to discuss sex, and (3) appreciated the opportunity for transferable pre-professional skill development. Discussion: Providing pre-professional training helped close the knowledge gap about basic gerontological issues and issues specific to sexual health and sexual behaviors in late life. Students perceived the flipped classroom and collaborative structure of this experiential workshop as beneficial and practical for their learning and professional preparation. They developed skills for translating knowledge into practical resources that likely will transcend professions. Emphasizing the potentially uncomfortable topic of sex and aging provided students an opportunity to increase their comfort when addressing issues they will experience in their various professions. It is critical for gerontology educators to identify strategies to deliver sex and aging education among professionals to enhance interactions with older adults.
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Loch-Neckel, Gecioni, and Maria Aparecida Crepaldi. "Pharmacist contributions for basic care from the perspective of professionals of familial health care teams." Brazilian Journal of Pharmaceutical Sciences 45, no. 2 (2009): 263–72. http://dx.doi.org/10.1590/s1984-82502009000200011.
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This study aimed to investigate the social representations of professionals included in the team of Family Health Strategy (physicians, nurses and dentists) respecting the action possibilities and contributions of the pharmacist for the basic care, and based on social psychology and, particularly, on the theory of social representations. The epistemological basis of the research is qualitative, and the data were collected by means of individual semi-structured interviews, which were submitted to analysis of categorical thematic content. Apparently, the majority of professionals already inserted in the team know and recognize the importance of professional pharmacists in the basic care, as well as their potential contribution to this topic. The representations were constructed according to the following parameters: a) the study object and the intervention area, b) the individual practice of every professional and c) his/her action in specific cases. The quality of the professional or personal experience concerning the action of these professionals has contributed for the knowledge about the possibilities of pharmacists' intervention in basic care.
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Parker, Kate, Rozana V. Bharmal, and Joe H. Noar. "Queries to the British Orthodontic Society." Journal of Orthodontics 46, no. 3 (2019): 242–50. http://dx.doi.org/10.1177/1465312519853835.
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Objective: As the representative body for orthodontic specialists, the British Orthodontic Society (BOS) provides advice and guidance to professionals and patients on a variety of topics. The BOS receive frequent queries from professionals and patients and, where appropriate, provide advice and guidance. By reflecting on the types of queries received, it is hoped that general guidance can be developed and ‘frequently asked questions’ information established to improve knowledge in these particular areas. Design: Retrospective assessment of queries raised to the BOS. Setting: BOS headquarters, London. Methods: All queries raised to the BOS by professionals and patients from January 2017 to October 2018 were collated and divided into those raised by dental professionals or by patients. Within each group, all queries were further subcategorised into different topic areas. For each of the main topics, guidance will be developed to improve clinician and patient knowledge in these areas. Results: In the time period assessed, 422 queries were received to the BOS, 51.8% (n = 229) were from patients and 48.2% (n = 213) from professionals. Commissioning was the most common topic queried by professionals (34.3%), which included NHS contracts and tendering. Queries regarding associate matters (9.4%), specific clinical queries (9.4%) and BOS issues (8.9%) were also common topics raised by professionals. The most common topic queried by patients was the eligibility for NHS treatment (29.3%), followed by specific clinical queries (22.3%) and seeking recommendations for clinicians (10.5%). Conclusions: Overall, a large number of queries were received by the BOS. While some queries required specific information from the BOS, the majority of queries could be addressed through already published information and guidance. This project identifies the more common queries and provides clear guidance on where to find the appropriate advice.
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Belge Can, Hatice. "Learning Science Teaching by Taking Advantages of Lesson Study: An Effective Form of Professional Development." Journal of Educational Issues 5, no. 2 (2019): 150. http://dx.doi.org/10.5296/jei.v5i2.15497.
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It is important to enhance pre-service science teachers’ pedagogical content knowledge (PCK) during teacher education programs. As an alternative, this research aims to investigate whether participating in a lesson study enriched with content representation contributes to pre-service science teachers’ PCK improvement in the heat and temperature topic. Three pre-service science teachers participated in the study. The study can be localized under the instrumental case study approach. Semi-structured interviews, content representations, observations, and field notes were used as sources of data collection. Results assert that participants’ science teaching orientations did not change a lot, participants improved in terms of knowledge of curriculum and knowledge of learner components of PCK, and participants improved in terms of knowledge of instructional strategies and knowledge of assessment components of PCK excluding subject-specific strategies dimension of the former, and what and why to assess dimensions of the latter. This study has several implications for teacher educators and science education research.
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Loh, Erwin. "Doctors as health managers: an oxymoron, or a good idea?" Journal of Work-Applied Management 7, no. 1 (2015): 52–60. http://dx.doi.org/10.1108/jwam-10-2015-005.
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Purpose The purpose of this paper is to review the current literature and summarises the benefits and limitations of having doctors in health management roles in today’s complex health environment. Design/methodology/approach This paper reviews the current literature on this topic. Findings Hospitals have evolved from being professional bureaucracies to being managed professional business with clinical directorates in place that are medically led. Research limitations/implications Limitations include the difficulty doctors have balancing clinical duties and management, restricted profession-specific view and the lack of management competencies and/or training. Practical implications The benefits of having doctors in health management include bottom-up leadership, specialised knowledge of the profession, expert knowledge of clinical care, greater political influence, effective change champions to have on-side, frontline leadership and management, improved communication between doctors and senior management, advocacy for patient safety and quality, greater credibility with public and peers and the perception that doctors have more power and influence compared to other health professionals can be leveraged. Originality/value Overall, there are more benefits than there are limitations to having doctors in health management but there is a need for more management training for doctors.
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Opara, Jacinta A. "Resource Utility for Effective Science Education in Nigeria: The Case of Biology." International Letters of Social and Humanistic Sciences 53 (June 2015): 45–51. http://dx.doi.org/10.18052/www.scipress.com/ilshs.53.45.
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Resource utilization, curriculum innovation and professional development courses are integral to improve educational practices as they empower teachers with knowledge and skills required for integrating education and society. Such moves and actions need to be guided with research. The education practices in Nigeria need to be sound and grounded. This paper is concerned with the importance of the use of resources for effective understanding of school science with special reference to biology. It identified necessary resources, constraints and how to select and use resources for effective teaching and learning of biology. The selection and utilization of any resources depends on the specific features of a particular topic. Therefore, different sets of resources and strategies are needed to teach different topics.
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Rusalkina, Lyudmila. "The state of English-language training of future doctors in medical universities." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 66, no. 3 (2019): 196–201. http://dx.doi.org/10.33310/2518-7813-2019-66-3-196-201.
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The article is devoted to the study of the current state of English-language training of future doctors in medical universities. During experimental work, students were questioned, educational programs and curricula of this training were analyzed. The characteristic of educational materials that are used for English-language professional training of students-future doctors is presented. The analysis of the English language training programs of future doctors has shown that the speaking skills that students are expected to develop generally cover the range of speech skills that have been highlighted in the earlier stages of the study. Instead, they are presented according to the traditional classification of speech activities without taking into account the differentiation in production and communication processes. It has been established how the skills offered in these educational programs correlate with the vocational skills we have identified. Thus, the programs envisage the development of speaking skills: to conduct a conversation on the given medical topic; participate in a discussion or conversation; clarify information regarding treatment; be able to discuss the topic being studied; participate in simulation of a professionally oriented situation; to make dialogues and messages based on the subject matter being studied; listen (understanding monologue and dialog speech) and read (working with medical literature). We conclude that the skills are formulated quite broadly, it is not expected to work on the development of specific skills, without which the formation declared in the analyzed programs of general skills is impossible. For example, to plan utterances, differentiate information, analyze, compare, systematize it, transmit brief professional information in writing. Thus, the students can use acquired integrated knowledge of professional English in senior courses while studying other disciplines, where on the basis of the learned models of communicative interaction future doctors will have the ability to perform professionally directed English-speaking interaction and to use professional vocabulary correctly.
