Critical Professional Skills Research Articles

Behavioral Modeling of Collaborative Problem Solving in Multiplayer Virtual Reality Manufacturing Simulation Games

Abstract Engineering is an inherently creative and collaborative endeavor to solve real-world problems, in which collaborative problem solving (CPS) is considered one of the most critical professional skills. Hands-on practices and assessment methods are essential to promote deeper learning and foster the development of professional skills. However, most existing approaches are based on out-of-process procedures such as surveys, tests, or interviews that measure the effectiveness of learning activity in an aggregated way. It is desirable to quantify CPS dynamics during the learning process. Advancements in virtual reality (VR) provide great opportunities to realize digital learning environments to facilitate a learning-by-doing curriculum. In addition, sensors in VR systems allow us to collect in-process user behavioral data. This paper presents a multiplayer VR manufacturing simulation game for virtual hands-on learning experiences, as well as a behavioral modeling method for monitoring the CPS skills of participants. First, we developed the Virtual Learning Factory, where users play simulation games of various manufacturing paradigms. Second, we collected action logs from a sample of participants and used the same pattern to generate more data. Third, the behavioral data are modeled as dynamic networks for each player. Last, network features are calculated, and a CPS scoring method is driven from them. Experimental results show that the proposed behavioral modeling successfully captures different patterns of CPS dynamics according to manufacturing paradigms and individuals. This detailed assessment contributes to the development of appropriate student-specific interventions to improve learning outcomes.

Using Digital Case Scenarios to Support Professional Interactions With Clients

Abstract Date Presented 03/26/20 This study is to evaluate the effectiveness of digital learning environments as an approach to teach client-centered care and professional behaviors as measured by learning outcomes and influenced by learner satisfaction using a quasi-experimental quantitative research design. The information presented will encourage discussion and further exploration of the use of digital platforms to enhance critical professional skills as well as provide opportunities for remediation. Primary Author and Speaker: Sheri Montgomery

Fostering Key Professional Skills and Social Activism Through Experiential Learning Projects in Communication and Advertising Education

This article examines the impact of experiential learning projects in communication education on the development of critical professional skills and social activism of students. We argue that an effective integration of ethically relevant issues that could be addressed from the communication practice in classroom instruction helps students to develop key professional competences while applying their talent and communication skills toward relevant social debates. From the Spiral of Silence and Cultural Capital theories perspectives, the research explores key dynamics, learnings, and the results of an innovative academic project focused on challenging extreme content and unethical behavior in social digital networks.

Critical professional skills of MIS graduates: Practitioner vs. Academician perspectives

Since enterprises have become aware of technological developments; they have started to give significant importance to information technology investments. As in all university departments, also management information systems (MIS) and business informatics programs analyze the change in the industry and aim to graduate students that fit the current needs. The authors aim to evaluate the critical skills of MIS graduates and industry based on industry demand. Providing information systems support, knowledge on latest systems, managerial knowledge, systems development, project management, and teamwork comprise the six critical factors for becoming a successful MIS professional.

I Developed a Professional Attitude at the University, but Among the Poor Families I Developed Personality

The Brazilian Curriculum Guidelines for Undergraduate Nursing Courses have gradually encouraged home visits in differently realities by advocating the training of reflective and critical professional skills with regard to multiples dimensions of health of the human beings. Based on this justification, the objective of this study was to understand the meaning of the home visits for Brazilian nursing student in poor families. The Grounded Theory approach was used in this study. Data collection was performed between December 2017 and July 2018 through interviews with students and newly graduated nurses who are working in the Primary Health Care and carry out routine home visits. The meaning of home visits to poor families by a nursing student resulted in an intensive personal and professional (re)organization process: “I developed a professional attitude at the university, but among the poor families I developed personality”. Initially the students demonstrated uncertainty, disappointment and frustration, but soon as they take up the challenge, the nursing students rethink concepts, practices, types of personality and social responsibility. It is concluded that regular curricular activities with poor families have the possibility of extending the life expectancy of families and transcending the academic knowledge limits of students'.

A “Safe Space” for Learning and Reflection: One Schoolʼs Design for Continuity With a Peer Group Across Clinical Clerkships

The value of continuity in medical education, particularly during clerkships, is increasingly recognized. Previous clerkship-based models have described changes that emphasize continuity in patient care, learner supervision, and curriculum. The creation of continuous student peer groups can foster interactions that enhance mutual support through uncomfortable professional transitions during the clerkship years. Here, the authors describe a third-year clerkship model based at the San Francisco Veterans Affairs (VA) Medical Center called VA Longitudinal Rotations (VALOR), designed explicitly to establish a supportive learning environment for small peer groups.Seven groups of medical students (42 total) completed VALOR across three academic years between 2007 and 2009. On clerkships during VALOR, one hour per week was designated for faculty-facilitated sessions amongst peer groups. Students' perceptions of peer group support and overall program satisfaction were determined with immediate post surveys and focus groups at the end of VALOR, and with follow-up surveys 5 to 27 months after completing VALOR. Students strongly valued several elements of VALOR peer groups, including support through clerkship challenges, meeting for facilitated reflection, and appreciating patient experiences across the continuum of care. Students' appreciation for their peer group experiences persisted well after the conclusion of VALOR. VALOR students performed the same as or better than traditional clerkship students on knowledge and skill-based outcomes. The authors demonstrate that their third-year clerkship program using peer groups has built supportive learning networks and facilitated reflection, allowing students to develop critical professional skills. Student communication around patient care was also feasible and highly valued.

Academic Preparation for the Engineering Geologist

The engineering geologist is a geologist that acts as an interpreter—relating geologic processes to engineering products. The geologist must therefore be technologically bilingual. Academic training of engineering geologists must first be founded on a solid knowledge of geology with additional knowledge in engineering. A program that dilutes the geologic training in order to add engineering violates the definition of an engineering geologist. Almost any university could respond to a student9s interest in engineering geology by opening the academic communication lines between geology and engineering. Critical professional skills such as written and oral communications, problem identification, and thinking under pressure can easily be incorporated into geology courses.