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Background Medical education is intended to enable students to become a physician who can practise the profession of medicine on his own authority, responsibility and accountability. In 2015, the competencies required to accomplish this have been described in the National Competency-based Catalogue of Learning Objectives Medicine. The aim of this study was to survey the extent to which the respective medical procedures were learned during medical school. Postgraduate trainees were asked to self-assess their level of proficiency in carrying out procedures commonly performed in family medicine. Methods A questionnaire involving 17 procedures was distributed among 328 postgraduate trainees in family medicine attending training sessions in Baden-Wuerttemberg. Participants could assess the extent to which they were able to independently perform each procedure (ranging from “not able to do it”, “able to do it under direct supervision”, “able to do it if supervision is provided upon request” to “able to do it on my own”, and “able to provide supervision to others” respectively). Respondents that were able to perform procedures without the need for supervision were asked to indicate when they acquired the competency. Data were analysed descriptively. Results A total of 196 postgraduate trainees (59.8%) completed the questionnaire. The average age was 35 years, 71 % of the participants were female. For five out of 17 procedures at least half of the participants regarded themselves as being “able to do it on my own” or “able to provide supervision to others”. The procedure that was most often (52.5 %) named as having been learned in medical school was “otoscopy”, followed by “wound suturing” and “mask ventilation” (42%). Conclusions Following graduation, GP trainees are unable to independently perform the majority of common procedures in family medicine. This indicates that insufficient proficiency in procedural skills is provided in undergraduate medical education, revealing the need for structured, supervised specialty training following graduation. © 2016

This paper provides precise figures on the incidence and wage penalties of mismatching in Germany. We use the BIBB/BAuA Employment Survey 2006 to compute two different measures of person-to-job matching. A first measure indicates an educational (mis)match, i.e., whether a worker’s attained level of education corresponds to the qualificational requirements of his or her job. Second, — and different from most other studies—we observe a skill (mis)match that reflects the correspondence between the skills of the job holder and the skill requirements of the job. We explore whether and the extent to which results on mismatch differ between these measures and explain the probability of being (mis)matched by different sets of worker and job characteristics. We also examine wage penalties for mismatching in Germany, considering a large number of controls for workers and, in addition to most earlier studies, job heterogeneity; we use random intercept models with workers nested in occupations. Our results indicate that large shares of over-or under-educated workers in Germany have skills that correspond to the skill requirements of their jobs. Furthermore, there are workers perfectly matched with respect to their education who, nevertheless, feel under-or over-challenged by their jobs’ skill requirements. Random intercept models reveal that beyond worker characteristics, i.e., human capital compensation (heterogeneous ability) and career mobility rationalities, job characteristics play a role in the mismatching variance and its real or apparent wage penalties. © The Author(s) 2016.

We explored the relationship between socio-economic characteristics and cancer stage at presentation. Patients admitted to a university hospital for diagnosis and treatment of cancer provided data on their education, vocational training, income, employment, job, health insurance and postcode. Tumor stage was classified according to the Union International Contre le Cancer (UICC). To analyze disparities in the likelihood of late-stage (UICC III/IV vs. I/II) diagnoses, logistic regression models adjusting for age and gender were used. Out of 1,012 patients, 572 (59%) had late-stage cancer. Separately tested, increased odds of advanced disease were associated with post-compulsory education compared to college degrees, with apprenticeship and no vocational training, with unemployment, disability pension, jobs with a low hierarchy level, blue collar jobs and with low income. Health insurance and community size were not related with late-stage cancer. Jointly modelled, there was evidence for an independent effect of unemployment (odds ratio (OR) 1.7, CI 1.0–2.8), disability pension (OR 1.8, CI 1.0–3.2) and very low income (OR 2.6, CI 1.1–6.1) on the likelihood of advanced disease stage. It is of great concern that these socio-economic gradients occur even in systems with equal access to health care. © 2016 UICC

SMK is the vocational education that prepare students to be able to work. So that the graduates should have the competence needed by business and industry. Competencies required by business and industry is always changing according to the development of science and technology. SMK then have to change and evolve. The development of vocational can utilize through teachers internships program in business and industry, so the teacher as a mediator for vocational development. Teachers Internships program in the business and industry is to meet the needs for vocational and business and industry. The present paper describes a study on the teachers' industrial internship program which is conducted through a qualitative research method on two vocational high schools that offer automotive program in Sidoarjo Regency, Indonesia, each of which is private and public school. The findings of the study is that the teachers Internships program as the contribution of industry to the development of vocational schools, the main human resource development. © 2016 Author(s).

Project management education was designed traditionally according to an expository paradigm. However, it needs to be redefined to engage students in higher order thinking and to facilitate effective learning. This study proposes a student-centered approach that is aligned with situated learning theory in virtual teams and explores its impact on student satisfaction and learning outcomes. Using a quasi-experimental design, 122 undergraduate and master's degree students enrolled in project management courses at two universities in separate locations. They were separated randomly into two groups, an experimental group in which students used the proposed student-centered approach and a control group in which students followed a more traditional course design. Data analysis indicated a higher level of satisfaction and performance with the proposed methodology. These results suggest that the presented methodology, which was based on project-based learning in an authentic context that offers opportunities for students to experience virtual teamwork, was more effective than traditional teaching approaches. Furthermore, there were some positive and significant correlations between students' satisfaction and their final marks. In this matter, the most relevant aspects to facilitate students' academic performance were (1) positive expectations of future professional development, (2) clear learning objectives that consistently relate to the content of the course, (3) positive feelings induced by teachers' support in resolving doubts, and (4) academic self-perception. The findings of this study suggest that motivational and affective states influence student learning in higher education. This is consistent with current learning theories. © 2016 Elsevier Ltd

