scholarly journals Evaluation tools of current certification: control issues revealing theoretical training of a resident in the specialty «Medical and social expertise and medical and social rehabilitation»

2021 ◽  
Vol 22 (2) ◽  
pp. 79-105
Author(s):  
Sergey N. Puzin ◽  
Sevda A. Chandirli ◽  
Olga T. Bogova ◽  
Yuliya I. Korshikova ◽  
Anna V. Abol’ ◽  
...  
Keyword(s):  
Communication Skills ◽  
Educational Program ◽  
Effective Means ◽  
Basic Knowledge ◽  
Evaluation Tools ◽  
Program Module ◽  
Work Program ◽  
Social Rehabilitation ◽  
Knowledge Logic ◽  
Development Of Competencies

For certification of students for compliance with the requirements of the professional educational program, funds of evaluation funds are created, which allow to evaluate knowledge, skills and mastered competencies. In addition, they should become an effective means of training and mastering the work program (module). The goal of the WCF is, first of all, to create conditions for the development of competencies among students for successful professional implementation. Control questions developed to identify the theoretical training of students allow you to evaluate basic knowledge, logic and other communication skills.

scholarly journals Evaluation tools of current certification: control issues revealing theoretical training of a resident in the specialty «medical and social expertise and medical and social rehabilitation»

2019 ◽  
Vol 22 (3) ◽  
pp. 136-162
Author(s):  
Sergey N. Puzin ◽  
Sevda A. Chandirli ◽  
Olga T. Bogova ◽  
Yuliya I. Korshikova ◽  
Anna V. Abol’ ◽  
...  
Keyword(s):  
Communication Skills ◽  
Educational Program ◽  
Effective Means ◽  
Basic Knowledge ◽  
Evaluation Tools ◽  
Program Module ◽  
Work Program ◽  
Social Rehabilitation ◽  
Knowledge Logic ◽  
Development Of Competencies

For certification of students for compliance with the requirements of the professional educational program, funds of evaluation funds are created, which allow to evaluate knowledge, skills and mastered competencies. In addition, they should become an effective means of training and mastering the work program (module). The goal of the WCF is, first of all, to create conditions for the development of competencies among students for successful professional implementation. Control questions developed to identify the theoretical training of students allow you to evaluate basic knowledge, logic and other communication skills.

scholarly journals Impact of a Postcrash First Aid Educational Program on Knowledge, Perceived Skills Confidence, and Skills Utilization Among Traffic Police Officers: A Single-Arm Before-After Intervention Study

2019 ◽  
Author(s):  
Menti Lastone Ndile ◽  
Gift G. Lukumay ◽  
Karin Bolenius ◽  
Anne H. Outwater ◽  
Britt-Inger Saveman ◽  
...  
Keyword(s):  
Police Officers ◽  
Educational Program ◽  
Road Traffic ◽  
Effective Means ◽  
First Responders ◽  
Knowledge Score ◽  
First Aid ◽  
Nonparametric Tests ◽  
Basic Knowledge ◽  
The Mean

Abstract Background An overwhelming proportion of road traffic deaths and injuries in low- and middle-income countries (LMICs) occur in prehospital environments. Lay first responders such as police officers play an important role in providing initial assistance to victims of road traffic injuries either alone or in collaboration with others. The present study evaluated a postcrash first aid (PFA) educational program developed for police officers in Tanzania.Method A 16-hour PFA educational program was conducted in Dar es Salaam, Tanzania, for 135 police officers. Participants completed training surveys before, immediately and six months after the training (before, N = 135; immediately after, N = 135; after six months, N = 102). The primary outcome measures were PFA knowledge, perceived skills confidence, and skills utilization. Parametric and nonparametric tests were used to analyse changes in outcome.Results The mean PFA knowledge score increased from 44.73% before training ( SD = 20.70) to 72.92% six months after training ( SD = 18.12), p ˂ .001, N = 102. The mean PFA perceived skills confidence score (measured on a 1–5 Likert scale) increased from 1.96 before training ( SD = 0.74) to 3.78 six months after training ( SD = 0.70), p ˂ .001, N = 102. Following training, application of the recovery position skill ( n = 42, 46%) and application of the bleeding control skill ( n = 45, 49%) were reported by nearly half of the responding officers. Less than a quarter of officers reported applying head and neck immobilization skills ( n = 20, 22%) following training.Conclusion A PFA educational program may be an effective means of imparting basic knowledge and skills for prehospital trauma care to lay first responders in contexts where resources are limited. Furthermore, the likelihood of applying such skills can be enhanced by the availability of the necessary resources.

