Component Skills Research Articles

Infusing intellectual and Developmental disability training into Medical School curriculum: a Pilot intervention

ABSTRACT Purpose Despite the rising prevalence of developmental disabilities (DD) in the US, there remains insufficient training for healthcare professionals to care for this medically underserved population – particularly adults. The National Inclusive Curriculum for Health Education (NICHE) aims to improve attitudes and knowledge towards people with intellectual and developmental disabilities (PWIDD); herein we describe one such intervention. Method The intervention integrated didactic, panel presentation and clinical skills components into a 2nd year medical school curriculum. The didactic session, covering health and assessment of PWIDDs, history of IDD, stigma, etc., was co-taught by a developmental pediatrician, family medicine physician and social worker. A panel of 3 adult self-advocates (SAs) with DD and a parent of a child with DD spoke about their lived experiences. One week later, students practiced taking clinical histories of SAs within small group settings with adult PWIDDs, facilitated by medical school faculty. Students completed the NICHE Knowledge(49 items) and Attitudes (60 items) surveys. The evaluation analyzed pre/post intervention differences in a) knowledge and attitude scores overall and b) by student age, gender, intended medical specialty, and prior experiences with PWIDDs. Open-ended comments were analyzed with content analysis. Results Overall Knowledge scores increased from pre-to posttest (n = 85; 65[19] vs. 73[17], p = 0.00), while Attitudes score improved (i.e., decreased) (n = 88; 0.55 [.06] vs. 0.53 [0.06]); p = 0.00). Higher pretest knowledge was found among female identified students (vs. others; p = 0.01) and those knowing > = 5 PWIDD (vs < 5; p = 0.02). Students characterize their IDD training and experience prior to intervention as ‘lacking’ and described the sessions as effective. Conclusions A brief (4 hours total) intervention was associated with modest but significant improved knowledge and attitudes towards PWIDDs. Replication and sustainability of this and other NICHE interventions are needed to fill gaps in PWIDDs’ health care.

The Contribution of Communication and Digital Literacy Skills to Critical Thinking

The contribution of communication and digital literacy skills to critical thinking in biology are rarely explored. The present study employed a correlational research design to determine how communication and digital literacy skills contributed to students’ critical thinking. In this study, communication and digital literacy skills served as the predictor variables, whereas critical thinking served as the criterion variable. Fourth semester students from Tadris Biology department at IAIN Ternate in North Maluku made up the research sample. Essay questions, questionnaires, and observation sheets were used to collect data. Research results show that communication skills and digital literacy simultaneously and significantly affect critical thinking skills. The study’s findings proved that communication skills and digital literacy contribute to critical thinking skills as much as 34.93% and 29.67%, respectively. These findings indicate that educators need to incorporate components of communication skills and digital literacy into their instruction in order to enhance students’ critical thinking skills.

Comparing teacher noticing on paper and pencil and technology tasks

AbstractWork in teacher noticing has captured to what extent teachers notice students' thinking on paper and pencil tasks and technology tasks, yet no one study has considered how the same group of teachers notices across task types. This study used Jacobs et al.'s (Journal for Research in Mathematics Education, 2010, 41(2), pp: 169–202.) professional noticing of students' thinking framework to guide the design and analysis of prospective secondary mathematics teachers' (PSMTs) noticing of high school students' thinking on two geometry tasks: a paper and pencil task and a technology task. High school students' written work and a video clip were shared as the artifacts from which to notice for each task. PSMTs responded to a set of noticing prompts to capture how they were attending, interpreting, and deciding to respond to students' thinking for each task. Their written responses to these questions were then open coded for each noticing component and codes from each task were compared to reveal any differences in the content of PSMTs' noticing across task types. Results revealed differences between tasks for each component skill of noticing. Implications of these findings for mathematics teacher educators and future research are discussed.

Are Argumentation Skills Can Describe Understanding Concepts?

Objective: Based on the several aspects, one aspect is quite important in the process of learning science, namely communicating. Argumentation is one of communication skills. Are argumentation can describe understanding concepts? Method: This study uses a literature review method from thirteen articles. Results: Argumentation skills can describe understanding concepts. Interpretation of the correlation coefficient shows that argumentation skills strongly correlate with understanding concepts. It is because argumentation skills positively correlate with critical thinking and logic skills. Argumentation skills can improve students' critical thinking level and logical skills in the thinking process. Everyone has good argumentation skills if has good critical thinking and good logic skills. Novelty: Argumentation skills are one of the communication skills that improve understanding of concepts. Argumentation skills are moderators for high-order thinking skills. It can occur because the components of argumentation skills are claim, evidence, and reasoning. Someone can meet all the argumentation skills components with good thinking.

