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Fényes, Márta, and Zsuzsa Cselkó. "Terápiás lehetőségek alkalmazása a dohányzók leszokásának segítésére a kardiológiai gyakorlatban." Cardiologia Hungarica 51, no. 5-6 (2021): 348–53. http://dx.doi.org/10.26430/chungarica.2021.51.5.348.
Повний текст джерелаАнотація:
The role of smoking in the development and the prognosis of cardiovascular disease had been clearly demonstrated. During cardiology specialist care and rehabilitation, the secondary prevention and targeted treatment of patients’ risk factors is a daily therapeutic routine in the line of specialist and assistant tasks. Organized support for smoking cessation is strongly recommended in the context of cardiology specialist care and rehabilitation for both high-risk population and those who had experienced a cardiac event or smokers with a chronic heart disease. Up-to-date and personalized physician’s advice on quitting smoking significantly increases the willingness to quit. For those who are motivated to quit, the success of the quit attempt is enhanced by combining the required level of counseling with personalized pharmacotherapy.
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Karandashev, Victor N. "Professional psychologists’ education in Russia." Psychology Teaching Review 7, no. 2 (September 1998): 32–38. http://dx.doi.org/10.53841/bpsptr.1998.7.2.32.
Повний текст джерелаАнотація:
This paper describes the current education of professional psychologists in Russia. In the university system there are three initial types of education leading to a specialist degree, a bachelor’s degree, or a master of psychology degree. The most common type is the five year education leading to the specialist degree. Specialist education is mostly generic but specialisms (majors) are available in 16 different fields of psychology. Students also study general humanities and socio-economic disciplines, mathematics and general science, general professional disciplines, and other specialisms.Education in the system of pedagogical universities and other higher pedagogical institutions leads to the award of specialist degrees in educational psychology.It is possible to continue professional psychological education in Russia through postgraduate study leading to the degree of Kandidat of Psychological Sciences (equivalent to a PhD degree). The highest qualification in professional psychology is the degree of Doctor of Psychological Sciences.There are two main programmes for students who have completed their initial studies in disciplines other than psychology, and there are many further additional qualification and re-qualification programmes for professional psychologists.Psychology teaching in Russia has three different types of curricula depending on whether the goal of psychological education is to provide a training in professional psychology, a training for professionals in other disciplines or training for school teachers. This paper focuses on the psychological education of professional psychologists.
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Benera, Valentyna, and Tsisaruk. "PROFESSIONAL DEVELOPMENT OF FUTURE TEACHERS OF EMPLOYMENT EDUCATION AND TECHNOLOGIES IN HIGHER EDUCATION ABROAD." Scientific bulletin of KRHPA, no. 12 (2020): 56–71. http://dx.doi.org/10.37835/2410-2075-2020-12-7.
Повний текст джерелаАнотація:
Foreign experience of problem of professional development of future specialists is examined in the article, professional preparation of future teachers of labor studies and technologies is analyzed in particular. A study of scientific materials is undertaken in relation to experience of professional development of future teachers of technologies in countries, that is distinguished by the high level of pedagogical education, - to the USA, Great Britain and Poland. Exactly these countries on the draught of many years demonstrate the high indexes of quality education in relation to professional preparation of future teachers and them professional development in further pedagogical activity. The special attention is deserved by schools of professional development of teachers of technologies in the USA, that not only prepare future teachers but also care of professional development of practical teachers-workers, increase of level of their pedagogical activity. Also, it is marked in the article, that at higher school of Great Britain there is support of the state from development of technology, that shows up in providing of standards and software with the aim of realization of competence approach and professional self-development of future teachers and teachers that work. Different vector of forms of organization of educational process at higher school of Great Britain assist a free choice the student of certain form of studies or their combination, to academic mobility with taking into account of his inclinations and making and professional increase of the future specialist. On the basis of analysis of professional preparation at higher school of Poland investigational, that professional development of future specialist comes true through at level to the licentiate and master's degree studios and provided by configuration of approach of the systems from introduction of the Polish system of vocational orientation on studies on speciality to realization of practical preparation with introduction of the modern practice-oriented forms and methods of studies in the conditions of application of interactive technologies in the subject-subject interaction with the teacher of higher school and orientation on self-realization, achievement of success on the stage professional preparation and further professional to development. The results of logical-systemic analysis of scientifically-pedagogical literature in relation to professional development of future teachers of technologies in foreign countries allow to assert that scientists show the increase personal interest the problem of preparation of teachers in other countries. Keywords: professional development, future teacher of labor studies and technologies, specialist, professional preparation, foreign experience
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Derevyanko, K. I., V. P. Orlovskaya, and I. G. Filippova. "Creative thinking as a soft skill of an event industry specialist." Economics and Management 28, no. 3 (March 31, 2022): 267–80. http://dx.doi.org/10.35854/1998-1627-2022-3-267-280.
Повний текст джерелаАнотація:
Aim. The presented study aims to comprehensively analyze the problem of including creative thinking as a separate competence – an essential element of soft skills – into the results of mastering academic disciplines to increase the development resource of a service enterprise through the example of the event industry as part of the creative industry.Tasks. The authors investigate the correlation between the event industry and creative industries; substantiate the importance of creative thinking for an event industry specialist and the need to introduce creative thinking training into academic programs in the field of congress and exhibition activities.Methods. The theoretical and methodological basis of this study includes the works of Russian and foreign scientists and experts in the field of creativity and its role as a resource for the development of enterprises. The study uses the following types of analysis: comparative (comparison of approaches, ideas, experience of different countries in investigating the composition of creative industries), hermeneutic (interpretation of various aspects related to the analysis of the needs of educational practices in the development of creative thinking), and systems analysis.Results. The main problem of the study is a result of the current trends in the development of the creative economy and the event industry as its element. Today, there is no formalized market for creative industries with clear forms, rules, and subjects in Russia. There is no legislative framework or structured legal and financial mechanisms to support and develop creative industries. This is due to the fact that there is a background problem: creative industries are counter-intuitively distributed across the sectors of the Russian economy. The study also addresses the problem related to the concept of "creative industry", its content and limits, insufficient elaboration of questions about the justification of the place of the event industry and its affiliation with creative industries, lack of theoretical and practical developments in the field of creative thinking in the training of event industry specialists. This study serves as a prerequisite for reconsidering the role and importance of developing creative thinking skills as a mandatory element of the training of personnel for the event industry. The results of the study include opportunities for preparing applied solutions to the problem of developing creativity skills at the present stage of the event industry being promoted in Russia as a dynamically developing industry and the need to increase its contribution to the national economy. In particular, the main signs of the event industry's affiliation with creative industries in the modern interpretation of the content of this concept are identified, and the need to consider creative thinking as a separate competence for training in the field of the event industry is assessed.Conclusion. The special role of creative thinking is revealed, substantiating the need to distinguish a separate creative thinking competence and to consider it as an integral component of the results of mastering most of the disciplines of the professional cycle in the training of specialists for the event industry. From the authors' perspective, this will help to minimize the gap between the needs of the market and the essence of current educational programs, and to facilitate the comprehensive formation of the desired "advanced professional competencies" and "skills of the future".