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Porto, Melina, Mario López-Barrios, and Darío Luis Banegas. "Research on English language teaching and learning in Argentina (2014–2018)." Language Teaching 54, no. 3 (2021): 355–87. http://dx.doi.org/10.1017/s0261444821000082.
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AbstractThe aim of this article is to review five years (2014–2018) of research in English language teaching (ELT) in Argentina. In this overview, 115 publications (conference proceedings, journal articles, and edited collections) were analysed in terms of topic and research methodologies to map out the major areas of interest and developments in ELT in Argentina. The publications are reviewed according to nine topics: (1) interculturality and citizenship, (2) language teacher education and professional development, (3) technology-enhanced language learning, (4) learner differences, (5) language skills development, (6) language systems, (7) English for academic and specific purposes, (8) assessment, and (9) language curriculum development. The review discusses trends in research practices identified in the 2014–2018 period and suggests implications and further areas of inquiry to advance research skills as well as knowledge of ELT.
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Cirilo, Rolién J. V., and Elaine A. Colagrande. "INSTRUMENTS TO ACCESS THE CHEMISTRY PEDAGOGICAL CONTENT KNOWLEDGE: AN INTEGRATIVE REVIEW." Problems of Education in the 21st Century 79, no. 3 (2021): 381–96. http://dx.doi.org/10.33225/pec/21.79.381.
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This research presents an integrative review about the methodological procedures adopted in the research of the Chemistry PCK, with the aim of identifying the data collection instruments used to explain the PCK in this field, seeking to observe its frequency of use and also contribute to the advancement of knowledge established by previous reviews. 89 articles published in magazines well evaluated by CAPES were selected, indexed to the Scopus (Elsevier) database. The treatment of the data was based on the technique of content analysis, resulting in six categories constructed a posteriori: a) period of publications; b) country of origin of the research; c) relationship to a specific topic; d) the teaching experience of the target audience; e) research approach and data collection instruments; and f) the use of PCK models as a theoretical framework. The results suggest a methodological predominance of a qualitative nature, with interviews, field diaries, observation of the practice, and questionnaires some of the most used instruments. Besides, a trend related to the specification of topics in the Chemistry discipline can be identified, as well as the lack of clarity regarding the variety of PCK models present in the literature and the failure to adopt these as a theoretical basis in most of the research studies analysed. There is also an express need to investigate the PCK of Chemistry teachers in practice in higher education since the results reinforce the scarcity of papers for this specific audience. Keywords: chemistry teaching, data collection instruments, professional knowledge, teacher training, teacher’s knowledge
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Frank Cervone, H. "Perspectives on informatics in the health sciences for information professionals." Digital Library Perspectives 32, no. 4 (2016): 226–31. http://dx.doi.org/10.1108/dlp-07-2016-0020.
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Purpose Informatics is a relatively new interdisciplinary field which is not very well understood outside of specific disciplinary communities. With a review of the history of informatics and a discussion of the various branches of informatics related to health-care practice, the paper aims to provide an overview designed to enhance the understanding of an information professional interested in this field. Design/methodology/approach The paper is designed to provide a basic introduction to the topic of informatics for information professionals unfamiliar with the field. Using a combination of historical and current sources, the role of informatics in the health professions is explored through its history and development. Findings The emergence of informatics as a discipline is a relatively recent phenomenon. Informatics is neither information technology (IT) nor information science but shares many common interests, concerns and techniques with these other two fields. The role of the informaticist is to transform data to knowledge and information. Consequently, while the outcomes may be different, there are many commonalities in informatics with the work information professionals perform. Originality/value Most introductions to informatics assume the reader is either an IT professional or a clinical practitioner in one of the health science fields. This paper takes a unique approach by positioning the discussion of the history and application of informatics in the health sciences from the perspective of the information professional.
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Zozulyak-Sluchyk, Roksoliana. "BASIC PRINCIPLES OF THE SYSTEM OF FORMATION OF PROFESSIONAL AND ETHICAL COMPETENCE OF FUTURE SPECIALISTS IN THE SOCIAL SPHERE." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(48) (May 27, 2021): 153–56. http://dx.doi.org/10.24144/2524-0609.2021.48.153-156.
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The problem of ethics is acute in the modern Ukraine.Its relevance is due to the general level of our society, the low level of social responsibility for what is done in society in all its spheres and what society does. We come across misunderstandings, disrespect for ethics all the time in the process of our lives. Higher education also does not pay due attention to the formation of professional ethics of future professionals. The relevance of the topic is due to the need of Ukrainian society for social workers with a high level of professional ethics and responsibility for performing professional duties and solving complex life problems of the social sphere, as well as updating the search for an effective pedagogical system of professional and ethical competence of future social workers. The aim of the article is a scientific reasoning and experimental verification of the effectiveness of the pedagogical system of formation of professional and ethical competence of future specialists in the social sphere to improve the quality of their professional training. The following research methods are used in the article: logical-structural analysis – to determine the essence and structure of the concept: «professional and ethical competence of future professionals in the social sphere»; structural-systematic analysis – to ensure the complexity of reasoning of the concept and structure of the pedagogical system of formation of professional and ethical competence; modeling – to develop a model for the formation of professional and ethical competence of future professionals in the social sphere; questionnaire-diagnostic methods (questionnaires, testing, interviews, diagnostics) – to establish the effectiveness of the pedagogical system of formation of professional and ethical competence of future specialists in the social sphere. As a result of our research, a pedagogical system of formation of professional and ethical competence of future social specialists was developed and experimentally tested that its effectiveness is ensured by the principles of systemic, humanistic, deontological, axiological, acmeological, personal-activity, subject-subject, competence, andragogical approaches, specific principles, pedagogical conditions and factors. It was based on the author's concept of formation of professional and ethical competence and a model aimed at the formation of moral and ethical values, professional and ethical knowledge, skills and personal-moral and professionally important qualities during training was designed. The obtained results allow us to state that the diagnosis of professional and ethical competence was carried out at the ascertaining and formative stages of the experiment, gave us the opportunity to compare the levels of professional ethics of students of the studied groups and draw conclusions about the effectiveness of the proposed author’s pedagogical system.
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Hsu, Hui-Huang, Yu-Sheng Chen, Chuan-Jie Lin, and Tun-Wen Pai. "Patient Oriented Readability Assessment for Heart Disease Healthcare Documents." International Journal of Data Warehousing and Mining 16, no. 1 (2020): 63–72. http://dx.doi.org/10.4018/ijdwm.2020010104.
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Personal health literacy is an important indicator for a national health status. Providing citizens with sufficient medical knowledge can help them understand their own health conditions. To achieve this goal, an integrated system is developed for evaluating the readability of healthcare documents by taking heart disease as a specific topic. The mechanism can be extended to other target diseases and languages by changing the corresponding word databank. The assessment system for examining document readability is based on patient-oriented aspects rather than professional aspects. Commonly used terms and professional medical terms extracted from a query document were utilized as fundamental elements for readability analysis, and the derived features included term frequency of professional medical terms, proportion of professional medical terms, and diversity indicator of medical terms. A five-fold cross validation is applied to measure the robustness of the proposed approach. The experimental results achieved a recall rate of 0.93, a precision rate of 0.97, and an accuracy rate of 0.95.
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Musilimov, B., and Z. E. Musabekova. "ON AN EFFECTIVE WAY TO USE THE COMBINED METHOD OF ALGORITHMIZATION AND REASONED LEARNING IN A MATHEMATICS COURSE." BULLETIN Series of Physics & Mathematical Sciences 70, no. 2 (2020): 104–9. http://dx.doi.org/10.51889/2020-2.1728-7901.15.
