Key Skills Research Articles

Tutoring and Academic Performance in University Students from the Peruvian Altiplano

Objective: University tutoring is crucial to support students' academic, personal and professional success, provides individualized guidance, fosters the development of key skills and promotes student retention, thus contributing to the overall growth of university students. Within this framework, the objective of the research was to determine the relationship between the perception of the tutoring system and the academic performance of students of the National University of the Altiplano of Puno (UNAP). Methods: The research approach is quantitative, non-experimental, with a cross-sectional correlational design. The population consisted of 474 students, obtaining a sample of 213 randomly selected students. A questionnaire was used to measure the first variable, while for the second variable the minutes of evaluation corresponding to the first academic semester of the year 2023 were consulted. Results: The results reveal that students of the UNAP have a regular perception of tutoring services, both academic and personalized. While they recognize the existence of these services, they are not fully familiar with all available services. Some students have also used these services occasionally, do not consider them an essential part of their university experience and do not actively seek this type of support, except when they need it. Conclusion: In conclusion 93.4% of the students assessed the tutoring system as regular, while 6.6% considered it bad or unsatisfactory. In addition, the statistical analysis reveals a strong positive correlation (r=0.795) between the tutoring system and academic performance, supported by a p value lower than the level of significance (0.00 < 0.05) that confirms the statistical validity of this relationship. These findings suggest that as the tutoring system strengthens, there is a considerable and positive association with students' academic performance.

Variability in depth for national-level swimmers’ freestyle dive starts, push starts and tumble turns

The dive start and tumble turn are key skills in freestyle swimming and are the fastest part of a race (Higgs, Pease & Sanders, 2016, J Sports Sci, 35, 995-1003). Consistency in performing them, to a high-level, is crucial when races can be won by <0.1s. Many studies have investigated dives, tumble turns and underwater undulatory swimming performance, however, very few have examined the effect of depth (West et al., 2022, Sports Med Open, 8). Swimming depth will affect wave drag, total distance travelled underwater and, possibly, kick amplitude. Collectively, these will impact dive and tumble turn performance. The current project aims to quantify the variability of a swimmer’s freely chosen depth when performing a freestyle dive start, push start and turn. Ethics approval for this study was provided by the School of Medicine’s Research ethics board. We aim to recruit 14 participants (7=male, 7=female), over the age of 16 and currently competing at a national level in freestyle events. After a 10-min self-determined warm-up, participants are asked to perform three freestyle dives, push starts, and tumble turns in a randomised order. There are three minutes rest between each task and five minutes between three tasks. Each of the nine tasks will be recorded using a custom-built CONTEMPLAS camera system, using 12 cameras filming at 100Hz. Participants are provided with 5-min to complete a self-determined cool-down. Video recordings will be analysed using SIMI Motion capture to perform manual digitisation. A coefficient of variance analysis and a repeated measures Anova and intraclass correlation to quantify the variability in depth within the dives, push starts and the turns at both an individual and group level. As part of this study, we are also assessing the reliability and validity of an automated digitising software package. The validity and reliability of the automatic digitisation method versus the manual digitisation method was analysed via a Bland Altman analysis to obtain the limits of agreement between the two methodologies. The results are pending, although they will be used to assign individual swimmers with target depth ranges for subsequent experiments that aim to identify the optimum depth for these skills.

Preparing clinicians for practice: effectiveness and design of on-call simulation

