Skills Training Model Research Articles

Teaching Model of Swimming Skills Training Under the Background of Artificial Intelligence

Global swimming competitiveness, driven by enhanced training science, necessitates innovative strategies. High-level swimmers worldwide follow common principles, underscoring AI's potential in training enhancement. Software engineering education actively seeks to align talent development with industry needs, particularly via AI-driven creation of immersive training environments for students. Despite UWB's prominence among wireless positioning technologies and ongoing Chinese research, its application in sports arenas is yet limited. This paper presents a graphical representation of AI in swimming training, proposing a 20% accuracy boost and data visualization, enriching discussions on AI-assisted learning platforms in software engineering and athletics.

Evaluating surgeon communication of pancreatic cancer prognosis using the VitalTalk ADAPT framework.

Few data exist to guide optimal communication practices for surgical oncologists. VitalTalk, an evidence-based communication skills training model for clinicians, offers the five-step ADAPT tool for discussing prognosis. This study aimed to characterize surgeon communication of pancreatic cancer prognosis using VitalTalk's ADAPT framework. Contemporaneous audio recordings from 12 initial surgeon-patient encounters for borderline resectable pancreatic cancer were transcribed. Directed qualitative content analysis based on ADAPT (Ask, Discover, Anticipate, Provide, and Track) was used to deductively code transcripts. All encounters contained at least one ADAPT step while only one (8%) incorporated four or five steps. Surgeons provided prognostic information (Provide) in all but one encounter (92%); most was qualitative and clustered into themes: serious illness, surgical candidacy, prognostic ambiguity, and cancer recurrence. Surgeons elicited understanding (Ask), requested information preferences (Discover), anticipated ambivalence (Anticipate), and responded to emotion (Track) in a minority of encounters (25%-42%); of 15 patient emotional cues, six were not addressed by surgeons. During an initial encounter for pancreatic cancer, surgeons focus heavily on providing information but omit critical prognostic communication steps. Future studies are needed to investigate if surgeon training in palliative care-based communicationis feasible and impacts patient-perceived quality of communication.

Evaluation of a child abuse prevention program for unmarried mothers in South Korea: a single-case experimental design.

The purpose of this study is to apply and evaluate the effectiveness of a child abuse prevention program based on the Nursing Model of Resilience and Coping Skills Training Model for unmarried mothers during pregnancy and puerperium. This study had a prospective single-case, AB design with four repeated self-questionnaire measures and three observational measures. Seven unmarried mothers were provided with 10 sessions child abuse prevention program through individual visits from 32 to 34 weeks of pregnancy to 6 weeks after childbirth. The questionnaire was composed related to resilience, maternal stress, maternal attitude, parent-child interaction, child abuse potential. The observation was measured by video recording (total 16 times) the interaction of parent-child during feeding and analyzing it by three experts. Data were analyzed by Wilcoxon signed-rank test and Friedman's test. Maternal attitude and parent-child interaction were statistically significantly improved after intervention compared to before intervention. However, maternal stress decreased after intervention compared to before intervention, but it was not statistically significant. Also, resilience and child abuse potential were not statistically significant. This program is partially effective in preventing child abuse by promoting parenting attitudes and parent-child interactions. This study focused on individual resilience and applied systematic intervention as coping skills training to prevent child abuse. This study is meaningful in that interventions were conducted through individual visits to unmarried mothers at high risk of child abuse, and the program was applied, including pregnancy and postpartum periods, to prevent child abuse early.

Developing a model for life skills training through the enhancement of academic, personal, social, and career competencies for middle school students

Developing a model for life skills training through the enhancement of academic, personal, social, and career competencies for middle school students

