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"human"

Objective: To evaluate the perception of operation theatre educational environment using surgical theatre educational environmental measure. Methods: This cross-sectional study was conducted at Liaquat National Hospital, Karachi, from August 2015 to February 2016, and comprised surgical and allied trainees. The reliability of the surgical theatre educational environmental measure questionnaire was assessed by Cronbach's alpha. The minimum score on the questionnaire was 40 and possible maximum score was 200. A score of at least 120 out of 200 was considered favourable. SPSS 22 was used for data analysis. Results: Of the 103 participants who completed the questionnaire, 52(50.4%) were males and 51(49.5%) females. The results showed favourable operating theatre educational environment with the total score of 129. The overall reliability was calculated to be 0.97. Male residents perceived the educational environment more adequate than females (p<0.05). Conclusion: The questionnaire was found to be an easy, reliable and practical tool for measuring the perception of operating theatre educational environment. © 2017, Pakistan Medical Association. All rights reserved.

With “The Graduating European Dentist”, ADEE provides a new approach that reflects best academic practice for European undergraduate dental education. The new suite of documents sees increased emphasis on important curriculum components such as patient safety, working as a team and patient-centred care. There is also an increased emphasis on teaching excellence, student satisfaction and student preparedness and support. Guidance relating to methods of teaching and learning, and assessment (educational measurement), is also provided. It is anticipated that this new format will further increase accessibility and utility for educators, institutions, societies and regulators, across the sector. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd

Social work scholars have challenged the reliance on so-called "common sense" to guide clinical practice. This article reports findings from an ethnographic study of knowledge use and decision making in a residential treatment center (RTC) for children. Specifically, it asks what knowledge informs the everyday practice of mental health workers and analyzes participants' assertions that expert practice requires the possession of what they refer to as "common sense." Approximately 1,560 hours of participant observation and 36 semistructured interviews were conducted with 78 consenting mental health workers at the participating RTC. Participants reported that they valued and relied on common sense in their everyday practice and emphasized it in assessments of others' expertise. They described common sense as a natural quality of individuals, not learnable through professional education or on-the-job training. These assertions that practice expertise requires common sense obscure a rich body of local knowledge that workers drew on in practice. Common sense is more accurately understood as site-specific local knowledge calibrated to the unique demands of the organization. Further study of the character and transmission of local knowledge may inform social work research, education, and practice with implications for models of clinical decision making and knowledge transfer within and between organizations. © 2017 National Association of Social Workers.

Multidimensional extension measurement analysis model of accounting major courses reform in higher education is analyzed in this paper. Constructing a quality model is a unique way of thinking, working methods and operation flow of human resource management that aims at strengthening the competitiveness and improving actual performance, starting from the needs of the organizational strategy development. In recent years, methods have arisen in China, and the multinational corporations invested in China have established their own quality model in China. According to the college students' quality model, combining with the employment characteristics of accounting graduates, the quality model of college students can be constructed. Accounting professional ability of higher vocational education is divided into two parts: the basic professional ability and overall quality of ability. Accounting is a very technical economic management application discipline, accounting recognition, measurement, recording and reporting has a complex, strict standards and methods, especially in the rapid development of computer technology and the enterprise business increasingly complex economy, accounting skills of basic characteristics more prominent. The proposed method will promote the further development that will be essential.

Although apprenticeship training has been praised for its effectiveness in easing the transition of non-college-bound students from school to work, most studies rely on cross-country or cross-track comparisons. This study compares apprenticeship training students with non-apprentices within educational track in a relatively uncoordinated and decentralized institutional setting. Using a rich database and a unique set of observable individual-level characteristics as well as local labor market fixed effects to control for the potential selection bias, the results show that there are no significant differences in employment opportunities between apprentices and non-apprentices within just a year after graduation. This might be due to the failure of the Hungarian firms to enhance the skills of apprentices and thus increase their chances of entering the labor market compared to their school-trained peers. However, some immediate positive effect of apprenticeship training within sub-populations is apparent, which are likely to be the result of screening. © 2015 Elsevier Inc.