scholarly journals EFFECT OF EDUCATIONAL PROGRAM ON NURSES’ PERFORMANCE FOR CHILDREN WITH IDIOPATHIC THROMBOCYTOPENIC PURPURA

2021 ◽  
Vol 13 (2) ◽  
Author(s):  
Sahar Wasfy ◽  
Rahma Soliman ◽  
Ebtisam El-Sayed ◽  
Basma Mahmoud
Keyword(s):  
Idiopathic Thrombocytopenic Purpura ◽  
Educational Program ◽  
Clinical Skills ◽  
Structured Interview ◽  
University Hospital ◽  
Basic Knowledge ◽  
Thrombocytopenic Purpura ◽  
Pediatric Hematology ◽  
Blood Disorder ◽  
Knowledge And Practice

Introduction: Idiopathic Thrombocytopenic Purpura is an autoimmune blood disorder associated with decrease platelets level less than normal, which may result in bleeding occurrence. The actual cause is unknown. It may be progressive if untreated, but may remit spontaneously for several years. The aim of this study was to evaluate the effect of health educational program on nurses’ performance for children with Idiopathic-Thrombocytopenic-Purpura. Methods: The study was Quasi- experimental research design used for 50 nurses working at Pediatric Hematology Unit of Tanta University Hospital and Pediatric Hematology Unit of Al- Mabra Tanta Hospital. Two Tools were used to collect required data: structured interview schedule to collect biosocial data of nurses and observational check list regarding nursing practice. Results: The present study-represented that, three quarter of nurses had poor-knowledge and all of them had unsatisfactory level of practice before the-educational-program-implementation. While immediately and after one month from the implementation of the program the total-scores-of-nurses' knowledge and practice improved. Conclusion: There was a-significant improvement in nursing knowledge and practice in relation to nursing care for children with Idiopathic-Thrombocytopenic-Purpura. Recommendations: In-service-training program should be conducted periodically for nurses' teaching the basic knowledge and clinical skills.

Telephone Assessment of lllness: What Is Being Taught and Learned?

PEDIATRICS ◽  
1978 ◽  
Vol 62 (4) ◽  
pp. 603-605 ◽  
Author(s):  
Thomas A. Curry ◽  
M. William Schwartz
Keyword(s):  
Communication Skills ◽  
Educational Program ◽  
Training Programs ◽  
Critical Evaluation ◽  
House Officer ◽  
Educational Process ◽  
Teaching Skills ◽  
Officer Training ◽  
Evaluation Program ◽  
Time And Energy

An important part of the educational program of house officers consists of teaching skills that are needed to practice medicine. There is great time and energy expended in the educational process, but rarely are these efforts subjected to critical evaluation. The following study points out the need for an evaluation program to determine if the teaching is effective. Since pediatricians may spend one eighth of their time on the telephone,1 an important part of house officer training programs should be the development of telephone communication skills. Careful evaluations have demonstrated that pediatricians and house officers have not asked important questions during telephone consultations.

scholarly journals Assessing Students’ Knowledge and Soft Skills Competency in the Industrial Training Programme: The Employers’ Perspective

2016 ◽  
Vol 8 (1) ◽  
pp. 123 ◽  
Author(s):  
Lim Khong Chiu ◽  
Nor Idayu Mahat ◽  
Basri Rashid ◽  
Norhanim A. Razak ◽  
Hamimi Omar
Keyword(s):  
Communication Skills ◽  
Soft Skills ◽  
Training Programme ◽  
Basic Knowledge ◽  
Educational Institutions ◽  
Industrial Training ◽  
Soft Skill ◽  
Skill Levels ◽  
Five Dimensions ◽  
Service Sectors

<p>The importance of developing soft skills competency among students should be the priority of all the Higher Educational Institutions (HEIs) in order to ensure their graduates are marketable. Therefore, it is essential for HEIs to distinguish the knowledge and soft skill levels of their students so that strategies and intervention could be implemented to rectify their capabilities. The main purpose of this study is to evaluate the knowledge and soft skills competency from the employer’s viewpoints on the Universiti Utara Malaysia (UUM) students participating in the industrial training programme. A total of 438 employers from different industrial backgrounds had participated in this study. A questionnaire consisting of five dimensions of soft skills which are basic knowledge, communication skills, practical skills, leadership, and attitude was utilized to collect data. The results of this study indicate that the employers were satisfied with the knowledge and soft skills competency portrayed by UUM students in preparing themselves for the real work environment. The employers from the service sectors were satisfied with students’ performance in all dimensions of soft skills measured. However, employers from the factory and commerce sector perceived as moderate satisfaction for all dimensions of soft skills. Additionally, the employers of the factory and commerce sector assessed by giving the lowest satisfaction score for “hands-on” skills, but generally they satisfied with the students’ communication skills. The information gathered can provide important insights from the perspective of organizations which is valuable in improving the overall hard and soft skills competency for future professionals and managers.</p>

