Search Results for
"human"

Background: We sought to assess the way future general practitioners are promoted by their chief physicians. Methods: Semi quantitative questionnaires sent to 54 chief physicians (hospitals in cantons Zurich and Berne). Results: 42 (77.8%) questionnaires were returned. 41 (97.6%) chief physicians asked the assistant physicians about their intended career. 23 (54.8%) discussed with future general practitioners (GPs) specific learning objecsteiger tives. 32 (76.2%) chief physicians would have appreciated an official catalogue of learning objectives for future GPs. A GP-specific traineeship was lacking in most of the hospitals. Conclusions: The upcoming shortage of future GPs could be inhibited by an appropriate GP curriculum during the vocational training. © 2011 by Verlag Hans Huber, Hogrefe AG.

This paper presents an amalgamation of three sequential research projects conducted by EDGE Employment Solutions over the past decade. The first project, commenced in 1999, was a local initiative to increase the number of apprentices and trainees with disability being supported by EDGE. The completion rate for participants in this project was equivalent to that of people without disability undertaking apprenticeships and traineeships in Australia. However, it was found that Group Training Organisations, who hire apprentices and trainees to then place them with different employers, did not have the necessary skills or resources to place and support people with disability. To fill this gap, the second research project, undertaken in 2002, surveyed all 180 Group Training Organisations operating in Australia. This was followed by a site visit of six GTOs who were most successful in their disability efforts, to discern best practice in placing and supporting apprentices and trainees with disability. The third research project, which built on the findings of the previous two projects, was initiated in 2003 and enlisted 20 Group Training Organisations and 20 Disability Employment Services from around Australia to form partnerships to capitalise on their complementary expertise and resources. Apprenticeship and traineeship completion rates for participants in the third project surpassed those for people without disability in Australia. This paper presents and discusses the successful strategies researched and developed through these three projects. © 2011 - IOS Press and the authors. All rights reserved.

We examine the occupational and wage mobility of employees with a vocational training degree obtained in the German dual system of apprenticeship training. The conceptual framework is based on the human capital theory and the search theory under the assumption of variation in occupational contents over time. The regression analysis shows that occupational changes are positively correlated with individual wages. It provides evidence that the degree of correlation depends on the similarity between the content of occupation in which the individual was trained and the kind of occupation in which the individual was employed at the time of the survey. Further, it shows that the voluntariness of occupational change also contributes to the degree of correlation. We measure the similarity of occupational contents with the task-based approach. In contrast to the results for West Germany, occupational changes in East Germany after reunification are associated with wage penalties. This negative wage effect is persistent and can be observed even 10 years after the occupational change. The general results suggest that human capital which was accumulated during apprenticeship training, is transferable across different occupations. © 2011, Institut für Arbeitsmarkt- und Berufsforschung.

Currently, many countries, including the Netherlands, are "plagued" by severe, both quantitative and qualitative, teacher shortages that are even expected to increase in the years to come. Teachers' occupational development, therefore, has become an important issue on the research agenda of the respective countries. It is essential to develop more thorough insights that enable human resource management (HRM) and human resource development (HRD) professionals in schools to take strategic decisions in developing teachers' professional development (TPD) and occupational expertise (OE). The aim of these strategic decisions is to cope effectively with shortages in this occupational sector. In this contribution, we propose a model that focuses on the influence of organizational and task factors on TPD which, in turn, is assumed to enhance OE. We will thoroughly discuss the so-called TPD & OE model, and its implications for research and HRD practice. © The Author(s) 2011.

Objective: In Turkey under the stress of social and economic conditions, many young people quit their formal education and begin to work in adolescent which is one of the most important periods for psycho-social development. In this critic period adolescent workers have some troubles about identity development because of the working conditions developed by adults. The studies about identity has shown the positive effects of prestigious social and collective identity on perceived self efficacy is described by Social Cognitive Theory as people's beliefs in their capabilities to produce given attainments. For this reason, the purpose of this study is to examine of self efficacy beliefs of working adolescents considering their identity orientation and characteristics including gender, age, education levels of parents, belongingness to organization, departments they work, living area, working duration and family income). Material and Methods The subject of the study consists of 213 apprentice adolescents working for a textile company. The identity orientations of the participants were measured by "Identity Scale". The self efficacy beliefs were measured by "General Self Efficacy Scale". Results: According to findings there were significant correlations between the degree of belongingness to organization, living area and family income. According to results of Regression Analyses, "identity" predicted degree of self efficacy beliefs significantly. On the other hand, only collective identity was a significant predictor among other identity dimensions. Belongingness to organization, family income and collective identity significantly predicted 14% of total variance of self-efficacy beliefs. These variables were significant predictor for general self-efficacy beliefs of working adolescents. Conclusion: Only the physical working conditions of apprentices in the workplace environment but also create conditions that will support the social development should be in their self-efficacy perceptions of identity formation should be developed. Copyright © 2011 by Türkiye Klinikleri.

