Broad Skills Research Articles

An Exploratory Study on the Role of Generative AI in Designing Educational Board Games

The educational landscape is transforming due to new skill demands, fragmented attention spans, evolving communication patterns, and increased information access. Game-based learning (GBL) has emerged as a potential solution, fostering subject competency and broader skills. However, integrating games into education faces challenges for educators and schools. This study examines Generative AI's (GenAI) role in facilitating board game use in education, based on a case study in an Italian high school implementing a GenAI-enhanced board game for foreign language teaching. Two state-of-the-art GenAI technologies assisted in the whole GBL design process. Findings indicate GenAI can streamline board game integration through flexible rule adaptation, customized artifact production, and rapid content creation, reducing educator workload, as well as extend their capabilities with novel, creative solutions. Benefits are more pronounced when GenAI use is based on an overarching educational strategy. Study's findings have implications for educators and researchers seeking to effectively integrate GBL and GenAI in educational settings.

A Future in the Past

Australia's History educators frequently face challenges regarding the value of post-school qualifications in history. Comments from Australian Government ministers have intensified claims that history degrees lack broad skills valued by employers. This study addresses the dearth of research examining the alignment between learning outcomes from history degrees and occupational skills. A comprehensive analysis was conducted on learning outcomes from 27 history degrees offered by Australian universities. These outcomes were mapped against the Australian Government's Skills Classification Core Competencies and Occupation Listings, employing a rigorous curriculum mapping methodology. The results identified 126 occupations that align with the skills and competencies developed through history degrees. This research not only challenges misconceptions about the employability of history graduates but also provides empirical evidence of the broad applicability of historical skills across various sectors. The findings reveal a significant concentration of history graduates in managerial and professional roles, indicating the high value placed on critical thinking, analytical, and communication skills developed by studying history. However, the study also highlights areas for improvement, particularly in digital engagement and numeracy skills. The research demonstrates that history degrees cultivate a range of transferable skills highly sought after in the modern job market, including advanced communication, critical analysis, research proficiency, and adaptability. These skills position history graduates to excel in diverse fields such as public policy, journalism, law, business, and education. Furthermore, the study underscores the importance of interdisciplinary approaches in curriculum design to enhance graduate employability. This research contributes valuable insights for curriculum development and career guidance in history education, demonstrating that history degrees lead to diverse and meaningful employment outcomes. It also provides a robust evidence base for advocating the value of historical studies in an increasingly skills-focused higher education landscape.

The impact of perceived knowledge on marketing agility in the context of big data: role of deployment level

PurposeAgainst the backdrop of dynamic capabilities theory, this research examines the relationship between knowledge and marketing agility in the context of big data marketing analytics (BDMA). The relevant knowledge constructs under investigation are business/marketing, relational, technological and technology management. The level of BDMA deployment is also examined to determine its impact on these relationships.Design/methodology/approachA survey was used to gather data from marketing professionals working in firms with at least limited experience in big data (BD) deployment in the United States and Canada. The results were analyzed using partial least squares structural equation modeling (PLS-SEM) with a sample of 236 responses.FindingsThe results indicate that marketing professionals perceived the knowledge and marketing agility constructs differently than the previous research on IT professionals. The knowledge construct was perceived as a two-dimensional construct consisting of broad knowledge skills and specific technical knowledge skills. Only the broad knowledge skills construct was significantly related to the marketing agility construct, with progressively high predictive validity and relevance when the deployment of BDMA progresses.Originality/valueThe paper's originality stems from the different conceptualizations of the knowledge and marketing agility constructs due to the use of a novel sample of marketing professionals in this study. The research also contributes to the dynamic capabilities theory by emphasizing the critical role of vital knowledge when aiming to enhance marketing agility.

