Search Results for
"human"

Aims and method: To explore attitudes and perceptions towards workplace-based assessment (WPBA) among psychiatric trainers in Wales and to compare them with those of trainees. To identify current problems and report recommendations made by survey respondents to streamline and successfully implement WPBA. An anonymous questionnaire-based cross-sectional online survey was conducted involving consultant psychiatrists in Wales and the results compared with a previous survey of specialty registrars. Results: In total,104 of 164 consultants participated (63%), compared with 81 of 88 trainees (92%). Both surveys highlighted numerous problems and negative attitudes towards WPBA. Compared with widespread dissatisfaction among trainees, trainers appear more diverse in their opinions, although considerable numbers are dissatisfied with the new competency-based system. Clinical implications: Negative attitudes harboured by many trainees and trainers constitute a significant hurdle to the effective implementation of WPBA and undermine its efficacy as a tool intended to improve training. Specific measures with the potential to address various shortcomings are discussed, with a view to improving WPBA and rendering it more acceptable to both trainees and trainers - and thus facilitate improvement of training. Declaration of interest: None.

Aim: A growing number of young adults with somatic diseases/disabilities since childhood apply for disability benefits. The achievement of psychosocial milestones while growing up (course of life) is assumed to be related to job participation. This study assessed the course of life of young adult beneficiaries with somatic limitations compared with peers from the general Dutch population. Methods: Young adult beneficiaries (22-31 years, N = 415) completed the Course of Life Questionnaire assessing the achievement of milestones on autonomy, psychosexual and social development and risk behaviour. Differences between respondents and peers were tested using analysis of variance and logistic regression analysis by group, age and gender. Associations were expressed as odds ratios (OR) with confidence intervals. Results: The beneficiaries achieved fewer milestones or achieved the milestones at a later age than peers. The differences were substantial: most effect sizes were moderate to large and most of the ORs lower than 0.5. Conclusion: Young adult beneficiaries with somatic limitations since childhood are at risk of a delayed course of life. Healthcare providers should pay systematic attention to the psychosocial developmental trajectory of their patients in order to optimize their development to adulthood and, consequently, create conditions for an optimal labour market position. © 2011 The Author(s)/Acta Pædiatrica © 2011 Foundation Acta Pædiatrica.

One of the key responsibilities of professional bodies, such as the Royal Australian and New Zealand College of Ophthalmologists, is to determine, teach and assess the competencies required for trainees to reach an expert level. Vocational training programs (VTP) need to incorporate advances in educational research and reflect changes in generational thinking and learning styles to provide the most optimal learning environment to meet the desired educational outcomes. This paper seeks to introduce some of the important concepts of adult educational theory and to explain how they connect to four strategic areas in the development and implementation of the VTP: 1 What are the learning needs of trainees? 2 What educational methods best address these needs? 3 What assessment methods best test the acquisition of the desired learning outcomes? 4 What are the needs of supervisors and teachers?. © 2011 The Authors and Royal Australian and New Zealand College of Ophthalmologists.

This study investigated the basic information ability required of college students to be employable in the information technology-centered industrial environment. The researcher interviewed department heads at the National Hsinchu University of Education as well as computer cram school instructors and human resource managers to identify the information abilities expected of students. These preliminary indicators were then revised into a five-major information ability dimension 58-item "Indicators of college students' basic information ability for employability" by administering the three-round Delphi method survey to 17 managers in the public and private sector as well as industry experts throughout Taiwan. These indicators were then provided to college students from 17 colleges associated with regional information centers in Taoyuan, Hsinchu, and Miaoli for self-assessment. A total of 2, 379 effective questionnaires were collected. The "Indicators of college students' basic information ability for employability" can be used by relevant universities to help students improve information related abilities.

The importance and necessity of interprofessional collaboration (IPC) present challenges for educators as they determine how best to achieve IPC through interprofessional education (IPE). Simulation-based teaching has been shown to enhance students' understanding of professional roles and promote positive attitudes toward team members; yet, empirical evidence providing direction on the conditions necessary to promote these positive outcomes is lacking. This study used a quasi-experimental design with a pre-/post-test to examine changes in undergraduate healthcare students' perceptions and attitudes toward IPC following their participation in an interprofessional simulation program. Allport's (1954) intergroup contact theory was used to help understand the nature of this IPE workshop and its reported outcomes. Participants included students in the final year of their respective programs (n = 84) such as pharmacy technician, paramedic, nursing and occupational therapy assistant/physical therapy assistant programs. These students were engaged in simulation exercises with interactive contact opportunities. Using the interdisciplinary education perceptions scale, statistically significant increases in positive attitudes in three of four sub-scales were found. An analysis of the structure and format of the workshop suggests that this IPE initiative fulfilled the key conditions suggested by intergroup contact theory. Attention to the key conditions provided by Allport's theory in the context of successful intergroup relationships may help provide direction for educators interested in planning IPE initiatives with student groups enrolled in various health programs. © 2012 Informa UK, Ltd.

