Improvement In Interpersonal Skills Research Articles

Assessing the impact of jigsaw technique for cooperative learning in undergraduate medical education: merits, challenges, and forward prospects

BackgroundJigsaw method is a structured cooperative-learning technique that lays the groundwork towards achieving collective competence, which forms the core of effective clinical practice. It promotes deep learning and effectively enhances team-work among students, hence creating a more inclusive environment.ObjectivePresent study was designed to introduce jigsaw model of cooperative learning to early-year undergraduate medical students, measure its effectiveness on their academic performance, and evaluate the perspectives of both students and faculty members regarding the same.MethodsIt was a mixed method research, involving eighty second-year undergraduate medical students. The jigsaw cooperative learning approach was introduced in two themes within neurosciences module. Students were divided into two equal groups, with one group experiencing typical small-group discussions (SGDs) in first theme and other group exposed to jigsaw approach. The groups were then reversed for second theme. Following the activity, an assessment comprising multiple-choice-questions was conducted to evaluate the impact of jigsaw technique on students’ academic performance, with scores from both groups compared. Student perspectives were gathered through self-designed and validated questionnaire, while faculty perceptions were obtained through focus group discussions. Quantitative data were analyzed using SPSS v22, while thematic analysis was performed for qualitative data.ResultsThe students of jigsaw group displayed significantly higher median assessment score percentage compared to control group (p = 0.003). Moreover, a significantly greater number of students achieved scores ≥ 60% in jigsaw group compared to control group (p = 0.006). The questionnaire responses indicated a favorable perception of this technique among students, in terms of acceptance, positive interdependence, improvement of interpersonal skills, and comparison with typical SGDs. This technique was also well-perceived within the educational context by faculty members.ConclusionThe jigsaw method is associated with higher levels of academic performance among students when compared to typical small-group discussion. The students and faculty perceived this technique to be an effective cooperative learning strategy in terms of enhanced student engagement, active participation, and a sense of inclusivity.

Graduate students' perspectives on their acquired skills following the Erasmus+ Programme

Graduate skills are a key factor in their selection in a company. This research focuses on the extent to which the Erasmus+ mobility programme contributes to the development of skills required for a modern work environment. Thus, the paper examines whether the skills developed through an Erasmus+ programme are recognised as important by European employers. The results of the primary quantitative online survey showed that graduates developed adaptability, flexibility, enthusiasm, dynamism, professionalism, responsibility, commitment, and creative problem-solving skills through their participation in the Erasmus+ programme. Even if the Erasmus+ programme appears to enhance a variety of talents, there are some others, such the improvement of interpersonal skills, which are less well-developed. An important conclusion of this study is that young people's participation in the Erasmus+ programme, in terms of study or internship, contributes to their desire to work in an international context, while a prolonged participation in the programme is positively correlated with the development of communication skills.

Artistic gymnastics mirror teaching approach efficacy for improving interpersonal skills of college students

This study aimed at improving the interpersonal skills of college students through an intervention of artistic gymnastics mirror teaching approach. Following a longitudinal study quasi-experimental design, 30 students were randomly assigned to the artistic gymnastics' intervention, and 30 students were assigned to the standard curriculum. Both groups completed a measure of interpersonal skills before and after the intervention. Repeated measures analysis results indicated that the artistic gymnastics intervention group showed significant improvement in interpersonal skills of communication, interpersonal integration, and expressive understanding as compared to the students who were assigned to the standard curriculum. These findings provide preliminary evidence for using mirror teaching for college students to improve their interpersonal skills. Further, the wider adoption of mirror teaching by instructors would serve as a student communication distress prevention strategy.

Enhancing social-emotional development through service-learning: experience from gifted students and their parents in Hong Kong

ABSTRACT This study looked into the experience of a group of elementary school students as well as their parents from Hong Kong, in a service-learning programme that aimed at facilitating the social-emotional development among gifted students. A total of 51 students and 72 parents participated in the focus group interview three months after the service-learning programme for working with children who have Down Syndrome. Transcripts of all interviews were reviewed using thematic analysis. Four broad themes were identified. These were: knowledge enhancement on Down Syndrome, improvement in interpersonal skills, facilitation of personal growth, and enhanced empathy, were identified. Our findings provided support for the benefits and impact of a short-term service-learning programme on improving multiple aspects of gifted students’ personal and social growth. As students and parents endorsed the value of this experiential learning opportunity, such a service-learning programme can be promoted as an educational option addressing gifted students’ socio-emotional needs and facilitating their psychosocial development.