Telepractice in Speech–Language Therapy: The Use of Online Technologies for Parent Training and Coaching

2016 ◽  
Vol 38 (4) ◽  
pp. 242-254 ◽  
Author(s):  
Melinda R. Snodgrass ◽  
Moon Y. Chung ◽  
Maysoon F. Biller ◽  
Katie E. Appel ◽  
Hedda Meadan ◽  
...  
Keyword(s):  
Early Intervention ◽  
Parent Training ◽  
Communication Skills ◽  
Effective Means ◽  
Language Therapy ◽  
Direct Service ◽  
High Quality ◽  
Direct Speech ◽  
Online Technologies ◽  
Viable Mechanism

Researchers and practitioners have found that telepractice is an effective means of increasing access to high-quality services that meet children’s unique needs and is a viable mechanism to deliver speech–language services for multiple purposes. We offer a framework to facilitate the implementation of practices that are used in direct speech–language therapy into parent training and coaching. We overlay the use of telepractice onto parent training and coaching to provide a framework that guides the conversion of practices used in direct service to parent training and coaching programs that can be used via telepractice. We include recommendations for addressing common challenges to providing parent training and coaching via telepractice with an example of the framework’s application in Early Intervention. Using this framework, speech–language pathologists can combine telepractice with direct services by teaching and coaching parents in the use of strategies to improve their children’s communication skills.

scholarly journals The contribution of simulated patients to meaningful student learning

2021 ◽  
Author(s):  
Annelies Lovink ◽  
Marleen Groenier ◽  
Anneke van der Niet ◽  
Heleen Miedema ◽  
Jan-Joost Rethans
Keyword(s):  
Identity Development ◽  
Communication Skills ◽  
Effective Means ◽  
Learning Experiences ◽  
Meaningful Learning ◽  
Simulated Patients ◽  
Student Perspective ◽  
Implicit Feedback ◽  
Structured Interviews ◽  
Reflection In Action

Abstract Introduction Communication training with simulated patients (SPs) is widely accepted as a valuable and effective means of teaching communication skills. However, it is unclear which elements within SP-student encounters make these learning experiences meaningful. This study focuses on the SP’s role during meaningful learning of the student by giving an in-depth understanding of the contribution of the SP from a student perspective. Methods Fifteen bachelor Technical Medicine students were interviewed. Technical medicine students become technical physicians who optimize individual patient care through the use of personalized technology. Their perceptions of meaningful learning experiences during SP-student encounters were explored through in-depth, semi-structured interviews, and analyzed using thematic analysis. Results Three main themes were identified that described what students considered to be important for meaningful learning experiences. First, SPs provide implicit feedback-in-action. Through this, students received an impression of their communication during the encounter. Implicit feedback-in-action was perceived as an authentic reaction of the SPs. Second, implicit feedback-in-action could lead to a process of reflection-in-action, meaning that students reflect on their own actions during the consultation. Third, interactions with SPs contributed to students’ identity development, enabling them to know themselves on a professional and personal level. Discussion During SP encounters, students learn more than just communication skills; the interaction with SPs contributes to their professional and personal identity development. Primarily, the authentic response of an SP during the interaction provides students an understanding of how well they communicate. This raises issues whether standardizing SPs might limit opportunities for meaningful learning.

scholarly journals Dialogical speech development among senior preschool children in the process of productive activities using workshop technologies

2020 ◽  
Vol 47 (5) ◽  
pp. 186-198
Author(s):  
Tatiana P. Bashlacheva ◽  
◽  
Svetlana V. Savinova ◽  
Lyudmila N. Vakhrusheva ◽  
◽  
...  
Keyword(s):  
Preschool Children ◽  
Communication Skills ◽  
Educational Institution ◽  
Effective Means ◽  
Speech Development ◽  
Educational Process ◽  
Preschool Age ◽  
Joint Activities ◽  
Education Group ◽  
Oral Speech