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PRYBORA, Tetiana. "FORMING EMOTIONAL INTELLIGENCE OF THE FUTURE SPECIALIST IN HIGHER EDUCATIONAL ESTABLISHMENT." Humanities science current issues 2, no. 55 (2022): 301–6. http://dx.doi.org/10.24919/2308-4863/55-2-48.
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García-Goñi, Manuel. "Specializing Nurses as An Indirect Education Program for Stoma Patients." International Journal of Environmental Research and Public Health 16, no. 13 (June 27, 2019): 2272. http://dx.doi.org/10.3390/ijerph16132272.
Повний текст джерелаАнотація:
Education programs are beneficial for patients with different chronic conditions. Prior studies have examined direct education, where information is transferred directly to patients. In contrast, in this program, information is transferred directly to nurses who become specialists and transfer education individually to patients. Hence, this paper evaluates the impact of having specialist nurses for stoma patients at hospitals, as those nurses provide healthcare to patients but also inform and educate patients about their condition and needs. The analysis uses an observational study with ostomized patients in Spain at hospitals with and without specialist nurses, and measures health service utilization and health-related quality of life (HRQL), besides performing a cost analysis and a cost-effectiveness analysis at both types of hospitals. The results show that patients with access to specialist nurses self-manage better, present lower adverse events and a better evolution of HRQL, and significantly demand more consultations with specialist nurses and less to A&E, primary care or specialists, resulting in important savings for the health system. Consequently, specializing or hiring nurses to provide indirect education to stoma patients is cost-effective and highly beneficial for patients. This type of indirect education strategy might be considered for specific conditions with low incidence or difficulties in identifying target patients or delivering information directly to them.
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Scutelnicu, Ana, Anca Marina Ciobanu, Corina Gica, Mihaela Demetrian, Brindusa Ana Cimpoca-Raptis, Gheorghe Peltecu, Radu Botezatu, Nicolae Gica, and Anca Maria Panaitescu. "Skin cancer and pregnancy." Romanian Medical Journal 69, S2 (January 31, 2022): 47–50. http://dx.doi.org/10.37897/rmj.2022.s2.10.
Повний текст джерелаАнотація:
Skin cancer during pregnancy is common, with malignant melanoma being the most frequent and the most aggressive. Any pigmented skin lesion that suffers changes should be examined by a specialist and if considered high-risk, biopsy should be performed right away and not postponed as it is thought to be safe during pregnancy. Recent studies showed that it has the same outcome compared with the non-pregnant state, if diagnosed and treated as soon as possible. Diagnosis of skin cancer, including melanoma, does not necessarily require an early delivery or termination of pregnancy, if in the first trimester, except for pregnant patients with poor prognosis (advanced disease) that need more aggressive, systemic treatment. Management needs to be established in specialized centers with a multidisciplinary team. Monitoring should be performed by a team consisting of an obstetrician, a maternal-fetal medicine specialist, a neonatologist, and an oncologist.
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Basturkmen, Helen. "ESP teacher education needs." Language Teaching 52, no. 3 (December 13, 2017): 318–30. http://dx.doi.org/10.1017/s0261444817000398.
Повний текст джерелаАнотація:
Teaching English for academic purposes (EAP) and for specific purposes (ESP) are demanding areas in which to work. Teaching in these areas typically includes a range of tasks, such as investigating learner needs and specialist discourse, developing courses and materials in addition to classroom teaching. Therefore, teachers face a range of tasks which often require additional knowledge and skills. To date, the literature in EAP and ESP has tended to foreground the needs of learners and background the learning and knowledge needs of teachers. This plenary reviews themes in the literature on teacher education in ESP and reports on two research studies that investigated the practices and perspectives of experienced ESP and EAP teachers. Findings from the studies are discussed in relation to teacher education needs in this field.
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SUMNER, JOHN. "Parent power: using specialist help." Children & Society 4, no. 1 (December 18, 2007): 35–38. http://dx.doi.org/10.1111/j.1099-0860.1990.tb00257.x.
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YEVDOKIMOVA-LYSOHOR, Lesia. "Formation of the communication culture of the future specialist in the international business." Humanities science current issues 1, no. 49 (2022): 204–12. http://dx.doi.org/10.24919/2308-4863/49-1-32.
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KHARCHENKO, Inna, and Inna SHYSHENKO. "Formation of professional culture as a necessary condition for training a modern specialist." Humanities science current issues 2, no. 42 (2021): 240–44. http://dx.doi.org/10.24919/2308-4863/42-2-40.
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OLEKSIIENKO, Larysa, Tеtiana KOVAL, and Serhii LAUN. "Professional competence of the future specialist from the standpoint of the system approach." Humanities science current issues 2, no. 40 (2021): 285–90. http://dx.doi.org/10.24919/2308-4863/40-2-46.
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Rachayon, Suphatha. "A Language Teacher in the ESP Classroom: Can We be a Successful Dweller in This Strange and Uncharted Land?" English Language Teaching 13, no. 9 (August 28, 2020): 119. http://dx.doi.org/10.5539/elt.v13n9p119.
Повний текст джерелаАнотація:
The English for specific purposes (ESP) classroom has been described by a number of scholars as a strange and uncharted land for many language teachers. This is because ESP is designed to meet the specific needs of the learner, making it related to subject specialist content. Accordingly, some people feel that language teachers without a specialist subject background are “unqualified” to teach ESP courses. Rather, subject specialists should be the ones who teach these courses even though, in many cases, they are not trained to teach language. This paper therefore aims to find out whether it is possible that language teachers, who have limited subject specialist knowledge, can “settle down” happily in this strange and uncharted land. Reviews of the literature and previous studies of related topics, namely the definition of ESP, subject specificity, subject specialist knowledge, strategies for dealing with a lack of subject specialist knowledge, and the roles of the ESP practitioner, are discussed first. Then, the answer to the question is presented at the end.
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TYSHCHENKO, Mykola, and Olga OGURTSOVA. "Correctional pedagogy in higher education institutions. Its place and role in the modern specialist formation." Humanities science current issues 3, no. 44 (2021): 217–22. http://dx.doi.org/10.24919/2308-4863/44-3-34.
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Keating, Xiaofen D., Ke Zhou, Jingwen Liu, Rulan Shangguan, Yao Fan, and Louis Harrison. "Research on Preservice Physical Education Teachers’ and Preservice Elementary Teachers’ Physical Education Identities: A Systematic Review." Journal of Teaching in Physical Education 36, no. 2 (April 2017): 162–72. http://dx.doi.org/10.1123/jtpe.2016-0128.
Повний текст джерелаАнотація:
The purposes of this project were to conduct an overall review of research on preservice physical education (PE) teacher (referred to preservice PE teachers as preservice specialist) and/or preservice elementary teacher (referred to preservice elementary teachers as preservice generalist) PE identities and to identify any new trends in research on the topic. Studies were selected for analysis through searches of databases in English without time limits. In total, 27 articles were identified including 14 data-based studies. The majority of the selected studies (85.7%) employed qualitative methods. Research on the topic was not dominated by any single country. The focus of previous research was centered on determinants of preservice specialists’ PE identity construction such as PE coursework and student teaching. Information about the development and measurement of PE identity among preservice specialists and generalists is still sparse. More research on examining the complexity, nurturing, and reshaping of PE identities is needed.