Since the publication of its reports, Health professions education: A bridge to quality (2003) and To err is human: Building a safer health system (2000), the Institute of Medicine has continued to emphasize interprofessional education (IPE), founded on quality improvement and informatics, as a better way to prepare healthcare professionals for practice. As this trend continues, healthcare education will need to implement administrative and educational processes that encourage different professions to collaborate and share resources. With greater numbers of students enrolled in health professional programs, combined with ethical imperatives for learning and reduced access to quality clinical experiences, medical and nursing education increasingly rely on simulation education to implement interdisciplinary patient safety initiatives.In this article, the authors describe one approach, based on the Core Competencies for Interprofessional Collaborative Practice released by the Interprofessional Education Collaborative (2011), toward providing IPE to an audience of diverse healthcare professionals in academia and clinical practice. This approach combines professional standards with the authors' practical experience serving on a key operations committee, comprising members from a school of medicine, a school of nursing, and a large healthcare system, to design and implement a new state-of-the-art simulation center and its IPE-centered curriculum. © 2012 Royal College of Nursing, Australia.

The present longitudinal study analyzed the effects of domain-specific goal engagement on the attainment of four developmental goals in 133 adolescents with visual impairment and in 449 sighted peers. Goal engagement predicted stronger progress in goal attainment with regard to getting access to a peer group, career choice and development of romantic relationships at the 1-year-follow-up. However, goal engagement at T1 did not predict progress in the achievement of autonomy from ones' parents. Furthermore, we found an interaction effect between vision status and goal engagement on progress in career choice. Higher initial levels of goal engagement predicted stronger progress in goal attainment of sighted adolescents. No such effect was found in adolescents with visual impairment. It is concluded that effects of goal engagement vary by goal contents and contexts. © 2011 The Foundation for Professionals in Services for Adolescents.

Background and Design: Most patients with dermatological complaints first present to their general practitioners. In the present study, we aimed to investigate the experiences of primary care physicians on dermatological diseases and their opinions of undergraduate education. Materials and Methods: A questionnaire composed of 15 questions was prepared and was completed by practitioners working in family and community health centers. Results: We included 124 out of 142 practitioners working in family and community health centers in Denizli. Sixty-five practitioners responded the questionnaire. It was recorded that health screening in schools and/or public education were performed as preventive dermatology in 42.8% of the institutions that the practitioners were working in. The most frequent diseases encountered were eczema (37.1%), mycosis (22.7%), urticaria (10.3%), acne (7.2%) and psoriasis (6.9%), respectively. It was determined that practitioners were in need of dermatoscopy among the procedures that are not used routinely by practitioners and in need of education for potassium hydroxide and Wood lamp examination among the procedures that can be used by practitioners easily. It was found that the average dermatology training period for general practitioners was 3.5±2 weeks and most practitioners stated that this duration was insufficient. On-the-job training (median score 8.5), giving place to primary care institutions during education period (median score 8.1), giving place to dermatology during internship (median score 7.8) and case discussions (median score 7.8) were the education facilities that were reported to contribute mostly to postgraduate practical approach. Conclusion: The present study establishes very important data about practitioners' approach to patients with dermatological complaints. Practitioners' opinions of undergraduate education are also of importance because the suggestions were made according to postgraduate experiences.

Purpose: The fields of competence development and capacity development remain isolated in the scholarship of learning and innovation despite the contemporary focus on innovation systems thinking in agricultural and rural development. This article aims to address whether and how crossing the conventional boundaries of these two fields provide new directions for developing learning and innovation competence in international development. Design/methodology/approach: Using mixed methods research, this article assesses work environments for experiential learning and innovation, and investigates effective ways of enhancing core competence in agricultural research, education, extension and entrepreneurship. Findings: Findings suggest that while the focus on input and output indicators are relevant for technological innovation competence development, outcome indicators, such as measures of changes in cognitive, affective and psychomotor domains of learning and innovation, would better serve the purpose of developing organisational and institutional learning and innovation competence. Practical implications: This research concludes that crossing the conventional boundaries of competence development and capacity development serves as a way to renew the role of education within the innovation systems thinking. However, such an attempt to enhance human capabilities and functionings through education should integrate theory-based, competence-based and experiential learning components as a coherent whole. Originality/value: This article demonstrates the value of crossing the conventional boundaries of the two seemingly unrelated fields-competence development through education and capacity development through extension-to provide new directions to operationalise innovation systems thinking in agricultural education and extension. © 2012 Copyright Wageningen University.

The aim of this article is to exemplify the value of using a phenomenological approach when investigating graduates' lived experiences of vocational learning. For this study, qualitative data was obtained during a series of email interviews with 35 participants. As a group they are highly aspirational and, during their graduate studies, were employed as teaching or higher-level teaching assistants in schools. The importance of this group lies in their potential contribution to the wider, international discourse concerning vocational learning and graduate employability. The research underlines the extent to which organisations are 'sites of struggle' wherein opportunities for vocational learning arise as part of people's everyday collective work, and when 'acting up' an absent person's role. Likened to a 'lived' apprenticeship in participant narratives, vocational learning is seen to be negotiated within, and at, the boundaries of working groups, and played out through the dynamics of human relations. © 2012 Copyright Further Education Research Association.