БАШТАЛГЫЧ КЛАССТЫН ОКУУЧУЛАРЫНДА ОКУУ КӨНДҮМҮН КАЛЫПТАНДЫРУУ

The article will focus on the formation and development of reading skills in elementary school students. Definitions of the following terms in pedagogy are given: “reading skill", “reading technique", “reading comprehension", “correct reading", “fluent reading", “expressive reading", “intonation". 4 components of the reading skill are considered, as well as the conditions for managing the process of forming the reading skill. Along with the term "learning skill", the concept of "learning technique" is used. Study technique is a study method, pace and its correctness. Reading technique and comprehension are considered as two sides of the learning process. Technique is an integral part of reading comprehension. And the main purpose of reading is understanding. All of these learning components are interrelated and interdependent. Thus, the process of teaching a student to read should be built, taking into account the simultaneous work on all four components of reading skills, forming all these components in a complex and closely related relationship.

Investigating Response Priorities in Oil Pollution Emergencies in an Unloading and Loading Dock Using McKinsey’s 7s Gap Analysis Method

Background &amp; Aims: The most critical environmental challenge of maritime transport in recent decades has been oil pollution. The present study was carried out to identify and determine the rate and ranking of oil pollution in the unloading and loading dock of Imam Khomeini Port by the Development Approach of the Management Model of Prevention and Response against Pollution in Emergencies in 2020. Materials &amp; Methods: In the present descriptive-applied study, the criteria and sub-criteria influencing in prioritizing responses in oil spill emergencies in the unloading and loading dock of Imam Khomeini Port were identified by the documentary method, prioritized based on the technique for order performance by similarity to ideal solution (TOPSIS) multi-criteria decision-making method, and scored by 10 experts. McKinsey’s 7s gap analysis method was also used to estimate the gap between the current and the ideal situation. Results: Out of 18 oil pollution scenarios, 4 were determined as emergencies. Conservation of environmental resources in case of an accident and determination of responsibility before accidents occur, with mean scores of 4.4 and 4.35, were determined as the most important agendas for planning in emergencies. In the gap analysis process with McKinsey’s method and the output spider web model, 7 components of strategy (1.65), skills (1.75), staff (2.2), management style (2.27), shared methods (2.38), structure (2.54), and system (2.79) were determined as the emergency response plan priorities. Conclusion: The study’s results showed that while several factors can result in oil pollution emergencies in the unloading and loading dock of Imam Khomeini Port, there is no ideal situation for managing these threats based on gap analysis.

Employability Skills and Career Development Self-Efficacy as Indicators for Workforce Success

The development of graduates’ employability skills has become one of crucial agenda in today’s educational milieu. One if the strategies is my adding the soft skills components in teaching and learning delivery across curriculum. This agenda includes Technical and Vocational and Education and Training (TVET) academic program which now has become the forefront agenda to spearhead the local skilled workforce for the nation. The research employed a quantitative descriptive and cross-sectional study among vocational college students from diploma programs across field of studies to combat numerous issues related to graduates’ preparedness on entering workforce, particularly on lack of employability skills. The employability skills section of the instrument was adapted from Grant, Malloy, and Murphy (2009) and Sarigoz (2012). The CD-SEI (Career Development Self-Efficacy Inventory) was replicated from Yuen et al. (2005) as dependent variable. Findings related to employability skills were indicated at a moderate level. The self-efficacy for career development was moderately high. Students' self-efficacy for career development was not significantly influenced by the demographic variables of gender or academic success. Additionally, the results indicated that vocational college students have higher cognitive skills which significantly predicted the career development self-efficacy. The results of this study can be capitalized as guidelines to carry out a curriculum that is more industrially driven, contributing the exposure to industrial experiences as self-efficacy and employability skills values before venturing job market.

Meta-Analysis of the Influence of Science Teaching Materials Based on Inquiry Models on 21st Century Skills

The 21st century is the era of rapid knowledge, technology and talent development. Teaching materials are needed to increase these skills to support student learning. The research objective was to determine the effect of inquiry-based science teaching materials on 21st-century skills. The research method used was a meta-analysis of 32 articles in national and international journals. The results of the study obtained by varying the level of education, subjects, teaching materials used, and components of the 21st-century skills of the students stated that the use of inquiry model-based science teaching materials significantly influenced students' 21st-century skills. This meta-analysis research concludes that inquiry-based and educationally diverse science teaching materials significantly impacted students, impacted by science showing materials in light of request models with various, impacted by science guidance materials that utilise various showing strategies and depend on request models. The last skill components have a significant impact on students' 21st-century.