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Chen, Senlin, and Alex Garn. "Student Learning in Physical Education Through the Lens of a “Curriculum Specialist”." Kinesiology Review 7, no. 3 (August 1, 2018): 226–32. http://dx.doi.org/10.1123/kr.2018-0017.
Повний текст джерелаАнотація:
For decades, scholars in physical education pedagogy have done tremendous work to enlighten the research on student learning. Dr. Catherine D. Ennis was one of the leading experts in the past 3 decades (active contributor 1984–2017), who had a monumental impact on learning-related research in physical education. In this article, the authors synthesize Dr. Ennis’s scholarship on student learning in physical education, honoring her contributions to the field. They first define learning as a concept and learning in physical education and present how Ennis as a “curriculum specialist” viewed learning. They then cover Ennis’s insights and findings that originated from her series of impactful curriculum studies related to student engagement and learning and conclude by sharing lessons learned from Ennis’s scholarly wisdom for guiding future research in physical education pedagogy.
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Mohamed, Carmen. "Developing anti-discriminatory education: the impact of specialist training on practitioners and pupils." Education 3-13 34, no. 2 (June 2006): 143–51. http://dx.doi.org/10.1080/03004270600670516.
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Keskin, Yusuf. "US Influence On The Education System In Turkey: An Analysis Of Reports By American Education Specialists." Journal of International Education Research (JIER) 10, no. 3 (July 1, 2014): 229–36. http://dx.doi.org/10.19030/jier.v10i3.8742.
Повний текст джерелаАнотація:
This study aimed to analyse reports prepared by American education specialists visiting Turkey from the Proclamation of the Republic till the end of the 1950s to inspect Turkeys education system. In accordance with this purpose, first, the foreign specialists reports are briefly introduced chronologically and then American specialist reports are analysed. This study examined reports prepared by J. Dewey (1924), Beryl Parker (1934), the committee under the presidency of E. Walter Kemmerer (1933-1934), W. Dickerman (1951), John Rufi (1951), R. J. Maaske (1953), and M. Costat (1955). These seven reports were selected for analysis as they were published by the Ministry of National Education. Since the main source of data for the study was the reports of American specialists, document analysis - a qualitative research method - was employed. It is important to check the originality of the written sources acquired for document analysis. As the Ministry published all the reports as a book, they qualify as original, first-hand sources. Secondary data sources were reviews or explanatory studies on Turkeys education history and foreign specialist reports. The study ascertained that the reports prepared by American specialists largely corresponded; the observations and recommendations in the reports essentially focused on the same issues. Based on these similarities, it can be inferred that all the specialists stayed informed of each other and correctly identified the problems in the Turkish education system.
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Nevin, Mary, Geralyn Hynes, and Valerie Smith. "Healthcare providers’ views and experiences of non-specialist palliative care in hospitals: A qualitative systematic review and thematic synthesis." Palliative Medicine 34, no. 5 (February 5, 2020): 605–18. http://dx.doi.org/10.1177/0269216319899335.
Повний текст джерелаАнотація:
Background: Healthcare providers working in hospitals are frequently exposed to patients with palliative care needs. For most patients, these reflect non-specialist rather than specialist palliative care needs. Embedding palliative care principles early in patients’ disease trajectories within acute care delivery in hospitals, however, is a challenge. How to best understand the experiences of those providing non-specialist palliative care in hospitals has not been systematically assessed. Aim: To synthesise the evidence on healthcare providers’ views and experiences of non-specialist palliative care in hospitals. Design: A qualitative systematic review and thematic synthesis using Thomas and Harden’s thematic synthesis framework. Data sources: Databases of MEDLINE, CINAHL, PsycINFO and EMBASE were searched from date of inception to March 2018. Studies were eligible for inclusion if they reported on healthcare providers’ views and experiences of non-specialist palliative care in hospitals. Studies were appraised for quality but not excluded on that basis. The review was prospectively registered with the International Prospective Register of Systematic Reviews. Results: Thirty-nine papers of 37 studies were included, representing 985 hospital healthcare providers’ views and experiences. Four major analytical themes emerged; ‘Understanding of Palliative Care’, ‘Complexities of Communication’, ‘Hospital Ecosystem’ and ‘Doctors and Nurses – a Different Lens’. Conclusions: Non-specialist palliative care in hospitals is operationalised as care in the last weeks and days of life. The organisation of acute care, inter-disciplinary working practices, clinician attitudes, poor communication structures and lack of education and training in palliative care principles exacerbates poor implementation of this care earlier for patients in hospitals.
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Valdebenito, Karla, and Alejandro Almonaci-Fierro. "Teacher Self-efficacy in Music Teaching: Systematic Literature Review 2011-2021." Journal of Curriculum and Teaching 11, no. 8 (November 14, 2022): 317. http://dx.doi.org/10.5430/jct.v11n8p317.
Повний текст джерелаАнотація:
International literature has reported that teachers present deficiencies and insecurities in teaching music; consequently, music is not taught competently and appropriately. Self-efficacy is the belief in one's ability to cope with different situations and tasks to produce achievements according to the individual's conviction. This systematic literature review aims to examine the self-efficacy of teachers who teach music within classrooms in studies conducted between the years 2011 and 2021. Articles were reviewed from the Web of Science, Scopus, and EBSCO databases, using the thematic analysis methodology and inclusion criteria, and fifteen articles were finally selected. The results indicate a clear difference in self-efficacy between specialist and non-specialist (generalist) teachers. In both cases, teachers look for different ways to teach music despite the adversities they face in their educational institutions, the low priority of the discipline within the school curriculum, and the scarce musical education they had in their teacher training. As a consequence, their level of self-efficacy is affected according to their professional and life experiences.
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Farmer, Lesley S. J. "School Library Media Specialist Collaboration with Special Education Personnel in Support of Student Learning." Evidence Based Library and Information Practice 4, no. 2 (June 14, 2009): 37. http://dx.doi.org/10.18438/b8r02b.
Повний текст джерелаАнотація:
Objective – The objective of this study was to identify factors for effective collaboration between school library media specialists and special education personnel in support of student learning.
Methods – A review method was used to examine illustrative studies of collaboration.
Results – The analysis revealed studies that represented a variety of methodologies: survey, observation, interview, action research, and participatory ethnography. The review identified cross-study factors that facilitate collaboration between school library media specialists and special educators: shared knowledge via cross-training and regular professional interaction, effective communication skills, and effective educational team planning and co-teaching of meaningful learning activities.
Conclusion – The study concluded that school library media specialists and special education personnel need to share their knowledge and expertise about the effective use of appropriate resources and services for students with special needs.
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Kostanjevec, Stojan, Francka Lovšin Kozina, and Martina Erjavšek. "THE RELATIONSHIP BETWEEN TEACHERS’ EDUCATION AND THEIR SELF-PERCEIVED COMPETENCE FOR TEACHING HOME ECONOMICS." Problems of Education in the 21st Century 76, no. 2 (April 15, 2018): 175–88. http://dx.doi.org/10.33225/pec/18.76.175.