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The proposed article substantiates an effective way to use the combined method of algorithmization and reasoned learning for reliable consolidation of theoretical knowledge and skills in mathematics and provides a specific example to demonstrate its effectiveness. The proposed methodological approach allows the student to organize and study independently more effectively, successfully engage in search, and thoroughly study a specific question of mathematics or a specific topic at their own discretion. In this regard, a modern mathematics teacher should know and possess modern technologies and methods of teaching mathematics, be able to effectively apply them in practice. The main methodological ideas proposed by the authors in this article can be successfully used to improve the General professional level of a student of any specialty.
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Kyzar, Kathleen B., Tracy Gershwin Mueller, Grace L. Francis, and Shana J. Haines. "Special Education Teacher Preparation for Family–Professional Partnerships: Results From a National Survey of Teacher Educators." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 42, no. 4 (2019): 320–37. http://dx.doi.org/10.1177/0888406419839123.
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Family–professional partnerships (FPPs) are an important, federally mandated part of the American education system that benefit all students, but especially students with disabilities. Although special education teacher preparation programs offer a viable and sustainable way to enhance FPPs, little is known about the degree to which these programs address FPPs within their curricula. The purpose of this study was to examine the ways in which special education teacher preparation programs address FPPs. A total of 113 special education faculty members across 52 institutions responded to a national online survey addressing this topic. Results indicated (a) a disconnect in the value and implementation of FPP-related knowledge and skills at the program and individual faculty levels and (b) patterns of inconsistent FPP-related content coverage across undergraduate and graduate offerings as well as across FPP-specific and non-FPP-specific coursework. Implications for practice and future research are discussed.
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Chang, Chia-chien, Michelle Min-chia Wu, and Tien-chun Gina Kuo. "Conference interpreting and knowledge acquisition." Interpreting. International Journal of Research and Practice in Interpreting 20, no. 2 (2018): 204–31. http://dx.doi.org/10.1075/intp.00010.cha.
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Abstract This paper describes knowledge acquisition of professional conference interpreters in Taiwan when dealing with unfamiliar topics: the focus is on how the required knowledge is developed before, during and after a conference. We interviewed 10 Chinese-English interpreters, to find out about their preparation for such conferences and their approach to developing domain-specific knowledge. We first collected each interpreter’s five latest conference programs and used these to analyze the knowledge domains covered. We then based each interview on one conference agenda, considered representative by the interpreter, to examine the knowledge acquisition process from pre- to post-conference. The results show strategic preparation of unfamiliar topics: to facilitate comprehension and reformulation, interpreters make good use of conference documents and compile glossaries in which they organize the concepts and terminology specific to the conference. As they assimilate the language usage of the presenters and other participants during the conference, they use their analytical skills to manage any difficulties. Keeping in mind the aims of the event (e.g., commercial, scientific), as well as the profiles of the speakers and target audience, helps to optimize availability of relevant knowledge at short notice and continue updating it during the assignment.
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Förtsch, Sonja, Christian Förtsch, Lena von Kotzebue, and Birgit Neuhaus. "Effects of Teachers’ Professional Knowledge and Their Use of Three-Dimensional Physical Models in Biology Lessons on Students’ Achievement." Education Sciences 8, no. 3 (2018): 118. http://dx.doi.org/10.3390/educsci8030118.
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Using three-dimensional physical models elaborately in their learning, students can develop high-level understanding of models and modeling in science, thereby attaining higher achievement. However, there are in the literature few indications of how teachers should use three-dimensional physical models in instruction and whether teachers’ professional knowledge is a prerequisite for teaching with elaborate use of models. Therefore, our study used a mixed-methods approach to analyze the effects of biology teachers’ domain-specific pedagogical content knowledge (PCK) and content knowledge (CK) on students’ achievement mediated by elaborate model use (ELMO). Our quantitative sample comprised 36 German secondary school teachers whose lessons on the topic of neurobiology were videotaped twice (N = 72 lessons). Teachers completed professional knowledge tests on their PCK and CK. Students’ achievement was measured using pre- and post-knowledge tests. Our qualitative analysis involved five selected teachers according to aspects of ELMO. The results of our study indicated that teachers’ PCK and CK had no direct effect on students’ achievement. However, teachers’ PCK had a significant indirect and positive effect on students’ achievement mediated by ELMO. The findings of our study can provide teachers and researchers examples of how to implement biology instruction with elaborate use of three-dimensional physical models.
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Nicha, Vasilka, Maja Simonoska Crcarevska, Marija Glavas Dodov, and Renata Slaveska Raichki. "Quality use of an unlicensed medicine and off label use of a medicine." Macedonian Pharmaceutical Bulletin 60, no. 01 (2014): 61–69. http://dx.doi.org/10.33320/maced.pharm.bull.2014.60.01.008.
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This paper gives an overview of the concept and process of quality use of unlicensed medicines and off label use of medicines, with special attention on the professional roles and responsibilities of prescribers and pharmacists. It also focuses on the policy requirements, sets of guidelines, recommendations, best practices, and other aspects addressed under this topic that represent the state of update knowledge. As a complex and specific issue, the use of an unlicensed medicine and off label prescribed medicine in different health care levels is of particular importance for the healthcare settings in the Republic of Macedonia since, the existing regulatory structure requires adoption and development of a comprehensive strategy relating to this topic in the near future with an aim of encouraging and supporting the development and maintenance of a sound health system with high standards of medication-use policies.
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Postoiuk, N. "SPEECH OF A UNIVERSITY TEACHER AS AN IMPORTANT COMPONENT OF PEDAGOGICAL SKILLS." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 1 (11) (2020): 38–43. http://dx.doi.org/10.17721/2415-3699.2020.11.09.
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The article highlights the features of the speech of a university teacher as one of the most important components of pedagogical skills. The speech is considered as a tool of professional activity of a teacher, with the help of which it is possible to solve various pedagogical tasks, make a complex topic interesting, and the process of its study attractive, create a sincere atmosphere of communication, establish contact with students, reach mutual understanding with them. The teacher's speech should be adapted to solve specific problems that arise in pedagogical activities and communication. The main ways to achievement high quality of professional and pedagogical speech of the teacher and professional features of speech activity of the teacher have been analyzed. The functions of the teacher's speech (communicative, psychological, cognitive, organizational) have been highlighted. It is established that professional communication with the audience should lead to concrete positive results, which can be achieved through the use of knowledge of speech techniques, so the components of speech techniques such as breathing, voice, diction, intonation, tempo have been analyzed.
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Luchko, O. R. "INTERACTIVE TEACHING METHODS IN TEACHING INTERNAL MEDICINE TO DENTAL STUDENTS." Актуальні проблеми сучасної медицини: Вісник Української медичної стоматологічної академії 20, no. 1 (2020): 177–80. http://dx.doi.org/10.31718/2077-1096.20.1.177.
