Interviewing Skills Research Articles

The Experience of Applying a Narrative Research Approach With Female Entrepreneurs in Sri Lanka

The area of female entrepreneurship has recently received considerable attention, which is dominated by quantitative studies. However, the narrative methodology approach offers the opportunity to gain in-depth, rich information beyond the boundaries of a question-response type of interview. Therefore, the article puts forward researching female entrepreneurship through the application of the narrative design. Fourteen women were purposively approached and interviewed. Findings revealed that researcher characteristics including understanding and respecting others, insider, outsider perspectives, and multiple identities as critical attributes of success in conducting narrative interviews. In addition, interview skills such as building trust and language were crucial to sustaining such characteristics when bringing together the stories of the respondent. Therefore, narrative design can be identified as an essential method that produces new knowledge, permitting, in this case, to better understand the complexity of women’s experiences.

Kemampuan Representasi Matematis Siswa dalam Menyelesaikan Soal Himpunan dan Kemandirian Belajar

In general, the mathematical representation skills of students in Indonesia are still relatively low, this is indicated by the number of students who still have difficulty in working on problems in the form of images, symbol, and verbal. One of the factors that affect the ability of mathematical representation shiva is the independence of learning. This research aims to find out the mathematical representation skills in solving set problems and learning independence. The type of research used in this research is qualitative research. The subjects in the study were class VIII students of the 2020/2021 school year who were at Kelurahan Sukagalih, which amounted to 3 people using purposive sampling techniques. The data collection techniques used are learning independence questionnaires, representation skills tests, interviews, and documentation. The results showed that students mathematical representation abilities in learning independence had medium and low categories seen from students mathematical representation abilities on image and symbol, so that students are able to solve problems. Some students are only able to solve problems to convey their mathematical ideas in their own language.

Kemampuan Komunikasi Matematis pada Materi Kubus dan Balok Berdasarkan Kemandirian Belajar Siswa

In general, the mathematical communication skills of students in Indonesia are still relatively low, this is indicated by the number of students who still have difficulty in working on problems in the form of images, graphs, and others. One of the factors that affect the ability of mathematical communication shiva is the independence of learning. This research aims to find out the mathematical communication skills on cube and beam materials based on learning independence. The type of research used in this research is qualitative research. The subjects in the study were class IX students of the 2020/2021 school year who were at OMA Indah Housing, which amounted to 3 people using purposive sampling techniques. The data collection techniques used are learning independence questionnaires, communication skills tests, interviews, and documentation. The results showed that students with high independence had better mathematical communication skills than students with moderate and low independence. In addition, students with moderate independence have better mathematical communication skills than students with low independence.

Examining the Impact of Race on Motivational Interviewing Implementation and Outcomes with HIV+ Heavy Drinking Men Who Have Sex with Men.

Motivational interviewing (MI)-based interventions focus on changing behavior through building client motivation. It is unknown how racial mismatch between clients and providers may impact MI implementation and subsequent behavior. We used a mixed methods approach to examine differences in Motivational Interviewing Skill Code (MISC) coded sessions and post-session outcomes between a sample of HIV-positive cisgender men who have sex with men (MSM) participants of an MI-based intervention to reduce heavy drinking who identified as persons of color (POC; n = 19) and a matched sample of White participants (n = 19). We used quantitative methods to analyze how providers implemented the intervention (i.e., MISC codes) and post-session drinking. We used qualitative analyses of session transcripts to examine content not captured by MISC coding. Quantitative analyses showed that providers asked fewer open-ended questions and had a lower ratio of complex reflections to simple reflections when working with POC participants, but no significant differences were observed in drinking post-intervention between participants. Qualitative analyses revealed that participants discussed how racial and sexual orientation discrimination impacted their drinking. Allowing clients to share their experiences and to explore individually meaningful reasons for behavioral change may be more important than strict adherence to MI techniques.

Virtual Reality Job Interview Training for Adults Receiving Prison-Based Employment Services: A Randomized Controlled Feasibility and Initial Effectiveness Trial.

