Key Skills Research Articles

What competencies will be needed to manage Artificial Intelligence in the workplace? (An AI perspective)

Key digested messageThis article explores essential managerial competencies in the context of integrating artificial intelligence (AI) into the modern workplace. Key skills include technical literacy for informed decision-making, ethical consideration to address biases, change management for seamless AI adoption, and effective communication to bridge technical and non-technical stakeholders. These competencies position managers as pivotal contributors to successful AI management, organisational resilience, and innovation.

Аdvantages of team sports during the physical training of future border guards

Professional training of military personnel is one of the most urgent problems today. Physical training of border guards is defined as one of the most important indicators of professionalism and is the basis of their professional activity. The high role given to physical training in the educational process of departmental educational institutions during the period of their training and retraining is due to the fact that the professional activity of border guards is directly related to various situations that make high demands on the physical fitness of border guards, their personal, moral-willed, mental and intellectual qualities. The use of team sports in the training of military personnel can be a key element in maximizing their potential. The use of team sports is an important component of physical fitness, as it not only promotes the development of physical skills, but also builds key communication and social skills. Active participation in team sports involves systematic physical activity, which contributes to the improvement of general health and well-being. Team games help foster the values of team cooperation and interaction. These sports also help build leadership skills, foster commitment to a common goal, and teach effective teamwork. In a team environment, players learn to work toward a common goal, support each other's strengths, and compensate for each other's weaknesses. Team exercises can be used to achieve specific physical goals, such as improving coordination, developing endurance and increasing strength, while aspects of cooperation and understanding also become important exceptions during classes. The article analyzes the possibility of using the full potential of team games during the physical training of cadets.

Exploring Numerical Competence: Analysis Of Students' Mathematical Representation Skills in PISA Space and Shape Content

This research aims to analyze students' mathematical representation skills in solving PISA Space and Shape content questions, taking into account their numerical ab. Mathematical representation is a key skills in understanding and solving mathematical problems, while numerical skills play a vital role in developing an understanding of concepts and their applications in spatial and shape contexts.The research method employed is a qualitative approach, collecting data from students through written tests and interviews. The research instruments include questions reflecting Space and Shape content from PISA, as well as numerical skills tests.The research findings indicate a significant relationship between students' numerical skills and their skills to represent mathematical problems related to Space and Shape. Students with better numerical skills tend to have better mathematical representation skills. Furthermore, these findings can provide insights for educators and researchers to develop teaching strategies that integrate the development of numerical skills and mathematical representation, there by enhancing the quality of students' mathematical understanding at a global level.

Team management: how to become an entrepreneur and work with a team?

The article talks about the rules and principles of working with a team. How to build a successful company where every employee feels comfortable as an entrepreneur. The author also describes the key entrepreneurial skills that are essential for any businessman.

Navigating the AI Revolution: Implications for Business Education and Pedagogy

Generative artificial intelligence (AI) is rapidly emerging as a transformative force across various sectors. As education shifts towards an AI-focused future, adapting teaching methodologies and evaluation strategies to this technological evolution becomes more and more important. This paper delves into the profound implications of generative AI on business education, critically analyzing its influence on broad program learning outcomes as well as on specific assessment tasks, ranging from quizzes to work-integrated learning projects. By examining and assessing responses from ChatGPT, we evaluate their structural coherence and the potential to enhance or replace key skills evaluated in students. Our findings primarily indicate that for formulaic quizzes and short essay questions, GPT-4 often delivers accurate solutions. In the context of research reports and reflection journals, GPT-4 serves more as a guide and scaffolding tool. As AI continues to advance, it becomes increasingly crucial for business educators to re-examine their learning objective frameworks. This includes utilizing the technology’s potential while navigating its complexities, ensuring that education remains effective, relevant, and in step with the pace of innovation.

The ups and downs of CLIL lessons: a qualitative study on 21st century skills promotion in physical education

The promotion of 21st century key skills is crucial to build 21st century citizenship. The purpose of this research was to examine teachers’ and students’ views on the use of Content and Language Integrated Learning (CLIL) approach in Physical Education regarding the development of 21st century skills and the syllabus covered in lessons. In-depth open-ended interviews were carried out with 25 participants, who shared their understandings based on their experiences when using CLIL. The findings give an in-depth insight into what 21st century skills are more used and the extent to which they are developed. While creativity and collaboration were promoted thanks to CLIL, interest and engagement depended on each student, and self-reflection was barely fostered. In addition, the lessons developed both linguistic and Physical Education knowledge, including body language, a specific content of the subject that has often been neglected. Some practical implications are inferred, highlighting the need to promote high-quality CLIL teacher training in order to ensure that CLIL is adequately applied and students can develop all the 21st century skills.

