General Skills Research Articles

Identification of soil‐related professional profiles for the future from a survey of European stakeholders

AbstractCurrent and future stakeholders and decision‐makers involved in agricultural soil management need to develop soil‐related skills to meet the challenges of food security and global change in the coming decades. The aim of this study was to identify professional profiles related to the management, conservation and restoration of agricultural soils on the basis of a European stakeholder survey and to relate these profiles to specific and generic skills. Stakeholders from 24 European countries, selected by the national hubs of the European Joint Programme on agricultural soil management, were invited to propose soil‐related professional profiles that they considered important to develop over the next 20 years. They were then asked to identify up to 15 specific or generic skills that they considered necessary for each profile. In total, 299 stakeholders proposed 1–3 professional profiles each, in 20 languages, for a total of 786 profiles ranging from the bachelor to doctoral level. After translation into English and grouping by expertise, 60 profiles were identified and classified as ‘traditional’, ‘specialised’ or ‘innovative’. Innovative profiles were related to the inclusion of soil in fields that do not currently provide soil‐related education (e.g., communication, mediation, economics, law, land‐use planning, architecture, data science). Correspondence analysis based on the number of times a skill was considered necessary for a given profile led to the grouping of the 60 initial profiles into 10 clusters of profiles that required similar skills: these 10 clusters of profiles were described, and their necessary skills were identified. The clusters illustrate the need to broaden the scope of soil science and the variety of professions that can address soil‐related issues and require knowledge about soils. Ultimately, this list of soil‐related professional profiles and their necessary skills could help revise existing higher‐education curricula or create new curricula.

Using Unannounced Standardized Patients to Assess Clinician Telehealth and Communication Skills at an Urban Student Health Center

PurposeAs the COVID-19 pandemic forced most colleges and universities to go online, student health centers rapidly shifted to telehealth platforms without frameworks for virtual care provision. An urban student health center implemented a needs assessment involving unannounced standardized patients (USPs) to evaluate the integration of a new telehealth workflow and clinicians' virtual communication skills. MethodsFrom April to May 2021, USPs conducted two video visits with 12 primary care and four women's health clinicians (N = 16 clinicians; 32 visits). Cases included (1) a 21-year-old female presenting for birth control with a positive Patient Health Questionaire-9 and (2) a 21-year-old male, who vapes regularly, with questions regarding safe sex with men. Clinicians were evaluated using a checklist completed by the USP immediately following the visit and a systematic chart review of the electronic health record. ResultsUSP feedback indicates most clinicians received high ratings for general communication skills but may benefit from educational intervention in several key telemedicine skills. Clinicians struggled with using nonverbal signals to enrich communication (47% well done), acknowledging emotions (34% well done), and using video for information gathering (34% well done). Low rates of standard screenings (e.g., 63% administered the PHQ-2, <50% asked about alcohol use) suggested protocols for in-person care were not easily incorporated into telehealth practices, and clinicians may benefit from enhanced care team support. Performance reports were shared with clinicians and leadership postvisit. DiscussionResults suggest project design and implementation is scalable and feasible for use at other institutions, offering a structured methodology that can improve general student health care.

Engaging theoretically primed students in second year lab courses

During their second year, about 50 undergraduate physics students engage in an open inquiry lab course of 56 hours that prepares them for their bachelor research project. Two combined theory-practical courses (of which 84 hours are spent in the lab) precede this open inquiry course. These preceding courses focus on specific research skills or the use of new theory in experiments (among others the Fourier transform and signal processing). These courses are based on Holmes’ SQI-model. The final open inquiry course that focuses on general research skills is based on Etkina’s ISLE-model. From literature we have identified 5 educational design criteria to engage students in such lab courses and implemented them. One of these was effective in our implementation. We have found that quantitative physics research as opposed to design research or focusing on certain skills is needed to make our theoretically-primed students appreciate our lab courses more. It helped our students to see the meaning of our experiments better and see the need for what we want them to learn in our lab courses. For the other 4 design criteria anecdotal evidence was found shedding some light on the way in which they may work.

