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"human"

Objective: To investigate the effective, economic and viable long-term mechanism of Sichuan college students' social practice. Methods: A questionnaire was designed to investigate the students from North Sichuan Medical College and other 7 colleges in Sichuan province randomly. A secondary research of China students social practice status was combined and the results of Sichuan and other areas were compared. Results: A total of 2 200 questionnaires were issued, of which 1 920 effective ones were taken back with the recovery rate of 87.27%. The most common forms of social practice were social investigation (47.5%), public welfare labor (42.3%), novitiate/internship (38.7%); the most interesting contents of social practice were social morality education (54.79%), credit morality education (53.07%), professional skill education (51.88%), and near 80% college students thought the contents had close relationships with their major. College students hoped that the contents could combine their job-hunting, characteristics of their major, local economy, and needs of social development. The social practice department they wanted to go most was public welfare or civil service departments (43.7%), corporations (27.8%), and government bodies (19.2%). The most difficult thing was to get connected with target department, shortage of fund, empty topics, hard-to-determine practice projects (44.1%), and lack of teachers' guidance (43.6%). Degree of satisfaction from the students was moderate. Compared with other universities, social practice of Sichuan undergraduate students had broader coverage and was more closely related to students' majors with more attention on the combination with moral education and employment. Conclusion: Sichuan college students have higher expectations of social practice. However, the range and the time of actual participation are limited. The students are not very satisfied with status of social practice. The social practice of Sichuan college students should give prominence to the local features, be close to the students and serve the local place, strengthen the construction of practice bases, and establish effective systems of teacher training, funding, principle security mechanism and evaluation system. © 2010 Editorial Board of Chin J Evid-based Med.

Background: Surgical trainees' operating theatre (OT) experiences significantly influence their ability to attain key professional competencies. A measure of trainees' satisfaction with this learning environment would allow recognition of characteristics of highly successful teaching venues and threats to trainee development. Our study aimed to validate the Surgical Theatre Educational Environment Measure (STEEM) and use it to explore Australasian surgical trainees' satisfaction with OT learning.Methods: In a cross-sectional study, the STEEM was distributed electronically to all 1500 Royal Australasian College of Surgeons trainees in Australia and New Zealand. Trainee satisfaction was gauged using Likert-type items, an overall satisfaction measure and content analysis of free-text comments. The STEEM's psychometric properties were evaluated using exploratory factor analysis.Results: Three hundred fifty-six responses were received. The STEEM's original subscales were not supported by the data; empirically grounded subscales were identified for further analysis. Most trainees were satisfied with their OT environment and satisfaction was higher in senior than junior trainees. Trainees' relationship with their supervisor correlated most strongly with overall satisfaction. Less positively, only half of trainees report discussing their operative role with their supervisor prior to surgery.Conclusions: The a priori STEEM subscales could not be replicated by factor analysis. We developed an empirically grounded instrument capable of identifying areas of trainee concern. The majority of trainees reported high levels of satisfaction. The revised instrument has potential to complement other sources of information to facilitate surgical supervisors' difficult task of optimizing trainees' compatibility with their OT learning environments. © 2010 The Authors. ANZ Journal of Surgery © 2010 Royal Australasian College of Surgeons.

Objective: To determine if selecting rural background students into the Monash Bachelor of Medicine and Bachelor of Surgery (MBBS) program affects vocational training location and intended practice location after training. Design: Retrospective cohort mail survey. Setting: Australia. Participants: Rural-background students at Monash 1992-1994 (n = 24/40) and 1995-1999 (n = 59/120) and urban background students (n = 36/93 and 104/300, respectively). Overall study population: 62% female, average age of 28 years; 79% Australian-born; and 60% married/partnered.Interventions: Rural or urban background, rural undergraduate exposure. Main outcome measures: Intent towards rural medical practice, vocational training location and subsequent practice location. Results: There was a positive and significant (P ≤ 0.05) association between rural background and rural practice intent when respondents began (10-times higher than urban graduates) and completed (three times higher) their MBBS course. Rural practice intent increased fourfold in urban background graduates. There was a positive and significant association between rural background and preferred place of practice in 5-10 years in a Rural, Remote and Metropolitan Area (RRMA) 3-7 community (three times higher). There was a positive, but non-significant association between rural background and RRMA 3-7 community as their current location and first place of practice once vocationally qualified.Conclusions: Interest in rural practice is not fully reflected in location during or after vocational training. The beneficial effects of rural undergraduate exposure might be lost if internship and vocational training programs provide insufficient rural clinical experiences and curriculum content. Continuation of the rural pathway might be needed to maintain rural practice intent. © 2010 The Authors. Australian Journal of Rural Health © National Rural Health Alliance Inc.