The Effect of Acting Programs on Adults with Disabilities

Virtual acting programs are effective and have the potential to benefit adults with disabilities in many ways. Participants in both delivery models showed improvement in key skills such as improved speaking and reduction of social isolation. Recreational acting courses on virtual platforms increase accessibility, which is especially important for the population of people with physical disabilities, whose mobility can be limited, and may improve their emotional wellbeing. Additional research should be conducted to determine the effectiveness of other recreational activities for those with disabilities when delivered virtually

“Scientific Horizons: Student Research with MedWrite Academy”

MedWrite Academy is an internship program specifically designed for aspiring medical and pre-medical students. Our primary objective is to equip students with the essential skills required to transform their innovative ideas into well-structured research papers. At MedWrite Academy, we believe in the power of collaboration and learning through experience. Students are carefully grouped with peers who share similar interests, creating a dynamic learning environment. This grouping fosters not only intellectual growth but also cultural exchange, as our students come from diverse backgrounds around the globe. Each group is guided by an experienced mentor who provides personalized guidance and support throughout the research process. These mentors are dedicated to helping students navigate the complexities of research methodology, data analysis, and academic writing. Their expertise ensures that each student's idea is nurtured and developed into a high-quality, publishable research article. Being a fully virtual internship, MedWrite Academy offers flexibility and accessibility, allowing students from any part of the world to participate without geographical constraints. This unique feature opens doors for international networking and collaboration, enriching the learning experience. Our program not only focuses on academic growth but also aims to develop key professional skills such as teamwork, communication, and time management. MedWrite Academy is the perfect platform for students looking to enter the world of medical research and academia. Join us and turn your ideas into impactful research!

Effectiveness of online and blended teaching methods in developing professional engineering cross-curricular skills: A study in the context of Latin America

This study explores the effectiveness of online and blended teaching methods in developing cross-curricular skills crucial for an ideal engineering profile among undergraduate students. Involving 587 online and 635 blended students across 11 Latin American universities, the research incorporates Likert tests for student perceptions and Mann-Whitney statistical tests for hypothesis scrutiny. Challenges emerged due to diverse academic contexts and the subjective nature of self-reported perceptions. Despite these hurdles, findings highlight the blended method’s superior effectiveness in fostering key engineering skills. The study not only contributes to teaching method exploration but also addresses challenges in cross-cultural research settings, enhancing our understanding of the complexities and adaptations required for cross-curricular skill development in engineering education.

СИСТЕМА АКТУАЛЬНИХ ПРОФЕСІЙНИХ І ЖИТТЄВИХ НАВИЧОК ВЧИТЕЛЯ ПОЧАТКОВИХ КЛАСІВ

The article based on the analysis of modern societal demands, was found that the labor market today requires not so much a specialist to have a diploma, but with the certain set of life skills. Scientists from different countries claim that the skills necessary for successful life in the 21st century are formed at an early age, so the primary education system faces a significant task. In the system of 21st century skills, the main ones are defined as higher level cognitive skills, hard and soft skills, digital skills and survival skills. The author of the article proves that in order to form a certain set of life skills of the 21st century in pupils, primary school teachers themselves must possess a system of relevant professional and life skills. The author determined what professional and life skills Ukrainian primary school teachers should have in order to prepare pupils for successful life in the changing and unpredictable conditions. The article considers the system of key professional and life skills that are necessary for the work of a primary school teacher. The author analyzes modern requirements for pedagogical activity and pedagogical competence, in the context of the requirements of the modern educational environment. The main skills, namely the formation of the competence of the elementary school teacher, including the development of creativity, the ability to work in a team, adapt to changes in the field of education and effectively interact with students and their parents, are proposed for consideration in the article. A generalized system of skills is presented and can help primary school teachers effectively fulfill their professional mission and promote the harmonious development of the pupils' personality in primary school. The research points to the importance of developing a set of skills that include not only pedagogical professionalism, but also adaptation to modern requirements of the socio-cultural environment and improvement of the teacher's communicative, technological, and organizational skills

Defining the key clinician skills and attributes for competency in managing patients with osteoporosis and fragility fractures.