Development of a Clinical Simulation Video to Evaluate Multiple Domains of Clinical Competence: Cross-Sectional Study.

Medical students in Japan undergo a 2-year postgraduate residency program to acquire clinical knowledge and general medical skills. The General Medicine In-Training Examination (GM-ITE) assesses postgraduate residents' clinical knowledge. A clinical simulation video (CSV) may assess learners' interpersonal abilities. This study aimed to evaluate the relationship between GM-ITE scores and resident physicians' diagnostic skills by having them watch a CSV and to explore resident physicians' perceptions of the CSV's realism, educational value, and impact on their motivation to learn. The participants included 56 postgraduate medical residents who took the GM-ITE between January 21 and January 28, 2021; watched the CSV; and then provided a diagnosis. The CSV and GM-ITE scores were compared, and the validity of the simulations was examined using discrimination indices, wherein ≥0.20 indicated high discriminatory power and >0.40 indicated a very good measure of the subject's qualifications. Additionally, we administered an anonymous questionnaire to ascertain participants' views on the realism and educational value of the CSV and its impact on their motivation to learn. Of the 56 participants, 6 (11%) provided the correct diagnosis, and all were from the second postgraduate year. All domains indicated high discriminatory power. The (anonymous) follow-up responses indicated that the CSV format was more suitable than the conventional GM-ITE for assessing clinical competence. The anonymous survey revealed that 12 (52%) participants found the CSV format more suitable than the GM-ITE for assessing clinical competence, 18 (78%) affirmed the realism of the video simulation, and 17 (74%) indicated that the experience increased their motivation to learn. The findings indicated that CSV modules simulating real-world clinical examinations were successful in assessing examinees' clinical competence across multiple domains. The study demonstrated that the CSV not only augmented the assessment of diagnostic skills but also positively impacted learners' motivation, suggesting a multifaceted role for simulation in medical education.

Prefrontal theta—gamma transcranial alternating current stimulation improves non-declarative visuomotor learning in older adults

The rise in the global population of older adults underscores the significance to investigate age-related cognitive disorders and develop early treatment modalities. Previous research suggests that non-invasive transcranial Alternating Current Stimulation (tACS) can moderately improve cognitive decline in older adults. However, non-declarative cognition has received relatively less attention. This study investigates whether repeated (16-day) bilateral theta—gamma cross-frequency tACS targeting the Dorsolateral Prefrontal Cortex (DLPFC) enhances non-declarative memory. Computerized cognitive training was applied alongside stimulation to control for the state-of-the-brain. The Alternating Serial Reaction Time (ASRT) task was employed to assess non-declarative functions such as visuomotor skill and probabilistic sequence learning. Results from 35 participants aged 55–82 indicated that active tACS led to more substantial improvements in visuomotor skills immediately after treatment, which persisted 3 months later, compared to sham tACS. Treatment benefit was more pronounced in older adults of younger age and those with pre-existing cognitive decline. However, neither intervention group exhibited modulation of probabilistic sequence learning. These results suggest that repeated theta—gamma tACS can selectively improve distinct non-declarative cognitive aspects when targeting the DLPFC. Our findings highlight the therapeutic potential of tACS in addressing deficits in learning and retaining general skills, which could have a positive impact on the quality of life for cognitively impaired older individuals by preserving independence in daily activities.