Integrating the sustainable development goals into health professions’ curricula: using the nominal group technique to guide their contextualisation

BackgroundTo embed the Sustainable Development Goals in health profession education, educators must contextualise them to their profession and geographical region. This study used the nominal group technique to contextualise the SDGs for Australian nutrition and dietetics tertiary education programs by determining the specific knowledge, skills, and values required for graduating dietitians to practise sustainably.MethodsIn 2022, 23 experts in food and sustainability attended a group session that employed the nominal group technique to discuss the Sustainable Development Goals knowledge, skills, and values Australian dietetic students should develop. After the group session, participants ranked the Sustainable Development Goals according to their perceived level of importance for student dietitians. These data were analysed using multi-methods, including a summation of the rankings, directed qualitative content analysis and reflexive thematic analysis.ResultsThe three highest-priority Sustainable Development Goals identified were (1) Zero Hunger, (2) Good Health and Well-Being, and (3) Responsible Consumption and Production, which were then considered with the qualitative findings. The main categories that were generated from the content analysis reflected the broad knowledge, skills, and values student dietitians should develop. The preliminary codes provided specific details for each of the main categories. The thematic analysis generated two additional themes: the importance of Indigenous ways of knowing, being and doing, and authentic experiential learning activities.ConclusionsThe method employed for this study provides a useful framework for health professions to contextualise the Sustainable Development Goals to their profession and geographical region. For this study, the ranking process and the qualitative data analysis enabled the Sustainable Development Goals to be reframed in a way that would be meaningful for dietetic educators and students and demonstrate the interrelatedness of the goals. The direct qualitative content analysis and reflexive thematic analysis identified the knowledge, skills, and values student dietitians should develop.

The Role of Technology in Promoting Teacher Professionalism: An Analysis of Technology Integration in Teaching and Learning in Schools

This study aims to analyze the role of technology in promoting teacher professionalism, focusing on integrating technology in teaching and learning in schools. Through a qualitative approach with a case study design, the research aims to explore the extent to which technology can enhance teaching quality, expand teacher skills, and improve the efficiency of the learning process. Data were collected through in-depth interviews with teachers who have integrated technology into their teaching, accompanied by direct observation and document analysis, to understand the implementation of technology in the context of learning holistically. The results show that integrating technology in teaching and learning in schools significantly positively impacts teacher professionalism. Teachers who actively use technology tend to have broader skills in designing relevant and engaging learning experiences and can provide students with better feedback. Technology also facilitates collaboration among teachers and expands access to educational resources. However, challenges such as limited access and technological readiness, as well as challenges in effectively integrating technology, still need to be addressed to maximize the potential of technology in enhancing teacher professionalism overall.

A Standard Approach to Project-Based Learning in a Clinical Informatics Fellowship.

The Accreditation Council for Graduate Medical Education suggests that Clinical Informatics (CI) fellowship programs foster broad skills, which include collaboration and project management. However, they do not dictate how to best accomplish these learning objectives. This study aimed to describe a standard approach to project-based learning for CI, to share its implementation, and to discuss lessons learned. We created a standard approach to project-based learning based on concepts from adult learning theory, the project life cycle framework, the Toyota Production System, and Improvement Science. With this standard approach in place, we learned how best to support fellows in its use. In addition to this approach to supporting needs assessment, risk/change management, implementation, and evaluation/improvement skills, we found the need to develop fellow skills in collaboration, leadership, and time management/managing up. Supported by project-based learning using this standard approach, and with targeted project selection to meet topic-based learning objectives, fellows reached the ability to practice independently in 15 to 21 months. Fellows are uniquely positioned to ensure the success of projects due to their increased availability and protected time compared with attendings. They are readily available for project teams to draw upon their expertise with clinical workflows and understanding of technological solutions. Project-based learning addressing organizational priorities complements fellow project management coursework and improves fellows' ability to function successfully in large, complex, and dynamic organizations. Exposing fellows to contemporary problems, then addressing them through projects, provides fellows with up-to-date applied informatics knowledge. Project-based learning can ensure that many general CI learning objectives are supported inherently. It reinforces project management teachings, while providing fellows with a marketable project portfolio to aid with future job applications. Having projects tightly aligned with organizational priorities supports ongoing investment in fellowship programs.

PA experiences in clinical trials.

Physician associate/assistant (PA) experience in clinical trials is poorly documented in medical literature. This survey aimed to describe the characteristics and experiences of PAs in clinical trial research. We performed descriptive analyses of data gathered in 2022 by the American Academy of Physician Associates and published in the organization's annual Salary Report, specifically of respondents who indicated experience in traditional and/or decentralized clinical trials. About 73% of PAs eligible for the clinical trials survey indicated they were either involved in clinical trials or had been involved in the past and were interested in working in clinical trials in the future. PAs often serve in subinvestigator roles and perform various clinical trial tasks regardless of previous research experience. PAs working in clinical trials demonstrated broad responsibilities and skills in the research setting. They leveraged benefits to working in clinical trials despite institutional barriers. Clinical research may fit into numerous PAs' practices and let them contribute to medical advancements.

