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The Malaysian Education Development Blueprint' s (2013 2025) emphasis on the holistic formation of students in line with quality human capital formation is based on the national philosophy of education. This blueprint is in line with the Government Transformation Program (GTP)' which propels Malaysia towards becoming a developed and high income country. Quality students are able to learn through formal' non formal' and informal education as well as through meaningful experience. However' what are the factors that support the creation of awareness that knowledge is essential to life? We explored these factors through the use of grounded theory methods. A total of 32 respondents comprising of trainees' employers and industry supervisors were interviewed. In order to obtain a deeper understanding' we only focused on one public skills training institute which implements best practices. The results showed that there are six main factors that contribute to an environment' which is conducive to effective learning. These factors can serve as a guide to policy makers in the implementation of a comprehensive education system' which supports the holistic formation of students. © by The Author(s).

Training is a key task for ensuring that employees remain at a skill level that is conducive to productivity and to achieving the organizational objectives. However, training is a very costly investment. Hence, the resources allocated to training must be used wisely to balance the available resources to the goals sought. In this paper, a typical training decision is considered where the management needs to decide on assigning employees at various levels of the organization to various training programs. This is to be done with minimal interruption of the organization’s operations while making sure that the different types of employees are assigned to training programs most related to their jobs. Additionally, there is a limit on the capacity of the training facility and the number of trainers which in turn limits the number of training courses that can be offered in any given week. A linear programming model is developed to determine the optimal number of trainees that should be chosen from each department and the optimal allocation of these trainees to the various training courses. The model is applied to a real life situation and the results show that there is an optimal allocation that meets and in most cases exceeds the desired objectives of management while maximizing the utilization of the training resources. © author(s); CC-BY.

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The purpose of this descriptive study was to analyze university supervision from the perspective of student teachers (STs), and to examine postlesson conference discourse between STs and university supervisors (USs) to determine if STs perspectives on supervisory models aligned with what actually occurred. Determining STs expectations and desires regarding supervisory model preferences and then providing a forum for STs to comment on the actual university supervision that they experienced fills a void in the literature, as student voice pertaining to this area of university supervision is missing. Data were collected via ST opportunities to answer written questions before and after their capstone experience. A total of 80 postobservation conferences were audio-recorded, transcribed and inductively analyzed to determine conference discourse. Results determined that the 28 STs overwhelmingly (96%) expressed a preference for a collaborative supervision approach, which ultimately they declared they experienced. Word counts revealed that for all postobservation conferences, STs (58%) spoke more often than USs (42%), which suggests that a collaborative model of supervision did actually occur. Analysis of idea units demonstrated that USs asked a lot of questions (31% of all their idea units) and a majority of them (73%) were categorized as higher order-such as reflective or evaluative questions versus lower order questions such as informational questions. This led to a great deal of ST reflection on their lessons during the postobservation conferences. © 2015 human Kinetics, Inc.

Allied health professions have developed specialised advanced and extended scope roles over the past decade, for the benefit of patient outcomes, allied health professionals' satisfaction and to meet labour and workforce demands. There is an essential need for formalised, widely recognised training to support these roles, and significant challenges to the delivery of such training exist. Many of these roles function in the absence of specifically defined standards of clinical practice and it is unclear where the responsibility for training provision lies. In a case example of physiotherapy practice in the intensive care unit, clinical placements and independence of practice are not core components of undergraduate physiotherapy degrees. Universities face barriers to the delivery of postgraduate specialised training and, although hospital physiotherapy departments are ideally placed, resources for training are lacking and education is not traditionally considered part of healthcare service providers' core business. Substantial variability in training, and its evaluation, leads to variability in practice and may affect patient outcomes. Allied health professionals working in specialised roles should develop specific clinical standards of practice, restructure models of health care delivery to facilitate training, continue to develop the evidence base for their roles and target and evaluate training efficacy to achieve independent practice in a cost-effective manner. Healthcare providers must work with universities, the vocational training sector and government to optimise the ability of allied health to influence decision making and care outcomes for patients. © Journal compilation AHHA 2015.