Accountancy students’ perceptions of the quality of teaching and learning experiences in two UK business schools: implications for generic skills development

PurposeFocusing on the quality of teaching and learning, this study aims to explore the perceptions of accountancy students in two emerging UK Higher Education Institutions (HEIs) of the quality of their learning experiences and the impact of these experiences on generic skills development.Design/methodology/approachA questionnaire survey was used to collect the data. OLS regression was used to test the hypothesis regarding the impact of student learning experiences (lecturer ability, assessment and curriculum) on generic skills development.FindingsStudents value the lecturer as the most important determinant of the quality of their experience. They rated their assessment programme very positively, and the curriculum suggests that students tend to experience a deep blended approach to learning. They also felt that they acquired a wide range of soft competency skills such as those associated with research, critical thinking and time management. Multivariate findings indicate that lecturer ability and curriculum contribute significantly and positively to generic skills development.Practical implicationsThe study provides a benchmark for international accounting and business educators in any efforts to assess the efficacy of HE delivery since the pandemic. By implication, it enables the identification of enhancements to the previous character of delivery and hence offers the means to direct improvements to the student experience. Such improvements can then be seen in the National Student Survey (NSS) scores, thereby positively contributing to the next Teaching Excellence Framework. Additionally, such tangible enhancements in NSS scores may be advantageous to HEIs, in the UK and other Western countries, in their efforts to recruit international students on whom they place great reliance for increased revenue, to their international business education programmes.Originality/valueThis study addresses the research gap surrounding the link between teaching and learning approaches in accounting and the development of generic skills. Furthermore, acknowledging that the COVID-19 pandemic with its imposed structural change in the HE teaching and learning environment ushered in a new model of curriculum delivery, this study reflects on the pre-COVID-19 scenario and gathers student perceptions of their teaching and learning experiences before the changes necessitated by lockdowns. It therefore brings the opportunity to anchor future research exploring the post-COVID-19 environment and secure comparative analyses.

The BENEFITS OF LITERATURE IN DEVELOPING TALENT AND SELF-CONFIDENCE FOR ENGLISH CLUB EXTRACULLICULAR STUDENTS IN HIGH SCHOOL LEVEL

This study investigates the benefits of literature on the talent development and self-confidence of high school students participating in extracurricular English Club. Literature, derived from the Sanskrit word 'shastra', serves as a guide and source of information and includes various forms such as drama, poetry, tales, and speeches. Recognizing the importance of literature in developing talents and self-confidence, this study examines the role of extracurricular English Club in creating a supportive environment for students. Extracurricular activities, including English Club, play an important role in the character and academic development of young people. In response to the growing importance of English proficiency, some educational institutions have introduced English extracurricular programs to showcase students' potential and interests. This study, conducted at MAN 1 Kota Malang, East Java, used a descriptive qualitative approach to assess the impact of English clubs on students' literacy skills, self-confidence and talent development. The results showed that the English club at MAN 1 Kota Malang focuses on improving students' English skills, especially speaking. Through speaking, poetry, storytelling and drama exercises, students develop their imagination, analytical ability and general communication skills. Literature-oriented exercises help students overcome shyness, fear of making mistakes, and anxiety, and improve self-esteem. The study concludes that incorporating literature into extracurricular activities not only improves language skills, but also contributes to the development of talent and self-confidence, which are crucial for future success.

Creating transformational learning experiences for 21st century healthcare students through preclinical skills training at a South African university.

Creating an inclusive interprofessional teaching and learning community can enhance student engagement and ultimately develop essential graduate attributes (GA) (also known as generic, transferable, core, soft, work-ready or nontechnical skills). The early practical development of GA within a diverse space is essential in health profession education, as students experience the transition to clinical training as challenging. This paper describes the conceptualization and implementation of an inclusive interprofessional curriculum focused on GA development in the preclinical years. A phased multimethod research design was applied. Phase 1 focused on the conceptualization of a preclinical GA development curriculum through a consensus-seeking process among all staff in the School of Health and Rehabilitation Sciences (N = 36). Subsequently, in Phase 2, quantitative and qualitative data were gathered from participating first-year students (N = 135) as an early curricular implementation review. Descriptive statistical analyses for quantitative and thematic analyses for qualitative data were performed. During Phase 1, five themes were identified (Ethics, Professionalism, General principles for interventions, Organizations and institutions, Management) informing preclinical curriculum development. Forty-one first-year students (30%) participated in Phase 2. The majority of participants (87%) indicated that they had a positive learning experience during Phase 2. Students expressed that engagement was encouraged (83%) within a space of mutual respect (83%), with interprofessional groups assisting in building "a trusting environment and a supportive one". Students indicated they "liked that it [module] wasn't just about one topic", as it concretized that "there is more to being a healthcare professional that just treating people". GA development provides an invaluable opportunity for interprofessional engagement. Creating a diverse and inclusive curricular space through multimodal and interprofessional training, GA training was transformed to be more practical and future-focused, creating a positive learning experience. Future research should focus on the longer-term impact of this practical, preclinical GA development during the transition of these students into the clinical training space.