Osteoporosis and fragility fractures are managed by clinicians across many medical specialties. The key competencies of clinicians delivering bone health care have not been systematically established. We aimed to develop a decision rule to define the threshold of adequate skills and attributes associated with clinical competency in bone health for a clinician serving as a referral source for bone health care. Using a modified-Delphi method, we invited clinicians with expertise in treating osteoporosis and representatives of patient advocacy groups focused on bone health to create a list of desirable characteristics of a clinician with bone health competency. Characteristics were defined as "attributes" with "levels" within each attribute. Participants prioritized levels by perceived importance. To identify the cut points for defining adequate competency, participants next ranked 20 hypothetical clinicians defined by various levels of attributes from highest to lowest likelihood of having adequate bone health competency. Lastly, we conducted a discrete choice experiment (DCE) to generate a weighted score for each attribute/level. The threshold for competency was a priori determined as the total weighted score at which ≥70% of participants agreed a clinician had adequate bone health competency. Thirteen participants generated lists of desirable characteristics, and 30 participants ranked hypothetical scenarios and participated in the DCE. The modified-Delphi exercise generated 108 characteristics, which were reduced to 8 categories with 20 levels with associated points. The maximum possible score was 25 points. A summed threshold score of >12 points classified a clinician as having adequate bone health competency. We developed a numeric additive decision rule to define clinicians across multiple specialties as having adequate competency in managing bone health/osteoporosis. Our data provide a rigorously defined criteria for a clinician with competency in bone health and can be used to quantitate the skills of clinicians participating in bone health research and clinical care.

Results of a Pilot Virtual Microsurgery Course for Plastic Surgeons in LMICs.

The Plastic Surgery Foundation's Surgeons in Humanitarian Alliance for Reconstruction, Research and Education (SHARE) program seeks to expand surgical capacity worldwide through mentorship and training for local plastic surgeons. This study aims to define the need for microsurgery training among SHARE global fellows and describe results of a pilot course. Ten participants of the SHARE Virtual Microsurgical Skills Course were asked to complete an anonymous survey. Pre- and post-course response rates were 100% and 50.0%, respectively. There was a high incidence of microsurgical problems encountered in the clinical setting. Resource availability was varied, with high access to loupes (100%), yet limited access to microsurgery instruments (50%), medications (40%), operating microscope (20%), skilled nursing (0%) and appropriate peri-operative care settings (0%). Participants identified vessel preparation, instrument selection, and suture handling as priority learning objectives for a microsurgery skills course. Post-course satisfaction with learning objectives was high (60% "very good," 40% "excellent"). Participants reported high levels of improvement in suture handling (Likert 4.60±0.55), end-to-end anastomosis (4.40±0.55), instrument selection (4.20±0.45), vessel preparation (4.20±0.45), and economy of motion (4.20±0.45). This study demonstrates a high frequency of reconstructive problems encountered by global fellows yet low access to appropriate resources to perform microsurgical procedures. Initial results from a pilot virtual microsurgery course demonstrate very high satisfaction and high self-rated improvement in key microsurgical skills. The virtual course is an effective and accessible format for training surgeons in basic microsurgery skills and can be augmented by providing longitudinal opportunities for remote feedback.

The relationship between jump and sprint performance in preschool children.

Physical activity may help prevent the development of adverse health disorders in children. Thus, it is fundamental to assess key physical skills, such as jumping and running, from an early age. Several studies proposed test batteries to evaluate these motor skills in preschoolers, but no research studied their association. Therefore, this study aimed to evaluate the relationship between jump performance, including force production parameters, and sprint performance in preschool children. Twenty-nine preschoolers, aged 4 to 5, underwent assessments, including countermovement jumps (CMJ) and standing long jumps (SLJ) on a force plate. Then they performed a 10-meter linear sprint assessed using photocells. Regression models revealed that SLJ distance emerged as a significant predictor (R2=49.3%, P<0.001) of sprint horizontal velocity, while, for sprint momentum (R2=34.3%), both SLJ distance (P=0.004) and SLJ vertical peak force (P=0.036) were found to be significant predictors. The findings showed that short-distance (i.e., 10 m) linear sprint performance, both velocity and momentum, in preschoolers may be predicted mainly using SLJ assessment. These findings underscore the importance of early motor skill development in shaping physical abilities and their potential relationship in preschool children.