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The article reflects the relevance of using interactive teaching methods based on the involvement of all participants of the educational process, who are being impelled to pass through the specific training materials within the relevant discipline and each topic in particular. The article also highlights the distinct features of innovative teaching techniques, their types and characteristics. There have been analyzed small group methods, brainstorming, discussion, case method, business game, and debriefing techniques. A variety of teaching methods, the requirements for their selection make instructors and lecturers of a higher medical school to opt teaching methods thoroughly for each topic in order to enhance their own methodology of teaching subjects than in general should considerably contribute to professional task solving of diagnosis, treatment and prevention of diseases. The paper presents the implementation of some methods into interactive professional training at the Department of Internal Medicine of the Prof. M.M. Berezhnitsky Dentistry Faculty, Ivano-Frankivsk National Medical University. The 3rd year dental students are often involved into training activities through the methods of small group working and "brainstorming" that allows to deeper understanding and better mastering of theoretical knowledge. In order to improve subject comprehension, the 4th year students are involved into topic-related discussions and problem-solving tasks. The case method in its different designs and business games are used to consider and analyze an each individual clinical case in the discipline course. The debriefing technique seems to be effective to improve practical skills required by a typical discipline curriculum. The implementation of interactive training techniques is a prerequisite for ensuring the effectiveness of the teaching and learning the discipline "Internal Medicine". Such training tactics provide fostering of students' professional thinking, promote their professional and personal growth, stimulate learning and cognitive activity, master the skills of comprehensive analysis of situations and prompt decision making.
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Lawrie, Gwendolyn A., Madeleine Schultz, Chantal H. Bailey, and Bronwin L. Dargaville. "Personal journeys of teachers: an investigation of the development of teacher professional knowledge and skill by expert tertiary chemistry teachers." Chemistry Education Research and Practice 20, no. 1 (2019): 132–45. http://dx.doi.org/10.1039/c8rp00187a.
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Several common characteristics of the journey towards tertiary teaching expertise have been deduced through a detailed analysis of transcripts that originated from interviews conducted with ten recognised excellent tertiary chemistry teachers. The interviews were structured around Loughran's CoRe questions and yielded deep insights into the topic specific professional knowledge and reflective practice of the participants. The interview participants offered their insights into changes that occurred in their teaching strategies and practices as they progressed in their expertise. They also reflected on changes that they undertook over time within their teaching contexts in terms of engaging students and assessment, and what advice they wish that they had been given as new tertiary teachers. We have identified signposts of expert teacher professional knowledge and skill that further expand on our previously published outcomes including: seeking immediate feedback from students; a tendency to reduce total content to a critical minimum; reflective practice; and a willingness and ability to modify teaching approaches. The outcomes support our previous findings that tertiary chemistry teachers had primarily developed their PCK through their own teaching experiences and awareness of their own students’ outcomes, filtered by their individual beliefs and backgrounds. In this study, we provide new insight into the nature of inherent reflective practice that has evolved by experience rather than through formal professional development.
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Sierras-Davó, María Cristina, Manuel Lillo-Crespo, and Patricia Verdú Rodríguez. "Qualitative evaluation of an educational intervention about healthcare improvement for nursing students." Aquichan 21, no. 1 (2021): 1–10. http://dx.doi.org/10.5294/aqui.2021.21.1.2.
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Objective: To explore the meaning of the experience and knowledge acquired by nursing students trained in healthcare improvement. Material and methods: A phenomenological approach based on the Giorgi method was made through a group discussion of 21 European students from four countries in July 2019. The data was triangulated with the testimonies of key informants and with the use of an evaluation tool specific to this topic. The analysis was also triangulated with three experienced researchers who reduced the data by consensus to eight units of meaning. Results: Nursing empowerment and horizontal health organizations were two of the most recurrent units of meaning along with professional values such as teamwork and humanization of care. Conclusions: The knowledge, attitudes and values acquired are evidence of the shortcomings in the training of future nursing professionals in Europe. The theoretical and practical approach of the sessions, as well as the mixture of cultures, were strengths for the students. It is necessary to follow up on more cases that show the return on the training investment in substantial improvements in real contexts and its impact on the quality of care.
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Park, Sooyeon, and Jinkyung Park. "Identifying the Knowledge Structure and Trends of Outreach in Public Health Care: A Text Network Analysis and Topic Modeling." International Journal of Environmental Research and Public Health 18, no. 17 (2021): 9309. http://dx.doi.org/10.3390/ijerph18179309.
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Outreach programs are considered a key strategy for providing services to underserved populations and play a central role in delivering health-care services. To address this challenge, knowledge relevant to global health outreach programs has recently been expanded. The aims of this study were to analyze the knowledge structure and understand the trends in aspects over time and across regions using text network analysis with NetMiner 4.0. Data analysis by frequency, time and region showed that the central keywords such as patient, care, service and community were found to be highly related to the area, target population, purpose and type of services within the knowledge structure of outreach. As a result of performing topic modeling, knowledge structure in this area consisted of five topics: patient-centered care, HIV care continuum, services related to a specific disease, community-based health-care services and research and education on health programs. Our results newly identified that patient-centered care, specific disease and population have been growing more crucial for all times and countries by the examination of major trends in health-care related outreach research. These findings help health professionals, researchers and policymakers in nursing and public health fields in understanding and developing health-care-related outreach practices and suggest future research direction.
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Zalipska, I. Ya. "DISTANCE LEARNING OF “UKRAINIAN LANGUAGE (BY PROFESSIONAL DIRECTION)” OF STUDENTS OF MEDICAL SPECIALTIES." Медична освіта, no. 2 (June 3, 2020): 161–66. http://dx.doi.org/10.11603/me.2414-5998.2020.2.11168.
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The article considers the features and benefits of using distance learning in the educational process. The content of the concept of “distance learning” and the views of scientists on its interpretation are presented. It reveals the teaching experience of the discipline “Ukrainian language (by professional direction)” by means of distance learning at the Ukrainian Language Department of I. Horbachevsky Ternopil National Medical University. The materials for checking the level of medical specialties students’ knowledge in the aforementioned discipline are offered for the following themes: “Language standard. Orthoepic norms, norms of emphasis”, “Lexical aspect of medical professional language. Phraseological units in professional language”, “Terminology in professional communication. Lexical-semantic relations in scientific terminology. Features of Ukrainian medical terminology”, “Dictionaries in professional communication. Types of dictionaries, their function and role in enhancing language culture”, “Morphological aspect of Medical Professional Language”, “Syntactic aspect of Medical Professional Language”, “Features of Ukrainian language etiquette. Communicative qualities of language culture. Doctor’s Language Etiquette”, “Public speech and its genres”.
 It emphasizes the usage of detailed instructions for practical tasks and for submitting samples to each task. The research demonstrates that the teacher must take into account the goal, the age of the students, the professional orientation of the tasks. It underscores that the given tasks have a practical orientation and cannot comprehensively assess the student’s knowledge level in the study of a specific topic, but they aim to diversify distance learning, make it interesting. Undoubtedly, the usage of computer-based distance learning provides a learning process, so it needs to be refined and developed. This type of training encourages the specialist to look for new forms and methods of teaching the discipline, and the student to work independently, to work with different sources of information. It should be noted that the development of distance learning in the Ukrainian education system is perspective.
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Reid Lyon, G., and Beverly Weiser. "Teacher Knowledge, Instructional Expertise, and the Development of Reading Proficiency." Journal of Learning Disabilities 42, no. 5 (2009): 475–80. http://dx.doi.org/10.1177/0022219409338741.
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Teacher knowledge and instructional expertise have been found in correlational and pre- and posttest studies to be related to student reading achievement. This article summarizes data presented in this special issue and additional research to address four questions: (a) What do expert reading teachers know? (b) Why do teachers need to acquire this knowledge? (c) Do teachers believe they have this knowledge? and (d) Are teachers being adequately prepared to teach reading? Well-designed studies relevant to this topic have been sparse with a noticeable lack of attention given to identifying specific causal links between teacher knowledge, teaching expertise, and student reading achievement. Until the appropriate research designs and methodologies are applied to address the question of causal effects, conclusions about the specific content that teachers must know and the instructional practices that are most beneficial in presenting this content are preliminary at best. Future studies of the effect of essential reading content knowledge must be extended beyond word-level skills to vocabulary, reading comprehension, and writing.