Implementing a Uniform Outcome Measurement Approach for Early Interventions of Autism Spectrum Disorders

Naturalistic developmental behavioral interventions for children with autism spectrum disorder show evidence for effectiveness for specific social communication targets such as joint attention or engagement. However, combining evidence from different studies and comparing intervention effects across those studies have not been feasible due to lack of a standardized outcome measure of broader social communication skills that can be applied uniformly across trials. This investigation examined the usefulness of the Brief Observation of Social Communication Change (BOSCC) as a common outcome measure of general social communication skills based on secondary analyses of data obtained from previously conducted randomized controlled trials of 3 intervention models, Early Social Intervention (ESI), Early Start Denver Model (ESDM) and Joint Attention Symbolic Play Engagement and Regulation (JASPER). The subset of datasets from the 3 randomized controlled trials was created to examine differences in the BOSCC scores between intervention and control groups over the course of the interventions. Based on 582 videos from 207 caregiver-child dyads, the BOSCC noted significant differences between intervention vs control groups in broad social communication skills within 2 of the 3 intervention models, which were longer in duration and focused on a broad range of developmental skills. The BOSCC offers the potential to take a uniform measurement approach across different intervention models to capture the effect of intervention on general social communication skills but may not pick up the effects of some brief interventions targeting proximal outcomes. Comparing Parent-Implemented Interventions for Toddlers With Autism Spectrum Disorders; https://www. gov/; NCT00760812. Intensive Intervention for Toddlers With Autism (EARLY STEPS); https://www. gov/; NCT00698997. Social and Communication Outcomes for Young Children With Autism; https://www. gov/; NCT00953095.

Sustaining our rural allied health workforce: experiences and impacts of the allied health rural generalist pathway

IntroductionRural and remote communities face significant disadvantages accessing health services and have a high risk of poor health outcomes. Workforce challenges in these areas are multifaceted, with allied health professionals requiring broad skills and knowledge to provide vital services to local communities. To develop the expertise for rural and remote practice, the allied health rural generalist pathway (AHRGP) was introduced to develop and recognise specialist skills and knowledge required for rural and remote practice, however the experiences of professionals has not been explored. This study gained the experiences and perceptions of allied health professionals undertaking the pathway as well as their clinical supervisors, line managers, profession leads and consumer representatives.MethodsA qualitative study was undertaken drawing on pragmatic approaches across four research phases. This study was one component of a larger mixed methods study investigating the experience, impact and outcomes of the AHRGP across six regional Local Health Networks in South Australia (SA). Interviews, surveys and focus groups were conducted to explore the perceptions and experiences of participants. Data was analysed thematically across participant groups and research phases.ResultsA total of 54 participants including 15 trainees, 13 line managers, nine clinical supervisors, six profession leads, four program managers and seven consumer representatives informed this study. Five themes were generated from the data; gaining broad skills and knowledge for rural practice, finding the time to manage the pathway, implementing learning into practice, the AHRGP impacts the whole team and confident, consistent, skilled allied health professionals positively impact consumers.ConclusionThe AHRGP is offering allied health professionals the opportunity to develop skills and knowledge for rural and remote practice. It is also having positive impacts on individuals’ ability to manage complexity and solve problems. Findings indicated consumers and organisations benefited through the provision of more accessible, consistent, and high quality services provided by trainees. Trainees faced challenges finding the time to manage study and to implement learning into practice. Organisations would benefit from clearer support structures and resourcing to support the pathway into the future. Incentives and career advancement opportunities for graduates would strengthen the overall value of the AHRPG.

Experiences of pursuing an intensivist career in regional and rural Australia: An interview study.