Introduction: The aim of this study is to identify the level and causes of anxiety of sixth year medical students related to working in a rural area and the effect of a 1-day mobile rural health service observation on their anxiety. Methods: In the Ondokuz Mayis University Medical School in Samsun, Turkey, 212 students participated in a 1-day mobile rural health service led by a family physician. Between June 2011 and June 2013, during their family medicine internship, each student completed a structured questionnaire and a State-Trait Anxiety Inventory (STAI) before and after the observation. Results: A total of 85.8% of the students preferred to work in an urban area compared to 14.2%, who preferred a rural area. Currently, 89.6% of the students live in an urban area while 84.4% had lived in an urban area during most of their childhood. A total of 18.5% had no opinion about living conditions in a rural area, 71.7% thought they would be able to deal with the challenges, and 52.4% said the idea of working in a rural area made them anxious. Those students who had lived in a rural area as a child were found to be less anxious about working in a rural area. The association between the preferred work area and the student's anxiety about working in a rural area was statistically significant (p<0.001). Of the students, 76.8% thought that rural areas are more difficult places to work; a major reason for this as stated by 76.4% was the desire to have access to easy transportation. Difficult living conditions was noted by the students as their main reason for not wanting to work in a rural areas. Of the students, 77.8% answered that the 1-day rural health service observation positively affected their perspective on working in a rural area. There were 102 (48.1%) anxious students before the observation and the total decreased to 87 (41%) after the observation. Conclusions: Difficult living conditions were the main reason for students' anxiety about working in a rural area. Most of the students answered that the curriculum positively affected their perspective. Medical schools should provide students with the rural primary care environment experience, which would decrease their anxiety. © S Aydin, F Yaris, MF Dikici, F Artiran Igde, 2015.

This chapter focuses on how learners can be supported to utilise their design capability to take on the challenge of creating a world that has a chance for a more sustainable future. It begins with three premises. The first is that all human beings are born designers; that there is something fundamental about being human and being designerly in the ways that we go about our lives. The second premise is that in order to optimize the designer in all human beings we have to attend to how that capability is nurtured. © 2015 Sense Publishers. All rights reserved.

A variety of economic, social, political, and technological factors have come together to create a perfect storm of change in higher education: Skyrocketing educational costs, the demand for skill- and competency-based education, the rise of the knowledge economy. People are now lifelong learners, learning their profession throughout life, in chunks and when they need it. Added to that, the explosive advancement of technology in the last decade has made learning readily accessible at any time, everywhere, and in any form. The convergence of these factors has left higher education institutions scrambling and institutional, teacher, and learner roles in a state of flux. Heutagogy, also called self-determined learning, offers a teaching and learning framework for navigating the oncoming storm. The theory draws on established learning theories - humanism, constructivism, andragogy, transformative learning, and complexity theory - and the latest neuroscience to create a composite map for institutional leaders, teachers, and learners alike to apply to professional and lifelong learning. This chapter explores the tenets of heutagogy and how a heutagogical learning approach can be supported using the latest technological developments and be implemented in pedagogically meaningful ways in order to develop learners who are able to excel in today’s complex, global workforce. © Springer International Publishing Switzerland 2015.

The CompHP was developed in Europe in 2012, with the aim of establishing competencies and a certification system for Health Promotion. This article aims to present a theoretical reflection about the possibilities and limits of using CompHP in health professional training in Brazil. The theoretical bases that support this reflection were sought in the scientific literature and adjusted in the debates that took place in a post-graduation discipline stricto sensu, in 2012. Several papers have discussed and elaborated guidelines for establishing skills in promoting health around the world, however, discussions of professional competencies for health promotion that have been built in Brazil are still confined to particular practices. From the analysis of scientific texts, it is clear that CompHP guidelines were minted to think about training and practice in health promotion in the European context, however, the characteristics of the model of health and vocational training model practiced in Brazil can benefit greatly from the proposed competencies that this document brings. © 2015, UNIV SAOPAULO. All rights reserved.

Aim: The objective of the study is to identify the correlation between life satisfaction and burnout levels of senior students attending health-related departments of universities. Methods: The sample of the descriptive study is composed of 204 senior students attending health-related departments of universities. The required data were collected with The Satisfaction with Life Scale (SWLS) and Maslach Burnout Inventory–Student Form (MBI-SF). Data were evaluated with percentage distributions, t tests, Pearson correlation analyses, Kruskal-Wallis tests, Tukey tests and ANOVA tests. Results: The average age of the students was 22.63±1.29 and the average SWLS score was 20.72±6.54. On the other hand, their exhaustion, depersonalisation and accomplishment scores which are sub-factors of MBI-SF were 13.91±4.50, 9.69±3.77 and 11.15±3.16 respectively. In the study, significant negative correlation was determined between life satisfaction and scores of exhaustion (r= −.327; p = .000), depersonalisation (r= −.283; p=.000) and accomplishment (r= −.291; p= .000) which are subfactors of MBI–SF. And it was concluded that the higher the exhaustion scores; the lower the life satisfaction. Conclusion: A significant negative correlation was determined between life satisfaction and burnout levels of students. As a result, their life satisfaction decreases as the ir burnout levels rise. © GATA.