Since the mid-1990s of the last century, changes in the German apprenticeship system have mainly been discussed under the light of too low participation and training rates of companies. Statistical analysis of relevant questions mostly relies on means derived from cross-sectional data such as the training rate of companies. However, this approach only gives information about companies' training provision at a certain point in time and tells little about the dynamics of company participation in training. Even with overall training rates remaining constant, large shifts in the training participation of certain groups of companies and in the composition of the overall population of training companies may occur. Over time, economic dynamics should also lead to changes in training behaviour. Taking this into account the paper analyses the turnover of apprenticeship places over time. The question is addressed, in which way the supply of training places is influenced by relevant factors mainly concerning changes in companies' human capital. The paper finally assesses the relative importance of policy instruments and unobserved variables compared to economic dynamics. © 2010, Institut für Arbeitsmarkt- und Berufsforschung.

Nutrition education among residents in training is at a critical juncture. There is a general lack of a unified curriculum, a lack of nutrition physician mentors, and a failure to properly train physicians about nutrition. In surveys, residents in training have acknowledged their minimal nutrition education. Published data and training experiences suggest the importance of creating physician mentors in nutrition who are embedded in residency training programs. The development of recurrent short-term nutrition credentialing courses and online nutrition tool kits is also thought to be important in future residency training. Copyright © 2010 American Society for Parenteral and Enteral Nutrition.

Purpose: The purpose of this paper is to investigate the extent and the human-capital determinants of low-wage mobility for labour market entrants in the UK and Germany. Design/methodology/approach: Using panel data for the UK (BHPS) and Germany (GSOEP), a competing-risks duration model is applied that allows the study of transitions from low pay to competing destination states: higher pay, self-employment, unemployment and inactivity. Unobserved heterogeneity is tackled by a non-parametric mass-point approach. Findings: It is found that low pay is only a temporary state for most young job starters. However, there is a small group of job starters that is caught in a trap of low pay, unemployment or inactivity. In the UK, job starters escape from low pay mainly by developing firm-specific skills. In Germany, involvement in formal vocational training and the attainment of apprenticeship qualifications account for low pay exits. Originality/value: Over the past decades, unemployment and low-wage employment have emerged as major challenges facing young labour market entrants. While most empirical studies focus exclusively on the transition from low pay to high pay, the paper shows that a significant percentage of young entrants are caught in a low-pay-non-employment trap. Moreover, it is shown that, depending on the institutional context, different types of human capital investments can account for a successful low-pay exit. © Emerald Group Publishing Limited.

Purpose: This paper seeks to challenge the view that student part time employment detracts from academic attainment and presents evidence that when linked to formal undergraduate study provides rich learning experiences. It also explores the extent to which formerly accepted pre-requisites for work based learning (WBL) apply in this model and how the workplace adds value to student learning, while essentially being a source of income through low level and not necessarily degree related employment. Design/methodology/approach: The authors explore the literature on WBL, most of which refers to a model that differs in form to the one described here. The paper draws on small-scale research data on the student experience, gathered through tutorial groups, sample interviews and a reflective essay. This data was analysed against both pre-determined and emergent themes. Findings: There is clear evidence of benefits to students from this form of WBL, both in their studies and learning skills, which were anticipated, but also in their performance, job satisfaction, reward and prospects in the workplace, which were not. Practical implications: This study suggests that student part time employment, derived from economic necessity can deliver real benefits to students and reduce some of the limitations of classroom based HRD learning by using a Virtual Learning Environment to link the University's academic delivery with the student workplace. This has implications not only for how academics regard the workplace as a vehicle for learning but also for how HRD students and practitioners might view the training and development of part-time/casual (student) employees. Originality/value: There is very little published research on this form of work based learning. © Emerald Group Publishing Limited.