The regional and rural intensivist workforce is vital to delivering high standards of healthcare to all Australians. Currently, there is an impending workforce disaster, with higher senior medical officer vacancy rates among regional and rural intensive care units, with these units being staffed by junior doctors who are in earlier stages of their training, which in turn increases supervisory burden. There is a lack of comprehensive literature on the barriers and enablers of training, recruiting and retaining regional and rural intensivists. To address this gap, a qualitative study was conducted, involving 13 in-depth, structured interviews with full-time and part-time intensivists from eight Australian regional and rural hospitals. Content analysis of the interview data resulted in the identification of four major categories: unique practice context, need for a broad generalist skill set, perks and challenges of working in a regional/rural area and workforce implications. The study findings revealed that regional and rural intensive care practice offers positive aspects, including work satisfaction, supportive local teams and an appealing lifestyle. However, these benefits are counterbalanced by challenges such as a heavier burden of on-call work, a higher proportion of junior staff which increase supervisory burden and limited access to subspecialist services. The implications of these findings are noteworthy and can be utilised to inform government policies, hospitals, the College of Intensive Care Medicine and the Australian and New Zealand College of Anaesthetists in developing strategies to enhance the provision of intensive care services and improve workforce planning in regional and rural areas.

Establishing consensus on nutrition competencies for medicine: a Delphi study

BackgroundSignificant research, regulatory bodies and even governmental resolutions have identified meaningful nutrition education for medical and other healthcare professionals as a priority. Doctors are well placed to provide nutrition care,...

Mediators of working memory and reading in a sample of children with reading difficulty: The roles of phonemic awareness and rapid automatized naming.

Working memory (WM) has been consistently linked to reading. However, the mechanism(s) linking WM to reading remain unclear. WM may indirectly exert an effect onto reading through mediators such as phonemic awareness (PA) and/or rapid automatized naming (RAN). In a sample of children with reading difficulty (n = 117), separate mediation analyses tested direct and indirect (through PA and RAN) effects of WM on untimed word decoding and recognition (i.e., basic reading skills) and timed word decoding and recognition (i.e., reading fluency). WM exerted a direct effect on basic reading skills and reading fluency. For basic reading skills, there was a significant indirect effect of WM on reading through the mediation of PA (but not through RAN). By contrast, for reading fluency, there was a significant indirect effect of WM on reading through the mediation of RAN (but not through PA). Findings reinforce the importance of WM, PA, and RAN for broad reading skills, while offering a mechanistic explanation for why poor PA and/or RAN may differentially lead to reading difficulty.

Are Narrative CVs contributing towards shifting research culture? Workshop Report from the 2023 Recognition and Rewards Festival

Abstract* Background Over the past decade, calls for research assessment reform have grown, led by initiatives such as the Declaration on Research Assessment (DORA) and the Leiden Manifesto, and, more recently, the Coalition for Advancing Research Assessment (CoARA). A key element being discussed as part of research assessment reform is a shift towards more qualitative assessments, focussed on the content of research and the broad skills and competencies of researchers, and the array of contributions they make to knowledge creation and innovation. Narrative CV formats have emerged as a good practice example for enabling qualitative assessments of research projects and researchers, and are becoming more widely piloted and implemented. Methods As part of the 2023 Dutch Recognition and Rewards Festival, the authors hosted a workshop to gather perspectives on Narrative CVs, including whether and how they may contribute to shifts in research culture that are needed to support research assessment reform. Results Participants, representing research organisations and the research community, discussed both beneficial and critical aspects of narrative-style CV implementations from their experiences. The effects observed since narrative CVs have been implemented were discussed, with perspectives provided on career prospects and the empowerment of the research community to direct change. Finally, the discussion turned to expectations for the future, with workshop participants calling for focus on the roles that narrative-style CVs can play in improving research careers, recognition of collaborative work, and equality, diversity, and inclusion. A short informal survey exploring levels of implementation of narrative CVs across different research organisations was run prior to the workshop, the results of which are also presented as part of this report. Discussion The authors intend to expand this discussion to other scientific and policy conferences, and this report serves as a basis for a wider and deeper dialogue in the community.

An online qualitative study exploring wants and needs for a cooking programme during pregnancy in the UK and Ireland.

