Search Results for
"human"

Introduction: We undertook a systematic review and narrative synthesis of the literature to identify how professionalism is defined in the medical education literature. Methods: Eligible studies included any articles published between 1999 and 2009 inclusive presenting viewpoints, opinions, or empirical research on defining medical professionalism. Results: We identified 195 papers on the topic of definition of professionalism in medicine. Of these, we rated 26 as high quality and included these in the narrative synthesis. Conclusion: As yet there is no overarching conceptual context of medical professionalism that is universally agreed upon. The continually shifting nature of the organizational and social milieu in which medicine operates creates a dynamic situation where no definition has yet taken hold as definitive. © 2014 Informa UK Ltd.

The goal of this work was to use these cross-national comparisons to better understand how human resource policies operate to affect firm performance, not as individual practices, but as bundles of interacting practices that have positive effects on both productivity and the quality of life of workers. © Copyright 1997 by Walter de Gruyter & Co., D-10785 Berlin.

Finland and Baltic States initiated Distribution Cert project realization, based on multifunctional professional educational system of Finland. Projects provide opportunities to harmonize Baltic vocational training (VET) systems with EU requirements and best Nordic practices. There is a practical working example of mutually beneficial collaboration between policymakers, employers and training service providers in Electricity sector. Efficient strategies of competence based qualifications and apprenticeship training systems, reducing repair duration and improving interruptions causes indices of human factors, installation quality, weather, maintenance and repairing quality. © 2014 IEEE.

Purpose Although most agree that supportive learning environments (LEs) are essential for effective medical education, an accurate assessment of LE quality has been challenging for educators and administrators. Two previous reviews assessed LE tools used in the health professions; however, both have shortcomings. The primary goal of this systematic review was to explore the validity evidence for the interpretation of scores from LE tools. Method The authors searched ERIC, PsycINFO, and PubMed for peer-reviewed studies that provided quantitative data on medical students' and/ or residents' perceptions of the LE published through 2012 in the United States and internationally. They also searched SCOPUS and the reference lists of included studies for subsequent publications that assessed the LE tools. From each study, the authors extracted descriptive, sample, and validity evidence (content, response process, internal structure, relationship to other variables) information. They calculated a total validity evidence score for each tool. Results The authors identified 15 tools that assessed the LE in medical school and 13 that did so in residency. The majority of studies (17; 61%) provided some form of content validity evidence. Studies were less likely to provide evidence of internal structure, response process, and relationship to other variables. Conclusions Given the limited validity evidence for scores from existing LE tools, new tools may be needed to assess medical students' and residents' perceptions of the LE. Any new tools would need robust validity evidence testing and sampling across multiple institutions with trainees at multiple levels to establish their utility.

The purpose of this study was to investigate the views of special education directors toward communitybased vocational instruction (CBVI). Participants included a non-proportional random sample of 47 directors from one state who completed an online or paper-based survey. Independent variables were directors' years of experience, geographic location, whether the district provided CBVI in the summer, and the curriculum of students who participated in CBVI. Data were analyzed using descriptive and inferential statistics along with a content analysis of open-ended questions. Results indicate that respondents support the use of CBVI and experience few barriers to implementation. Insufficient staff and inadequate public transportation were the highest rated barriers. Views regarding the intensity with which CBVI should be provided and the age and types of students who should receive CBVI differed from practices recommended in the field. Significant group findings were evident for the variables of years of experience and curriculum of students who participated in CBVI. ©2015 The Author(s).

Introduction: Since 1998 the postgraduate training program in family medicine (FM) in Switzerland has been modified several times. This study shows demographic changes of the newly certified family practitioners (FPs) over the last years and the influence of the modifications of the postgraduate training program on the choice of specialties during residency. Methods: All FPs, certified in the years 1998 to 2012, and their completed postgraduate training programs were analyzed using descriptive statistics. Results: The percentage of newly certified female FPs showed a higher increase compared to the percentage of newly certified female physicians of all specialties. Compared to 1998 in the year 2012 the FPs completed one specialty less during residency. The part of newly certified FPs having completed a vocational training in FM during their residency doubled during the observed time. Conclusion: The acquired medical diversity during residency decreased, while vocational training in FM showed an increasing attendance. Structured training programs should be established to allow a broad medical spectrum during residency, and preserve the high attendance at vocational training in FM. © Deutscher Ärzte-Verlag.

human capital theory provides economic analysis in investment activities of education and training. This paper reviews the basic frameworks of human capital theory. Based on these theoretical frameworks, it suggests that human capital theory can be analyzed by individual (supply-side), organization (demand-side), and country (both supply and demand) perspectives. The analysis of human capital identifies considerable factors related to human capital investment, and explains how human capital theory is applicable in training and development field at the respective level. Finally, the paper suggests the directions for future research on human capital theory.