Mechanisms of change and participant outcomes in a Recovery Education Centre for individuals transitioning from homelessness: a qualitative evaluation

BackgroundRecovery Education Centres (RECs) are increasingly implemented to support the process of recovery for individuals experiencing mental health challenges. However, the evidence on key REC mechanisms and outcomes, particularly for diverse subpopulations or service delivery contexts is scant. This study identified mechanisms and outcomes of an REC focused on adults with mental health challenges transitioning from homelessness.MethodsQualitative methods were used to explore in-depth the experiences of homeless and unstably housed participants experiencing mental health challenges in Toronto, Canada. Twenty service users participated in semi-structured interviews between July 2017 and June 2018, six to 14 months following REC enrollment. A realist informed interview guide explored participants’ perspectives on key REC mechanisms and outcomes. Interviews were audio-recorded, transcribed verbatim and analyzed using inductive thematic analysis. Investigator triangulation and member checking processes enhanced analytical rigour.ResultsParticipants perceived that program participation supported the process of recovery through several mechanisms: a judgment-free environment; supportive relationships, mutuality and role modelling; deconstruction of self-stigma; and reclaiming of one’s power. Participants described several outcomes at the personal, interpersonal and social levels, including improvements in health and well-being; self-esteem, confidence and identity; sense of empowerment, control and personal responsibility; as well as improvements in interpersonal skills, pro-social behaviours and ability to self-advocate; and increased goal development and future orientation.ConclusionsFindings suggest RECs can support the process of recovery among people transitioning from homelessness and can successfully support subpopulations experiencing mental health challenges and social disadvantage.

Can Adults with Mild Cognitive Impairment Build Cognitive Reserve and Learn Mindfulness Meditation? Qualitative Theme Analyses from a Small Pilot Study.

High levels of chronic stress negatively impact the hippocampus and are associated with increased incidence of mild cognitive impairment (MCI) and Alzheimer's disease. While mindfulness meditation may mitigate the effects of chronic stress, it is uncertain if adults with MCI have the capacity to learn mindfulness meditation. 14 adults with MCI were randomized 2:1 to Mindfulness Based Stress Reduction (MBSR) or a wait-list control group. We conducted qualitative interviews with those who completed MBSR. Transcribed interviews were: a) coded using an emergent themes inductive approach informed by grounded theory; b) rated 0-10, with higher scores reflecting greater perceived benefit from, and understanding of, mindfulness meditation. Ratings were correlated with daily home practice times and baseline level of cognitive function. Seven themes emerged from the interviews: positive perceptions of class; development of mindfulness skills, including meta-cognition; importance of the group experience; enhanced well-being; shift in MCI perspective; decreased stress reactivity and increased relaxation; improvement in interpersonal skills. Ratings of perceived benefit and understanding ranged from 2-10 (mean = 7) and of 0-9.5 (mean = 6), respectively. Many participants experienced substantial benefit/understanding, some had moderate, and a few had minimal benefit/understanding. Understanding the key concepts of mindfulness was highly positively correlated with ≥20 minutes/day of home practice (r = 0.90) but not with baseline cognitive function (r = 0.13). Most adults with MCI were able to learn mindfulness meditation and had improved MCI acceptance, self-efficacy, and social engagement. Cognitive reserve may be enhanced through a mindfulness meditation program even in patients with MCI.

Capoeira Angola: An alternative intervention program for traumatized adolescent refugees from war-torn countries.