Повний текст джерелаАнотація:
Relevant teacher qualifications that include specialist knowledge and knowledge in didactics significantly influence the level of achievement of education goals during the teaching process. Teacher's perception of their own professional competence to teach may depend on their qualification which is linked to the education obtained. The purpose of the research was to find out how teachers who teach Home Economics in Slovenian elementary schools estimate their competence to teach Home Economics contents, in reference to their formal education. 89 teachers of 5th and 6th grade Home Economics participated in the research. They were classified according to their formal education, either in the group with completed Home Economics studies (relevant education) or in the group without these studies (irrelevant education). A questionnaire was developed for the teachers to assess their own teaching competence. The obtained data was analysed with descriptive and inferential statistical methods. Results indicated that teachers with completed home economics studies who teach Home Economics feel more competent to teach Home Economics contents than teachers without completed relevant studies. Differences in their perceptions exist in all four Home Economics modules, i.e. economics, textile and clothing, living and environment, food and nutrition. This leads to the conclusion that relevant teacher education is important for teaching Home Economics in all specialist areas of home economics education. As regards providing quality education process and achieving Home Economics education goals, the results indicate that relevant qualifications of teachers should be ensured. Teachers with irrelevant education should be provided with additional professional training. Key words: teachers' education, teachers' competencies, Home Economics, Home Economics teachers, home economics education.
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Katalin Fodor, Ilona, Valeriu V. Lupu, and Felicia Drăgan. "The risks of self-medication at children." Romanian Medical Journal 63, no. 3 (September 30, 2016): 247–50. http://dx.doi.org/10.37897/rmj.2016.3.12.
Повний текст джерелаАнотація:
According to some statistics from the pharmaceutical industry, 73% of Romanians are taking medicines by themselves, meaning self-medication. The reasons for using this method are: distrusting the doctors, lack of time or a sanitary education and family reasons. Self-medication can have negative consequences on human health, especially if children are “self-medicated” by taking medicines given by parents without seeing a specialist. This study presents the risks of self-medication at children, given that half of the interviewed parents are giving drugs without going to a medical consult first and without fully realizing the risks they put their children at.
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Abrams, Sandra Schamroth, and Jayne C. Lammers. "Belonging in a Videogame Space: Bridging Affinity Spaces and Communities of Practice." Teachers College Record: The Voice of Scholarship in Education 119, no. 11 (November 2017): 1–34. http://dx.doi.org/10.1177/016146811711901101.
Повний текст джерелаАнотація:
Background Focusing on ways a common endeavor brings people together, Gee offered the concept of affinity spaces, which suggests that open participation without exclusion or membership is possible. This theory contrasts with Lave and Wenger's communities of practice, which called attention to situated, hierarchical participatory practices. Bridging these two theories, we look to discussions of Discourses and specialist language and behavior to highlight how doing–being–valuing combinations situate people within a particular space in ways that can welcome open participation while supporting both inclusivity and exclusivity. Purpose This article defines and illustrates features of belongingness visible in videogame spaces, underscoring the dynamics of hierarchical participation in interest-driven practices, an important element to consider when attempting to make education more responsive to contemporary youth. Research Design This retrospective cross-case analysis includes data from two separate ethnographic studies of videogame affinity spaces. Data displays, as well as anecdotal notes, help facilitate the qualitative analysis of observations, interviews, field notes, and artifacts. Findings Within these videogaming affinity spaces, there were practices and value systems (i.e., Discourses) that promoted inclusivity and exclusivity. Data reveal specialist knowledge, interaction, and proficiency, in particular, to be prominent features in relationship-building in interest-driven participatory spaces. Conclusions This study calls attention to the doing–being–valuing combinations that situate one within a particular space while supporting inclusivity and exclusivity. A focus on belonging, therefore, revives the concept of community-based Discourses, honors the practices that situate learners in contemporary spaces, and helps researchers and educators understand how youth configure and reconfigure their social practices to seek inclusion by using and honing specialist language and behavior.
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Cudalbă, Delia, Nicolae Gică, Radu Botezatu, Corina Gică, Anca Marina Ciobanu, Brînduşa Ana Cimpoca, Gheorghe Peltecu, and Anca Maria Panaitescu. "MALIGNANT MELANOMA AND PREGNANCY." Romanian Medical Journal 68, no. 2 (June 30, 2021): 143–46. http://dx.doi.org/10.37897/rmj.2021.2.2.
Повний текст джерелаАнотація:
Malignant melanoma is one of the most frequent cancers diagnosed during pregnancy. Any pigmented skin lesions that change the color should be examined by an experienced dermatologist and if suspected, should be biopsied. Recent studies showed that malignant melanoma in pregnancy has not a worse outcome compared with non-pregnant state. Diagnosis of melanoma does not require an early delivery excepted pregnant patients with poor prognosis that need more aggressive treatment. Diagnosis and treatment need to be established in specialized centers with a multidisciplinary team. Pregnancy monitoring should be performed by team consisting of an obstetrician, a neonatologist and a specialist in fetal medicine.
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Knight, Allison, and Melody Leung. "Membership Committee: ALSC Member Profiles." Children and Libraries 19, no. 1 (April 7, 2021): 38. http://dx.doi.org/10.5860/cal.19.1.38.
Повний текст джерелаАнотація:
Alia Jones, formerly Sr. Library Services Assistant at Cincinnati and Hamilton County (OH) Public Library, 2020 Caldecott CommitteeDenise Dávila, PhD, Assistant Professor of Children’s Literature and Literacy Education, Language and Literacy Studies, University of TexasAnn Crewdson, Children’s Specialist, King County (WA) Library System
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Kanapickaitė, Jolanta. "Individualization and Communality in the Context of Vocational Training." Pedagogika 110, no. 2 (June 10, 2013): 57–65. http://dx.doi.org/10.15823/p.2013.1819.
Повний текст джерелаАнотація:
This article discloses individualization / communality in the studies process of designers, photographers-technologists, engineers, marketing, communications and health care specialists. The research was done in 2009–2012 years of studies in Vilnius college, Kaunas college, International school of law and business, Vilnius Gediminas technical university, Vilnius Art academy, Vilnius college of technologies and design studies programs: marketing, advertisement, marketing and management, creative industries, visual communication, general practice nursing, biomedical diagnostics, hygienic and decorative cosmetics, physical therapy, graphic design, interior design, interactive design and photography technologies, building services, construction, geodesy and cadaster, heating energetic. The aim of this article is to disclose individualization / communality in the vocational studies process of designers-photographers technologists, engineers, marketing, and communication and health care specialists. Research data showed what communality the general direction of engineers’ and health care specialist vocational is training. And the statistical data analysis revealed the following: artist and manager named individualization as a general direction of vocational training.
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Lamont, Alexandra, and Karl Maton. "Choosing music: exploratory studies into the low uptake of music GCSE." British Journal of Music Education 25, no. 3 (November 2008): 267–82. http://dx.doi.org/10.1017/s0265051708008103.
Повний текст джерелаАнотація:
School music has a comparatively low take-up rate as a qualification among English secondary school pupils. Existing research on the issue has proffered possible reasons for this phenomenon but has generally been piecemeal and undertheorised. This paper sets out a fresh theoretical perspective capable of providing a basis for systematic empirical research, and discusses the results of two exploratory studies. Drawing on legitimation code theory, a new approach in the sociology of education that focuses on the basis of achievement within educational contexts, the paper analyses National Curriculum, GCSE syllabi and pupils' attitudes towards a range of school subjects, including music. The documentary analysis highlights that earlier stages of the music curriculum emphasise either musical knowledge or musical dispositions of knowers, but music at GCSE level represents an ‘elite code’ where achievement depends upon both possessing specialist knowledge and being the right kind of knower. The study of pupils' attitudes suggests this code shift is recognised by pupils and may play a role in the low uptake of music for GCSE study. This new framework offers a firmer foundation for future empirical research into attitudes towards school subjects and subject choices.