Mediation as a component of social skills and professional competences of future social workers

The relevance of the study is determined by the need to develop the ability of future social workers to resolve conflicts and mediate. The purpose of the article is to theoretically substantiate and outline the practical foundations for the implementation of mediation as a technology for resolving conflict situations, a component of future social workers’ social skills and professional competences. Achieving the goal of the article enabled the use of general scientific methods: analysis, synthesis, comparison, generalization. The theoretical foundations of the research related to the problem of technologies for solving conflict situations in society and methods of their prevention are outlined. The importance of the formation of the ability to mediate in the context of compliance with the provisions of the standards of higher education for training applicants of the first (bachelor's) and second (master's) levels of higher education majoring in 231 Social work, of the professional standard "Social Worker" is substantiated. It was established that the specified normative documents on Specialty 231 Social work provide for the availability of general and professional competences and program learning outcomes aimed at acquiring the ability of future social workers to mediate and resolve conflicts. The prospects of professional training intended for social workers – mediators in the context of the uniqueness of educational programs in Specialty 231 Social work are outlined.

Musical-performing interpretation as a means of forming artistic and analytical skills of future Musical Art teachers

The article actualizes the problem of forming artistic and analytical skills of future Musical Art teachers by means of musical-performing interpretation and proves that the process of training a competent specialist in the field of music education is impossible without developing students’ artistic and analytical skills. On the other hand, the article substantiates the opinion about the significance of artistic and analytical skills as an indispensable factor in the processes of modeling musical-performing interpretation. On the basis of the theoretical analysis of scientific sources, it has been revealed that objectively there are contradictions of scientific and pedagogical nature – between the development of theoretical foundations of artistic interpretation in the field of musicology and musical performance and the lack of scientific research revealing the pedagogical aspects of this problem in the context of artistic and analytical skills formation. The specificity of musical-performing interpretation has been revealed, which is determined by its integrative nature, which is expressed by the unity of artistic and analytical skills of the performer. The authors have proposed their own definition of musical-performing interpretation as a creative and analytical activity of a musician to create the author’s performing interpretation of cultural meanings contained in a musical work. The content and component structure of future Musical Art teachers’ artistic and analytical skills are disclosed. It is proved that the process of formation of artistic and analytical skills during the musical-performing interpretation of the future Musical Art teacher has a systematic complex construction, where at the first stage artistic and analytical skills related to the theoretical-semantic component are formed, at the second stage – the artistic and analytical skills of the methodological-pedagogical component are involved, and at the final stage – the artistic-interpretive component was formed. The study has established that all components of artistic and analytical skills include the integrated formation of intellectual and emotional support, and all components of the intelligence and emotional sphere of the future Musical Art teacher become components of musical-performing interpretation.

The effects of the COVID-19 lockdowns on motor skill development of 6- and 7-year old children in the Netherlands: a longitudinal study

BackgroundThe closing of schools and sports clubs during the COVID-19 lockdown raised questions about the possible impact on children’s motor skill development. Therefore, we compared motor skill development over a one-year period among four different cohorts of primary school children of which two experienced no lockdowns during the study period (control cohorts) and two cohorts experienced one or two lockdowns during the study period (lockdown cohorts).MethodsA total of 992 children from 9 primary schools in Amsterdam (the Netherlands) participated in this study (age 5 – 7; 47.5% boys, 52.5% girls). Their motor skill competence was assessed twice, first in grade 3 (T1) and thereafter in grade 4 (T2). Children in control group 1 and lockdown group 1 were assessed a third time after two years (T3). Motor skill competence was assessed using the 4-Skills Test, which includes 4 components of motor skill: jumping force (locomotion), jumping coordination (coordination), bouncing ball (object control) and standing still (stability). Mixed factorial ANOVA’s were used to analyse our data.ResultsNo significant differences in motor skill development over the study period between the lockdown groups and control groups (p > 0.05) were found, but a difference was found between the two lockdown groups: lockdown group 2 developed significantly better than lockdown group 1 (p = 0.008). While socioeconomic status was an effect modifier, sex and motor ability did not modify the effects of the lockdowns.ConclusionsThe COVID-19 lockdowns in the Netherlands did not negatively affect motor skill development of young children in our study. Due to the complexity of the factors related to the pandemic lockdowns and the dynamic systems involved in motor skill development of children, caution must be taken with drawing general conclusions. Therefore, children’s motor skill development should be closely monitored in the upcoming years and attention should be paid to individual differences.