Optimal maternal nutrition is associated with better pregnancy and infant outcomes. Culinary nutrition programmes have potential to improve diet quality during pregnancy. Therefore, this research aimed to understand the experiences of cooking and the wants and needs of pregnant women regarding a cooking and food skills programme in the United Kingdom (UK) and Republic of Ireland (ROI). Online focus group discussions with pregnant women and those who had experienced a pregnancy in the UK or ROI were conducted between February and April 2022. Two researchers conducted a thematic analysis. Seven focus groups with ROI participants (n = 24) and six with UK participants (n = 28) were completed. Five themes were generated. These were (1) cooking during pregnancy: barriers, motivators and solutions; (2) food safety, stress and guilt; (3) need for cooking and food skills programmes and desired content; (4) programme structure; (5) barriers and facilitators to programme participation. Overall, there was support for a programme focusing on broad food skills, including planning, food storage, using leftovers and to manage pregnancy-specific physiological symptoms such as food aversions. Participants emphasised the importance of inclusivity for a diverse range of people and lifestyles for programme design and content. Current findings support the use of digital technologies for culinary nutrition interventions, potentially combined with in-person sessions using a hybrid structure to enable the development of a support network.

Perception of ‘broad’ and ‘narrow’ fluency in the EFL performance of student interpreters

The oral fluency of non-native speakers is an important measure in evaluating a person’s second language (L2) proficiency. The present study investigates the relationship between the perception of fluency in its broad sense, meaning overall speaking proficiency, and in the narrow sense, in which flow and smoothness as well as grammar and vocabulary are evaluated. An experiment was conducted in which the speech fluency of 25 interpreter trainees was rated by 12 raters – three native experts, three native non-experts, three non-native experts and three non-native non-experts – in the narrow and broad senses, and then again after one month’. The results of the study showed that the raters’ judgements of fluency in the narrow sense were significantly lower than that of broad fluency. The expert raters were significantly less lenient than the non-experts overall, and more so when using the narrow definition of fluency. There was no statistically significant difference found in the scores of the native and non-native raters. It is suggested that interpreter trainees develop both broad and narrow fluency skills through training and practice. This can include improving their linguistic knowledge as well as practicing speaking skills.

Physical Chemistry Education and Research in an Open-Sourced Future.

Proficiency in physical chemistry requires a broad skill set. Successful trainees often receive mentoring from senior colleagues (research advisors, postdocs, etc.). Mentoring introduces trainees to experimental design, instrumental setup, and complex data interpretation. In lab settings, trainees typically learn by customizing experimental setups, and developing new ways of analyzing data. Learning alongside experts strengthens these fundamentals, and places a focus on the clear communication of research problems. However, this level of input is not scalable, nor can it easily be shared with all researchers or students, particularly those that face socioeconomic barriers to accessing mentoring. New approaches to training will therefore progress the field of physical chemistry. Technology is disrupting and democratising scientific education and research. The emergence of free online courses and video resources enables students to learn in a style that suits them. Higher degrees of automation remove cumbersome and sometimes arbitrary technical barriers to learning new techniques, allowing one to collect high quality data quickly. Open sourcing of data and analysis tools has increased transparency, lowered barriers to access, and accelerated scientific dissemination. However, these advances also can lead to "black box" approaches to acquiring and analyzing data, where convenience replaces understanding and errors and misrepresentations become more common. The risk is a breakdown in education: if one does not understand the fundamentals of a technique or analysis, it is difficult to correctly discern the practical limits of an experiment, distinguish signal from noise, troubleshoot problems, or take full advantage of powerful analytical procedures. Our vision of the future of physical chemistry is built around democratized learning, where deep technical and analytical expertise from physical chemists is made freely available. Advancements in technical education through expert-generated educational resources and AI-based tools will enrich physical chemistry education. A holistic approach to education will prepare the physical chemists of 2050 to adapt to rapidly advancing technological tools, which accelerate the pace of research. Technical education will be enhanced by accessible open-source instrumentation and analysis procedures, which will provide instruments and analysis scripts specifically designed for education. High quality, comparable data from standardized open-source instruments will feed into accessible databases and analysis projects, providing others the opportunity to store and analyze both failed and successful experiments. The coupling of open-source education, hardware, and analysis will democratize physical chemistry while addressing risks associated with "black box" approaches.