BackgroundFinal year medical students and postgraduate doctors regularly contend with feelings of under-preparedness when transitioning into new areas of clinical practice. This lack of confidence is most evident in the context of on-call work which frequently requires sound clinical prioritisation, rigorous decision making and the management of acutely unwell patients, often with reduced senior support and staffing. This has prompted the emergence of on-call simulation which seeks to enhance participant confidence in performing on-call tasks and facilitate the development of key clinical and non-technical skills. This narrative review examined the use of on-call simulation in medical student and newly qualified doctor cohorts, its effectiveness in achieving its stated outcomes and to identify novel areas for the development of existing models.MethodA search strategy was developed in conjunction with a specialist medical librarian. OVID Medline and Embase searches identified articles related to the use and design of on-call simulation in medical education with no restrictions placed upon date or language of publication. Key findings from articles were summarised to develop comprehensive themes for discussion.ResultsTwenty Three unique publications were reviewed which unanimously reported that on-call simulation had a positive effect on self-reported participant confidence in performing on-call roles. Furthermore the value on-call simulation when used as an induction activity was also evident. However, there was limited evidence around improved patient and performance outcomes following simulation. It also remains resource intensive as an educational tool and there is a distinct absence of interprofessional education in current models.ConclusionsWe concluded that on-call simulation must adopt an interprofessional educational approach, incorporating other clinical roles. Further studies are needed to characterise the impact on patient outcomes. It remains highly useful as a confidence-boosting induction activity, particularly in specialities where clinical exposure is limited. Virtual and tabletop simulation formats, could potentially address the resource burden of manikin-based models, particularly with ever growing demands on medical educators and the expansion of training posts.

Exploring Undergraduate Biochemistry Students' Gesture Production Through an Embodied Framework.

Interpreting three-dimensional models of biological macromolecules is a key skill in biochemistry, closely tied to students' visuospatial abilities. As students interact with these models and explain biochemical concepts, they often use gesture to complement verbal descriptions. Here, we utilize an embodied cognition-based approach to characterize undergraduate students' gesture production as they described and interpreted an augmented reality (AR) model of potassium channel structure and function. Our analysis uncovered two emergent patterns of gesture production employed by students, as well as common sets of gestures linked across categories of biochemistry content. Additionally, we present three cases that highlight changes in gesture production following interaction with a 3D AR visualization. Together, these observations highlight the importance of attending to gesture in learner-centered pedagogies in undergraduate biochemistry education.

CRITICAL THINKING AS A FACTOR IN THE DEVELOPMENT OF SOFT SKILLS

In this article we consider the problems of "critical thinking"as a cause of insufficient development of soft skills in high school students. In the course of theoretical analysis the concept and characteristics of critical thinking as a soft skill are established and different approaches to the development of critical thinking skills in high school students are outlined. Since critical thinking allows to guide and control the whole process of learning in school, including the independent development of students regarding the acquisition of not only knowledge, but also soft skills. The special connection between logic and creative thinking is noted. The main ways of developing critical thinking as a factor in the development of soft skills according to the Delphi model (Peter Facione) are outlined. The results of practical research based on the key cognitive skills have shown that the level of development of soft critical thinking skills is a necessary condition for the development of high school students, as soft critical thinking skills were developed in them during the experiment, albeit slightly (due to the use of modern techniques and methods of technology in the process of teaching and education), which determines the effectiveness of their further development. It is recommended to use in school education, in high schools, interactive techniques and methods of developing soft skills, while taking into account the age of students and their need to form critical thinking both for self-development and for the acquisition of other competencies.

Role of Digital Communication in Learning the English language

Digital communication technologies have transformed how people learn languages, especially English. This article looks at how these technologies help people learn English better. It covers various digital tools and platforms like social media, online forums, language learning apps, and virtual classrooms that create interactive and engaging learning experiences. By using these technologies, learners can access many resources, have real-time conversations with native speakers, and get quick feedback, making the learning process faster. The article also explores how digital communication affects the development of key language skills, such as listening, speaking, reading, and writing. The findings show the benefits of using digital communication in English language education, such as increased motivation, personalized learning experiences, and the chance to practice language skills in real-life contexts. However, it also discusses challenges like differences in digital literacy and the need for effective teaching strategies to get the most out of digital tools. Overall, this study highlights the important role of digital communication in modern English language learning, offering insights for teachers, learners, and policymakers to fully utilize its potential.

Moving into medical writing from academia: A soft skills perspective

As I made the transition into medical writing and started learning the ropes, I realised first-hand that in addition to writing skills, soft skills are indispensable in becoming an effective medical writer. Not only are they vital in helping you enjoy your work, mastering the necessary soft skills will also help others enjoy working with you. In this article, I talk about six key soft skills that have played a crucial role in helping me make a smooth transition into the world of regulatory medical writing.