Organization of production and income inequality

AbstractThis paper contributes to the literature that postulates a relationship between income inequality and the relative importance of “market” and “organization” in the direction of resources. The paper emphasizes that both are endogenous; therefore, the empirical associations observed in the empirical data between inequality measures and production organization variables cannot be interpreted as indicative of causal relationships. The paper solves for the composition and size of occupational groups, the distribution of firm size, and the distribution of income as market equilibrium outcomes of an occupational choice economy, and performs a comparative static analysis. We find that the interaction between cross‐economy differences in the distribution of general skills in the labor force and the loss of control in the supervision of workers by managers can explain the empirical regularities observed in the relationship between the organization of production (distribution of firm size) and income inequality (distribution of labor income). This explanation of the empirical regularities differs from others proposed in the literature, such as those based on institutional constraints or the market power of firms.

Enhancing Generic Skills Development in Higher Education in the Era of Large Language Model Artificial Intelligence

The recently developed large language model artificial intelligence (AI) systems, such as ChatGPT, are likely to become widely used over the next few years as core tools in many areas of business. Higher education graduates will need to be adequately prepared with the necessary generic skills to exploit this technology and a detailed understanding of the risks of using it and related ethical aspects to maximize their employability. Higher education institutions will need to develop training to support this and a conceptual multi-layer framework is proposed for generic skills development in higher education relevant to the emerging new era of large language model AI. This model encapsulates traditional generic skills training for employability, the extended skill sets needed for operating as independent knowledge-workers in increasingly fragmented working contexts, and the new sets of skills in areas such as prompt engineering, output verification and bias detection, which are needed specifically for operating as effective users of advanced AI systems in business.

Development of Employability Skills through Work-Based Learning

Employability is the ability to participate in the workforce. It comprises a variety of elements that are required to obtain employment, while the skills needed to get employment are employability skills. These skills are essential for upgrading knowledge, skills, ability, and entrepreneurial enthusiasm of a learner. Work-based Learning (WBL) is an education strategy that increases participation in Technical and Vocational Education and Training (TVET) because there is support to enhance employability and upgrading skills for a competitive market. The aim of this article is to systematically review published research and explore the employability skills enhanced by WBL through the school-production unit. The finding of the review shows WBL in the school production unit of TVET institute is a positive indicator of employability, and they develop valuable competencies and employability skills. The review further shows that students enhance subject-specific technical skills, generic skills, or soft skills like communication skills, teamwork, problem-solving skills, critical thinking, leadership skills, entrepreneurial skills, and management skills. Likewise, they enhance personal skills like self-confidence, a positive attitude, and ethics. The article concludes that students gained their technical, generic, and personal employability skills from WBL through the school production unit in TVET institutions.

The Impact of Experiential Learning on Students’ Academic Achievements a Case of Lukaya Town Council in Kalungu District