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Mazankova, L. N., I. V. Ponkin, T. A. Chebotareva, and A. A. Ponkina. "Legal aspects in the infectious disease specialist’s practice." Rossiyskiy Vestnik Perinatologii i Pediatrii (Russian Bulletin of Perinatology and Pediatrics) 65, no. 2 (May 15, 2020): 7–14. http://dx.doi.org/10.21508/1027-4065-2020-65-2-7-14.
Повний текст джерелаАнотація:
The article studies a legal status and specific legal aspects in the practice of the infectious disease specialist. The authors of the article emphasize how important it is to develop legal literacy and competence (as one of the doctor’s professional competencies) within the framework of continuing professional education programs.
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SAVCHUK, Boris, Ruslan KOTENKO, and Mykola PANTIUK. "Scientific and theoretical foundations of cognitive flexibility as a basic competence of a future specialist of the XXI century." Humanities science current issues 3, no. 38 (2021): 132–37. http://dx.doi.org/10.24919/2308-4863/38-3-23.
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Soini, P., A. Valjakka, S. Tuurinkoski, M. Elomaa, T. Väänänen, and V. Hägg. "Pain psychology specialist training 2012–2014." Scandinavian Journal of Pain 4, no. 4 (October 1, 2013): 256. http://dx.doi.org/10.1016/j.sjpain.2013.07.006.
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Abstract AimsThe training includes learning the practical skills related to the psychological examination, treatment and rehabilitation of pain patients. The completion of the training prepares for work in multiprofessional teams as a specialist in pain psychology. A joint project of the Finnish Association of the Study of Pain and the Psychology Institute since 2008. ParticipantsPsychologists working in public, private or occupational health care, in rehabilitation or psychiatric clinics. The fourth training group of 20 psychologists started in the spring of 2012. More than 40 psychologists have already been trained in 1998-2010. The structure and content of the training: Seminars Eight seminars include 12 days of training on the topics of pain as a psychosocial phenomenon, psychological assessment, treatment and rehabilitation of pain patients, interaction and multiprofessional teamwork. Tutorial groups Eight tutorial meetings of 5 students and one tutor in each group gather together in different parts of Finland to discuss selected scientific articles, work on their professional identity as pain psychologists and receive supervision of clinical and diploma work. Literature Getting acquainted with scientific research reports on pain psychology and with vocational literature. Diploma work Written article or a short research report on a development project, experiment or a phenomenon related to pain psychology. Optional studies Giving a lecture or training on the topic of pain psychology to other professionals or patients, participating in a pain education organized by others, writing a report on a research, treatment or rehabilitation experiment or a book review to be published
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Čepelionienė, Jurgita, and Vida Ivaškienė. "PECULARITIES OF STUDENTS ’ ATTITUDE TOWARDS THE STUDIES AND THE PHYSICAL EDUCATION TEACHER IN THE ASPECT OF GENDER." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 3 (July 24, 2015): 367. http://dx.doi.org/10.17770/sie2014vol3.689.
Повний текст джерелаАнотація:
The most important factor of physical education at the university level is the teacher hence it is his qualifications, educational mastery on which depends his ability to create a favorable learning atmosphere with the respect to the educational and emotional aspects. The relationship between the physical education specialist and students, the content of the practical lessons, methods and theoretical lectures influence the formation of students’ attitude towards physical activities and the development of the practical acts The purpose of the research is to set student’s attitude towards the studies and physical education teacher relying on the gender aspect. Empirical research was conducted in the spring semester of year 2009. The 491 students were involved in this study (362 female and 129 male).
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Kogan, S., K. Kirgizov, G. Muftakhova, G. Serik, and S. Varfolomeeva. "Building of Collaboration Between National Research Center of Pediatric Hematology, Oncology and Immunology, Professional Society and Medical Institutions in the Russian Federation: Unique Experience." Journal of Global Oncology 4, Supplement 2 (October 1, 2018): 166s. http://dx.doi.org/10.1200/jgo.18.56700.
Повний текст джерелаАнотація:
Background and context: More than 4000 cases of pediatric cancer are registered in the Russian Federation annually. A well-functioning system of the centers and departments of pediatric, hematology and oncology required to obtain good treatment results. Features of the Russian Federation require close collaboration between Dmitry Rogachev Center, NSPHO and regional medical institutions. Aim: Development and implementation of the system of direct collaboration between Dmitry Rogachev Center, NSPHO and regional medical institutions for improvement of diagnostics, treatment and rehabilitation of children with hematologic and oncological diseases on the all territory of the Russian Federation. Strategy/Tactics: Dmitry Rogachev Center was set by the Ministry of Health of the Russian Federation as the National Center in charge of pediatric hematology and oncology. Thus, the collaborative initiatives between Dmitry Roigachev Center, NSPHO and regional medical institution were prioritized. Key points of the regional strategy are 24/7 telemedicine support for regional institutions, forming of database of centers and specialists based on NSPHO catalogue of institutions, usage of unique clinical guidelines and standards for all regions of Russia based on tandem agreements and continuous medical education and scientific work. Program/Policy process: To obtain above-mentioned goals, the following steps were made. Federal Center of Telecommunication for Children with hematologic and oncological diseases was founded. A special Web-based application was constructed for the forming of the database of the institutions (the base of this work is the 9 years experience of NSPHO in accumulating of data on centers and specialists on the Russian territory). More than 50 guidelines were prepared and approved for hematologic and oncological diseases treatment in children. Tandem agreements are signing now between Dmitry Rogachev Center, NSPHO and regional medical institutions. Different educational activities are available for specialists from all Russian regions (e.g., on-site seminars, online meetings, etc.). Outcomes: Regional network consists of 86 institutions in all Russian regions (about 3900 beds). During the test period of work of FCT in 2017 more than 5000 consultations were made. Estimated number for 2018 is 6000. All these institutions and specialists (1050) are included to the monthly updated database including the contact and other information. Approved guidelines updating periodically based on the results of multicenter studies. Nowadays more than 50 institutions signed the tandem agreements. These steps allowed to control all pediatric cancer cases in country. What was learned: Only scientific-based multicentre collaboration under the leadership of the National Center and strong national society with support of the government could lead to control of cancer cases and success in treatment. This experience could be used in other countries
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Muehlenhard, Charlene L., and Gordon Hammerle. "Challenging Sexual Stereotypes: An Interview With." Teaching of Psychology 24, no. 1 (February 1997): 64–68. http://dx.doi.org/10.1177/009862839702400120.
Повний текст джерелаАнотація:
Gordon Hammerle (GH), a Professor of Psychology at Adrian College (Adrian, MI), conducted the first interview for The Generalist's Comer. He chose sexuality and gender issues as his focus and recruited Charlene Muehlenhard (CM) as our first research specialist. Dr. Muehlenhard is the President of the Society for the Scientific Study of Sexuality. An Associate Professor of Psychology and Women's Studies at the University of Kansas (Lawrence, KS), she has written or coauthored numerous articles on sexual aggression and sexual communication patterns.