Background: School-to-work transition programmes play a crucial role in the achievement of post-secondary outcomes for young adults with intellectual disability (ID). Although special education in China has progressed in the last two decades, systematically planned transition education and services are not usually available for Chinese school leavers. Aims: The present study aimed to validate Kohler's Taxonomy of Transition Programming (KTTP) in the Chinese context for adolescents with ID. Methods and procedures: Five Chinese transition experts reviewed KTTP items, 14 Chinese transition teachers and 14 parents of adolescents with ID who would transition from school in the next 12 months were interviewed, and 329 transition teachers were surveyed. Outcome and results: Most items in KTTP were found to be important and relevant to the Chinese context. Based on KTTP, a modified transition framework appropriate to the Chinese context was generated. Conclusions and implications: The Chinese transition framework may assist parents and professionals to better support adolescents with ID in China. Future validation checks of the framework will add confidence that the framework captures the essential components of effective transition practices appropriate in the Chinese context. © 2015 Elsevier Ltd.

Forty faculty members from eight schools participated in a year-long National Faculty Development Program (NFDP) conducted in 2012-2013, aimed at developing faculty knowledge and skills for interprofessional education (IPE). The NFDP included two live conferences. Between conferences, faculty teams implemented self-selected IPE projects at their home institutions and participated in coaching and peer-support conference calls. This paper describes program outcomes. A mixed methods approach was adopted. Data were gathered through online surveys and semi-structured interviews. The study explored whether faculty were satisfied with the program, believed the program was effective in developing knowledge and skills in designing, implementing, and evaluating IPE, and planned to continue newly-implemented IPE and faculty development (FD). Peer support and networking were two of the greatest perceived benefits. Further, this multi-institutional program appears to have facilitated early organizational change by bringing greater contextual understanding to assumptions made at the local level that in turn could influence hidden curricula and networking. These findings may guide program planning for future FD to support IPE. © 2016 Taylor & Francis.

Healthcare organisations face the challenge of delivering care in increasingly complex environments. To do so they depend on competent professionals, and continuing professional education (CPE) plays a major part in ensuring that staff maintain and develop their knowledge and skills. However, there is limited evidence of the effect of CPE on healthcare outcomes, and an emphasis on outcomes has overlooked the contribution of the processes that underlie effective CPE. This article reports the results of a study that explored a range of stakeholders' perceptions of the processes that maximise the positive effects of CPE on practice. Analysis of results shows that CPE can help improve care when supported by positive organisational cultures, effective partnership working between stakeholders and supportive learning environments that enable individuals to maximise their learning. This article discusses how managers play a pivotal role in creating positive cultures in which CPE can flourish by being role models and change agents, ensuring organisational strategic objectives are aligned with personal development plans, and by working collaboratively with education colleagues to ensure that learning from CPE is embedded in practice. © 2016 RCNi Ltd.

While India has become a fairly significant manufacturing hub due to its industryfriendly policies, cost competitiveness and vast pool of human resources, some of the key challenges remain unaddressed. As a consequence, the full potential remains unrealised which manifests as a structural problem in the Indian economy (Indian industry has a low share in GDP). In response, the policy makers are constantly renewing their focus on expanding manufacturing and service sectors while various stakeholders feel that India faces an even bigger challenge with respect to vocational skills. Surveys and studies point out that the skill demand-supply gap is extremely wide. © Springer Fachmedien Wiesbaden 2016.

While education levels in the U.S. have risen in recent years, students from disadvantaged backgrounds have fallen behind other Americans in college attainment amid increasing college dropout rates. The causes of this growing gap include weaker academic preparation in their K-12 years (and earlier); lower wealth and liquidity that make it harder to pay tuition and other costs; worse information about and lower familiarity with higher education; and pressure to work full-time while being enrolled to help support their families. In addition, disadvantaged college students are heavily concentrated in weaker and under-resourced institutions such as community colleges, which generate fewer graduates. Even when students gain credentials like associate degrees, the degrees often do not have strong labor market value because of students’ poor labor market information and the weak incentives of public institutions to respond to the labor market by creating more classes in high-demand fields. And high-quality career and technical education opportunities in the U.S., such as “sectoral” training and work-based learning, have not been developed to the extent possible to provide students a wider range of pathways to careers from which to choose. Efforts to improve these outcomes must therefore focus on three goals: (1) improving completion rates at our public colleges by strengthening student supports; (2) expanding postsecondary options, at the bachelor’s level or below, that have labor market value; and (3) developing additional pathways to good-paying jobs through work-based learning and high-quality career and technical education, beginning in secondary schools. © Educational Testing Service 2016.