This experimental study was undertaken to assess the effectiveness of experiential learning strategies in influencing students learning. This study was undertaken in the form of a naturalistic inquiry. A naturalistic inquiry is one that is conducted in a natural setting of interest to the researcher using natural methods such as observation, interviewing, thinking, reading, and writing. This investigation was conducted with three senior students at Lukaya Seed School with the purpose of assessing the effectiveness of the experiential learning strategy in realizing the set learning outcomes. The researcher used a convenient sampling technique to select all the one hundred and twelve (112) Form 3 History students to participate in the intervention. Data collected from daily journal recording as well as their scores in activities of integration were analyzed using a frequency table with the intention of establishing the mean score and the failure rate of students in history before the intervention was implemented. At the end of the innovation, students were, to a large extent, able to construct an extensive and flexible historical knowledge base. The students were able to take ownership of their learning, and out of question, the researcher observed that senior three history students had become better problem-solvers. They had transformed into aggressive, self-directed learners who collaborated, and they appeared intrinsically motivated. To a reasonable extent, the innovation engendered specific generic skills needed by students from the historic perspective, including reasoning skills, which they evidently applied to solve their own problems. There was also evidence of students becoming effective collaborators, as evidenced by their establishing common ground, resolving discrepancies, and working in groups to negotiate actions they planned to take to arrive at an agreement. Education planners need to put much emphasis on collaborative learning, at least across subjects, to develop students’ social skills because they learn a lot from their peers. Keywords: Experiential learning, Students, Education planners, History.

Vietnam national competency standards for midwifery: A Delphi study

Background After nearly a decade, Vietnam’s basic midwifery competency standards need to be updated to effectively implement midwives, enhance the quality of midwifery human resources to meet the requirements of integration of countries in the region and around the world. This study aims to develop the competency standards for midwifery in Vietnam by using a Delphi process. Methods The draft midwifery competency standard was initially developed based on a literature review. Midwives and professionals working with midwives completed a two-round Delphi survey to evaluate the relevance of standards of competence on a four-point Likert scale. The criteria with consensus of under 80% were revised and included in the second round. 75 participants were in the first round and 72 participants were in the second round. Phase 3 was led by the Ministry of Health to finalize the consensus on the midwifery competency standards in Vietnam. Results The research results indicated that midwifery competency was mostly rated as quite relevant or higher (over 80%). Some standards were removed, and some were included in the second round of the Delphi process. The final competency standards were issued with 4 areas (midwifery professional practice; care management; midwifery management; professional development), 11 standards and 44 criteria; along with the general skills of midwifery. Conclusions The study developed a midwifery competency standard in Vietnam. These competency standards are consistent with the perceptions of the International Confederation of Midwives and the domestic midwifery context. The higher education institutions, employers, policy makers and midwives themselves benefit from this developed midwifery competency standards. Future research needs to be conducted to validate midwifery competency standards in clinical settings for further responses.

Primary school teachers’ views on language-responsive physical education

Language-responsive teaching aims to promote pupils’ participation opportunities by enabling them to acquire general academic language skills. It is assumed that the acquisition of academic language competencies must be accompanied and supported by the entire school and all school subjects. Yet, the idea of language-responsive Physical Education (PE) seems to be taken up only reluctantly in the current subject didactic and academic discourse. Thus, it is the aim of this article to contribute to bringing this topic into focus. The possibilities and limitations of language-responsive teaching in PE are examined from the teachers’ point of view. Special attention is paid to pupils facing language-barriers, as it is essential for this group to receive extra support to avoid educational disadvantages. Language education in PE has been a rather marginalized topic – much in contrast to the more recent discourse on general education and its crucial role for long-term academic and socio-economic success. It has been argued that the potential for language-building in PE has not been exploited satisfactorily. The observation that the idea of language-responsive PE has received little attention, despite its promising potential, begs the question of possible reasons. The following inquiry therefore investigates the perspectives of PE teachers on language-responsive teaching. The study consisted of 26 qualitative interviews with primary school teachers and aimed to generate insights into the importance attached to language teaching in PE in general (a), and its relevance for pupils’ participation in PE as well as for creating equal educational opportunities (b). Moreover, the study explores subject-specific potentialities and challenges for language-responsive teaching faced by teachers with respect to pupils with special needs in language and communication or non-native speakers who have difficulties in understanding the language of instruction (c).

