Search Results for
"human"

Employers are expecting to hire graduates who can function as employees who are equipped with various skills and excel in social skills and social values (SSSV). Industry has high expectations of the ability of graduates, and it is now paramount for graduates not only to be equipped with academic qualification but with SSSV as well to be more marketable in a job market that has become intensely competitive so as to land the most lucrative job industry has to offer. Employers now assume that those who lack SSSV are ill-prepared to enter the job market. The opinion is that training institutions are accountable for producing balanced and multi-talented graduates who are competent in both technical and non-technical skills. In this paper, we have used the focus group (FG) to distinguish the SSSV problems faced by the National Dual Training System (NDTS) apprenticeship based on the perspective of the trainers. This study is an expansion of the existing SSSV outlined in the handbook by the Malaysian Ministry of human Resources. The respondents in this study were NDTS trainers of public and private skills training institutes that offer the NDTS programme. Four FGs were carried out. The data were analysed using the Atlas.ti software based on thematic analysis strategy, and a few themes were identified from the analysis. The majority of the trainers provided positive feedback on the technical skills of the apprentices. In addition, a few other issues were raised by the trainers regarding the SSSV of the NDTS apprentices. © 2017 Universiti Putra Malaysia Press.

Much of the research into higher education and its role in work-based learning, and especially in supporting undergraduate students on placements, has focused on longer-term internships and sandwich courses. Research has also concentrated on subject areas that have traditionally been associated with the above, for example business, health and engineering. By contrast, the aim of this study was to gather data from students on a much shorter period of placement categorised as a ‘short project’. In addition, the data recovered was from students studying within the social sciences paradigm, undertaking an undergraduate degree in education studies (not teacher training). The social sciences and humanities more generally have not been discussed to any great extent within the context of research on placement or work-based learning; the subject area of education studies is not covered by previous research. The results suggest that even a relatively short period of structured placement can be of significant benefit to students and provide them with an opportunity to assess their career direction and gain valuable experience. The article also considers to what extent this type of placement can be applied to other subject areas within higher education. © 2016 UCU.

Demand for physical therapists in the United States (U.S.) is currently robust and expected to grow further. There are currently 228 physical therapy programs accredited by the Commission on Accreditation in Physical Therapy Education (CAPTE), and 30 more are in development in the U.S.; 29,246 students are currently enrolled in these programs (2014–2015 data). A shortage of physical therapy faculty with an advanced doctoral degree (i.e., PhD, EdD, DSc) is a primary concern for these programs. Specialized residency and fellowship training in physical therapy continue to expand, preparing professionals to deliver advanced clinical care. The American Board of Physical Therapy Residency and Fellowship Education (ABPTRFE) reports that there are currently 179 accredited residency programs and 35 accredited fellowship programs in the U.S. A number of academic physical therapy programs also currently operate a clinical faculty practice. Currently, these aspects and trends in physical therapy education, advanced training, and clinical practice, for the most part, lack synergy and connectivity, in both planning and implementation amongst the various components. This professional theoretical article describes a novel model for academic physical therapy, with potential transformative implications for entry-level physical therapy education, advanced clinical training, and academic preparation. © 2017 Taylor & Francis.

This book draws on a wealth of evidence including young people's own stories, to document how they are now faring in increasingly unequal societies like America, Britain, Australia, France and Spain. It points to systematic generational inequality as those born since 1980 become the first generation to have a lower standard of living than previous generations. While governments and experts typically explain this by referring to globalization, new technologies, or young people's deficits, the authors of this book offer a new political economy of generations, which identifies the central role played by governments promoting neoliberal policies that exacerbate existing social inequalities based on age, ethnicity, gender and class. The book is a must read for social science students, human service workers and policy-makers and indeed for anyone interested in understanding the impact of government policy over the last 40 years on young people. © 2017 Judith Bessant, Rys Farthing and Rob Watts. All rights reserved.

The persistence of undergraduate students in science, technology, engineering, and mathematics (STEM) disciplines is a national issue based on STEM workforce projections. We implemented a weeklong pre–college engagement STEM Academy (SA) program aimed at addressing several areas related to STEM retention. We validated an instrument that was developed based on existing, validated measures and examined several psychosocial constructs related to STEM (science identity, self-efficacy, sense of belonging to the university and to STEM, career expectancies, and intention to leave STEM majors) before and after the program. We also compared students in the SA program with a matched comparison group of first-year students. Results show that SA students significantly increased in science identity and sense of belonging to STEM and to the university, all predictive of increased STEM retention and a primary aim of the program. Relative to the matched comparison group, SA students began their first semester with higher STEM self-efficacy, sense of belonging, and science identity, positive career expectancies, and lower intention to leave STEM. The SA cohort showed 98% first-year retention and 92% STEM major retention. The SA program serves as a model of a scalable, first-level, cocurricular engagement experience to enhance psychosocial factors that impact undergraduate persistence in STEM. © 2017 D. Fiedler et al.

