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"human"

Young workers are frequently injured at work. Education and awareness strategies to prevent injuries among young workers are common but they are often ineffective. These approaches emphasize teaching, rather than learning strategies, and appear to contradict recent competency-based developments in education science. This study aimed to gain insight into the actual safety skills learning process of adolescents in an internship in a high school vocational training program. The results are based on auto and allo-confrontation interviews from an ergonomics intervention study with nine apprentices and five experienced coworkers involved in the training. This technique is suited to obtaining qualitative data on work activities; it consists of interviewing apprentices and co-workers about videotaped work observations to capture the thought processes behind their action. The findings reveal that learning in an actual situation poses challenges because working conditions and also learning conditions are not always optimal. Such conditions prompt apprentices to develop novel strategies to manage unexpected situations. At times, this involved side-stepping a safety rule in order to meet work demands. The use of an ergonomics actual work activity approach allowed the merging of two research topics rarely found together: the socio-ecological paradigm in education and the development of original interventions to prevent occupational injuries among young workers. This intersection of educational theory and injury prevention strategies provides new avenue for improving vocational training programs and developing primary prevention interventions in occupational health and safety programs that target youth. © 2014 The Authors.

Background: Pathology, imaging and other tests have an essential role in the diagnosis and screening for disease in medical practice. However, over-testing has recently emerged as a significant issue and has implications for the patient, doctor and health system. Vocational training is arguably the most critical period in the development of future patterns of clinical practice for the GP. This includes the development of test ordering behaviour. The general practitioner (GP) supervisor, therefore, has a key role to play in educating registrars to avoid over-testing. Objective: In this article, we discuss general approaches and practical strategies for GP supervisors to teach their registrars rational test ordering. Discussion: Teaching should take a patient-centred focus and an emphasis on fostering a greater tolerance of uncertainty. Role modelling and demonstrated use of relevant clinical guidelines is a strong influence on registrar behaviour. Specific strategies for teaching rational test ordering include random case analysis, investigation audit, topic tutorials and use of targeted resources.

Objectives: The aim of the present study was to establish correlations between the dimensions of clinical learning environments (ACA) considering variables like: health institutions, hospital offices, specialty, and year of residency. Methods: 4,189 doctors were evaluated through an online survey in 2012. Results: The results revealed that the dimension of "educational processes" correlated best with others; specialties with the best ACA from the view of the medical residents were Internal Medicine and Surgery; and the third year residents had less favorable perceptions of their ACA. Conclusions: The pursuance of the academic program is relevant to physicians in training and teachers play an important role in the educational process.

[No abstract available]

Based on a socio-cultural approach to adult learning, this study draws on interviews with 19 married Vietnamese women to explore the learning experiences of Vietnamese immigrant women in vocational training in Taiwan. With permission from their families, the women participated in culinary training to develop the human and cultural capital necessary to fulfil their expected responsibilities. Despite remaining silent and marginalised during the Taiwanese-centred training, the women exercised their agency to complete the training and obtain cooking certificates. The completion of the training and the acquisition of the certificate empowered these women through their labour market participation by giving them a greater voice in their families, facilitating their integration into Taiwanese society, and advancing the pursuit of their life goals. For these immigrant women, their early socialisation in Vietnam and socio-cultural experiences in Taiwan affected their learning of vocational training, which was intertwined with issues of gender, ethnicity, and marriage immigrant status. © 2013 Elsevier Ltd.

This paper deals with the lack of interest shown by family medicine residents in Quebec (Canada) in home follow-up or monitoring of the elderly. By collecting and analyzing data from sixteen family medicine residents before and after their first experience of home follow-up, and from four medical supervisors, we found that residents experience a rapid loss of interest in this practice over a very short period. We show that this lack of interest stems first from the difficulty of applying the principle of patient-centered care, wherein medical interventions must meet the needs of the elderly in their entirety. Secondly, residents complain that they have to deal with many administrative tasks. They call for implementation of professional features to better integrate services such as case management. © 2014 Canadian Association on Gerontology.