Multilevel Interventions and Dental Attendance in Pediatric Primary Care

Untreated tooth decay is disproportionately present among low-income young children. While American Academy of Pediatrics (AAP) guidelines require pediatric clinicians to implement oral health care, the effectiveness of these oral health interventions has been inconclusive. To test the effectiveness of multilevel interventions in increasing dental attendance and reducing untreated decay among young children attending well-child visits (WCVs). The Pediatric Providers Against Cavities in Children's Teeth study is a cluster randomized clinical trial that was conducted at 18 pediatric primary care practices in northeast Ohio. The trial data were collected between November 2017 and July 2022, with data analyses conducted from August 2022 to March 2023. Eligible participants included Medicaid-enrolled preschoolers aged 3 to 6 years attending WCVs at participating practices who were enrolled at baseline (WCV 1) and followed-up for 2 consecutive examinations (WCV 2 and WCV 3). Clinicians in the intervention group received both the practice-level (electronic medical record changes to document oral health) and clinician-level (common-sense model of self-regulation theory-based oral health education and skills training) interventions. Control group clinicians received AAP-based standard oral health education alone. Dental attendance was determined through clinical dental examinations conducted by hygienists utilizing International Caries Detection and Assessment System criteria and also from Medicaid claims data. Untreated decay was determined through clinical examinations. A generalized estimating equations (GEE) approach was used for both clinical examinations and Medicaid claims data. Eighteen practices were randomized to either intervention or control. Participants included 63 clinicians (mean [SD] age, 47.0 [11.3] years; 48 female [76.2%] and 15 male [23.8%]; 28 in the intervention group [44.4%]; 35 in the control group [55.6%]) and 1023 parent-child dyads (mean [SD] child age, 56.1 [14.0] months; 555 male children [54.4%] and 466 female children [45.6%]; 517 in the intervention group [50.5%]; 506 in the control group [49.5%]). Dental attendance from clinical examinations was significantly higher in the intervention group (170 children [52.0%]) vs control group (150 children [43.1%]) with a difference of 8.9% (95% CI, 1.4% to 16.4%; P = .02). The GEE model using clinical examinations showed a significant increase in dental attendance in the intervention group vs control group (adjusted odds ratio, 1.34; 95% CI, 1.07 to 1.69). From Medicaid claims, the control group had significantly higher dental attendance than the intervention group at 2 years (332 children [79.6%] vs 330 children [73.7%]; P = .04) but not at 3 years. A clinically but not statistically significant reduction in mean number of untreated decay was found in the intervention group compared with controls (B = -0.27; 95% CI, -0.56 to 0.02). In this cluster randomized clinical trial, children in the intervention group had better dental outcomes as was evidenced by increased dental attendance and lower untreated decay. These findings suggest that intervention group clinicians comprehensively integrated oral health services into WCVs. ClinicalTrials.gov Identifier: NCT03385629.

Collaborative Partnerships During Fieldwork Experiences to Promote Evidence-Based Practices

AbstractIn early childhood education, implementing evidence-based practices (EBPs) is crucial for enhancing children's developmental outcomes. While educator preparation program coursework often covers the content knowledge of EBPs, the application of this knowledge in fieldwork settings is limited. This results in infrequent implementation of EBPs in early childhood settings, highlighting the need for better strategies. One effective way to promote educators' implementation of EBPs is integrating the behavioral skills training (BST) model during fieldwork experiences. Incorporating BST into early childhood educator preparation programs can foster strong collaborative partnerships among team members, facilitating the identification and intentional use of EBPs to support individual children's learning and development. We describe this new collaborative partnership model in fieldwork experiences to demonstrate how preservice educators, in-service educators, and teacher educators play pivotal roles in influencing each other's performance. This collaborative effort aims to promote the implementation of EBPs that lead to the children's improved developmental outcomes.

THE EFFECTIVENESS OF SOFTBALL OVERHAND THROW SKILL TRAINING MODEL ON BASIC THROWING SKILLS IN BLACK DIAMON CIREBON SOFTBALL PLAYERS

The purpose of this study was to produce and test a softball overhand throw skill training model. The research method uses research and development methods adopted from the theory of Borg & Gall. There are ten steps used in this study, namely needs analysis, initial product development, expert evaluation, small group trials, product revisions, large group trials, product revisions, effectiveness tests, revisions, and the final product. The research subjects were u-17 novice athletes with a total of 15 subjects in small group trials, large group trials of 40 novice athletes and 40 subject effectiveness tests conducted on u-17 novice athletes at the Black Diamon Club Cirebon. The data analysis technique used in this study to test the effectiveness of the model is the normality test, homogeneity test and independent sample-test. The results of the research produced a product in the form of softball overhand throw skill training. For the 17 year old group, 24 training models have been validated and revised by experts. The implication of this study is that the training model is feasible and effective for use by the age of 17 and over in improving softball overhand throw skills.

COVID-19 Pivoted Virtual Skills Teaching Model: Project ECHO Ontario Skin and Wound Care Boot Camp.

To describe a virtual, competency-based skin and wound care (SWC) skills training model. The ECHO (Extension for Community Healthcare Outcomes) Ontario SWC pivoted from an in-person boot camp to a virtual format because of the COVID-19 pandemic. An outcome-based program evaluation was conducted. Participants first watched guided commentary and videos of experts performing in nine SWC multiskills videos, then practiced and video-recorded themselves performing those skills; these recordings were assessed by facilitators. Data were collected using pre-post surveys and rubric-based assessments. Descriptive statistics and thematic analysis were applied to data analysis. Fifty-five healthcare professionals participated in the virtual boot camp, measured by the submission of at least one video. A total of 216 videos were submitted and 215 assessment rubrics were completed. Twenty-nine participants completed the pre-boot camp survey (53% response rate) and 26 responded to the post-boot camp survey (47% response rate). The strengths of the boot camp included the applicability of virtual learning to clinical settings, boot camp supplies, tool kits, and teaching strategies. The analysis of survey responses indicated that average proficiency scores were greater than 80% for three videos, 50% to 70% for three of the videos, and less than 50% for three of the videos. Participants received lower scores in local wound care and hand washing points of contact. The barriers of the boot camp included technical issues, time, level of knowledge required at times, and lack of equipment and access to interprofessional teams. This virtual ECHO SWC model expanded access to practical skills acquisition. The professional development model presented here is generalizable to other healthcare domains.