Association among motor skills and fluid intelligence in children aged from 5 to 7 years with different sports skill learning

ABSTRACT This study aimed to investigate the relationship between motor skills and fluid intelligence in children aged 5–7 years. In this cross-sectional study, 115 children between 5 and 7 years of age (preschool children with sports skill learning) were included (51 boys, 44.34%), and fluid intelligence was measured using the Wide Range of Intelligence Test; motor skills were assessed via the Bruininks-Oseretsky Test of Motor Proficiency-Second Edition Gross Motor Record Form (BOT-2). Motor skills differed significantly among different sports skill learning groups. A significant positive relationship was found between fluid intelligence and bilateral coordination (β = 0.196, p = 0.030) and balance (β = 0.556, p = 0.000), whereas no significant correlation was found between fluid intelligence and running speed and agility (β = 0.026, p = 0.737). In conclusion, two motor skill components (bilateral coordination and balance) were related to fluid intelligence in 5–7-year-old children with sports skill learning, implying that they may be valuable indicators of fluid intelligence.

Health science staff and student experiences of teaching and assessing clinical skills using digital tools: a qualitative study

Introduction Once considered a supplement to traditional teaching approaches, digital tools now play a pivotal role in building core clinical competencies. This study aims to explore staff and student experiences of navigating the challenges of teaching and assessing clinical skills using digital technology. It also aims to provide insight into what skills, or aspects of skills, may be best suited to digitally enhanced teaching, thereby advancing the future of health science education. Methods This qualitative study comprises the second phase of data generation for a mixed-methods research project entitled DEPTH (Digitally Enhanced Practical Teaching in Health Science). Health science staff and students expressed interest in taking part in the current study during the first stage of data collection. Qualitative data was collected in January 2022 through semi-structured group interviews and individual semi-structured interviews. An interpretivist qualitative research design underpinned by a critical realist epistemological position was used. Themes were generated following Braun and Clarke’s 6-step process for reflexive thematic analysis. Results Overall, 10 staff and 8 students across 11 health science disciplines participated in this research. Fourteen hours of transcripts were analysed and 4 themes generated. Our findings highlight the suitability of digitally enhanced teaching for low-stake skills requiring visual and auditory training, while skills requiring tactile training require in-person practice to build student competency. Importantly, our findings indicate a desire for increased remote teaching. While our work was not specifically aimed at documenting experiences related to the Covid-19 pandemic, all participants had lived experience teaching or learning during the pandemic and many spoke specifically about this. Conclusions The timing of this paper captures a novel moment in the history of clinical pedagogy. Staff and students advocate for the continued integration of technology into health science education generally, and clinical skills teaching specifically. For this to be successful, judicious selection of methods, skills, skill components and technology, that can be appropriately mapped onto specific learning outcomes, is required.

Formation of a Strategy of Behavior in a Conflict Situation of Bachelors of Nursing as a Component of Communication Skills

Based on the analysis of the types of behavior of bachelor students in a conflict situation, we substantiated in the publication the importance of including in the main professional educational program of higher education of a bachelor's degree in the field of study 34.03.01 Nursing of disciplines that aim to form communicative competencies. Diagnostics was carried out in dynamics at the first and final courses of the Institute of Public Health and Digital Medicine of the Tyumen State Medical University. Studying at a medical school facilitates the transition from ineffective strategies of communicative behavior, such as compromise, rivalry, and avoidance to effective ones, such as cooperation.

A critical review of empathy assessments for children ages 3–12

AbstractEmpathy is a key component of socioemotional skills and contributes to prosocial responses and relational closeness. There remain challenges to accurately assess children's empathy, particularly given the reliance on external observer reports, and the lack of frameworks for how empathy may manifest differently at various developmental stages. In this study, we systematically reviewed research on the measurement of empathy in children ages 3–12. We identified 193 independent research publications reporting the use of empathy measures with children. From those, we identified 136 different empathy assessments across studies, with 66% involving rating scales and 48% involving self‐report data. We conducted a reliability generalization analysis and meta‐regression to examine the psychometric properties of empathy measures for children. We then discuss implications and recommendations for future research.