Background A Train-The-Trainer course (TTT course) for general practice trainers was developed as part of the program Verbundweiterbildungplus Baden-Württemberg. The course included aspects of training such as organizational and legal knowledge as well as didactic skills for trainers in 9.5 teaching units (45 minutes each). The present article analyzes the evaluation of the course and considers possible future developments for TTT courses in Germany. Methods An evaluation tool was used covering aspects such as information, relevance for daily work, opportunities for participant engagement in the seminars and working environment as well as didactic competencies among teachers. Within five years, 256 trainers participated in a TTT course and received an evaluation sheet. Data were analyzed descriptively. Results 249 evaluation sheets were included (response rate 97 %). Overall, the participants were (very) satisfied with the course in general, its organization, the exchange with colleagues and the teaching units. The participants used the free text mode to give positive feedback; in particular, teaching units in organizational and legal regulations as well as practical feedback training to strengthen professionalism were evaluated positively. Suggestions for improvements included follow-up courses or a deepening of understanding of course contents. Conclusion The participants gave a very positive overall rating and claimed to have benefited from the course contents. Future projects should address further qualifications of general practice trainers and facilitate the exchange with colleagues on an ongoing basis. © 2016

It is not unusual to find that employers operating in low-pay sectors are reluctant to provide vocational training. Frequently they fear benefitting competitors as better-skilled employees command a more competitive position in the labour market and may choose to leave one employer and take their newly acquired skills elsewhere. However, in contrast the expectation might reasonably be that employers in more skilled sectors would be more enthusiastic about such training particularly when the financial, environmental and human costs, of errors are high. This paper therefore analyses vocational training provision in the more skilled sector of professional seafaring. In this sector, accidents may cause massive environmental damage and loss of life, and may incur substantial fines and financial penalties. Using a mix of qualitative and quantitative data, the paper focuses upon the adequacy of the training that is provided to seafarer officers in relation to the introduction of new technology aboard their vessels. © 2015 The Author(s). Published by Taylor & Francis.

Managing the Drug Discovery Process: How to Make It More Efficient and Cost-Effective thoroughly examines the current state of pharmaceutical research and development by providing chemistry-based perspectives on biomedical research, drug hunting and innovation. The book also considers the interplay of stakeholders, consumers, and the drug firm with attendant factors, including those that are technical, legal, economic, demographic, political, social, ecological, and infrastructural. Since drug research can be a high-risk, high-payoff industry, it is important to researchers to effectively and strategically manage the drug discovery process. This book takes a closer look at increasing pre-approval costs for new drugs and examines not only why these increases occur, but also how they can be overcome to ensure a robust pharmacoeconomic future. Written in an engaging manner and including memorable insights, this book is aimed at redirecting the drug discovery process to make it more efficient and cost-effective in order to achieve the goal of saving countless more lives through science. A valuable and compelling resource, this is a must-read for all students and researchers in academia and the pharmaceutical industry. Considers drug discovery in multiple R&D venues, including big pharma, large biotech, start-up ventures, academia, and nonprofit research institutes Analyzes the organization of pharmaceutical R&D, taking into account human resources considerations like recruitment and configuration, management of discovery and development processes, and the coordination of internal research within, and beyond, the organization, including outsourced work Presents a consistent, well-connected, and logical dialogue that readers will find both comprehensive and approachable. © 2017 Elsevier Ltd. All rights reserved.

Introduction The consultation is at the heart of general practice. It is the central setting through which primary care is delivered. The competency requirements are laid down internationally by competency-based curricula for undergraduate and postgraduate education. So far, there is no competency-based vocational training to develop consultation skills in general practice in Germany. The study describes experiences with consultation skills training as an element of general practice training as reported by trainees and trainers in Germany. Methods A qualitative and exploring approach was chosen because there is little experience with the German situation. We conducted structured focus group interviews with trainees and trainers, respectively. We recruited all participants by e-mail via the mail distributor „Junge Allgemeinmedizin Deutschland“ (JADE, a trainee and junior GP organization) and the academic teachers of the Friedrich-Alexander University Erlangen-Nürnberg. Altogether, four focus group interviews with three to five participants were conducted, varying in length from 25 to 65 minutes. All interviews were recorded digitally and transcribed verbatim. Then a qualitative content analysis was performed. Results The statements of the ten trainees and five trainers mapped a system of four main categories: (a) association with the term consultation, (b) parts of a consultation, (c) competencies required for professional practice, (d) consultation skills training as an element of vocational training. Overall, all participants regarded the consultation as the most important element in general practice. Important content of consultations is to build a relationship with the patient, gather information, conduct physical examinations and achieve informed consent on further proceedings. All participants agreed that physicians need different sets of competencies: medical expertise, communication skills, examination skills and professionalism. Finally, there was a broad consensus that a competency-based general practice training to support the development of consultation skills is lacking in Germany. The majority acknowledged the need for change. Conclusion So far, the consultation skills development within the general practice training in Germany is regarded as deficient. Both trainees and trainers have stressed the importance of change in vocational training. With the new competency-based curriculum for general practice in Germany and the associated development of supporting tools important prerequisites have been provided. © 2016