Empirical Analysis of the Effects of International Labor Migration in EU-27 Countries

Abstract This research aims to provide a critical and comparative analysis of the effects induced by international labor migration in Europe, focusing on specific features and key factors that influence and shape the migration process in the context of the COVID-19 pandemic and geopolitical uncertainty. For conducting a comprehensive study on international labor migration among the member states of the European Union (EU-27), a cross-sectional database of specific migration, labor market, and economic welfare indicators was compiled at the level of 2021. These indicators were subjected to advanced econometric modeling embedding spatial and network analyses processed with the Stata 16 package and the JASP platform to obtain robust and valid results. Main findings of this study provide valuable insights into the evolution and impact of international labor migration, particularly in Romania and the European Union at large. This study serves as a benchmark for future migration strategies by exemplifying the specific characteristics of employees and jobs that will be required in the coming years, while also focusing on identifying the key skills and requirements of both native and migrant employees. Future trends are being analyzed by identifying the characteristics of the modern employee and the professions that will dominate the labor market in the coming years. This will help policymakers appraise migrants’ ability to secure employment in an ever-changing labor market.

High-impact practices in cancer education and research: Undergraduate students' perceptions of skills and career development.

High-impact practices (HIPs) are educational practices that foster student success. HIPs have not been widely used in cancer education and research despite the need for students to develop key transferable skills and cultivate social responsibility. Our study addresses this need by implementing four community-based learning HIPs within the context of cancer education and research. Each HIP was classified as having low, moderate, or high alignment with the traits of effective HIPs. Undergraduate science students participated in one to four HIPs as a Feedback Participant, General Volunteer, Student Leader, or Cancer Undergraduate Research and Education (CURES) Class Student. We then studied the effect of these HIPs on students' development of knowledge and skills; career interest and preparedness; and social responsibility. Results from self-reported questionnaires showed that HIPs increased students' cancer knowledge and developed their transferable and technical skills. Many students reported that these HIPs strongly impacted their career preparedness; positively influenced their interest in pursuing careers in health or biomedical sciences; and encouraged them to participate in community service activities. Thus, these findings provide new insights into the perceived benefits of HIPs in cancer education and research by undergraduate students.

Addressing the Lacuna in Critical Thinking in Kenyan Secondary School Chemistry Curriculum

Abstract: There are numerous studies on critical thinking (CT), but very few studies have been done that relate CT dispositions especially self-efficacy in classroom theory and practice, particularly in Kenya's secondary school chemistry curriculum. This paper analyzed reports from scholars, policymakers, and the curriculum reforms for Kenyan secondary schools to establish the extent to which CT is incorporated into the curriculum. These reports were used to experiment with the standard critical thinking analysis model. The analyzed categories were used to develop key theoretical propositions for the study. Theoretical propositions formed an explanatory theory that supported the analysis. From the analysis, although education reforms recognize CT as a key skill, it is not clear how CT self-efficacy should be developed in Kenyan secondary school chemistry learners. In this paper, we argue that CT can only be realized in the Chemistry classroom if the learning approach is learner-centered as opposed to the current teacher-centered approach. CT self-efficacy indicators also ought to be infused into the secondary school education curriculum for chemistry learners to acquire CT skills.

Built environment stakeholders and climate change adaptation: the case of Sri Lanka

PurposeThis study aims to identify key built environment stakeholders in Sri Lanka and to understand their roles and responsibilities in tackling climate change. It also seeks to identify key challenges experienced by stakeholders.Design/methodology/approachSecondary data was systematically reviewed to identify key-built environment stakeholders in Sri Lanka. Thereafter, primary data was collected from a purposively selected sample of 40 built environment experts using a semi-structured interview schedule. The collected data was analyzed using the thematic analysis method.FindingsThe study identified built environment stakeholders in five sectors, namely, the state sector, the private sector, non-governmental organizations, academia and the general public. It was revealed that the state sector is responsible for policy formation and implementation, while the private sector acts as a financial facilitator. Academia generates and disseminates knowledge on climate change and community-based organizations provide inputs. Key skills and knowledge gaps of stakeholders include a lack of comprehension of the climate change theory and its concepts, lack of awareness on policies and legislation, lack of communication skills, language skills, digital proficiency and lack of integrated working skills. Unified action and equitable representation of all stakeholders is necessary to tackle climate change.Originality/valueThe original contribution of the paper is its emphasis on the importance of a multidisciplinary approach to the built environment in relation to climate change adaptations alongside its identification of key knowledge gaps among stakeholders.