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Bodrova, І. "THEORETICAL ANALYSIS OF THE MODEL OF PROFESSIONAL SELF-DETERMINATION OF THE FUTURE SOCIAL WORKER." Bulletin of Taras Shevchenko National University of Kyiv. Social work, no. 6 (2020): 47–50. http://dx.doi.org/10.17721/2616-7786.2020/6-1/10.
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he article discusses the provisions of research on the problems of models of professional self-determination. The approaches of scientists to understanding the essence of the concepts of "self-determination", "professional self-determination" are analyzed. The relevance of the topic is due to the fact that the system of professional training of future specialists is not sufficiently aimed at the formation of a specialist as a person and professional with a certain set of personal qualities, values, knowledge, abilities and skills. There is growing interest not only in the development of the theory and practice of social work, but also in the personality of a professional, his features and qualitative characteristics. This work is an attempt to generalize the existing models of professional self-determination and to reveal the specificity of the circumstances of such self-determination for the sphere of social work, as a separate case of self-determination, acquires specific features due to the conflict of individual features and ideas of the future social worker about himself, his role and status in the communities surrounding the individual , about society (formed by cultural norms) and individual factors that are characteristic of this field of activity. The article used such research methods as the method of theoretical analysis, modeling, abstraction. As an approach for analyzing the structure of the act of self-determination, we used the model proposed by P.G. Shchedrovitsky in works on positioning / self-determination / self-identification. The analysis of the phenomenon of professional self-determination through the prism of this model of the act of self-determination made it possible to single out the specifics of the main groups of factors relevant to the process of professional self-determination of a future social worker.
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Schulte, Stephanie J. "Information Professional Job Advertisements in the U.K. Indicate Professional Experience is the Most Required Skill." Evidence Based Library and Information Practice 4, no. 2 (2009): 158. http://dx.doi.org/10.18438/b8ts51.
Full textAbstract:
A Review of:
 Orme, Verity. “You will be…: A Study of Job Advertisements to Determine Employers’ Requirements for LIS Professionals in the UK in 2007.” Library Review 57.8 (2008): 619-33.
 
 Objective –To determine what skills employers in the United Kingdom (U.K.) want from information professionals as revealed through their job advertisements.
 
 Design – Content analysis, combining elements of both quantitative and qualitative content analysis. Orme describes it as “a descriptive non-experimental approach of content analysis” (62).
 
 Setting – Data for this study were obtained from job advertisements in the Chartered Institute of Library and Information Professional’s (CILIP) Library and Information Gazette published from June 2006 through May 2007.
 
 Subjects – A total of 180 job advertisements.
 
 Methods – Job advertisements were selected using a random number generator, purposely selecting only 15 advertisements per first issue of each month of the Library and Information Gazette (published every two weeks). The author used several sources to create an initial list of skills required by information professionals, using such sources as prior studies that examined this topic, the Library and Information Science Abstracts (LISA) database thesaurus, and personal knowledge. Synonyms for the skills were then added to the framework for coding. Skills that were coded had to be noted in such a way that the employer plainly stated the employee would be a certain skill or attribute or they were seeking a skill or a particular skill was essential or desirable. Skills that were stated in synonymous ways within the same advertisement were counted as two incidences of that skill. Duties for the position were not counted unless they were listed as a specific skill. Data were all coded by hand and then tallied. The author claims to have triangulated the results of this study with the literature review, the synonym ring used to prepare the coding framework, and a few notable studies.
 
 Main Results – A wide variety of job titles was observed, including “Copyright Clearance Officer,” “Electronic Resources and Training Librarian,” and “Assistant Information Advisor.” Employers represented private, school, and university libraries, as well as legal firms and prisons. Fifty-nine skills were found a total of 1,021 times across all of the advertisements. Each advertisement averaged 5.67 requirements. These skills were classified in four categories: professional, generic, personal, and experience. The most highly noted requirement was professional experience, noted 129 times, followed by interpersonal/communication skills (94), general computing skills (63), enthusiasm (48), and team-working skills (39). Professional skills were noted just slightly more than generic and personal skills in the top twenty skills found. Other professional skills that were highly noted were customer service skills (34), chartership (30), cataloguing/classification/metadata skills (25), and information retrieval skills (20). Some notable skills that occurred rarely included Web design and development skills (6), application of information technology in the library (5), and knowledge management skills (3).
 
 Conclusion – Professional, generic, and personal qualities were all important to employers in the U.K.; however, without experience, possessing these qualities may not be enough for new professionals in the field.
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Haletskyi, Serhii. "CATEGORY-CONCEPTUAL ANALYSIS OF THE PROBLEM OF RESEARCH OF THE COMMUNICATIVE COMPETENCE FORMATION OF FUTURE TEACHERS OF FOREIGN LANGUAGES BY MEANS OF INFORMATION AND COMMUNICATION TECHNOLOGIES." Collection of Scientific Papers of Uman State Pedagogical University, no. 1 (March 31, 2021): 72–81. http://dx.doi.org/10.31499/2307-4906.1.2021.228592.
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The article provides a categorical and conceptual analysis of the problem of studying the formation of communicative competence of future teachers of foreign languages by means of information and communication technologies. The catalog of key and related concepts of the research topic is given: “competence”, “communicative competence”, “formation”, “teacher”, “foreign language teacher”, “tool”, “information and communication technologies”. Analysis of the concepts of communication, communicative competence allows the formulation of basic definitions of concepts that form a set of keywords of the research topic: the concept of “communicative competence” as a complex dynamic personal development that combines the appropriate level of knowledge about the content and specifics communicative skills and abilities, as well as relevant personal qualities that determine the set of communicative competencies of the individual; the concept of “communicative competence of the future teacher of foreign languages” as a complex dynamic personal development that combines the appropriate level of knowledge about the content and specifics of professional and personal communication in learning and teaching a foreign language, a set of communicative skills and relevant personal qualities, enables the implementation of appropriate methods of teaching foreign languages to students in future professional activities; the concept of “formation of communicative competence of the future teacher of foreign languages” as a complex multi-level and multi-component process, the result of which is the formed communicative competence of future teachers of foreign languages by means of information and communication technologies.The connection between the concept of communicative competence and the concept of communication is confirmed; the duality of the concept of communicative competence (as a component of professional or non-professional competence of a specialist, depending on whether the direct professional activity is related to communicative) is substantiated. Some differences between the teacher and the lecturer are determined – by purpose, content, result of activity.
 Keywords: competence, competence approach, formation, communication, communicative competence, foreign language teacher, tool, information and communication technologies.
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Barnard, Marie, Aaron White, and Alicia Bouldin. "Preparing Pharmacists to Care for Patients Exposed to Intimate Partner Violence." Pharmacy 8, no. 2 (2020): 100. http://dx.doi.org/10.3390/pharmacy8020100.
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Intimate partner violence (IPV) is a serious, highly prevalent public health problem associated with poor health outcomes, negative impacts on medication behavior, and increased health care utilization and costs. Pharmacists, the most accessible health care providers, are the only provider group not required to be trained on this topic. Training can prepare pharmacists to safely and appropriately care for patients experiencing IPV. This project evaluated a pharmacy-specific continuing professional development module on IPV utilizing a quasi-experimental pretest–posttest study design. Practicing community pharmacists were recruited from a market research panel to complete the online module. A novel method for managing IPV disclosures, the Care, Assess for safety, Refer, and Document (CARD) method, was included in the training. A total of 36 pharmacists completed the study, including a three-month follow-up assessment. Participants reported increased perceived preparedness and knowledge, workplace and self-efficacy, staff preparation, and legal requirements, but not actual knowledge. Practice changes, including identification of legal reporting requirements (19.4%) and development of protocols for managing IPV disclosures (13.9%), were reported at follow-up. This is the first examination of an educational module on the topic of IPV for pharmacists and it positively impacted pharmacists’ preparedness and practice behaviors related to IPV over an extended follow-up period.