Returning citizens struggle to obtain employment after release from prison, and navigating job interviews is a critical barrier they encounter. Implementing evidence-based interview training is a major gap in prison-based vocational services. We conducted a randomized controlled trial (RCT) to evaluate the feasibility and initial effectiveness of Virtual Reality Job Interview Training within two prisons. Forty-four male returning citizens were randomized to receive service-as-usual (SAU) with VR-JIT (SAU+VR-JIT, n = 28) or SAU (n = 16). Participants reported VR-JIT was highly acceptable and usable. SAU+VR-JIT, as compared to SAU, had significant improvements (with large effect sizes) in interview skills, interview training motivation, and interview anxiety (all p < .05; ηp2 > .15), and greater employment by 6-month follow-up (OR = 7.4, p = .045). VR-JIT can potentially help fill a major gap in prison-based services. Future research is needed to validate VR-JIT effectiveness and evaluate VR-JIT implementation strategies within prisons.

Cross-sector pre-registration trainee pharmacist placements in general practice across England: A qualitative study exploring the views of pre-registration trainees and education supervisors.

The Pharmacy Integration Fund commissioned 95 cross-sector pre-registration trainee pharmacist placements across England, which incorporated trainees spending 3-6months in general practice (GP), whilst employed in hospital or community pharmacy. Delivery models varied (blocks or split weeks/days); trainees had pharmacist tutors at the employing/base (hospital/community pharmacy) organisation and in GP. This study aimed to evaluate implementation of cross-sector pre-registration placements, and to identify barriers and enablers of a "successful" placement that achieved its intended outcomes. A qualitative study was undertaken, using semi-structured interviews with triads/dyads of trainee and pharmacist tutors at base and/or GP site. Interviews explored trainees' and tutors' GP placement experiences, and the contribution of GP placements to achieving intended learning outcomes. Data were thematically analysed. Thirty-four interviews (14 trainees, 11 base tutors, 9 GP tutors) were completed in 11 study sites (5 GP/hospital; 6 GP/community pharmacy). GP placements were perceived as valuable and producing well-rounded pre-registration trainees with a good understanding of two settings. Key benefits of GP placements were trainees' ability to work within multidisciplinary teams, and improved clinical and consultation skills. Contingency planning/flexibility was important when setting up cross-sector placements. GP tutor supervision which supported a gradual transition from shadowing to more independent clinical practice with feedback was perceived as valuable. Good collaboration between tutors at the base and GP site ensured joined-up learning across settings. All participants considered 13weeks in GP an appropriate minimum duration; community trainees preferred longer duration (26weeks) for more opportunities for clinical and consultation skills learning. Base and GP tutors would welcome clarity on which pre-registration competencies should be achieved in GP placements, which would also aid quality and consistency across providers. Findings from this study identified key attributes of a successful pre-registration cross-sector training experience. These findings can inform policy reforms including changes to initial education and training of pharmacists.

Analisis Kemampuan Pemecahan Masalah Matematis Siswa Kelas VIII pada Materi Pola Bilangan

Mathematical problem solving is a skill that must be possessed by students because it is very important to solve problems and include goals in learning mathematics. But at the time of math learning some students have difficulty in solving problems because of the low mathematical problem-solving ability that students have. This research aims to describe the mathematical problem-solving ability of grade VIII students in solving mathematical problems in patterns of numbers. This research uses qualitative descriptive methods. Purposive sampling techniques were used to select subjects in the study, and selected 6 students as research subjects. This study uses 3 questions in the form of a description. The data collection techniques in this study are tests and interview skills. The study was conducted using the results of student answers analyzed based on indicators of problem-solving skills based on the Polya stage. The results of this study showed that students' mathematical problem-solving skills on indicators wrote information and wrote a settlement plan is 55.56% including moderate categories, then on the problem solving indicators is 44.45% including moderate categories, and on the indicator evaluate is 22.23% including low categories.