A qualitative analysis of student reflections on public health internships

PurposeReflective practice (RP) is a key skill for developing one’s professional practice. It has, however, not been unanimously prioritised in public health (PH) competency and education frameworks. Reflection activities are often unstructured in higher education. There is also a dearth of literature on the RPs of undergraduate PH students. This study aims to explore in greater depth how RP helps undergraduate PH students explore their own learning in internships.Design/methodology/approachReflection prompts were designed using the DEAL model. 124 written reflection entries from 32 students were collected and analysed thematically using a deductive-inductive approach. The conceptual framework of internship learning goals by Ash and Clayton (2009) was used to guide the deductive analysis.FindingsThree themes were identified: initial engagement with reflective learning; gradual integration of reflective learning, and a transformative phase involving professional development, personal growth, civic learning, growth through struggle, being confronted with differences in expectations, and skill acquisition.Originality/valueThis study extends the limited evidence regarding RP in undergraduate non-medical PH education, and contributes toward informing the revision of undergraduate PH programmes, for example, by integrating structured reflection earlier in the curricula, and establishing/supporting mentorship programmes between institutions. The findings call for PH educators to be more intentional in creating opportunities to nurture RP among budding PH professionals.

Beyond Textbook Cases- Exploring the Pedagogical Utility of Medical Analogy and Metaphor in Learning and Teaching Strategic Management

Students of strategic management are often inundated with a plethora of analytical tools from which they must chose a select few to help them to effectively analyse the forces impacting the sustainable competitiveness of an organisation. Choosing the right tool(s) can be daunting, yet crucial for understanding organizational challenges and crafting relevant and effective strategic solutions. This desk research study explores the utility of analogies and metaphors as pedagogical tools to prepare students to become adept in strategic analysis. Aristotle likened metaphors to puzzles, suggesting that, like puzzles, metaphors engage us in figuring out how one thing resembles another. It is during this active participation and interpreting that makes analogies and metaphors effective in making complex strategy concepts more relatable to students. Through the process of analogical encoding, this conceptual study argues that the medical analogy holds promise for effective scaffolding of students’ learning, demystifying abstracts and making them more relatable in addition to structuring thinking across domains as well as promoting critical thinking, decision-making, creativity, problem-solving, collaboration and communication skills - key 21st century skills sought by industry. By leveraging familiar medical analogies, teachers or educators can promote learner-centred authentic learning, simultaneously enhancing the students’ learning experience.

Comparison of Some Physical Characteristics of Young Judoka and Wrestlers

Purpose: This research sought to assess and contrast the physical attributes of adolescent wrestlers and judo practitioners aged 13 to 16, aiming to identify key physical and motor skills that contribute to performance excellence in these sports. Method: A total of 30 athletes were randomly assigned to the wrestling (n=15) and judo (n=15) groups. These athletes train 4 to 6 days a week. In this study, body composition, horizontal jump test, hand grip strength, flamingo balance test, sit and reach test and shuttle run of combat athletes were evaluated. Statistical analysis was conducted utilizing the SPSS 20.0 program. Findings: Based on the results, the average age of the participants was calculated to be (13.7±1.2) for judo and (14.8±1.7) for wrestling, with their respective sports ages being (5.3±1.3) for judo and (5.6±1.2) for wrestling, and their heights being (161.1±10.7) for judo and (169.4±9.4) for wrestling. Although a significant difference was noted in the lean body mass percentage, the results of the horizontal jump, hand grip strength tests, sit and reach test, flamingo balance test and shuttle run showed no significant variance. Conclusion: The lack of a significant difference in the outcomes observed between judo participants and wrestlers in this age category can be attributed to the similarity of these sports disciplines. The follow-up of the process will provide detailed information about the physical characteristics and performances of combative athletes and will provide scientific contribution to the training and development processes of athletes in this age group.

Review of Pontis & Babwahsingh (2023): Information Design Unbound: Key Concepts and Skills for Making Sense in a Changing World

Review of Pontis & Babwahsingh (2023): Information Design Unbound: Key Concepts and Skills for Making Sense in a Changing World

An At-Home Laparoscopic Curriculum for Junior Residents in Surgery, Obstetrics/Gynecology, and Urology.