Competency-based medical education (CBME) is as important in continuing professional development (CPD) as at any other stage of a physician’s career. Principles of CBME have the potential to revolutionize CPD. Transitioning to CBME-based CPD will require a cultural change to gain commitment from physicians, their employers and institutions, CPD providers, professional organizations, and medical regulators. It will require learning to be aligned with professional and workplace standards. Practitioners will need to develop the expertise to systematically examine their own clinical performance data, identify performance improvement opportunities and possibilities, and develop a plan to address areas of concern. Health care facilities and systems will need to produce data on a regular basis and to develop and train CPD educators who can work with physician groups. Stakeholders, such as medical regulatory authorities who are responsible for licensing physicians and other standard-setting bodies that credential and develop maintenance-of-certification systems, will need to change their paradigm of competency enhancement through CPD. © 2017 Informa UK Limited, trading as Taylor & Francis Group.

Training in the workplace can be costly and time-consuming. Consequently it is often neglected. However, it plays an essential part in a company's success, increasing the level of performance, aiding strategic decision-making and maximizing quality and efficiency. Using detailed surveys and encompassing the literature in human resource management, this book, first published in 1992, shows why training is so valuable a tool. The author's critical analysis covers the effects of demographic change and the growing number of women in the workforce as well as issues which reflect the changing patterns of work, such as technology, workplace flexibility, and employee relations. He deals with the increasing stress laid on managerial performance, emphasizing the need for more management training, as well as assessing the role of state-run schemes and the effect of government policies. He concludes with ways to develop successful training patterns and to launch a "skills revolution". This book should be of interest to postgraduates, academics and researchers in the fields of human resource management, industrial relations and organizational behaviour. © 1992 Jeff Hyman. All rights reserved.

Objective To identify the perception of the last level students of the professional and technical health training programs regarding their competences to perform in the MIAS, and to evaluate the presence of said competences within the curricular contents of the health programs in Santander. Methods A transversal descriptive study was carried out in 451 students and a documentary review of curricula was performed for 26 programs. The content of an online questionnaire on the perception of competences in the areas of knowledge, attitudes and abilities was constructed and validated. Results In the documentary review, deficiencies were found in the inclusion of competencies such as leadership (80%) and differential approach in care (84%). In the perception survey, 36% of the students stated that they had regular or deficient knowledge about Integral Routes of Health Care, benefit plans and actors of the health system. Additionally, 7.5% stated they were not competent to carry out intersectoral coordination activities, epidemiological surveillance or public health research. Conclusion: The results show the need to include in the curricula of health programs some fundamental aspects for the proper implementation of MIAS. © 2017, Universidad Nacional de Colombia. All rights reserved.

IT industry is a knowledge based industry where human capital is considered as vital factor that enable organisation to gain competitive advantage and calls for necessity to develop workforce through enhanced employability. Thus employability links with the individual performance and satisfaction, organisation's growth and economic well being of the nation. Though there are many factors that affect employability, in this paper we are discussing influence of soft skills on employability in IT professionals. © 2017 IEEE.

Background: The objective structured clinical examination (OSCE), originally designed with experts assessing trainees’ competence, is more frequently employed with an element of peer assessment and feedback. Although peer assessment in higher education has been studied, its role in OSCEs has not reviewed. Aims: The aim of this study is to conduct a scoping review and explore the role of peer assessment and feedback in the OSCE. Methods: Electronic database and hand searching yielded 507 articles. Twenty-one full records were screened, of which 13 were included in the review. Two independent reviewers completed each step of the review. Results: Peer-based OSCEs are used to assess students’ accuracy in assessing OSCE performance and to promote learning. Peer examiners (PE) tend to award better global ratings and variable checklist ratings compared to faculty and provide high-quality feedback. Participating in these OSCEs is perceived as beneficial for learning. Conclusions: Peer assessment and feedback can be used to gauge PE reliability and promote learning. Teachers using these OSCEs must use methodology which fits their purpose. Competency-based education calls for diversification of assessment practices and asks how assessment impacts learning; the peer-based OSCE responds to these demands and will become an important practice in health professions education. © 2017 Informa UK Limited, trading as Taylor & Francis Group.