Typology of Transferable Skills for Women Employability in Kenya

The transition of women from tertiary education to gainful employment has remained low, despite efforts put in place to enhance this. This review paper is the outcome of a synthesis of the literature on transferable skills for women and girls to enhance their skills development and employability through evidence-based gender responsive policies. The study was based on an integrative review of literature on the nature of transferable skills in Kenya and their influence on employability of girls and women. To appropriately contextualise the problem, researchers sought to understand the nature of transferable skills. The literature search was conducted using several databases for literature published in the last 5-8 years. Using keywords such as transferable skills, employability, women, the initial search revealed over 150 references. A total of 58 sources were included in the review. The paper provides a typology of transferable skills that can enhance women’s empowerment, as to what the literature suggests, and also based on the Basic Employability Skills Training (BEST) model used by CAP YEI in Kenya. The study was guided by the question: What is the nature of transferable skills provided in Kenya and what is already available in the literature? The findings reveal that practitioners’ and researchers’ conceptualisation of transferable skills varied across a narrow spectrum. These skills are typified as managerial, entrepreneurial, psycho-social, soft skills, life skills and 21st century competencies. These skills are essential for empowering youth to improve their employability in labour markets, especially in an African setting.

Evaluating the Effectiveness of English Speaking Conversation Practice for Communication Suitable for Students using the Random Forest Technique: A Case Study of Students Enrolled in English for Communication Course at Rajamangala University of Technology

The objectives of this research are twofold: 1) to compare the effectiveness before and after using a dialogue-based English speaking skills training model for effective communication, and 2) to identify guidelines for adjusting the English speaking skills training model using the Random Forest technique suited to students enrolled in the English for communication course at Rajamangala University of Technology Tawan-ok. The methodology were 1) a dialogue-based English speaking skills assessment questionnaire, and 2) observation of English speaking behaviour for communication. The research findings indicated that the average scores before implementing the speaking skills training model were 3.11, which was considered good. After the training, the average scores increased to 4.30, indicating a significantly higher level of proficiency. The statistical test yielded a t-value of 15.871. Therefore, it could be concluded that the English speaking skills training model significantly enhanced students' English communication abilities at a significance level of .05. Regarding the guidelines for adjusting the English speaking skills training model using the Random Forest technique, the data classification results demonstrated an accuracy rate of 86.78%, a recall rate of 85.4%, and a precision rate of 83.13%. Additionally, 18 rules were identified as having significant correlations. The adjusted training model focused on various topics, including Greetings, Feelings and Emotions, Health, Asking for and Giving Directions, Weather, and University Life.

Initial evaluation of a 3D printed model for skills training of navigated, trajectory guided brain biopsies with a focus on biopsy accuracy using real-world technology

Initial evaluation of a 3D printed model for skills training of navigated, trajectory guided brain biopsies with a focus on biopsy accuracy using real-world technology

Research on the Application of Virtual Reality Technology in Motor Skills Training

Abstract The emerging efficacy of Virtual Reality (VR) technologies in sports training is explored in this study. We developed a VR-based motor skill training model utilizing a markerless optical motion capture system. This system employs a domain adaptive detection method in the 3D human posture realm, enabling precise identification of motor action postural feature points in students. Subsequently, the model incorporates a human dynamic motion tracking function that minimizes computational errors in motion capture data, facilitating the implementation of multi-feature fusion-based virtual digital human body motion capture technology. An empirical analysis was conducted using H College University as the case study to evaluate the effectiveness of virtual motor skill training. The findings demonstrate that the average accuracy of the proposed method for recognizing body gestures achieved a significant level of 0.834, enabling more accurate identification of students’ motor action characteristics. Moreover, the post-test results of the VR class showed marked improvements, ranging from 0.56 to 15.56 points over traditional lecture classes and 0.43 to 10.33 points over video teaching classes. These substantial variances not only underline the superiority of the VR-based training model in enhancing academic interest and physical fitness but also in advancing motor skills among learners. The study accentuates VR’s potential to augment motor skills and foresees its expansive application in future motor training domains.