Laparoscopic surgery requires significant training, and prior studies have shown that surgical residents lack key laparoscopic skills. Many educators have implemented simulation curricula to improve laparoscopic training. Given limited time for dedicated, in-person simulation center practice, at-home training has emerged as a possible mechanism by which to expand training and promote practice. There remains a gap in published at-home laparoscopic curricula employing embedded feedback mechanisms. We developed a nine-task at-home laparoscopic curriculum and an end-of-curriculum assessment following Kern's six-step approach. We implemented the curriculum over 4 months with first- to third-year residents. Of 47 invited residents from general surgery, obstetrics/gynecology, and urology, 37 (79%) participated in the at-home curriculum, and 25 (53%) participated in the end-of-curriculum assessment. Residents who participated in the at-home curriculum completed a median of six of nine tasks (interquartile range: 3-8). Twenty-two residents (47%) responded to a postcurriculum survey. Of these, 19 (86%) reported that their laparoscopic skills improved through completion of the curriculum, and the same 19 (86%) felt that the curriculum should be continued for future residents. Residents who completed more at-home curriculum tasks scored higher on the end-of-curriculum assessment (p = .009 with adjusted R 2 of .28) and performed assessment tasks in less time (p = .004 with adjusted R 2 of .28). This learner-centered laparoscopic curriculum provides guiding examples, spaced practice, feedback, and graduated skill development to enable junior residents to improve their laparoscopic skills in a low-stakes, at-home environment.

Factors Affecting the Resilience of Nurses in the COVID-19 Crisis: A Mixed Method Study from West of Iran

Background: The widespread outbreak of the COVID-19 virus has resulted in an increase in hospitalizations and mortality in healthcare centers, directly affecting healthcare personnel, especially nurses. Resilience stands for one of the key non-cognitive skills that can ensure nurses’ optimal performance during crises. Hence, the present research was aimed at identifying the status of factors affecting resilience among nurses involved in the COVID-19 crisis at Shohada Hospital in Dehloran (Iran). Methods: This mixed-method study (qualitative-quantitative) was conducted in 2021 (Solar year 1400). Respectively in qualitative and quantitative parts, the research sample consisted of 18 academic members and executive managers in the healthcare sector and 118 nurses at Shahid Dehloran Hospital in Ilam province (Iran). Data collection was performed using semi-structured interviews and questionnaires. Qualitative data analysis was conducted using MAXQDA2020 software, and quantitative data analysis was performed using confirmatory factor analysis, AMOS 26, and SPSS 26. Results: The factors influencing the resilience of nurses were categorized into three main themes: personal factors (motivation, stress, personal life, Becoming obsessed, balance in personal life, resilience in personal life challenges), organizational factors (mental and psychological health, organizational leaders’ responsiveness), and environmental factors (lack of cooperation, lack of facilities and equipment). According to the results, among personal factors, motivation (R=0.88), among organizational factors, mental and psychological health (R=0.83), and among environmental factors, the lack of facilities has the most significant effect on nurses’ resilience (R=0.75). Conclusion: The findings highlight the considerable and significant impact of personal, organizational, and environmental factors on enhancing nurses’ resilience. Based on the research results, the proposed conceptual model can serve as a suitable mechanism for hospital managers to enhance the healthcare staff’s resilience.

Building Interprofessional Competencies Through a Collaborative Prescribing Activity With Osteopathic, Pharmacy, and Physician Assistant Students.

