Search Results for
"learning"

This paper explores the nature and development of competence in speech-language pathology and is informed by the development and validation of a competency-based assessment tool to assess Australian speech-language pathology students' professional performance in the workplace (COMPASS®). Background is provided on speech-language pathology competency frameworks in Australia and a systematic program of research to validate this assessment tool. Findings relevant to understanding the nature and development of speech-language pathology competency are described. The domains of competence considered important for practice were found to extend beyond specific processes of professional practice to include generic competencies of Reasoning, Communication, Lifelong learning, and Professionalism. The achievement of competency was identified as developmental, and clinical educators were found to validly and reliably identify seven levels of competency development. Competency may transfer across the scope of practice, and marginal students' performances were characterized by a high degree of variability. These findings are discussed in relation to the profession's understanding of competency and speech-language pathology education, professional development, and further research. © 2011 The Speech Pathology Association of Australia Limited.

This study compared two work-based learning interventions, service learning and paid in-ternships, across group and time on work performance and social competence among high school students with emotional and behavioral disorders (N=57). Results found a significant interaction effect for group and time, favoring service learning, on several dimensions of work performance and social competence, including work motivation, personal presentation, overall social competence, peer relations, and school adjustment.

Attention to the inequitable distribution and limited access to primary health care resources is key to addressing the priority health needs of underserved populations in rural, remote and outer metropolitan areas. There is little high-quality evidence about improving access to quality primary health care services for underserved groups, particularly in relation to geographic barriers, and limited discussion about the training implications of reforms to improve access. To progress equity in access to primary health care services, health professional education institutions need to work with both the health sector and policy makers to address issues of workforce mix, recruitment and retention, and new models of primary health care delivery. This requires a fundamental shift in focus from these institutions and the health sector, to each view themselves as partners in an integrated teaching, research and service-oriented health system. This paper discusses the challenges and opportunities for primary health care professionals, educators and the health sector in providing quality teaching and clinical experiences for increasing numbers of health professionals as a result of the reform agenda. It then outlines some practical strategies based on theory and evolving experience for dealing with some of these challenges and capitalising on opportunities. © 2011 La Trobe University.

The apprenticeship model, which dates back to the 18th Century B.C., was a popular and successful training method for many years, before losing popularity as it became too time-consuming and expensive to scale up to meet the needs of a large number of learners. In recent years, the expanded concept of cognitive apprenticeship has gained traction within the research community, but is rarely employed in the design of online training products. In this paper, we describe a self-paced e-learning course built for vocational training purposes, designed in a way that makes use of apprenticeship principles even within a self-paced environment. © 2011 IEEE.

[No abstract available]

Background: During specialty training for general practice, trainees acquire the required competencies through work-based learning. Previous small-scale and older studies suggest that the patient mix of general practitioner (GP) trainees differs from that of their trainers: trainees are exposed to more minor illnesses, and fewer chronic diseases and severe conditions, which may influence the development of their competency. Research question: What are the differences in the patient mix between trainees and trainers? Methods: 49 first-and 24 third-year trainees and their trainers (n=114) were included in the study. International Classification of Primary Care (ICPC) contact and diagnosis codes were extracted from electronic patient records over 6 months. Results: Trainers had double the number of face-toface consultations, and treble the number of telephone consultations compared with trainees. The trainees' patient mix consisted of significantly more patients with eye diseases, ear diseases, respiratory diseases, skin diseases and minor illnesses compared with their trainers. Trainers encountered significantly more patients with circulatory diseases, psychiatric diseases, metabolic diseases, male genital conditions, social problems, and chronic and oncological diseases. Female trainers and trainees encountered almost twice the number of female conditions compared with their male counterparts, while for male conditions, the opposite was found. Discussion: Considerable differences between the patient mix of trainers and trainees were found. Specialty trainers and teachers must be aware of areas of low exposure. Trainers should ensure trainees handle more chronic, complex, psychosocial and circulatory conditions.

The increasing necessity of a lifelong learning attitude has its influence on the ageing population in Western societies. Employees nowadays cannot rely on their skills once learned in school. Most, also older, employees have to keep up by learning new insights, new skills, and new knowledge. A lot of money is invested in training and further education. New technology can play an important role here. This chapter will give an insight into the development of an authentic multimedia learning environment to support lifelong learners. More specifically, it has been developed in order to improve learning materials in terms of giving the right amount of scaffolding at the time when it is needed to increase the motivation and the performance of the (older) learner. A design that adapts cognitive load theory to minimise cognitive overload was embedded in an authentic context that, as a result, provided a fruitful basis for authentic and simulated learning environments addressing both younger and older adults. © 2012 by IGI Global. All rights reserved.

Despite the fact that most palliative care educators are involved in teaching, there is little literature devoted to education specifically within palliative care. This book bridges that gap, giving a wide-ranging, global view of palliative care education. It offers theoretical and practical insights, along with specific suggestions for developing knowledge and skills for teaching. It also contains extensive accounts of important contextual matters which influence the range and quality of palliative care education, including: interprofessional learning; continuing professional development; evaluation; and educational leadership. The development of palliative care as a clinical speciality is increasingly conducted at an international level, and a special feature of this book is the inclusion of chapters reviewing palliative care education in each continent. This encourages the sharing of knowledge across diverse healthcare systems and cultures. There is also an acknowledgement of the multi-professional team involved in palliative care, as education and training are looked at from the perspectives of doctors, nurses, and allied health professionals. The book is split into three distinct parts: Part 1 sets the scene for existing palliative care education, both in the UK and internationally. Part 2 focuses on the theory underpinning each aspect of teaching, learning and assessment, and then examines the practicalities of delivering these in the clinical setting. Part 3 explores ways of building and nurturing a culture of learning in palliative care, whether as an individual or as an organization. © Oxford University Press, 2013. All Rights Reserved.

Modern employment and work life demands employees who continuously develop and actualize their competencies. Information and computer technology (ICT) provides rich opportunities to support individuals in their professional learning. This contribution describes professional learning from the perspective of research on expertise, which analyses the development of knowledge structures on the way from novice to high performing expert. First, a general concept of competence and knowledge development is to be discussed and different types of knowledge are to be distinguished. Then this contribution discusses opportunities to support this development with e-learning scenarios on the various levels of knowledge construction. The main argument is that e-learning opportunities are an option to overcome the traditional distinction between formal and informal learning. However, crucial challenges for implementing e-collaborative knowledge construction remain-as the contribution finally will conclude. © 2012 by IGI Global. All rights are reserved.

It is difficult for traditional model of teaching to satisfy the talent cultivation and teaching development requirements of higher vocational education. Project-based learning has the advantages of cultivating the practical ability of students and exploring their professional potential, thus it has attracted more and more attention from higher vocational educators. Combining the model of project-based learning and the network technology, based on the design of project-based teaching of higher vocational courses, this paper has designed a project-based teaching support system of higher vocational courses based on the network, which provides a new methodology for higher vocational education to improve the quality of talent cultivation and conduct project teaching reform of competence. © 2011 IEEE.