For the free movement of labour across the European Union, establishing transparency and comparability of qualifications across member states is vital. This book examines how qualifications, knowledge, skills and competences are understood in different national contexts and trans-nationally and reveals a complex picture of differences and similarities both within and between countries. Against the background of EU policy initiatives, and in particular the European Qualifications Framework, an important focus is on the prospects and difficulties of establishing cross-national recognition of qualifications. Drawing on case studies of particular sectors and occupations in England, France, Germany and the Netherlands, this insightful book, written by leading academics in the field, will be a vital resource for students and researchers involved with vocational education and training, continuing professional development, human resource management and European Union policy. © 2011 Michaela Brockmann, Linda Clarke and Christopher Winch. All rights reserved.

Problem-based learning (PBL) emphasizes the student's individual needs, their ability to solve complex clinical problems, and a professional attitude that facilitates communication among colleagues. Thus, PBL appears to provide a perfectly suitable didactic format for postgraduate training of medical specialties. To date, it is only rarely used in this area though. In a pilot project, we implemented PBL into the curriculum of postgraduate training in psychiatry and psychotherapy, and evaluated the program over a period of 12 months, using structured questionnaires. A total of 41 PBL courses were held, with 447 residents participating. Participants as well as tutors assessed 19 of 21 aspects as good or very good (5-point Likert scale, mean value >4). Overall, PBL was rated as highly suitable for advanced training (participants: 4.5±0.8; tutors: 5.0±0.2). The results of this pilot project suggest that PBL might be a useful element of multifaceted advanced training programs, strengthening their practical component and the applicability of knowledge in the daily clinical routine. © 2010 Springer-Verlag.

Purpose: This paper problematises the experience of trainee teachers in further education (FE) colleges in England. It focuses on colleges as employers and developers of their own teaching staff, 90 per cent of whom are trained "in-service", while in paid employment. The paper aims to explore how a shift towards more expansive workplace practices could better develop these teachers and contribute towards enhancing the learning culture in FE. Design/methodology/approach: The paper draws on data gathered from two instrumental case studies of FE colleges focusing on the experience of in-service teachers training in the workplace. Using Fuller and Unwin's expansive-restrictive framework, the paper draws on qualitative data from interviews with trainee teachers, teacher educators and human resource managers. It critiques the current practice of colleges as employers and considers alternative strategies for workforce development. Findings: This research finds that in-service trainee FE teachers are expected to cope with heavy workloads almost immediately upon commencing employment and that these trainees are required to quickly make the transition to full practitioner. Consequently, opportunities to develop are restricted, often leading to conservative practice. There is evidence of the prioritisation of expedience over the development of professional knowledge and creative practice, a scenario that this paper challenges. Research limitations/implications: This is a small-scale qualitative research project based upon two colleges within a large and diverse sector of employment. As such, its findings do not claim to be representative of workplace practices experienced in all FE colleges. However, the research gives informed insight into some of the challenges trainee teachers are likely to face during the early stages of their employment. Practical implications: The paper identifies strategies to challenge current practice and to enhance the work-based learning experience of trainee teachers. Originality/value: This paper considers FE colleges primarily as employers and explores the consequences of their employment practices on new teachers as both trainees and employees. © Emerald Group Publishing Limited.

Aim: The aim of this study was to describe the self-reported confidence levels of final year students at the School of Dentistry, Cardiff University and at the University Dental School & Hospital, Cork, Ireland in performing a variety of dental procedures commonly completed in primary dental care settings. Method: A questionnaire was distributed to 61 final year students at Cardiff and 34 final year students at Cork. Information requested related to the respondents confidence in performing a variety of routine clinical tasks, using a five-point scale (1=very little confidence, 5=very confident). Comparisons were made between the two schools, gender of the respondent, and whether or not a student intended completing a year of vocational training after graduation. Results: A response rate of 74% was achieved (n=70). The greatest self-reported confidence scores were for 'scale and polish' (4.61), fissure sealants (4.54) and delivery of oral hygiene instruction (4.51). Areas with the least confidence were placement of stainless steel crowns (2.83), vital tooth bleaching (2.39) and surgical extractions (2.26). Students at Cardiff were more confident than those at Cork in performing simple extractions (Cardiff: 4.31; Cork: 3.76) and surgical extractions (Cardiff: 2.61; Cork: 1.88), whilst students in Cork were more confident in caries diagnosis (Cork: 4.24; Cardiff: 3.89) fissure sealing (Cork: 4.76; Cardiff: 4.33) and placement of preventive resin restorations (Cork: 4.68; Cardiff: 4.22). Conclusion: Final year students at Cardiff and Cork were most confident in simpler procedures and procedures in which they had had most clinical experience. They were least confident in more complex procedures and procedures in which they had the least clinical experience. Increased clinical time in complex procedures may help in increasing final year students' confidence in those areas. © 2011 John Wiley and Sons A/S.

This article analyses the dilemmas and practical tensions in implementing competence-based vocational education. Eleven case studies were conducted, including observation of lessons and interviews with teachers and students. The results show that schools meet various fundamental issues in realising this approach. A crucial question is how to stimulate the acquisition and use of a way of knowing and thinking that is based on vocational theory. Reflection, authenticity and coaching are relevant characteristics that are hardly put into practice yet. To understand these results the article reflects on factors that account for the distance between promising concepts and actual teaching practice. © 2010 Elsevier Ltd.