Although lectures are one of the most common methods of knowledge transfer in medicine, their effectiveness has been questioned. Passive formats, lack of relevance and disconnection from the student′s needs are some of the arguments supporting this apparent lack of efficacy. However, many authors have suggested that applying adult learning principles (i.e., relevance, congruence with student′s needs, interactivity, connection to student′s previous knowledge and experience) to this method increases learning by lectures and the effectiveness of lectures. This paper presents recommendations for applying adult learning principles during planning, creation and development of lectures to make them more effective.

Health professionals need preparation and support to work in collaborative practice teams, a requirement brought about by an aging population and increases in chronic and complex diseases. Therefore, health professions education has seen the introduction of interprofessional education (IPE) competency frameworks to provide a common lens through which disciplines can understand, describe, and implement team-based practices. Whilst an admirable aim, often this has resulted in more confusion with the introduction of varying definitions about similar constructs, particularly in relation to what IPE actually means.The authors explore the nature of the terms competency and framework, while critically appraising the concept of competency frameworks and competency-based education. They distinguish between competencies for health professions that are profession specific, those that are generic, and those that may be achieved only through IPE. Four IPE frameworks are compared to consider their similarities and differences, which ultimately influence how IPE is implemented. They are the Interprofessional Capability Framework (United Kingdom), the National Interprofessional Competency Framework (Canada), the Core Competencies for Interprofessional Collaborative Practice (United States), and the Curtin University Interprofessional Capability Framework (Australia).The authors highlight the need for further discussion about establishing a common language, strengthening ways in which academic environments work with practice environments, and improving the assessment of interprofessional competencies and teamwork, including the development of assessment tools for collaborative practice. They also argue that for IPE frameworks to be genuinely useful, they need to augment existing curricula by emphasizing outcomes that might be attained only through interprofessional activity.

The objective of this study is to (1) clarify the current training of building work process supervisors (on-site construction supervisors) at universities and other educational institutions that offer a degree in architecture in Japan, (2) assess the extent to which internship-based training has proliferated among educational institutions and companies such as general contractors, subcontractors, contractors, and home builders that participate in the training by studying the contents and effects of training, (3) gauge how such training has improved the image of the construction industry among the youths who have yet to be employed by a company or become an apprentice, and (4) propose a new internship-based training method and its contents on the basis of the results of the study. The present study was conducted as follows. First, we conducted a survey of educational institutions and companies to determine the extent to which internships at educational institutions, general contractors, subcontractors, contractors, and home builders foster skills applicable to construction sites and help companies develop their human resources in the field. Building on the knowledge gained on the current state of internships, we then analyzed mainly the comments portion of the questionnaire, as well as the contents of the interviews. Based on the results, we then proposed a new internship-based training method and its contents. © 2014 Springer-Verlag Berlin Heidelberg.

'Non-excludability' of skills is suspected to give rise to poaching externalities and cause under-investment in training. To substantiate this hypothesis, the paper at hand investigates the relationship between labor turnover and firms' dedication to continuing vocational training (CVT) exploiting novel survey data on firms in Germany (BIBB-FluCT data, N = 1.238). Regression analyses of these data point at a negative correlation between turnover and CVT incidence in firms with presumably low skill needs (i.e. firms employing workers with no formal vocational education). However, the scope of the relationship is of limited economic relevance. Merely a minority of firms states to actually forego CVT because of high turnover. Also, the direction of the relationship remains debatable; a reversed negative effect of training on turnover seems unlikely, but not impossible. Eventually, when exclusively focusing on firms providing some CVT (80.6% of the sampled firms), no negative and significant relationship between turnover and CVT spending emerges in the analyses; this is regardless of whether training is rather specific, or rather general. Overall, these findings do not serve to reinforce the notion of a generally detrimental effect of turnover on CVT. Note however, that a poaching problem may not necessarily become manifest in the relationship between turnover and training. For instance, employers explicitly stating to pay attention to potential training externalities provide CVT with a slightly lower probability than other employers. They might fear a free-rider problem regardless of the actual dimension of turnover. Notwithstanding, even this effect is limited in scope suggesting that only few firms actually withdraw from CVT because of a perceived free-rider problem. Altogether, the evidence available to substantiate the hypothesis of prevalent under-investment in CVT is not very compelling. In fact, payback clauses may help employers turn 'non-excludable' skills into part-time private goods and mitigate potential poaching risks. The analyses indicate that payback clauses go along with considerably higher employer-spending on CVT. © 2014 Mueller; licensee Springer.