From Empathy to Inclusive Design: Multisensory Solutions for (Not Only) Socially Sustainable Projects

Solutions designed for specific niches have over time become integrated into common use, while others have remained the sole purview of small groups, defining and stigmatizing them. Through an analysis of the process that has made many technological solutions created for the disabled into common use for the majority, it is possible to understand when and how designers should intervene in creating their projects to guarantee the accessibility and usability of the resulting artefacts. There are ways to ‘empathize’ and consider users based on their general abilities and technological skills, so as to broaden the meaning and the sphere of accessibility. Deepening users’ needs and ways of interacting, shaping ‘personas’ according to their abilities and not just difficulties, can help design more inclusively. This approach makes possible not only the scalability and inclusiveness of the end result but also of the design tools, focusing on specific needs without being exclusionary.

Marketing Research Skills: Managers Versus Workers in Micro Business in Ondo State

The major purpose of this study is to compare the Marketing Research skills needed managers and workers in micro business.As firms grow more and more in global markets, the role of reliable, verifiable, timely and high quality marketing research information to support decision-making becomes increasingly indispensable. The effectiveness and usefulness of decision-making is directly connected to the broad condition of the preferred sector(s) of the global market. To obtain complete information regarding the market entails designing and completing a significant number of activities arranged in logical sequence. Marketing research is the principal means by which firms comprehend existing and potential customers. Relevant literature were reviewed with respect to general and marketing research skills. The study employed a survey research design and it was conducted in the three senatorial zone in Ondo State. The entire population comprised 739 respondents made up of 283 managers and 456 employees. The sample was made up of 400 respondents and hypotheses at 0.05 level of significance. A Likert scale made of 11 structured questionnaire items were used for data analysis. The reliability co-efficient of the instrument for the study was 0.75 which was calculated by using Guttman split-half. It was found out that there was no significant difference between the general research skill possessed by both managers and workers but the marketing research skill possessed by the managers are significantly different from that of other workers. Possession of general research skill was recommended for all (managers and workers). Marketing research skill was recommended for all managers in the micro business within Ondo State.

Critical Digital Pedagogy’s Framework: Lecturer’s Voices to Analysis the Incorporation of Discord Tool in Higher Education

Critical pedagogy can be reflected in the situation when the learners become social transformers of their community and world, and when they critically construct knowledge. The prior researchers s only evaluated discrepancies in gender and age. Freire and Brown's framework also verified the feasibility and reliability of implementing CDP. However, general skills and unspecific digital tools drove the reader's bias and ambiguity. Consequently, the purposes of the study aim to connect previous topics in different contexts, addressing the gap and providing a critical analysis. Especially, English lectures in certain skills and specific digital tools would be needed to know critical pedagogy's intentional implementation or unintentional presence in the ELT realm. Three concerns were highlighted to guide the researchers to do the research; the essential aspect of pedagogy that has and has not been involved yet in online learning and the factors of age and gender that might influence the learning. Th researchers s used qualitative method, especially observation and questionnaire instruments to get the data of the incorporation of the Discord tool of critical pedagogy in the higher education domain. The findings reveals that the implementation a critical pedagogy of Discord tool and the discrepancies of age and gender that influence the online meeting.

Evidence-Based Practice Approach on Clinical Empathy Skills Among Health Professionals: A Systematic Review Protocol

Introduction: Effective educational programs promote and strengthen nursing students’ empathetic skills, contributing to health professionals’ pleasure and emotions of personal accomplishment by offering a sense of excellent personal well-being, quality therapeutic management, and clinical expertise. Objectives: This review will synthesize the available evidence on the effectiveness of clinical empathy in general practice and clinical empathy skill training among health professionals. Review questions were structured using the PICOT framework. Inclusion criteria: We will include articles that detail original empirical studies and systematic reviews related to empathy skills among health professionals and the effect of empathy training on clinical empathy skills. Methods: The databases include the National Library of Medicine, SCOPUS, CENTRAL, MEDLINE, PubMed, EMBASE, and EBSCO. The key methods for facilitating the review will be print and electronic resources. Major medical subject heading (mesh) terms in titles and abstracts will be used in the search. To establish existing literature on the empathy training program, the search will contain the terms “empathy,” “clinical empathy,” and “empathy training” in all fields of the databases. The search strategy will commence from 2023 onward with no language restrictions. A team of independent reviewers will screen the retrieved titles, abstracts, and full-text reports and check the data quality using the John Hopkins EBP model and the literature will be systematically reviewed by following PRISMA Guidelines.