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Tucker, Louise. "Education for art librarianship in the United Kingdom." Art Libraries Journal 19, no. 2 (1994): 19–21. http://dx.doi.org/10.1017/s0307472200008774.
Повний текст джерелаАнотація:
Although in the past it has been possible for students of librarianship in Britain to select some specialist options pertaining to art librarianship, this is no longer the case: training for librarianship is generalist in its scope. Intending art librarians have in some cases chosen to study for an arts degree and then to undertake postgraduate training in librarianship, while more recently the proliferation of modular studies has multiplied opportunities for combining different subjects. Art librarianship is learned by working in an art library; in addition, ARLIS/ UK & Ireland provides short courses, workshops, and study visits, as well as an annual conference. Proposals for a national Visual Arts Library and Information Plan (VALIP) may lead to further development of a strategy for the training of art librarians.
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ROZHKO-PAVLYSHYN, TETIANA. "PREVENTING THE APPEARANCE OF PROFESSIONAL DEFORMATIONS OF FUTURE PRESCHOOL INSTITUTIONS TEACHERS." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy 1, no. 1 (July 14, 2022): 80–88. http://dx.doi.org/10.25128/2415-3605.22.1.10.
Повний текст джерелаАнотація:
The article deals with the problem of preventing occupational burnout, the appearance of professional deformations, counteraction to the negative professiogenesis of future childcare teachers of preschool institutions at the stage of their professional training. It describes specific features of preschool education including high degree of responsibility and psychological stress of childcare teachers’ work, complexity and a significant number of job tasks, intensity of communication, a high probability of emergency situations, etc. By interviewing 54 young childcare teachers (their work experience being up to 3 years) from different regions of Ukraine (Kyiv and Ternopil regions), the author brought into sharp focus the practical urgency of the issue of professional deformation of a specialist. The author has come to the conclusion, that yesterday’s graduates of higher education institutions are not ready for full-fledged professional activities, and, most importantly, they are not able to work effectively and ecologically for themselves, and the issues mentioned by the respondents can be considered prerequisites for the appearance of professional deformations and early occupational burnout. Having generalized scientific representations, the author defines professional deformation of a specialist as an integrative concept covering numerous personal changes caused by specialist’s activities, and which subsides due to this by the appearance of professional destructions in the specialist. The author highlights the essence, causes and consequences of professional burnout of preschool education institutions teachers, their early professional deformation, caused by a number of destructive external and internal factors. The author offers ways to update the content and technologies of professional training, to strengthen partnerships with the best practitioners. The essence and specific features of preparation for early professional adaptation of future childcare teachers are treated as factors of activation of purposeful professional development of an individual, their professional self-disclosure and personal fulfillment, the key to preventing stagnation, deformation and burnout. The author has concluded, that the dynamics of professiogenesis of a specialist is not always positive. Therefore, future preschool institution teachers should be prepared for professional challenges, constructive overcoming of crises, negative factors and deformations. Training of future teachers of preschool education institutions involves not only the development of a sustainable set of competencies, but also the ability to continuously improve themselves, activate their own professional approach, which will ensure the professional effectiveness and reliability of childcare teachers and form a constant, conscious need for this. So, a specially developed system of training applicants for the prevention of professional deformations will intensify the professional purposeful development of an individual. It will ensure the gradual professional self-realization of the future specialists and will be the key to preventing them from stress-induced diseases, destructive changes and breakdowns.
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Cioti, Ana-Maria, Oana Nicolescu, Ioana Veronica Grăjdeanu, Alexandru Mihai Stefanescu, Gabriela Carmen Obilisteanu, Anca Angela Simionescu, and Ana Maria Alexandra Stănescu. "THE CORRELATION BETWEEN THE APPEARANCE OF NON-MELANOCYTIC SKIN TUMORS AND EXPOSURE TO UV RADIATION." Romanian Medical Journal 68, no. 2 (June 30, 2021): 219–24. http://dx.doi.org/10.37897/rmj.2021.2.14.
Повний текст джерелаАнотація:
Introduction. In the last 30 years, the incidence of non-melanocytic skin tumors (NMRTs) has increased alarmingly. The most common subtype of TCNM is basal cell carcinoma followed by squamous cell carcinoma. Material and method. This retrospective study was performed on a group of 140 patients. Patients diagnosed with C44 nonmelanocytic malignancy according to ICD-10 were included in the study. Results. Of the 140 patients, 118 (84%) received the presumptive diagnosis of CBC and 17 (12%) the diagnosis of CSC. Histopathological examination confirmed the diagnosis of CBC in 76% of cases and that of CSC in 58% of cases. Regarding the number of lesions, cases with a single lesion predominate (94%). In terms of clinical form, the most common type of basal cell carcinoma in the study group was 75% nodular carcinoma. Conclusions. There is a need for more studies for the application of prevention and proper management from the family doctor to the specialist.
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Creese, Angela. "The Role of the Language Specialist in Disciplinary Teaching: In Search of a Subject?" Journal of Multilingual and Multicultural Development 21, no. 6 (December 2000): 451–70. http://dx.doi.org/10.1080/01434630008666417.
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Christensen, Lois McFadyen. "Ms. Lillie M. H. Fincher: A Luminary African-American Educator in Pre- and Post-Integration in the South." Social Studies Research and Practice 4, no. 2 (July 1, 2009): 131–39. http://dx.doi.org/10.1108/ssrp-02-2009-b0013.
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This piece is about how elementary and secondary social studies students participate in transformational social studies education for social justice through oral history. The exemplar oral history illustrated is through the life of an exemplary educator, Ms. Lillie M. H. Fincher. She was a former social studies specialist in the Birmingham Schools and a civic activist. How she ushered in integration with her students in the early 1970s and the ways in which Ms. Fincher influenced students, imprinted lasting impressions, and made differences in their lives forever. This is the spirit of transformational social justice.
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Vaccaro, Joan A., Kelitha Anderson, and Fatma G. Huffman. "Diabetes Self-Management Behaviors, Medical Care, Glycemic Control, and Self-Rated Health in U.S. Men by Race/Ethnicity." American Journal of Men's Health 10, no. 6 (July 8, 2016): NP99—NP108. http://dx.doi.org/10.1177/1557988315585590.
Повний текст джерелаАнотація:
Men, particularly minorities, have higher rates of diabetes as compared with their counterparts. Ongoing diabetes self-management education and support by specialists are essential components to prevent the risk of complications such as kidney disease, cardiovascular diseases, and neurological impairments. Diabetes self-management behaviors, in particular, as diet and physical activity, have been associated with glycemic control in the literature. Recommended medical care for diabetes may differ by race/ethnicity. This study examined data from the National Health and Nutrition Examination Surveys, 2007 to 2010 for men with diabetes ( N = 646) from four racial/ethnic groups: Mexican Americans, other Hispanics, non-Hispanic Blacks, and non-Hispanic Whites. Men with adequate dietary fiber intake had higher odds of glycemic control (odds ratio = 4.31, confidence interval [1.82, 10.20]), independent of race/ethnicity. There were racial/ethnic differences in reporting seeing a diabetes specialist. Non-Hispanic Blacks had the highest odds of reporting ever seeing a diabetes specialist (84.9%) followed by White non-Hispanics (74.7%), whereas Hispanics reported the lowest proportions (55.2% Mexican Americans and 62.1% other Hispanics). Men seeing a diabetes specialist had the lowest odds of glycemic control (odds ratio = 0.54, confidence interval [0.30, 0.96]). The results of this study suggest that diabetes education counseling may be selectively given to patients who are not in glycemic control. These findings indicate the need for examining referral systems and quality of diabetes care. Future studies should assess the effectiveness of patient-centered medical care provided by a diabetes specialist with consideration of sociodemographics, in particular, race/ethnicity and gender.