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Rajeh, M., B. Nicolau, P. Pluye, A. Qutob, and S. Esfandiari. "Are There Barriers for Professional Development of Women Dentists? A Qualitative Study in Saudi Arabia." JDR Clinical & Translational Research 2, no. 2 (2017): 119–31. http://dx.doi.org/10.1177/2380084416685083.
Full textAbstract:
Globally, there is an upward trend in the number of women applying to dental schools and entering the profession of dentistry. Women dentists aim to advance their careers; however, differences exist between men and women dentists regarding leadership positions and work titles. For example, in Saudi Arabia, women usually occupy lower ranked positions than men in the Saudi public sector, and they are, therefore, paid less than their male counterparts. This study aimed to explore the possible barriers to Saudi women dentists’ professional advancement using a qualitative descriptive study design. Specifically, semistructured in-depth interviews were conducted with 13 women practicing dentistry in the Makkah region of Saudi Arabia. The interviews were audio-recorded and transcribed verbatim, and the data were interpreted using qualitative content analysis (NVivo 11; QRS International). The results revealed 4 challenges that might delay the participants’ career development. These include family-related challenges, sociocultural challenges, workplace challenges, and transportation issues. From this perspective, some perceived barriers to the professional development of women dentists were found that might not be unique to Saudi Arabia, and the article’s suggestions and recommendations aim to minimize the effects of these barriers impeding women’s advancement in dentistry in Saudi Arabia. Knowledge Transfer Statement: This study makes an important contribution to knowledge on this topic. These results will aid policy makers’ efforts to create supportive work environments through gender-specific incentives that meet the current professional and family needs of women dentists, particularly those in Saudi Arabia.
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Sako, Michelli Pacheco, Adriana Maria da Silva Felix, Julia Yaeko Kawagoe, et al. "Knowledge about precautions in Primary Health Care: tool validation." Revista Brasileira de Enfermagem 71, suppl 4 (2018): 1589–95. http://dx.doi.org/10.1590/0034-7167-2017-0886.
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ABSTRACT Objective: To elaborate and validate a tool to assess knowledge and behavior of nursing professionals about standards and specific precautions in the Primary Health Care. Method: Methodological study of the elaboration and validation of the tool by thirteen experts judges, using a Likert scale of 4 points, with Content Validity Index ≥ 0.80, on clarity, relevance and pertinence. Results: A tool composed of 47 dichotomous questions to assess knowledge and 12 questions, with five options of answers, for the referred behavior. In the validation, only one item was deleted, related to the “Hands Hygiene” axis and one item was reformulated, regarding “Use of Common Gloves” and another 11 changed writing. The tool as a whole was assessed for relevance, comprehensiveness and representativeness within the scope of the topic investigated. Conclusion: The developed tool has been validated and is now available for use in Primary Health Care.
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Ivanchuk, Anatolii, Tetiana Zuziak, Oksana Marushchak, Anatolii Matviichuk, and Viktor Solovei. "TRAINING PRE-SERVICE TECHNOLOGY TEACHERS TO DEVELOP SCHOOLCHILDREN’S TECHNICAL LITERACY." Problems of Education in the 21st Century 79, no. 4 (2021): 554–67. http://dx.doi.org/10.33225/pec/21.79.554.
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Technical literacy is a component of professional competence of the pre-service technology teacher. However, the course content of technical disciplines in the pedagogical universities of Ukraine is not consistent with the content knowledge subsequently used in teaching practice of a technology teacher. Also, there is a need in general technical literacy of the students, yet it is developed only in its engineering design aspect. In the paper, it was proved that for the general technical literacy of pre-service technology teachers the basic concepts are the following technical phenomena: motion transmission, changes in kinematic parameters of motion, changes in force parameters of motion. Natural and scientific foundations of the machine drives were used as the basic topic-specific knowledge. It was hypothesized that effectiveness of teaching technical literacy to children would raise if the narrative about the technical phenomena is included in the content of the “Utility machinery” course for the pre-service technology teachers. The pedagogical experiment was performed in the Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University (Ukraine). It included ascertaining, formative, and control stages. At the ascertaining stage of the pedagogical experiment, the students’ readiness level to study technical phenomena was determined. At the formative stage, the students’ readiness to develop children’s technical literacy was measured. At the control stage, students’ readiness level to develop technical literacy was estimated in experimental and control groups. Theoretical value of the results is in substantiating technical topic-specific content knowledge as necessary for the pre-service technology teachers. Practical significance of the results is in implementation of the narratives about technical phenomena in the learning practice of the students of pedagogical university. Keywords: multidisciplinary approach, narrative approach, technical phenomena, technology teachers
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Cate, Olle ten. "Guia Atualizado sobre Atividades Profissionais Confiáveis (APCs)." Revista Brasileira de Educação Médica 43, no. 1 suppl 1 (2019): 712–20. http://dx.doi.org/10.1590/1981-5271v43suplemento1-20190238.
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ABSTRACT Since the turn of the millennium, competency-based medical education (CBME) has become a new standard for medical training in many countries. CBME has been operationalized in detailed frameworks of competencies that every physician should demonstrate at graduation, and similar frameworks have been created for specialties. However, the competencies, describing qualities that physicians should possess, do not directly translate into everyday activities of physicians. For that reason, the Entrustable Professional Activities (EPAs) were introduced. EPAs are units of professional practice that may be entrusted to undergraduate students, once they show the competencies needed to perform them without supervision. EPAs have become a popular topic within CBME programs in many countries and hundreds of publications within only a few years. This paper was written to introduce the strengths and weaknesses of EPAs. After a brief historical overview, the reason why EPAs are a bridge between a competency framework and daily clinical practice is explained. While competencies are qualities of individuals, EPAs are units of work. The two can be seen as two dimensions of a matrix, showing that almost all activities in health care are based on multiple competencies, such as communication skill, collaboration, professional behavior, content knowledge. Next, entrustment decision-making as a form of assessment is created and a framework of levels of supervision is presented. Entrustment decisions focus on the level of supervision a student requires for a specific activity, divided into five levels (1: allowed to observe; 2; allowed to perform under direct supervision; 3: allowed to perform under indirect supervision; 4: allowed to perform the activity unsupervised; 5: allowed to supervise the activity performed by more junior learners). For readers interested in applying the concept to practice, a stepwise approach to the curriculum development is proposed. The paper concludes with an overview of the state-of-the-art of working with EPAs across disciplines, professions and countries.
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Nielsen, Susanne Balslev, and Rikke Brinkø. "Access over ownership: meeting facilities in Lyngby-Taarbæk Knowledge City." Facilities 36, no. 1/2 (2018): 13–23. http://dx.doi.org/10.1108/f-01-2017-0001.
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Purpose This study aims to investigate the attitude towards shared space in an urban context with a particular focus on meeting facilities. The Lyngby-Taarbæk City of Knowledge is used as a case, as this organisation has a vision of sharing facilities to stimulate regional development. Design/methodology/approach The attitude towards shared space in the Lyngby-Taarbæk City of Knowledge is studied in a three-step qualitative research process. An initial survey investigated the City of Knowledge’s members’ attitude towards shared space in general, a workshop further explored motivations and practical needs and a second survey investigated the attitude towards shared meeting facilities. The Brinkø Typology of Shared Use of Space and Facilities is used as the theoretical framework for the study (Brinkø et al., 2015). Findings This study shows that the respondents are very positive towards the concept of shared space but more reluctant when it comes to sharing own facilities. A majority of the informants are often using externally owned facilities for meetings and events and prefer professional meeting facilities to schools, universities and sports facilities. This points to a need for developing relevant service concepts, if a shared space strategy with focus on meeting facilities were to be used to increase the use rate of existing buildings not already intended for this use. Originality/value This study adds to the so far limited amount of scientific knowledge on the topic of shared space, by investigating the attitude towards shared space among a specific group of people, in relation to the use of external meeting facilities.