Following resettlement in Australia, young traumatized refugees often face social challenges, including language and cultural barriers and social adjustment, which can lead to behavioral difficulties. Providing support at this vulnerable stage is therefore vital for reducing future setbacks. The STARTTS Capoeira Angola program was developed to help traumatized adolescents successfully integrate into their school environments. As an Afro-Brazilian martial art that incorporates dance, Capoeira appeared an appropriate intervention for adolescent refugees due to its unique ethos of empowerment and group membership. 32 refugeesfrom Middle Eastern and African countries (aged12-17) from the Intensive English Centre (IEC) department of the participant schools were assessed pre- and post- intervention using the Teacher's Strengths and Difficulties Scale (SDQ). Teachers were also asked to observe the students' functioning in a range of different situations at school. A significant overall decrease in behavioral problems was observed, which was associated with improvements in interpersonal skills, confidence, respect for self and others, self-discipline, and overall sense of responsibility.

Training nurses in task-shifting strategies for the management and control of hypertension in Ghana: a mixed-methods study

BackgroundNurses in Ghana play a vital role in the delivery of primary health care at both the household and community level. However, there is lack of information on task shifting the management and control of hypertension to community health nurses in low- and middle-income countries including Ghana. The purpose of this study was to assess nurses’ knowledge and practice of hypertension management and control pre- and post-training utilizing task-shifting strategies for hypertension control in Ghana (TASSH).MethodsA pre- and post- test survey was administered to 64 community health nurses (CHNs) and enrolled nurses (ENs) employed in community health centers and district hospitals before and after the TASSH training, followed by semi-structured qualitative interviews that assessed nurses’ satisfaction with the training, resultant changes in practice and barriers and facilitators to optimal hypertension management.ResultsA total of 64 CHNs and ENs participated in the TASSH training. The findings of the pre- and post-training assessments showed a marked improvement in nurses’ knowledge and practice related to hypertension detection and treatment. At pre-assessment 26.9% of the nurses scored 80% or more on the hypertension knowledge test, whereas this improved significantly to 95.7% post-training. Improvement of interpersonal skills and patient education were also mentioned by the nurses as positive outcomes of participation in the intervention.ConclusionsFindings suggest that if all nurses receive even brief training in the management and control of hypertension, major public health benefits are likely to be achieved in low-income countries like Ghana. However, more research is needed to ascertain implementation fidelity and sustainability of interventions such as TASSH that highlight the potential role of nurses in mitigating barriers to optimal hypertension control in Ghana.Trial registrationTrial registration for parent TASSH study: NCT01802372. Registered February 27, 2013.

Social Work and Law Interdisciplinary Service Learning: Increasing Future Lawyers’ Interpersonal Skills

Social workers and attorneys both interact with persons from diverse backgrounds every day, yet although interpersonal skills are an essential focus of social work education, these skills are not addressed in legal education. Interdisciplinary courses in which social workers and lawyers learn interpersonal skills together and have an opportunity to practice them through service learning opportunities are a way to remedy a gap in legal education. The authors describe a project recently piloted at a large midwestern university in which law and graduate social work students participated in an interdisciplinary course with a service learning component requiring students to work together on cases. As one component of the clinic’s assessment, all students were pre- and posttested via an interpersonal skills survey. The law students showed statistically significant improvement in interpersonal skills at the end of the course. The results indicate a need for increased support for interdisciplinary education, specifically partnerships between the professions of law and social work.

Abstract P3-11-02: Women with pregnancy-associated early breast cancer achieve improved emotional well-being as a result of their cancer experience