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Larson, Rebecca Sam, and Caryn Medved. "Selecting and Implementing a Telementoring Program: Case Studies of Project ECHO." Metropolitan Universities 33, no. 3 (June 11, 2022): 91–109. http://dx.doi.org/10.18060/25689.
Повний текст джерелаАнотація:
Extension for Community Healthcare Outcomes (Project ECHO) is a telementoring program for health professionals that uses adult learning techniques and interactive video technology to connect distal community providers with specialist and multidisciplinary teams in real-time collaborative sessions. We examine the adoption, implementation, and sustainability of ECHO programs at four academic medical centers through case studies based on structured interviews. The study and its analysis are informed by the Diffusion of Innovation theory and the Exploration, Preparation, Implementation, Sustainment (EPIS) framework. We found that early adopters became aware of ECHO by chance and were persuaded through observations to adopt ECHO. Finding a home for ECHO was an important initial adoption decision. Five context factors influence the implementation of ECHO: Funding, networks, staffing processes, leadership, and individual characteristics of staff. Sustainability requires ongoing funding, which itself may rely on evidence of outcomes. Findings from this study can inform the implementation of Project ECHO at other academic medical centers and extend to decisions to adopt, implement, and sustain similar telementoring programs designed to close the research-practice care gap between communities and academic medical centers.
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al, Ocheme Julius Okojokwu et. "Infection Status and Risk Factors Associated with Schistosomiasis among Pregnant Women in Jos, Nigeria." Cross Current International Journal of Medical and Biosciences 3, no. 6 (August 8, 2021): 62–68. http://dx.doi.org/10.36344/ccijmb.2021.v03i06.001.
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Schistosomiasis is one of the most predominant neglected tropical diseases (NTDs) caused by systemic helminthes, Schistosoma sp. S. haematobium and S. mansoni are the main species that causes infection in the Sub-Saharan Africa causing urogenital schistosomiasis and intestinal schistosomiasis respectively. Schistosoma infection during pregnancy has been linked with low birth weight, still birth, maternal mortality and other adverse effects. The study was undertaken to determine the prevalence and risk factors associated with urinary schistosomiasis among pregnant women attending antenatal care at Plateau Specialist Hospital in Jos North Local Government Area, Plateau State. This study was carried out with a total of 200 samples collected from pregnant women who consented to participate in the study. The urine samples were collected from the consenting pregnant women and screened using POC-CCA urine cassette. Information on socio-demographic and risk factors were collected via structured questionnaire and analysed statistically. Out of the 200 women tested for Schistosoma circulating cathodic antigen, 138 were positive representing 69% (138/200) prevalence of schistosomiasis. None of the demographics nor the risk factors studied in the current research was found to be statistically associated (χ2 > 0.05) with schistosomiasis. Schistosoma infection is prevalent in Jos with 69.0% prevalence among women attending antenatal clinic in Plateau State Specialist Hospital with younger pregnant women (≤ 25 years) having a preponderance of the disease burden than the older women. Routine screening for schistosomiasis for all women attending antenatal care and appropriate treatment should be given. Education and awareness on the mode of transmission and detrimental effect of schistosomiasis is recommended.
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Pithouse, Andrew, Sally Hollard, and Dolores Davey. "Assessment in a specialist referred family centre: outcomes for children." Children & Society 15, no. 5 (2001): 302–14. http://dx.doi.org/10.1002/chi.678.
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Macmillan, Jenny. "Learning the piano: a study of attitudes to parental involvement." British Journal of Music Education 21, no. 3 (November 2004): 295–311. http://dx.doi.org/10.1017/s0265051704005807.
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Numerous studies in general education have concluded that parental involvement improves student achievement. Research in music education indicates that parental involvement is beneficial to progress on a musical instrument. However, few music teachers are known to actively encourage it. This paper reports on a detailed qualitative survey that examines teachers', pupils' and parents' attitudes to parental involvement, the extent and nature of that involvement, and pupils' resultant enjoyment and achievement.The survey found that, while pupils and parents alike welcome parental involvement, some teachers encourage this collaboration and some do not. Teachers who (a) have pedagogical qualifications, (b) have followed specialist courses, and (c) are experienced, prove more likely to encourage parental involvement.
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Taylor, Andrew, and Adam Sutherland. "CLINICAL SUPERVISION – WHAT ABOUT THE SPECIALIST TRAINEES?" Archives of Disease in Childhood 101, no. 9 (August 17, 2016): e2.17-e2. http://dx.doi.org/10.1136/archdischild-2016-311535.24.
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IntroductionClinical supervision is defined by Barber and Norman as having four main functions: educational, supportive, managerial and development of self-awareness.1 It is common practice within initial pharmacy education for clinical supervision to take place at undergraduate, pre-registration and foundation level pharmacist stages. But what about the specialist trainees? It is probably a fair observation that the amount of clinical supervision provided for pharmacists undergoing their advanced level practice drops vividly.One study suggests that clinical supervision improves patient outcomes,2 however this and many other studies are related to nursing clinical supervision, there is little published evidence to support this claim with regards to pharmacy clinical supervision.We present a case where effective clinical supervision of a specialist trainee had a direct impact on patient safety and outcome in a paediatric intensive care unit. The case involves a child with a presentation of sepsis related to group A Streptococcus toxic shock syndrome (TSS) and associated acute kidney injury (AKI) that may have been precipitated or worsened iatrogenically.MethodAn experienced band 7 pharmacist attends the daily ward round and refers complex patients to the nominated senior specialist pharmacist. An educational pharmacist ward round takes place twice a week where the band 7 pharmacist will present each patient, proposed pharmaceutical management plan and the patient's care is discussed in an open, non-judgemental forum.After each discussion an agreed action plan is implemented, further educational needs identified and goals agreed to meet them. A strong component of this ward round is a reflective element with the senior pharmacist encouraging specialist trainees to reflect verbally. Significant event reflections will be documented.ResultsThe specialist trainee identified that this patient required senior review, and referred the patient up appropriately.Following independent assessment by the senior specialist, two highly nephrotoxic medicines (gentamicin and furosemide) were discontinued which prevented any further kidney injury and inevitably helped recovery from the already established AKI. The patient only received haemodiafiltration for 48 hrs which could have been prolonged with further nephrotoxicity.The potential harms of these medicines had not been identified by the specialist trainee pharmacist on the medical ward round. These interventions and discussions resulted in a number of reflections including:▸ Management of AKI▸ Use of nephrotoxic medicines in sepsis, TSS and AKI▸ Assertiveness in multi-disciplinary ward rounds▸ Communication with senior medical staffConclusionsThere is a place in practice for clinical supervision to continue beyond foundation practice that may be overlooked once specialist training begins. We have demonstrated that patient outcomes benefit from the input of senior specialist pharmacists providing structured supervision to specialist trainees. One of these methods has been described within this case review. Formal studies comparing methods and the impact on patient outcomes and safety are required.