Inclusive Science Communication Approaches Through an Equity, Diversity, Inclusion, and Social Justice (EDISJ) Lens

Science communication has taken center stage in Science, Technology, Engineering, and Math (STEM) disciplines in the context of public outreach and citizen science. Developing practical communication skills is imperative for all scientists to be highly successful in their careers and more so for underrepresented and Black, Indigenous, and People of Color (BIPOC) professionals in STEM. The program, led by the Engineering and Science Librarian at the University of Victoria (UVic) Libraries, aimed to equip students and early career scientists with critical communication skills by leveraging the unique voices and lived experiences of BIPOC speakers in STEM disciplines. Through this program, a unique toolkit with engaging modules consisting of 30 short videos, each three minutes long (30 x 3) by BIPOC speakers was created to provide broad foundational skills in verbal and visual communication, using an Equity, Diversity, Inclusion, and Social Justice (EDISJ) lens. A two-day conference offered networking and communication development opportunities to students and early-career scientists in STEM disciplines by connecting them with BIPOC STEM leaders and visionaries who promote STEM advocacy. This paper will discuss the methods used in the creation of the toolkit and conference using an EDISJ lens.

Digital Marketing Skills in High Demand:Exploratory Study of Multiple Competencies for a Marketing Professional

In recent years, there has been growing interest in studying digital marketing education. Prior research approaches marketing education from the perspective of change and challenges. Digitalization causes changes in pedagogy and curriculum design and creates challenges for educators and students to stay up to date. What is not well understood is what employers demand for digital marketing skills. The purpose of this article is to explore marketing education and especially the challenges from a multifaceted perspective of students, teachers and marketing professionals working in business. The qualitative data consists of fourteen open theme interviews with marketing professionals from different industries, four in-depth interviews of marketing teachers and two focus group interviews with teachers, and two focus group interviews with students. We have identified six different challenges that contemporary marketing practices pose in business, marketing education and learning. We describe these challenges as opposing themes that represent broad skills needed in the marketing profession. In addition, the opposing themes contribute to explain why the marketing field is so challenging. This study contributes to the marketing education literature by providing a deeper understanding of the marketing field for curriculum development. Keywords: digital marketing, marketing education, marketing capability, marketing career, marketing skills gap

Predicting Achievement From WISC-V Composites: Do Cognitive-Achievement Relations Vary Based on General Intelligence?

In order to make appropriate educational recommendations, psychologists must understand how cognitive test scores influence specific academic outcomes for students of different ability levels. We used data from the WISC-V and WIAT-III ( N = 181) to examine which WISC-V Index scores predicted children’s specific and broad academic skills and if cognitive-achievement relations varied by general intelligence. Verbal abilities predicted most academic skills for children of all ability levels, whereas processing speed, working memory, visual processing, and fluid reasoning abilities differentially predicted specific academic skills. Processing speed and working memory demonstrated significant interaction effects with full-scale IQ when predicting youth’s essay writing. Findings suggest generalized intelligence may influence the predictive validity of certain cognitive tests, and replication studies in larger samples are encouraged.

Cooperative school climates are positively linked with socio-emotional skills: A Cross-National Study.

Socio-emotional skills are critical to life outcomes such as achievement, well-being and job success. However, existing research has mostly focused on the consequences of socio-emotional skills, with less attention devoted to the role of school climate in the deployment of these skills. This study investigated the role of school climate in socio-emotional skills. More specifically, we investigated whether cooperative or competitive school climates are associated with students' socio-emotional skills. Our study utilized data from the OECD Survey on Social and Emotional Skills, collected from 10 cities across nine countries. Participants were 60,985 students, including 31,187 10-year-olds (49.70% females) and 29,798 15-year-olds (51.6% females). We conducted multilevel structural equation modelling to test whether cooperative and competitive climates were associated with socio-emotional skills. These skills include five broad domain skills and 15 more specific skills: task performance (self-control, responsibility and persistence), emotion regulation (stress resistance, emotional control and optimism), collaboration (empathy, trust and cooperation), open-mindedness (tolerance, curiosity and creativity) and engaging with others (sociability, assertiveness and energy). Our findings indicated a positive relationship between a cooperative climate and socio-emotional skills. In contrast, the relationship between a competitive climate and socio-emotional skills was primarily negative. This study highlights the contrasting roles of cooperative and competitive climates in students' socio-emotional skills.