The main purpose of vocational and technical education is to make the individuals gain; knowledge, ability, and practice sufficiency which are needed for particular occupation. On the other hand the main function is to make the individual provide financial income and with this be useful to society at social and economic ways. Vocational and technical education has great affection power at development of country's economy with human labor qualities. For this reason, in the developed countries vocational and technical education has special importance. In the developed countries; for more strong economy and more rapid social development, more qualified work labor is need to be provided. With this purpose, an effort is made to develop vocational and technical education. In Turkey, vocational schools are one of the most important education institutions at raising qualified human power. It is aimed the vocational school students to have more theoretical knowledge than technical man, and more practice ability than engineers by graduating with technician title. The cooperation between university and industry has importance at vocational school graduates having these abilities. In the education programs; students must continue a part of their education at industrial companies for 30 working days duration. This process is named as internship and it is necessary for the students to graduate. Students can find various abilities during the period where they were at the companies. In this study; it is aimed to analyze the expectations from internship education, and the gained knowledge and abilities of Marmara University Vocational School of Technical Sciences students. According to this, an answer is searched to the question "What kind of knowledge and abilities do the vocational school students gain during the internship period?" The universe of this study is the students studying at Marmara University Vocational School of Technical Sciences programs. It is goaled to discuss the education partnership between vocational school and industry according to the knowledge and abilities the students gained during the internship period. © 2010 Elsevier Ltd. All rights reserved.

Objective: Identify the most important factors associated with choosing rural medical practice. Design: Cross-sectional design using a web survey to collect quantitative and qualitative data. Participants: One hundred and ninety junior doctors - 91 interns, 99 PGY2. Main outcome measures: Choice of practice location (urban/rural), reason for choosing location, enticement to a rural location. Results: Twenty-seven per cent of junior doctors preferred a rural practice location. Preference to practice in a rural area was associated with medical placement bonding schemes, rural background, rural placement experience and being older. High levels of professional expectations and prestige were associated with a preference for an urban location. The most important reasons for choosing a practice location included consideration of partner, family and friends (35.3%), preference for a location (20.5%), lifestyle goals (19.5%) and career opportunities, specialty requirements and infrastructure (17.9%). Those who preferred an urban compared with a rural location gave more importance to factors concerning partner, family and friends. The factors that would entice a doctor to a rural location included partner and family considerations (27.0%), professional support (20.3%), and career opportunities, specialty requirements and infrastructure (16.3%). Women gave more importance to partner and family factors than men. Conclusions: Our findings support the continuation of policies that are known to encourage choice of rural practice, but highlight the need for additional strategies that consider the personal and professional needs of this generation of doctors. © 2010 The Authors. Australian Journal of Rural Health © National Rural Health Alliance Inc.

This study investigated special education teachers' perceptions of the benefits, barriers, and components of community-based vocational instruction (CBVI). Participants included special education teachers (N = 68) from randomly selected high schools in Illinois who had experience delivering vocational curriculum to students with disabilities. Data collection occurred via a survey. Special education teachers perceived CBVI to result in numerous benefits for students with disabilities. Limited resources, requirements of the No Child Left Behind Act, and student issues were identified as barriers to implementation. Incongruence existed between teachers' ratings of the importance and use of the components of CBVI. Years of teaching experience, types of students with disabilities served, size of school, and experience with CBVI affected teachers' perceptions of CBVI. © American Association on Intellectual and Developmental Disabilities.