The development of coherent dialogical speech is most effectively carried out in preschool age, since this period is favorable for the development of the ability to master oral speech. However, this problem is not always given due attention within the framework of the educational process of preschool institutions, the work is carried out mainly in special classes on speech development. Besides, in various types of organized educational activities, there are great opportunities for teaching dialogue to children, one of which may be a workshop. The empirical part of the work was carried out on a sample of 50 children from the pre-primary education group, at the age of 6-7 years attending the preschool educational institution "Kindergarten No. 26" in the city of Kirov (Kirov region, Russian Federation). For diagnosing their level of dialogic speech development, the methodology for identifying the level of development of dialogical communication skills by M.M. Alekseeva, V.I. Yashina; diagnostics of dialogical speech development in preschool children by A.V. Chulkova. The statistical analysis was carried out through mathematical statistics – Pearson’s test. On the basis of the data obtained, it was concluded that productive activity is an effective means of developing the dialogical speech of senior preschool children; speech skills and abilities include the ability to make contact; the ability to make a request for information; replication; possession of speech etiquette; communication emotionality; the ability to compose a dialogue. The effectiveness of workshops as a means of developing the dialogical speech of 6-7-year-old children can be ensured by creating the following conditions: providing children with the opportunity to conduct dialogues at all technological stages of the workshop; implementation of various forms of organizing children’s joint activities; providing children with the opportunity to organize exhibitions, presentations and playing around hand-made crafts. In the process of applying the technology, the possibilities of each stage of developing children’s speech skills should be taken into account. According to the results of the experimental group χ2emp=31.922, which exceeds the critical value, therefore, the discrepancies between the distributions are statistically valid. The prospect of the study is to study the development of children’s communication skills during the workshop.

Models of communication skills training and their practical implications

2017 ◽  
Author(s):  
Richard F. Brown ◽  
Alexander Wuensch ◽  
Carma L. Bylund
Keyword(s):  
Communication Skills ◽  
Effective Means ◽  
Skills Training ◽  
Communication Process ◽  
Communication Skills Training ◽  
Clinical Method ◽  
Values And Beliefs ◽  
Patient Consultation ◽  
Physician Patient ◽  
Practical Implications

Several models of physician–patient communication that have served as conceptual frameworks for communication skills training have been described over recent years. In this chapter, we review the following models: the E4 Model; Three-function model; Calgary–Cambridge Observation Guide; Patient-Centred Clinical Method; SEGUE Framework; Four Habits Model; and SPIKES. We then discuss the strengths and limitations of these models and describe a model we developed, the Comskil Conceptual Model. Communication skills training for healthcare professionals (CST) is an effective means to ensure high-quality communication. Physician–patient consultation communication is a dynamic, individual process, and the personality, attitudes, values, and beliefs of individuals influence the communication process. Furthermore, culture plays an important role in determining how communication proceeds, and it is important to take this into account while gaining an understanding of the various models that exist for teaching communication skills training.

scholarly journals Strategic Knowledge Management as Means of Ensuring the Competitiveness of Railway Transport Enterprises

2019 ◽  
Vol 67 ◽  
pp. 01003
Author(s):  
Volodymyr Dykan ◽  
Viktoria Ovchynnikova ◽  
Valeria Dykan ◽  
Natalia Kalicheva ◽  
Myroslava Korin
Keyword(s):  
Knowledge Management ◽  
Business Processes ◽  
Effective Interaction ◽  
Effective Means ◽  
Economic Security ◽  
Strategic Knowledge ◽  
Railway Transport ◽  
The Creation ◽  
Development Of Competencies ◽  
Strategic Knowledge Management

In article timeliness and expediency of application of strategic management of knowledge as effective means of ensuring competitiveness of the enterprises of railway transport is proved. Analysis of existing models of knowledge management has led to the conclusion that each of the existing models of knowledge management requires certain conditions regarding the possibility of its use. First of all, it is the presence of a stable organizational culture in the enterprise, a favorable moral climate, the initiative of employees, in fact, is a prerequisite for the creation of implicit knowledge, attention to the value of human and intellectual capital on the part of management, as well as the possibility of accumulating knowledge for their further analysis, use and improvement. This created the basis for improving the conceptual provisions of strategic knowledge management in railway transport, revealing management technologies in the following areas: the development of competencies of personnel focused on the implementation of strategic objectives; the creation of a comprehensive integrated information environment that improves the quality of business processes; the implementation of effective interaction of railway transport with stakeholders to improve its image; the formation of knowledge subsystem of economic security management.

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