Self-regulated learning microanalysis feedback for developing clinical skills: A pilot study

Introduction The development of clinical skills requires the appropriate use of self-regulated learning (SRL). Students’ use of key SRL processes as they perform a clinical skill can be identified by SRL microanalysis and used to provide feedback. SRL-microanalysis feedback only on students’ key SRL processes has not been previously researched for developing clinical skills. The aim of this study was to investigate whether SRL-microanalysis feedback only on students’ key SRL processes can improve both their use of SRL and their clinical skill performance. Methods Twenty-three final year medical students with no experience in the clinical skill required for mechanical ventilation participated in this study. Key SRL processes and clinical skill performance were measured before and after SRL microanalysis feedback. Results Overall, we found an improvement in the key SRL processes of planning and monitoring of performance, with a significant difference in monitoring. We also found an increase in students’ clinical skill performance. Discussion This study, which is the first in clinical skills, demonstrated that SRL microanalysis feedback only on key SRL processes can improve both students’ SRL and their clinical skill performance. studies are recommended with a great number of students and across a variety of clinical skills.

LEADING SECURITY AND INTELLIGENCE: CURRENT TRENDS AND ESSENTIAL ABILITIES

On November 15, 2023, Ms. Jennifer Irish, Associate and Program Director of the Executive Security and Intelligence Leadership Certificate program at, Telfer Executive Programs of the University of Ottawa, presented Leading Security and Intelligence: Current Trends and Essential Abilities at the West Coast Security Conference. The presentation was followed by a question-and-answer period with questions from the audience and CASIS Vancouver executives. The presentation was informed by structural interviews she conducted with senior leaders across Canada’s Security and Intelligence community to inform a refresh of the leadership program offered by uOttawa’s Telfer Executive Programs for federal government executives having security and intelligence responsibilities. The key points focussed on the key competencies and skills required of contemporary S&amp;I leaders as they navigate through changes in the community, the evolving global threatscape, and as result of emerging technologies and increased expectations for public accountability.&#x0D; &#x0D; Received: 01-07-2024&#x0D; Revised: 01-29-2024

The Rock Garden: a preliminary assessment of how campus-based field skills training impacts student confidence in real-world fieldwork

Abstract. The Rock Garden is a new on-campus field skills training resource at Ghent University that was developed to increase the accessibility of geological field skills training and to provide students with more opportunities for such training. Developing specific field skills is integral to geoscience education and is typically concentrated into whole-day or longer field courses. These field courses have exceptional educational value, as they draw together multiple strands of classroom theory and practical laboratory learning. However, field courses are expensive and time-intensive to run, and they can present physical, financial, and cultural barriers to accessing geoscience education. Moreover, the relative infrequency of field courses over a degree programme means that key skills go unused for long intervals and that students can lose confidence in their application of these skills. To tackle the inaccessibility of field skills training, made more pronounced in light of the COVID-19 pandemic, we built the Rock Garden: an artificial geological mapping training area that emulates a real-world mapping exercise in Belgium. We have integrated the Rock Garden into our geological mapping training courses and have used it to partially mitigate the disadvantages related to COVID-19 travel restrictions. Using the Rock Garden as a refresher exercise before a real-world geological mapping exercise increased students' confidence in their field skills, and students whose education was disrupted by the COVID-19 pandemic produced work of a similar quality to students from pre-pandemic cohorts. Developing a campus-based resource makes field training locally accessible, giving students more opportunities to practise their field skills and, consequently, more confidence in their abilities.

Virtual, augmented and mixed reality simulation for teaching and assessing situational awareness and decision-making in health professions education: a scoping review protocol

Virtual reality (VR) simulation is a rapidly expanding disruptive technology within healthcare professions education with the possibility of significantly transforming how healthcare education is delivered. There is a perceived gap in the current synthesized literature of how VR is being used to teach and assess key skills relating to situational awareness (SA) and decision-making (DM) across the spectrum of undergraduate healthcare professions. This paper details the scoping review protocol that will address this current gap. The scoping review will examine ‘What is known about the use of VR within simulation training for SA and DM behavioural skills in healthcare professions education?’. This main question will be addressed by synthesizing the answers to three sub-questions: (1) In what contexts is VR used within simulation training for SA and DM behavioural skills in healthcare professions education? (2) What outcome measures are used to examine the impacts of VR use within simulation training for SA and DM behavioural skills in healthcare professions education? (3) What educational theories underpin VR use within simulation training for behavioural skills in healthcare professions education? Nine databases, PubMed, PsychINFO, Embase, Scopus, Web of Science, CINAHL, ERIC, and Google Scholar, will be searched using a pre-defined search strategy with explicit inclusion and exclusion criteria. A data extraction template will be used to map out the data before summarizing, synthesis and reporting. This scoping review aims to address the current gap in the literature regarding what is known about VR simulation and DM and SA across undergraduate health education programmes, identifying current trends and uses as well as gaps in the published literature for further exploration.