146 Virtual role-play: A useful tool for undergraduate obstetrics and gynaecology teaching during a pandemic

Background and Aims: The Obstetrics and Gynaecology undergraduate programme at our hospital transitioned to a blended learning programme in response to the COVID-19 pandemic. Students attended for clinical assignments at the hospital two days per week and availed of online learning from home three days per week. The challenge we faced was to create opportunities for students to practice history taking and consultation skills and to create opportunities for social interaction. Methods: In order to address these concerns, weekly virtual role-play tutorials based on two clinical cases were facilitated by the clinical tutor for ten students learning from home. The cases involved role-playing a patient (played by the tutor) doctor (played by a student) interaction to obtain a history, followed by feedback, discussing investigations, interpretation of results, further management, and another role-play to counsel a patient for the indicated gynaecological procedure. After one of these tutorials, given to two groups of ten students, student feedback was obtained using a ‘one-minute paper’. Students completed the questionnaire anonymously via a Google Form. Students were asked three questions; 1) What was the most useful thing you learned? 2) What remains unclear to you? 3) Other comments/ideas for improvements? Results: The response rate was 95% (19 of 20 students). Students described the tutorials as “well-structured” and “really interactive”. The opportunity to role-play counselling a patient for a procedure was of particular value to students, with 73% of students specifying this as the most useful thing they learned. Student comments also suggest they appreciated the opportunity to receive feedback. Conclusions: Student feedback was valuable. Our findings suggest virtual role-play is a useful learning tool to support teaching in Obstetrics and Gynaecology during the COVID-19 pandemic and perhaps beyond.

Can patient-physician interview skills be implemented with peer simulated patients?

ABSTRACT Introduction Patient-physician interviewing skills are crucial in health service delivery. It is necessary for effective care and treatment that the physician initiates the interview with the patient, takes anamnesis, collects the required information, and ends the consultation. Different methods are used to improve patient-physician interview skills before encountering actual patients. In the absence of simulated patients, peer simulation is an alternative method for carrying out the training. This study aims to show whether patient-physician interview skills training can be implemented using peer simulation in the absence of the simulated patient. Methods This is a descriptive quantitative study. This research was conducted in six stages: identification of the research problem and determination of the research question, development of data collection tools, planning, acting, evaluation, and monitoring. The data were collected via the patient-physician interview videos of the students. The research team performed descriptive analysis on quantitative data and thematic analysis on qualitative data. Results Fifty students participated in the study. When performing peer-assisted simulation applications in the absence of simulated patients, the success rate in patient-physician interviews and peer-simulated patient roles was over 88%. Although the students were less satisfied with playing the peer-simulated patient role, the satisfaction towards the application was between 77.33% and 98%. Discussion and Conclusion In patient-physician interviews, the peer-simulated patient method is an effective learning approach. There may be difficulties finding suitable simulated patients, training them, budgeting to cover the costs, planning, organizing the interviews, and solving potential issues during interviews. Our study offers an affordable solution for students to earn patient-physician interview skills in faculties facing difficulties with providing simulated patients for training.

Pilot Study of the Cognitive-Functional Intervention for Adults (Cog-Fun A): A Metacognitive-Functional Tool for Adults With Attention Deficit Hyperactivity Disorder.