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Marshalsey, Lorraine, and Madeleine Sclater. "Critical perspectives of technology-enhanced learning in relation to specialist Communication Design studio education within the UK and Australia." Research in Comparative and International Education 13, no. 1 (March 2018): 92–116. http://dx.doi.org/10.1177/1745499918761706.
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This paper investigates the widespread integration of technology-enhanced learning (TEL) within specialist Communication Design studio education in the UK and Australia. The impetus for this paper has grown from the challenges facing day-to-day design studio education and the recognition that the use of technology in higher education today has increased dramatically. Conventional design studio facilities are being reconfigured into blended studio-based classroom learning spaces (often generically termed as ‘studio’). This study compares the lived experiences of students interacting with technology within two differing international studio settings. The two case studies used a Participatory Action Research approach and employed sensory affect as a lens through which learning within studio education was investigated using Participatory Design practice-led methods. The study finds that the Australian participants working within a TEL classroom-based environment faced significant obstacles to engagement and that their UK counterparts, who were situated within a conventional studio environment, much less so. This paper aims to support Communication Design students as they engage with studio education via the proposed transferable methodological framework – the Methods Process Model.
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Bhattacharyya, Sanjeev, Denise Parkin, and Keith Pearce. "EDUCATIONAL SERIES ON THE SPECIALIST VALVE CLINIC: What is a valve clinic?" Echo Research and Practice 6, no. 4 (December 2019): T7—T13. http://dx.doi.org/10.1530/erp-18-0086.
Повний текст джерелаАнотація:
The prevalence of heart valve disease is increasing as the population ages. A series of studies have shown current clinical practice is sub-optimal. Some patients are referred for surgery at advanced stages of disease with impaired ventricular function or not even considered for surgery. Valve clinics seek to improve patient outcomes by providing an expert-led, patient-centred framework of care designed to provide an accurate diagnosis with active surveillance of valve pathology and timely referral for intervention at guideline directed trigger points. A range of different valve clinic models can be adopted depending on local expertise combining the skill set of cardiologist, physiologist/scientist and nurses. Essential components to all clinics include structured clinical review, echocardiography to identify disease aetiology and severity, patient education and access to both additional diagnostic testing and a multi-disciplinary meeting for complex case review. Recommendations for training in heart valve disease are being developed. There is a growing evidence base for heart valve clinics providing better care with increased adherence to guideline recommendations, more timely referral for surgery and better patient education than conventional care.
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Kirichenko, A. V., and M. N. Strikhanov. "WorldSkills International and Its Place in Higher Education System." Vysshee Obrazovanie v Rossii = Higher Education in Russia 28, no. 11 (December 3, 2019): 117–25. http://dx.doi.org/10.31992/0869-3617-2019-28-11-117-125.
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The article discusses the results of the impact of WorldSkills International Movement on the development of national higher education. The authors analyze the main stages of its development, the results of the implementation of WorldSkills standards in the Russian higher education system, dwell on the procedure for the formation of the system of competences that increase the competitiveness of modern specialists. The article includes algorithms for conducting demonstration WorldSkills standards exam, and makes the case for integrated studies to identify trends in the formation and development of professionalism in various activities, develop models of successful specialist, as well as use diagnostic technology to assess his/her personal and professional qualities. In addition, the authors show the relevance of educational innovation through the adaptation of WorldSkills system in conjunction with the modification of training system, and multiplying a promising experience and transfer it to different occupations.
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Afanasiev, D. V., O. A. Denisova, O. L. Lekhanova, and V. N. Ponikarova. "Higher Education Teacher Readiness for Inclusive Education." Psychological-Educational Studies 11, no. 3 (2019): 128–42. http://dx.doi.org/10.17759/psyedu.2019110311.
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Higher education of persons with disabilities and persons with disabilities is among the priorities of the state and society. The solution of the task of vocational education and employment of people with disabilities is determined by a complex of interrelated factors, including the readiness of university staff to implement the practice of inclusive higher education. Teachers engaged in the inclusive education of students with disabilities must have certain professional characteristics. According to the professional standard, the list of professional competencies of a higher education teacher weakly reveals the specifics of the activities of a specialist in the area of inclusive higher education. Available studies confirm the need for a deeper study of the issue of diagnostics and the formation of readiness of university teachers for professional activities in an inclusive education. The long-term studies described in the article were based on the hypothesis that training university teachers for professional activities in an inclusive education environment should include a full cycle of activities including screening diagnostics, the implementation of an additional education program, group support and advisory support, and dynamic tracking of the level of readiness. The study was implemented from 2013 to 2019. The total sample of the study was 562 people, teachers and employees of 25 universities of the North-West Federal District. A representative sample of the study was 327 people, teachers and staff who went through all stages of the study. The results of the study make it possible to assess the readiness of higher school teachers for professional activities in an inclusive education from pre-readiness to inclusive readiness inclusive. The results of the formative part of the study showed that the general and specific personality characteristics that determine the success of activities in the field of inclusive higher education arise in the process of special education, professional activity in the context of inclusion and with mandatory support of teachers from the staff of inclusive education resource centers. This leads to an increase in the proportion of university teachers who have a positive attitude towards inclusive education, demonstrating productive coping strategies, an optimal, advanced and acceptable level of readiness for inclusive higher education.
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Taub, Alyson, Gary D. Gilmore, Larry K. Olsen, and David Connell. "Applied Contributions and Insights From Health Education Role Delineation Research (1978-2015) in Advancing the Health Education Profession in the United States." Pedagogy in Health Promotion 4, no. 4 (January 18, 2018): 270–82. http://dx.doi.org/10.1177/2373379917751477.
Повний текст джерелаАнотація:
Five role delineation studies for health education specialists (HESs) were conducted from 1978 through 2015. The authors explored contributions and derived insights from these studies in advancing the profession of health education through professional preparation, credentialing, and professional development. The review process incorporated a comprehensive and methodic review of published and publicly available documents from the five studies: Role Delineation Project (1978-1981), Graduate Competencies Development Process (1992-1996), National Health Educator Competencies Update Project (1998-2004), National Health Education Job Analysis 2010 (2008-2009), and National Health Education Specialist Practice Analysis 2015 (2013-2014). The methodology involved identification and selection of resources; review of the published literature to identify comparison points that were analyzed across the five studies leading to data and information extraction; compilation of operational aspects, results, and professional buy-in; and identification of findings and eventually, themes. Three overarching themes emerged addressing: leadership, sponsors, and resources; a competency-based model of professional practice; and consistency and changes in defining the role of the HES. Nine major conclusions were drawn from the findings. Five key recommendations derived from the analyses and conclusions addressed greater health education role delineation research data set and report availability; wider dissemination of study findings and technical reports; increased representativeness of HES from key work settings and the three levels of professional practice in future role delineation studies; expansion of the research involvement and support from the full profession; and consistently naming the empirically based hierarchical model the Hierarchical Model of Professional Practice (HMPP).