Medication errors can lead to significant adverse events. Nearly 50% of medication errors occur during the prescription-writing stage of the medication use process, and effective interprofessional collaboration and communication are key to reducing error in this process. We developed a three-part, 60-minute, interprofessional education activity providing medical, physician assistant, and pharmacy students the opportunity to practice collegial interprofessional communication surrounding prescribing practices. Learners met virtually initially as a large group and divided into small groups facilitated by a health professional. Part 1 involved reviewing two prescriptions prepared by learners; part 2 was a discussion about the education, roles, and responsibilities of each profession; and part 3 focused on identifying prescription errors in examples provided by faculty. Students completed a post-pre survey measuring their perception of learning the Interprofessional Collaborative Competency Attainment Survey (ICCAS) areas. Of 317 participants (151 doctor of osteopathy, 68 master of physician assistant studies, and 98 doctor of pharmacy students), 286 completed the post-pre survey, for a 90% response rate. Students reported statistically significant (p < .001) increases in all 20 questions spanning the six ICCAS areas. The virtual format allowed multiple institutions to participate from various locations. It broadened the learners' experience by fostering interaction among those with varied perspectives and allowed collaboration between locations and programs that otherwise could not have participated. The activity introduced students to virtual collaboration and key telehealth skills, enhancing their confidence and familiarity with virtual interactions in a professional setting.

Acquisition of key clinical communication skills through simulation-based education: findings from a program for postgraduate psychiatry trainees (ComPsych)

ObjectiveFew studies have investigated the maintenance of skills acquired in classroom-based clinician education. Using an advanced simulation-based clinical communication skill training program for postgraduate psychiatry education (ComPsych), we aimed to investigate skill acquisition through assessing changes in competence (abilities) and performance (practice).MethodsForty trainee psychiatrists (15 males; age range 26–48) participated. Video-recorded Standardized Patient Assessments (SPAs) were delivered twice pre- and post-training to assess learning. Skills were coded by independent psychologists using the Core Communication Skills (CCS) coding system. Simulated patients (SPs) rated trainees' communication performance using the Sim-Patient SPA checklist. Paired t-tests, linear mixed models and logistic mixed models assessed changes in communication skills over time.ResultsFor SPAs, reliability of coder ratings was deemed acceptable (ICC range 0.67 to 0.87). Mean post-training communication performance significantly increased for skills in agenda setting (p < 0.001), information organization (p < 0.001), empathic skills (p = 0.046), and overall skills performance (p = 0.001). Significant decreases for questioning skills were indicative of reduced reliance on these skills post-training. SPs rated all skillsets higher post-training. A modest relationship was detected between frequency (coded) and (SP-rated) quality of communication skills. Improvements in agenda setting and information organisation skills were retained ~ 6 weeks post-training.ConclusionsTraining improved patient-centered communication skills in psychiatry trainees, particularly skills in agenda setting and information organization, with skills retained ~ 6 weeks post-training. There was reduced reliance on questioning skills, which are well utilised generally. The study supports the benefits of this method of communication skills training into postgraduate psychiatry education.

Unveiling Financial Literacy: Perspectives from Individuals and the Global Stage

In recent years, there has been a developing emphasis on exploring and assessing Financial literacy and its broader ramifications. However, much of this research has tended to focus on vulnerable population sub-groups, often overlooking more affluent segments of society. To establish a sustainable financial system, it's essential to extend financial literacy efforts to all individuals, including those who are educated and capable of disseminating financial information. This paper aims to offer a comprehensive perspective on the importance of financial literacy from a global standpoint and the determinants that influence an individual's level of financial education. Financial literacy is increasingly recognized as a key skill necessary for navigating today's complex financial landscape. It encompasses understanding concepts such as budgeting, saving, investing, and managing debt. Moreover, it involves the ability to critically evaluate financial products and make informed decisions about personal finances. Despite its importance, financial literacy levels vary widely among individuals and across different demographics. Factors such as education, income level, age, and cultural background can significantly influence one's financial literacy. For instance, individuals with higher levels of education generally exhibit greater financial literacy due to their exposure to financial concepts and resources. However, merely possessing a high level of education does not guarantee financial literacy. Other factors, such as personal experiences, family upbringing, and access to financial education resources, also play crucial roles. Furthermore, societal and cultural norms regarding money management can shape an individual's financial attitudes and behaviors. In light of these complexities, efforts to enhance financial education must be inclusive and holistic. This entails providing accessible and relevant financial education to individuals across all demographics, including those who may not traditionally be considered at risk. By empowering people with the knowledge and skills to make sound financial decisions, we can contribute to building a more resilient and equitable financial system for the future. KEY WORDS Financial Literacy, Importance, Determinants, Vulnerable Populations, Affluent Segments, Sustainable System, Education, Dissemination, Global Perspective, Navigating