Adults with attention deficit hyperactivity disorder (ADHD) often experience chronic challenges in their life roles. There is a need for evidence-based occupational therapy interventions to help enhance their functioning. To determine the preliminary effectiveness of the Cognitive-Functional Intervention for Adults (Cog-Fun A), a metacognitive-functional occupational therapy tool for the improvement of occupational performance (OP) and quality of life (QoL) in adults with ADHD. One-group pretest-posttest design with a 3-mo follow-up. Community setting in Jerusalem, Israel. Fourteen adults, ages 18-60 yr, with a valid diagnosis of ADHD and an indication of executive function (EF) impairment. Participants received 15 1-hr weekly sessions that addressed self-awareness of strengths and challenges through education and guided discovery as well as strategy acquisition and implementation within a context of occupational goal attainment. The Behavioral Rating Inventory of Executive Function-Adult version, an adult ADHD QoL measure, the Canadian Occupational Performance Measure, and the Self-Regulation Skills Interview were administered. Twelve participants completed the intervention. Posttreatment scores revealed statistically significant improvements in EF, awareness, OP, and QoL. Gains in QoL showed a modest reduction at the 3-mo follow-up. The Cog-Fun A is a promising intervention for improving OP and QoL among adults with ADHD and should be investigated further. What This Article Adds: The Cog-Fun A offers an effective nonpharmacological, metacognitive-functional, occupation-centered treatment option for adults with ADHD.

Influence of Role Playing Learning Model on Learning Outcomes of Speaking Skills in Simple Interviewing for Fifth Grade Students of SDN 2 Tambakrigadung Lamongan

The purpose of this study is to see how the role playing learning model affects students' speaking skills in class 5C SDN 2 Tambakrigadung Lamongan. This is a quantitative study that use the Posttest-Only Control Design approach. The data was collected using a random sampling technique and a learning outcome test in the form of a description (conversational text). The two-sample paired t-test formula was used for hypothesis testing. With 39 students in each class, the sample comprised of two classes: class 5C as the experimental group and class 5A as the control group. The results of the data analysis revealed that the role playing model had an effect on the speaking abilities of 5th grade students at SDN 2 Tambakrigadung Lamongan.The results of the data analysis revealed that the value of tcount was bigger than ttable, or 5.80 &gt; 1.665 at a significance level of 5%, hence H0 was rejected and Ha was given.

An RCT of Virtual Reality Job Interview Training for Individuals With Serious Mental Illness in IPS Supported Employment.

Virtual Reality Job Interview Training (VR-JIT) is a computerized interview simulator with efficacy at enhancing interview skills and employment outcomes. A randomized controlled trial assessed VR-JIT effectiveness for participants in individual placement and support (IPS), in which approximately 55% of individuals with serious mental illness obtain employment. Ninety participants with serious mental illness were randomly assigned to IPS+VR-JIT (N=54) or IPS as usual (N=36), completing pretest-posttest assessments and an employment evaluation at 9 months. Intent-to-treat chi-square analysis, multivariable logistic regression, Cox proportional hazards models, and mixed-effects linear regressions were conducted. Fifty-one percent were IPS nonresponders (i.e., no employment within the first 90 days of IPS). IPS+VR-JIT participants did not have significantly higher employment rates, compared with IPS-as-usual participants (43% versus 28%). IPS nonresponders (N=46) in the IPS+VR-JIT group had greater odds of obtaining employment (odds ratio [OR]=5.82, p=0.014) and shorter time to employment (hazard ratio=2.70, p=0.044) compared with IPS nonresponders in the IPS-as-usual group. Intent-to-treat mixed-effects linear analyses indicated that IPS+VR-JIT, compared with IPS as usual, significantly improved interview skills (p=0.006), interview confidence (p=0.013), and interview anxiety (p=0.019). VR-JIT's potential benefits (increased employment in a shorter time) appeared to be specific to IPS nonresponders, whereas employment outcomes for recent IPS enrollees were not affected. VR-JIT could be a valuable resource for employment specialists to support IPS nonresponders, because 47% of participants engaged in mock interview training with their specialist. Future research should focus on evaluating the effectiveness and implementation of VR-JIT among IPS nonresponders.