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Pivneva, E. A. "«The way toward oneself»: ethnoscience as a new identity strategy for the Ob Ugrians." VESTNIK ARHEOLOGII, ANTROPOLOGII I ETNOGRAFII, no. 3 (50) (August 28, 2020): 184–90. http://dx.doi.org/10.20874/2071-0437-2020-50-3-16.
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This paper investigates the role of science in the identity strategies of the Ob-Ugrians (Khanty and Mansi). The main source for the study comprised author’s field reports collected over the years in the Khanty-Mansi Autonomous Okrug — Yugra. As the reference point of the analysis we chose the Ob-Ugric Institute of Applied Research and Development, where a polling of Ob-Ugric science professionals was held in 2018. The author suggests exploring the research topic through the concept of multifaceted identity. A complex system of individual self-identification implies the presence of its different forms, including professional and ethnic, amongst others. This approach leads to the conclusion on superimposing roles of a scientist and a member of the ethnic group (professional and ethnic identities) in the scientific activities of the Ob-Ugrians. To indicate this specificity, we sug-gest using the term ‘ethnoscience’. The latter is defined in this context as an entity emerged in a specific way, spatially localized and aimed at studying the autochthonous foundations of knowledge within its ethnic community. As a methodological approach, the concept of ‘cultural trauma’ has been employed. Within this theory, scientific activities of the northerners are considered as a manifestation of ‘coping’ with the trauma. The example of Ob-Ugrians shows that ethnic science professionals are often driven by the perception of practical relevancy of such activities ‘for the sake of saving the nationality and its culture and raising its prestige’. These phenomena can be regarded as a kind of protest action aimed to compensate real and perceived slights. Nowadays, research activi-ties of the Ob-Ugrians are focused on recovery of the ‘lost knowledge’ and its application in the modern context. The search for the ‘roots’ and ethnic self-identification is carried out through ‘revival’ and ‘restoration’. As a draw-back of this strategy, some weak points evince (‘sympathetic ethnography’) which steadily diminish as the nor-thern ethnoscience continues to integrate in a wider science context.
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Levenson, Jill S., and Melissa D. Grady. "“I Could Never Work With Those People . . . ”: Secondary Prevention of Child Sexual Abuse Via a Brief Training for Therapists About Pedophilia." Journal of Interpersonal Violence 34, no. 20 (2019): 4281–302. http://dx.doi.org/10.1177/0886260519869238.
Full textAbstract:
Sexual abuse prevention efforts should ideally include counseling for people who have attractions to children before they offend. Due to a variety of factors, many therapists do not wish to work with this population. The aim of this pilot project was to create, implement, and evaluate a short training workshop to help prepare clinical therapists ( n = 94) to respond ethically and effectively to individuals seeking counseling for pedophilic interests. Data were collected at four different clinical-therapy professional conferences over the course of 14 months. The pretest/posttest design asked questions about six specific areas of knowledge related to pedophilia, mandatory reporting, treatment needs, and goals for this difficult-to-reach population. In addition, six questions were asked about attitudes toward working with minor-attracted persons and capacity to build a therapeutic relationship. Some significant changes were detected in knowledge and attitudes about clients with pedophilia after receiving training about the topic, indicating increased willingness to work with this population and improved feelings of competence in providing services. Implications for prevention are discussed.
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Mateus-Berr, Ruth, Stephan Trimmel, and Renata Dezso. "Co-designing for inclusion in international/interdisciplinary teams." International Journal of Education Through Art 16, no. 2 (2020): 177–96. http://dx.doi.org/10.1386/eta_00025_1.
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Educating for the future requires collaboration among professionals and people with impairments. This article discusses the knowledge-sharing project Design for Care, made up of interdisciplinary and international teams and based around dominant models of ability and (dis)ability studies. Design thinking served as a structured methodology throughout the workshop, which teaches skills such as team building, empathizing, defining, ideating, prototyping and testing that are essential as both analogue and digital means. In this case study, university students cooperated with each other to learn from children with severe impairments and their caregivers to increase the shared competence of embodied knowledge, which can then be applied to specific professional challenges. Secondary school design, industrial and social design university students are all relatively young when they begin their education, and educators need to engage them carefully with topics that might not mirror their own needs or expectations.
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Boros, Erzsébet, István Szél, and Zoltán Dénes. "The role of pharmacotherapeutical audit in the improvement of pharmacotherapy during inpatient rehabilitation care. Experience for the National Institute of Medical Rehabilitation, Hungary." Orvosi Hetilap 153, no. 25 (2012): 997–1002. http://dx.doi.org/10.1556/oh.2012.29368.
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Pharmacotherapy is one of the most important and dangerous area in hospital health care, that explains why innumerable efforts are made worldwide to improve this process and prevent mistakes. Although clinical audit is a well known and widely used method, it is very rarely used for this purpose and scientific papers dealing with this topic can be scarcely found. In the last 20 years different quality management systems were introduced into the Hungarian hospitals, but most of them are not specific for the medical care. The most important element of quality management systems is the internal, professional audit that serves patient safety. Aims and methods: Authors report their experience on pharmacotherapy audits performed for over a decade in the National Institute for Medical Rehabilitation, Hungary. They review the method of audit meetings in details and discuss the most frequent problems. Results: The results indicate that characteristics of therapeutic mistakes in the rehabilitation practice are similar to those reported in scientific literature. Conclusions: Improving knowledge on pharmacotherapy audits of rehabilitation specialists may be an important part of continuous professional advancement providing facility for dispute on other issues of patient care. Orv. Hetil., 2012, 153, 997–1002.
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Martin, Noelle, Alicia C. Garcia, and Beverly Leipert. "Photovoice and Its Potential Use In Nutrition and Dietetic Research." Canadian Journal of Dietetic Practice and Research 71, no. 2 (2010): 93–97. http://dx.doi.org/10.3148/71.2.2010.93.
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Photovoice is an innovative qualitative method of participatory action research based on health promotion principles; however, it has not been used to its full potential in health care, particularly in nutrition and dietetics. Photovoice is also based upon the theoretical literature on education for critical consciousness, feminist theory, and community-based approaches to documentary photography. Participants take photographs representing their views on a specific topic and discuss them in a group process of critical reflection. Originally designed for research with rural women, Photovoice has been used with a variety of population groups throughout the lifespan, such as adolescents, nurses and nursing students, professional groups, Aboriginal women, the elderly, immigrant and low-income groups, and patients with a variety of diseases. The use of Photovoice as a research method is not restricted by health conditions, financial situation, employment status, or literacy level. It is used in community settings, professional practice, or institutional learning environments to explore participants’ views and opinions. We review studies in which Photovoice has been used, as well as the impacts, advantages, limitations, and ethics of its use. Gaps in knowledge and its potential use in nutrition and dietetic research are identified.
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Cate, Olle ten. "An Updated Primer on Entrustable Professional Activities (EPAs)." Revista Brasileira de Educação Médica 43, no. 1 suppl 1 (2019): 712–20. http://dx.doi.org/10.1590/1981-5271v43suplemento1-20190238.ing.