Measuring Chief Resident Skill and Entrustment Progression in An Operative Coaching Program: Four Years’ Experience

Operative coaching (OC) may facilitate improvement of surgery residents' competencies by optimizing learning and teaching. We investigated how residents' operative skills and prospective entrustment (PE) progress throughout the chief year in our OC program, how OC is perceived by participants, and how OC may facilitate learning and teaching. This is a mixed-methods study conducted within the Ohio State University Wexner Medical Center General Surgery residency. Validated performance evaluations with procedural-specific skill, general skill (GS), step-specific guidance required (SSG) (an autonomy measure), and PE measures completed by chiefs, faculty coaches, and attending surgeons from 7/2018 to 6/2022 were reviewed. We also interviewed OC participants to understand their experience. Descriptive statistical and qualitative content analysis were applied. 441 evaluations from 147 OC cases completed by 22 chiefs, 5 faculty coaches, and 24 attendings were included. Overall, resident GS (p = 0.036), SSG (p = 0.023), and PE (p = 0.002) significantly improved throughout the year. PE significantly correlated (all p < 0.0001) with SSG (r = 0.73), followed by procedural-specific skill (r = 0.59), then GS (r = 0.57). On average, chiefs underestimated their surgical skills while attendings overestimated autonomy they permitted to residents. Chiefs, coaches, and attendings reached consensus on chiefs' PE upon graduation. Five graduated chiefs and 5 attendings were interviewed. Chiefs described OC as effective in improving their self-regulated learning and particularly valued 3 OC elements: neutral authentic feedback, third-party real-time observation, and actionable feedback. Attendings noted OC promoted their engagement in skills assessment and teaching. Our findings suggest chief residents' skills, autonomy, and PE progress steadily along their OC journey. Despite differences in residents', coaches', and attendings' perceptions of skill, measures of autonomy reliably correlate with entrustment. OC promotes resident learning, faculty teaching, and assessment of resident skills, autonomy, and PE in the OR.

Training simulator efficacy in developing thoracic and general surgical skills in a residency programme: a pilot study.

Virtual training simulators have been introduced in several surgical disciplines to improve residents' abilities. Through the use of the LapSim® virtual training simulator (Surgical Science, Göteborg, Sweden), this study aims to plan an effective learning path in minimally invasive thoracic and general surgery. All thoracic and general surgery trainees in their 1st and 2nd year of residency at the University of Insubria were enrolled and randomized into 2 groups: residents undergoing an intensive twice-a-week virtual training programme (group A: n = 8) and those undergoing a once-weekly non-intensive virtual training programme (group B: n = 9). The virtual training programme was divided into 4 modules, each of 12 weeks. In the 1st module, trainees repeated grasping, cutting, clip application, lifting and grasping, and fine dissection exercises during each training session. Seal-and-cut exercise was performed as the initial and final test. Data on surgical manoeuvres (time and on mistakes) were collected; intra- and inter-group comparisons were planned. No significant differences were observed between groups A and B at the 1st session, confirming that the 2 groups had similar skills at the beginning. After 12 weeks, both groups showed improvements, but comparing data between initial and final test, only Group A registered a significant reduction in total time (P-value = 0.0015), left (P-value = 0.0017) and right (P-value = 0.0186) instrument path lengths, and in left (P-value = 0.0010) and right (P-value = 0.0073) instrument angular path lengths, demonstrating that group A acquired greater precision in surgical manoeuvres. Virtual simulator training programme performed at least twice a week was effective for implementing basic surgical skills required for the trainee's professional growth. Additional virtual training modules focused on more complex exercises are planned to confirm these preliminary results.