Inquiry skills for biology teacher candidates in plant anatomy practicum

Inquiry skills are important basic skills that science teachers must possess. Inquiry skills underlie the standard implementation of the science learning process. This descriptive study aims to obtain an overview of the mastery of inquiry skills possessed by prospective biology teacher students in plant anatomy practicum. The research method used in this research is descriptive method. The research subjects in this study were prospective biology teacher students (n=42). The instruments used in this research are inquiry skills tests and interviews. The results showed that the average student inquiry skills was 43.36. This result is still below the indicator of completeness in mastering skills, which is 75. The acquisition of an inquiry skills score on the indicators of identifying problems (29.76), designing experiments and carrying out experiments (50.79), analyzing and interpreting data (54.76), constructing explanations (42.86), generate arguments from a number of evidences (43.33) and communicate information (38.69). The conclusion of this study is that the verification practicum learning experience that has been experienced by students has not been able to develop student inquiry skills optimally, so it is necessary to design lecture programs both in class and in laboratory to develop students' inquiry skills.

Application of motivational interviewing strategies with the extended parallel process model to improve risk communication for parents of children with familial hypercholesterolemia.

Current genetic counseling practice has not been found to significantly increase risk communication between family members. A more diverse set of genetic counseling approaches may be needed. A genetic counseling intervention based on motivational interviewing principles and the extended parallel process model was utilized to increase cascade outcomes within families with familial hypercholesterolemia, a common, underdiagnosed, and treatable condition. Parents of children with familial hypercholesterolemia were invited to participate in an online pre-survey, single-session genetic counseling intervention, and post-intervention surveys as a part of the CHEERS (Cholesterol Evaluation to Explore Risk Screening) intervention. This study investigated the efficacy of a genetic counselor delivered motivational interviewing intervention and how parents of children with familial hypercholesterolemia react by assessing family member cholesterol screening and risk communication to at-risk relatives. Transcripts were audio-recorded, transcribed, and analyzed for change talk using the Motivational Interviewing Skill Code version 2.1. Participant surveys were analyzed for self-reported extended parallel process constructs and motivations. Coincidence analysis was conducted to explore differences between those with and without positive cascade outcomes within 12months after the intervention. On average, change talk increased during the session in order of the extended parallel process constructs (perceived severity, susceptibility, response efficacy, self-efficacy). Coincidence analysis revealed that 6 of the 7 cases with positive cascade outcomes were explained by either the presence of high change talk during the intervention or presence of positive motivations shortly after, while 5 of the 5 cases without a positive outcome lacked both of these key factors that were associated with cascade outcomes. Results of this study suggest that incorporating motivational interviewing and the extended parallel process model increases change talk and that the presence of either high levels of change talk or positive motivations is associated with positive cascade outcomes.

Readiness to enter the workforce: perceptions of health professions students at a regional Australian university

BackgroundPerceived readiness for practice can help mitigate the stress and uncertainty associated with transitioning from university into the workforce. This study aimed to identify factors influencing the readiness for clinical practice among final-year medical, dental, and pharmacy students at an Australian regional university.MethodsThe study utilised a sequential explanatory mixed-methods approach with surveys administered for the quantitative phase and interviews/focus groups for the qualitative phase. Descriptive statistics and inductive thematic analysis were utilised for the quantitative and qualitative data, respectively. Triangulation of findings from both phases facilitated in-depth understanding of the factors that influenced participants’ self-perceived readiness for clinical practice.ResultsFrom the three disciplines, 132 students completed the survey and 14 participated in the focus groups and interviews. Students felt most prepared in their patient-centred capabilities, core skills, and advanced consultation skills, and least prepared in their system-related capabilities and clinical care skills. Themes identified as essential enablers and confidence builders in relation to workforce readiness in all three disciplines were: gained knowledge and skills, value of clinical placement experiences, support from peers, family and staff. However, students felt their work-readiness was impaired by heavy academic workloads and poor knowledge of health care systems, which affected skills development. Participants suggested additional support in health care system and clinical governance, mental healthcare, and induction to placement sites to further improve their work readiness.ConclusionsThe findings of this study suggest that improving work-readiness of healthcare students requires alignment of learning needs to real-world practice opportunities, ensuring support systems are appropriate, and early familiarisation with the healthcare system.

How does postgraduate diploma in Family Medicine impact on primary care doctors?