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ABSTRACT Since the turn of the millennium, competency-based medical education (CBME) has become a new standard for medical training in many countries. CBME has been operationalized in detailed frameworks of competencies that every physician should demonstrate at graduation, and similar frameworks have been created for specialties. However, the competencies, describing qualities that physicians should possess, do not directly translate into everyday activities of physicians. For that reason, the Entrustable Professional Activities (EPAs) were introduced. EPAs are units of professional practice that may be entrusted to undergraduate students, once they show the competencies needed to perform them without supervision. EPAs have become a popular topic within CBME programs in many countries and hundreds of publications within only a few years. This paper was written to introduce the strengths and weaknesses of EPAs. After a brief historical overview, the reason why EPAs are a bridge between a competency framework and daily clinical practice is explained. While competencies are qualities of individuals, EPAs are units of work. The two can be seen as two dimensions of a matrix, showing that almost all activities in health care are based on multiple competencies, such as communication skill, collaboration, professional behavior, content knowledge. Next, entrustment decision-making as a form of assessment is created and a framework of levels of supervision is presented. Entrustment decisions focus on the level of supervision a student requires for a specific activity, divided into five levels (1: allowed to observe; 2; allowed to perform under direct supervision; 3: allowed to perform under indirect supervision; 4: allowed to perform the activity unsupervised; 5: allowed to supervise the activity performed by more junior learners). For readers interested in applying the concept to practice, a stepwise approach to the curriculum development is proposed. The paper concludes with an overview of the state-of-the-art of working with EPAs across disciplines, professions and countries.
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Rodrigues do Prado De-Carlo, Marysia Mara, Heloisa Cristina Figueiredo-Frizzo, Aide Mitie Kudo, and Rosibeth Del Carmen Muñoz-Palm. "Videoconferencing in occupational therapy in hospital contexts and palliative care." Revista de la Facultad de Medicina 66, no. 4 (2018): 575–80. http://dx.doi.org/10.15446/revfacmed.v66n4.64046.
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Introduction: Communication and information technologies in the health context allow optimizing inter-institutional activities in continuing education.Objectives: To describe the activities performed by of the Special interest group on Occupational Therapy in hospital contexts and palliative care and to discuss the importance of videoconferencing in the continuing education process of Occupational Therapy students and health professionals in this field.Materials and methods: A documentary, retrospective, and descriptive study was conducted. The special interest group was created through the Telemedicine University Network, which is a high-speed network connecting university hospitals and health teaching centers in Brazil. There are 34 operating centers from 15 Brazilian states and one Chilean university registered in the group.Results: 36 videoconferences were made between August 2013 and December 2017, where relevant topics for the practice of occupational therapists in hospital contexts and palliative care were presented. Videoconferencing allows occupational therapists to access updating material on specific topics through interactive communication sessions in virtual spaces regardless of their current location, thus overcoming geographical barriers.Conclusion: Videoconferencing contributes to the updating and spreading of knowledge and professional practices among students and occupational therapists in their professional field.
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Martino, Lisa M. "Postsecondary Teacher Quality and Student Achievement in Florida's Career Certificate Programs Using a Causal-Comparative Study." Career and Technical Education Research 46, no. 1 (2021): 16–33. http://dx.doi.org/10.5328/cter46.1.16.
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Teacher quality and student achievement have shown positive relationships in prior studies of elementary and secondary grade levels in the United States. However, postsecondary career and technical education (CTE) teacher quality and student achievement is an understudied topic. According to the literature, teacher quality is measured by pedagogical knowledge, level of education, and professional development. For postsecondary CTE teachers, occupational experience is a hiring requirement for teacher quality. Student achievement is measured by test scores and graduation rates. Postsecondary career certificate programs usually have a summative evaluation with an industry-specific certification test, which assesses the student's employability in the program's field of study by industry standards. The purpose of this retrospective causal-comparative study was to examine the relationship between postsecondary CTE teacher quality and student achievement in Florida's career certificate programs. An online survey was conducted with 203 postsecondary CTE teachers in Florida. Findings revealed a statistically significant positive relationship between the level of pedagogical knowledge and educational degree attainment of postsecondary CTE teachers and students' passing an industry certification test. This finding is consistent with prior studies in K-12 grade levels. Recommendations include increasing the pedagogical knowledge and educational degree attainment of postsecondary CTE teachers to improve student learning outcomes.
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Komar, Т. "Social maturity of personality as factor of becoming of professional maturity of psychologist." Visnyk Taras Shevchenko National University of Kyiv. Military-Special Sciences, no. 3 (40) (2018): 22–26. http://dx.doi.org/10.17721/1728-2217.2018.40.22-26.
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The article is an attempt for theoretical and empirical analysis of the problem of the relationship of social maturity and direction of professional maturity of personality psychologist. The topic investigated the features of interrelation of individual social maturity and direction of professional maturity psychologist in the process of formation.Overview research positions on the structure of social maturity, we identified the following components: cognitive-motivational component presupposes knowledge of social ideas and values of the individual; social intelligence, divergent thinking, creativity, planning their own life scenario, life crises knowledge, understanding social reality, the choice of profession; reflective component – provides mental self-control feelings psychosexual literacy, independence, understanding of social roles, the ability to feel the nuances of social situations, solve problem situations responsibility; operational and technological components – characterized by a certain social experience, skills of effective interaction with society, the ability to operate adequately, a variety of techniques behavior, performance of social roles, the ability to leave the conflict.The level of development and the formation of social intelligence and its structural components; dominant communication styles and leading communication skills; the priority of personal orientation are determined. Discovered level of social intelligence and competent communication style together constitute an adequate level of social competence is correlated with the dominant orientation of the individual – focus on interaction and communication, and business orientation. It should be noted that the detected result corresponds to features and specifics of the training of future psychologists, humanistic orientation of their professional activities.
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Sharmin, Liza. "Action Research in English for Specific Purposes: English Language for the Medical Students in Bangladesh." Asian Journal of Humanity, Art and Literature 5, no. 1 (2018): 33–44. http://dx.doi.org/10.18034/ajhal.v5i1.330.
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English for Specific Purposes (ESP) has flourished to meet the growing demand of the academic and professional learners. Since the tertiary level of education is the concern, ESP can be a way out to teach English as a second or foreign language. At the end of primary, secondary and higher-secondary level of English language education, a learner is expected to have a good command of the four skills of English language. Even though, if one fails to have the proficiency, s/he needs intensive teaching. ESP has very thoughtful and research-oriented arrangement for language teaching by needs analysis, formulation of goals and objectives, specific syllabus design, appropriate material development, effective teaching, and accurate evaluation.
 In ESP, the practitioner, who is a needs analyst, is also a setter of goals and objectives, a syllabus designer, a material developer and a teacher as well as an evaluator. For this reason, there lies no gap among the steps of a whole project of language teaching. ESP learners are mature and more enthusiastic. In ESP, syllabus design depends on the analysis of the language used in the target area of learners. Sometimes, the syllabus designers consider the learners’ opinions. Teaching materials are collected from the area of job or study of the learners. Interests, target and levels of previous knowledge of the ESP learners usually vary. Thus, for an individual group, a tailor-made ESP course is, therefore, suitable. The goal of the present action research is to design an English language course for the medical students.
 In my professional life, I used to teach English language to the medical students. Since I taught them with general English language materials, I observed a gap between their target area and English language. “They cannot relate their achieved language knowledge to the medical context. For example, in a class, when they are asked to solve some exercises of active and passive voices, they can solve properly. But when they define terms like hypertension, or nervous system, they confidently use called/ call/ calls instead of is/ are called. Medical students are really motivated by their subject specific texts. It is my assumption that, specific English language course can solve the problem by bridging the gap between their knowledge and their proficiency language.” (Sharmin, L. -2011). On the basis of the information of data, collected from one preset questionnaire, I have analyzed needs and formulated an ESP course obtaining vocabulary, topic and examples from medical context. I found the classes more effective and interesting with these special materials. I have collected another set of data. I compared the data and found the results very optimistic.