The more empowered schools, the more fruitful students

This study emphasizes the importance of adding life skills education to school curricula, recognizing that not all students' paths will lead to traditional employment. While not all students will become doctors, engineers, or lawyers, they will all go through a process of growth. Every individual needs key life skills necessary for resilience, adaptation, and effective management of daily life. This study aims to explore the important role of education in preparing the developing generation to live at the desired level by emphasizing the importance of empowering schools to shape a more productive future. This study utilizes the case study research approach. In this technique, researchers remain outside of the situation under investigation, focusing on the examination of many aspects and components that may interact. as a result, a holistic education, active families, and a developing curriculum with 21st-century skills enable children to overcome social barriers and prepare them for postsecondary education and the workforce. This study proposes a holistic strategy that emphasizes life skills alongside academic coursework, developing individuals who are adaptable and ready to face future challenges by revisiting the traditional educational tripod.

An innovative approach to remodelling bioscience undergraduate final year projects to develop key transferable skills sought by graduate employers

Undergraduate Biomedical Science dissertations are the culmination of a student’s academic journey and allow students to refine technical proficiencies, experimental design and data analysis. However, traditional dissertation projects may not fully meet the requirements of diverse student populations and employer’s needs. This research project aims to assess the effectiveness of modifying the assessment format for final-year projects, incorporating elements such as lay summaries, project proposals, scientific research papers, and oral poster defences. The objective was to cultivate higher-order critical thinking skills and enhance written and verbal communication competencies, in addition to developing a suite of transferable skills which are highly sought by employers. Quantitative data were primarily generated via end-of-module feedback reports and the module satisfaction survey. Students rated their confidence in a suite of transferable skills pre and post-completion of the project module using a four-point Likert scale. Staff perceptions (n = 30) and module board reports were also evaluated. For all data, a paired t-test for related groups was conducted. Thematic analysis was used to analyse qualitative data using the Braun and Clark Framework. The end-of-module feedback was overwhelmingly positive with all students agreeing that they were satisfied with the module. Students reported a statistically significant increase in confidence within 11 transferable skills which are considered core within the industry, for example, critical thinking, problem-solving and time management. Furthermore, the mean module mark increased following the module redesign from 66.3% ± 0.2% in 2019 to 70.9% ± 0.6% in 2020 (p ≤ 0.05). Staff provided free text comments, reporting an overall improvement in the module, a reduction in workload and a better teaching experience. Students exhibited appreciation of the new module structure, assessment suit and creative liberty within the projects. The redesigned project module enhanced the teaching experience for staff, whilst students appreciated the diverse range of projects and assessments that featured shorter word limits and a creative flair. Universities must reinvent undergraduate dissertations to equip students with essential employability skills.

Communicating with families of young people with hard-to-treat cancers: Healthcare professionals' perspectives on challenges, skills, and training.

Hard-to-treat childhood cancers are those where standard treatment options do not exist and the prognosis is poor. Healthcare professionals (HCPs) are responsible for communicating with families about prognosis and complex experimental treatments. We aimed to identify HCPs' key challenges and skills required when communicating with families about hard-to-treat cancers and their perceptions of communication-related training. We interviewed Australian HCPs who had direct responsibilities in managing children/adolescents with hard-to-treat cancer within the past 24 months. Interviews were analyzed using qualitative content analysis. We interviewed 10 oncologists, 7 nurses, and 3 social workers. HCPs identified several challenges for communication with families including: balancing information provision while maintaining realistic hope; managing their own uncertainty; and nurses and social workers being underutilized during conversations with families, despite widespread preferences for multidisciplinary teamwork. HCPs perceived that making themselves available to families, empowering them to ask questions, and repeating information helped to establish and maintain trusting relationships with families. Half the HCPs reported receiving no formal training for communicating prognosis and treatment options with families of children with hard-to-treat cancers. Nurses, social workers, and less experienced oncologists supported the development of communication training resources, more so than more experienced oncologists. Resources are needed which support HCPs to communicate with families of children with hard-to-treat cancers. Such resources may be particularly beneficial for junior oncologists and other HCPs during their training, and they should aim to prepare them for common challenges and foster greater multidisciplinary collaboration.