BackgroundOver the last decade, the emphasis on improving the education and training of family physicians has increased. World Health Organization has also emphasized the importance of a trained primary care workforce. In 2017, Khyber Medical University (KMU) Peshawar initiated a one-year Postgraduate Diploma in Family Medicine for doctors working in primary care, to upgrade their skills and knowledge as Family Physicians. To justify the allocation of resources, there is a need for research on the impact of such programs. This study explores the impact of Diploma in Family Medicine (DFM) on primary care doctors in Khyber Pakhtunkhwa. It also identifies the barriers associated with learning and its translation to practice.MethodsA mixed-method explanatory study was conducted from February 2019-2020. Forty-five graduates from the DFM program at KMU were invited to participate in this study. The quantitative data was collected through questionnaires (n=30) and the results were then explained further through qualitative focus group interviews (n=24). Descriptive statistics were calculated for the quantitative data and thematic analysis was performed for the qualitative data.ResultsThe respondents (n=30/45) were satisfied from the course content and delivery. They agreed that the course is useful (93.3%), relevant to their learning needs (86.7%) and they were able apply it to their clinical practice (100%). The qualitative findings also corroborated that the course improved both the clinical and consultation skills of the participants. The learning environment encouraged them to identify their learning needs and attain new competencies. They reported being more patient-centered and evidence-based, which increased patients’ satisfaction. The program also resulted in increased career opportunities and other monetary benefits. Despite the blended nature of the program, the participants found it challenging to balance training with the provision of services.ConclusionOne-year Postgraduate Diploma in Family Medicine is focused, practical and relevant to the learning needs of primary healthcare physicians. The policymakers should consider provision of such training opportunities in both public and private-sector. Future research should explore the long-term impact of such programs on healthcare outcomes.

Design, implementation and evaluation of a virtual clinical training protocol for midwifery internship in a gynecology course during COVID-19 pandemic: A semi-experimental study

BackgroundOver the past year, the occurrence of COVID-19 pandemic has challenged clinical education for health care students, due to the possibility of exposure to the virus and increased spread of the disease. Clinical training of midwifery students in gynecologic problems, based on the Iran midwifery education curriculum, was also disrupted during this pandemic. ObjectivesThis study was aimed at designing, implementing and evaluating a virtual clinical training protocol for midwifery internship in a Gynecology course. DesignA semi-experimental study. SettingsFaculty of Nursing and Midwifery, Mazandaran University of Medical Sciences, Sari, Iran. ParticipantsForty-seven midwifery interns in Gynecology course were recruited during two semesters in 2020. MethodsFive steps based on the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model were taken, which included 1) educational and skills needs assessment, 2) design, 3) development via focused group interviews and brainstorming with the presence of the midwifery department members in three sessions, 4) implementation including pretest and posttest, webinar, uploading the information of virtual patients, questions and correct answers, and 5) evaluation including knowledge assessment by a designed questionnaire and skills evaluation by the modified-Mini-CEX checklist. Data were analyzed using mean, standard deviation and paired t-test. ResultsAfter training, a significant increase (p < 0.001) was observed in scores of knowledge and interview skills, clinical judgment, consultation, efficiency, professionalism, clinical competence and total score of clinical skills. ConclusionsTraining for gynecological diseases through virtual clinic promoted knowledge and clinical skills of midwifery interns. To enhance education, a virtual clinic may be used in crisis situations and in combination with teaching under normal circumstances by strengthening the infrastructure and removing barriers.