Abstract Background: Pregnancy-associated early breast cancer (PAEBC) has increased in incidence as more women pursue childbearing at an older age. The objective of this study was to measure the impact of diagnosis and treatment on emotional health and evaluate the positive emotional outcomes in a group of women with PAEBC. Methods: Between 1989 and 2010, 81 patients were treated for PAEBC with 5-flurouracil, doxorubicin and cyclophosphamide (FAC) chemotherapy. Patients completed the Impact of Events Scale-Revised (IES-R), which is a questionnaire that measures subjective distress caused by traumatic events and the Post-traumatic Growth Inventory (PGI), which measures positive outcomes after a traumatic event. Results: Of the 81 women, 53% (43/81) completed the IES-R and 44% (36/81) also completed the PGI. The time since diagnosis ranged from 6 months to greater than 5 years. The median age of the participants was 33 years (range 26-43 years). Of the 43 patients who completed the IES-R, 91% (39/43) did not use avoidance as a primary coping strategy; they felt well equipped to deal with feelings about their diagnosis and treatment. Of patients who inadvertently thought about their diagnosis, 70% (30/43) noted that they avoided becoming upset by their thoughts. Less than 10% (9/43) of patients surveyed felt apathetic towards their diagnosis and subsequent treatment. In terms of positive outcomes, 94% (33/36) felt they were enabled to depend on others in times of crises and felt a greater appreciation for people and their kindness following their diagnosis of PAEBC. Eighty-six percent (31/36) had changed their priorities about what is important in life, felt more compassionate towards others, and felt a greater appreciation for the value of their own life. In addition, 86% (30/36) of patients indicated that they had discovered their inner strength and felt more inclined to change things in their life. Finally, 75% of patients surveyed felt they had developed a stronger religious faith because of their experience and had a better understanding of spiritual matters. The majority of patients reported improvement in interpersonal skills – placing more effort into their relationships and sharing a greater sense of closeness with others. Conclusions: Although women who experience PAEBC are thought to be at high risk for experiencing psychosocial distress, these findings suggest that most do not suffer negative emotional consequences; in fact, these data suggest that they often achieve improved emotional well-being as a result of their cancer experience. It is possible that these women have better emotional outcomes because they have successfully carried a pregnancy while facing a life-threatening illness. Comparisons to other premenopausal breast cancer survivors will be crucial in interpreting these findings. Citation Information: Cancer Res 2013;73(24 Suppl): Abstract nr P3-11-02.

핵심역량에 기초한 중학교 수학 수업 방안 탐색 -수학 영재 수업을 중심으로-

본 연구는 기존에 교육과정 총론 수준에서 논의되고 있던 핵심역량을 수학 교과 수업에 적용할 수 있는 방안을 탐색하는 것을 목적으로 하고 있다. 특히 창의성이나 문제해결력과 관련된 수학적 능력은 뛰어나지만 대인관계 능력과 의사소통능력이 부족할 수 있는 수학 영재를 연구 대상으로 하여, 그들의 역량이 신장되어가는 과정을 분석하였다. 이를 위해 그래프를 내용 목표로 선정하고, 대인관계능력과 의사소통능력을 역량 목표로 설정하여 이 두 가지 목표를 달성하기 위한 핵심역량 기반 수업을 설계하고 이를 실제 수업에 적용하였다. 수업 참여 관찰을 통해 수학 영재 학생들의 학습 과정에서 대인관계능력과 의사소통능력이 신장되는 것을 확인 수 있었으며, 그 이외의 역량들이 복합적으로 함께 신장되는 것을 확인하였다. 이러한 결과는 역량 목표가 수학 수업에서도 달성될 수 있다는 가능성을 나타내는 것으로, 앞으로 이에 대한 좀 더 심층적인 연구가 필요할 것이라 생각된다. This study investigated the schemes to apply key competencies to middle school math teaching. Key competencies (KCs, hereafter), however, have been discussed only at the national-level general curriculum. Through the survey with mathematics educators, we selected key competencies that can be better developed through mathematics subject. We investigate ways to apply key competencies into math teaching and learning with the math-talented students who usually lack interpersonal skills and communication skills. Along with KC goals, we selected graphs (or graphing skills in math contents) as learning goals, and we designed and implemented competency-based instruction for the gifted. Through participant observation of math teaching and learning, we identified students' improvement in interpersonal skills and communication skills. We also identified students' skill development in other key competencies such as creativity, problem solving, information processing skills, etc., which can be developed through mathematics teaching and learning. Through this study, we found out that key competencies can be developed through mathematics teaching and we need in-depth studies on this matter.

Facilitating interpersonal functioning with peers in learning-disabled children.

A social skills training program involving four learning disabled boys, ages 12 to 16, with poor peer relationships is described and discussed. The program focused on training joining skills (initiating social interactions) and communication-conversation skills through modeling, coaching, and behavioral rehearsal strategies. The data suggested that both joining and conversation skills were problems for the boys, and that participation in the social skills training program resulted in improvement in interpersonal skills and in the frequency of interactions with peers. The need for further research on this and related programs is highlighted.