Validation of item pool for early adolescents’ emotional skills assessment in music therapy

ABSTRACT Introduction Evaluating the validity of the content is an essential step in developing an assessment tool, including an analysis of the quality of the items within the tool. This study describes the content validation of items in the early adolescents’ emotional skills assessment tool in a music therapy context. Methods Content validity was evaluated based on relevance scores provided by two expert panels. Psychometric scores were obtained by calculating item-specific content validity index (I-CVI), scale-specific content validity index (S-CVI) and modified kappa score. In addition, the coverage and understandability of the items were evaluated. Results The validation process identified 60 valid items distributed across six components of emotional skills: expressing, monitoring, identifying, understanding, regulating and the ability to use emotional information. Item I-CVI scores ranged from 0.80 to 1.00, the scale content validity index (S-CVI) was 0.95, the modified kappa score ranged from 0.65 to 1.00, item coverage at scale level was 1.00, and item understandability was 0.92. Discussion The items developed in the study have high validity and are scientifically grounded. The items can be a first step towards a validated assessment tool to evaluate emotional skills in early adolescents. The added value of this study is that the set of items developed is the first to cover all the components of emotional skills identified in the literature. Therefore, music therapists can use the items to observe in more detail the different dimensions of emotional skills in early adolescents.

Analysis of Creative Thinking Skill Instrument Test (CreaTSIT) on renewable energy topic for senior high school student using Rasch model

This study aims to analyze an instrument that measures the creative thinking abilities of high school students regarding renewable energy. The research model used is the ADDIE model, which consists of analysis, design, development, implementation, and evaluation. CreaTSIT was tested on 27 high school students in Bandung using a targeted sampling technique. Analysis of the Rasch model shows that the overall component of creative thinking skill is reliable and valid in the “very good” category, with a Cronbach alpha score of 0.83. A personal credibility score of 0.82 is in the “good” category. An item reliability score of 0.81 is included in the “good” category. Students’ creative thinking skills must be enhanced through models, methods, and media supporting them. CreaTSIT can be used to assess students’ creative thinking skills. We hope this research can contribute to the Indonesian educational community, especially physics teachers and educational researchers.

Improving Adolescent Life Skills through Sport Programs at the Child Correctional Institution

This study was aimed to examine the integration of life skills in sport training programs. Participants of this study were adolescent aged 14 -19 years, involving 22 adolescents (11 adolescents receiving the Life Skill program, 11 adolescents receiving regular exercise training without life skill programs). Sampling technique used in this study was the intact group technique. The method used was experimental method with a quasi-experiment model and pre-test post-test control group design. The instrument of this study was an instrument from Cronin and Allen (2017) containing eight life skills taught in a sports training program. The results of this study indicate that the sport program containing life skills in a structured and deliberate manner had an influence on the life skills of adolescent at Correctional Institution in Bandung City. The highest increase of life skill component in the integrated life skill group was leadership with the average development of 1.25. Meanwhile, the life skill component that had the highest increase in the non-integrated life skill group was the emotional skill with the average development of 0.70. In conclusion, the provision of sport programs integrated with life skills in a structured and deliberate manner is proven to be able to develop life skills and could improve the life skill of adolescent higher than sports programs that are not structured and intentionally integrated with life skills.

Developing the “Language Profile Test” for Greek Students aged 11-15 Years.

This paper discusses the development of the “Language Profile Test,” a tool for assessing the underlying component skills of reading fluency and comprehension for students aged 11–15 in the context of Greek as L1. The test consists of five subtests: three reading subtests (isolated words, pseudowords, and text), spelling (single-word spelling), comprehension, and vocabulary (cloze test). The paper aims to present the development of the test, which was based on previous research on lexical representations, specialized corpora, word-frequency lists, and cloze tests as a measure of vocabulary assessment and comprehension, reading fluency, and spelling. Special emphasis has been given to the asymmetry in the transparency of Greek orthography between the feedforward (reading) and feedback (spelling) directions that were considered for the test creation. The “Language Profile Test” was tested on a sample of 346 students. Our findings revealed that students fell into three performance categories for each subtest: high, average, and low. This classification can give teachers more insights into students’ challenges regarding the underlying components of reading fluency and comprehension.

A System for Teaching Advanced Colonoscopic Skills and Endoscopic Submucosal Dissection Based on Nonclinical Models.

Endoscopic submucosal dissection (ESD) requires skills that the vast majority of endoscopists do not possess. ESD be broken down into component skills and at least three of the necessary skill sets can be taught separately. In the United States most trainees initially participate in half- or full-day courses that utilize ex vivo and in vivo animal models and the great majority learn these advanced skills in the clinical setting. We describe a comprehensive training over a well-defined period using ex vivo porcine or bovine large bowel models. There are five components or modules that make up the training program: (1) bowel wall injections in ex vivo tissue, (2) inanimate figure tracing model to teach scope control, (3) ESD in plastic tube with window cutout over which square of ex vivo tissue is placed, (4) ESD in ex vivo porcine or bovine large bowel, and (5) mucosal wound closure. The authors are in the midst of training a group of residents, fellows, and young attendings using this approach. This approach has not been vetted yet; however, the preliminary results are promising.