Teaching \u201cmedical interview and physical examination\u201d from the very beginning of medical school and using \u201cescape rooms\u201d during the final assessment: achievements and educational impact in Japan

BackgroundThere is no consensus regarding the best time to teach two fundamental pillars of clinical medicine: medical interview and physical examination. We investigated the impacts of teaching the course “Medical Interview and Physical Examination” in Japan from the very beginning of medical school. In addition, we also evaluated the educational value of using “Escape Rooms”, a series of timed, game-based scenarios using simulators, as a part of the final assessment of the course.MethodsAt the end of the course, the interview capabilities of 140 first year medical students at International University of Health and Welfare (Japan) were assessed by physicians who acted as simulated patients. Physical examination skills were assessed using the “Escape Room” team task method. Students also self-assessed their confidence in their physical examination skills pre and post “Escape Rooms.” A day prior to the final assessment, students completed an anonymous course evaluation.ResultsThe average global rating of the students’ medical interview skills using a rating scale from 1 to 6 (1-fail 6-outstanding, no different from practicing junior physician’s level) was 4.6. Twenty-two students scored the highest mark of 6. An average of 89% of “Escape Room” teams finished all the physical examination tasks correctly within the allotted time. All teams that could not finish in time completed all tasks correctly when given an additional 3 to 5 min. Students’ self-assessed confidence in their physical examination skills increased from 49 to 73 (out of 100) pre and post “Escape Rooms.” In the course evaluation questionnaire, 99% of students answered “this course enhanced their motivation” (response rate 89%) and 99% also answered “this course was interesting and useful” (response rate 86%).ConclusionsThis descriptive study analyzing both quantitative and qualitative data showed that the course not only achieved the intended objectives of successfully conducting comprehensive medical interview and basic physical examination skills, but also enhanced student motivation. “Escape Rooms”, used for the course assessment, in itself enhanced students’ self-perceived physical examination skills and had an added educational value.

Analisis Kemampuan Siswa Kelas VIII dalam Menyelesaikan Soal Literasi Numerasi

In the 21st century, students are required to master the three skills, namely the quality of character, competence, and literacy. In order these skills to be achieved, the ability to think and reason is needed. One of literacy that closely related to the ability to thinks and reason is numeracy literacy. This research was conducted with the title: "Ability of Class VIII Junior High School Students in solving numeracy literacy questions". This research was conducted at St. Josef Freinadementz Junior High School, Kota District, Southwest Sumba Regency. The aim is to describe students' abilities in solving numeracy literacy problems. This research includes descriptive qualitative research, and it was carried out from July 2021 to September 2021 at SMP St. Josef Freinadementz, City District, Southwest Sumba Regency. The research subjects were 15 students of class VIII. Data were collected through numeracy literacy skills tests and interviews. The results showed that 73.3% of students were in the very poor category and 26.7% were in the less category, so it can be concluded that in general the students' ability in solving numeracy literacy questions is still low.

Group-Based Online Job Interview Training Program Using Virtual Robot for Individuals With Autism Spectrum Disorders.

The rapid expansion of online job interviews during the COVID-19 pandemic is expected to continue after the pandemic has subsided. These interviews are a significant barrier for individuals with autism spectrum disorders (ASD). There is little evidence-based training for online job interviews for individuals with ASD, and the development of new trainings is expected. In an effort to facilitate online job interview skill acquisition for individuals with ASD, we developed a group-based online job interview training program using a virtual robot (GOT). In GOT, the interviewer and interviewee are projected as virtual robots on the screen. Five participants were grouped and performed the role of interviewee, interviewer, and evaluator. The participants performed all roles in a random order. Each session consisted of a first job interview session, feedback session, and second job interview session. The participants experienced 25 sessions. Before and after GOT, the participants underwent a mock online job interview with a human professional interviewer (MOH) to evaluate the effect of GOT. In total, 15 individuals with ASD took part in the study. The GOT improved self-confidence, motivation, the understanding of others' perspectives, verbal competence, non-verbal competence, and interview performance scores. There was also a significant increase in the recognition of the importance of the point of view of interviewers and evaluators after the second MOH compared to after the first MOH. Using a VR robot and learning the importance of interview skills by experiencing other perspectives (i.e., viewpoint of interviewer and evaluator) may have sustained their motivation and enabled greater self-confidence. Given the promising results of this study and to draw definitive conclusions regarding the efficacy of virtual reality (VR) robots for mock online job interview training, further studies with larger, more diverse samples of individuals with ASD using a longitudinal design are warranted.