Designing a Practical Skills Training Model Based on the School of Martyr General Qasem Soleimani in Technical and Vocational Education

This research aimed to examine the practical skills training based on the School of Martyr General Qasem Soleimani in technical and vocational education. The research method employed was a mixed-methods approach (qualitative-quantitative). The qualitative section followed the grounded theory approach, involving interviews with experts and applying three types of coding: open, axial, and selective. To classify and rank the factors, identify variable types, examine relationships between model variables, and determine the intensity of relationships as well as identify the influence and dependence of criteria, a combined ISM-DEMATEL method was used. A questionnaire was also used in the quantitative section to assess the current state of practical skills training in technical and vocational education based on the model's components. The results indicated that the necessity of a practical skills training model based on the School of Martyr General Qasem Soleimani in technical and vocational education is influenced by causal factors, including knowledge development, skills enhancement, and personal growth. Efforts towards a practical skills training model based on the School of Martyr General Qasem Soleimani in technical and vocational education can emerge by considering strategies such as motivational, religious, spiritual, social, and cultural teachings, as well as value-oriented and goal-driven training, consultation, and role modeling. The necessity and strategies of the practical skills training model are undoubtedly influenced by specific contextual factors, such as self-management, human ethical values, and leadership loyalty. It should also be noted that the strategies can be affected by intervening factors, such as lifestyle, volunteer activities, and innovation quality, which may either restrict or facilitate the strategies. Ultimately, the practical skills training model based on the School of Martyr General Qasem Soleimani in technical and vocational education can yield outcomes such as spiritual development, social education, the promotion of values, the cultivation of religious principles, and ethical and moral training.

Model for Digital Skills Training for SMEs

Concerning the level of digitalisation, SMEs are not as well positioned as large companies. Lack of affordable training and ability to obtain needed competences form significant obstacles for the digitalisation of SMEs. The present study discusses these challenges and proposes an experimental model developed in a project implemented in cooperation with a university of applied sciences and regional business development organisations. The project provides the tools necessary for SMEs to develop their digital skills in the South Savo region, Finland. Our research question is: How can SMEs be best supported to develop and grow their digital skills and business models? Earlier research shows that employees working in SMEs need a set of competences enabling them to work and prosper in the ever-changing digital environment. For SMEs, the question is, which set of employee competences is the most relevant for the company's commercial success, because digital competences play a vital role in most SMEs’ future success. The training model presented in the paper is based, firstly, on defining the relevant areas of digital competences and the most significant skills gaps for each SME and, secondly, on tailoring a company-specific syllabus for closing these gaps. There are over 180 SMEs participating in the project. The practical work with each SME starts with digital competence mapping in a meeting between a business advisor and a representative of the SME. Based on the competence mapping, the SME then receives a company-specific action plan, and a syllabus. The project provides participating SMEs with clear learning paths at both basic and advanced levels, longer training paths and coaching. By doing so, the model ensures that participating SMEs only concentrate on relevant issues and get appropriate particulars support for their businesses. The contribution of the study is the development of an efficient training model and testing it with 180 SMEs. Based on our results, the most important digital competences for each SME in developing and growing its business must be defined based on each SME’s specific business needs, grounded in its business model and context, and skills gaps related to these competences.

Life Skills Training: A Theoretical Proposal and Future Challenges

<p style="text-align: justify;">Life skills are personal resources that can be trained and applied in a specific situation and transferred to other contexts. The growing body of research has shown that intervention programs produce positive results in learning and transferring life skills. Nonetheless, there is a need to clarify the efficacy of life skills training, namely the theoretical background of life skills interventions and how to organize the intervention programs. This paper attempts to overcome these gaps of literature by providing a conceptualization of life skills into two axes: typology (cognitive to physical continuum) and function (personal and interpersonal). Also, it is presented a theoretical model of life skills training that establishes the stages and principles of life skills acquisition, the variables that influence training, and the measures and hypotheses that can be used to evaluate the efficacy of life skills training. In sum, we clarify the actual challenges of life skills training and provide indications on how to apply and evaluate the efficacy of the intervention.</p>

Teaching Tip: Designing Three-Dimensional (3-D) Printed Struvite and Calcium Oxalate Crystals for Microscopic Examination.

Accredited colleges of veterinary medicine are required by the American Veterinary Medical Association (AVMA) Council on Education (COE) to provide learners with hands-on diagnostic method training, including urinalysis. Although teaching hospitals and affiliated clinical partners offer opportunities to test and interpret urine, caseload is unpredictable. Textbook images and published case reports offer substitutes for experiential learning. However, these read-only modalities lack experiences for learners to evaluate slides microscopically for crystalluria. This teaching tip describes the development of three-dimensional (3-D) printed struvite and calcium oxalate models for skills training. Micro-precision 3-D printed models were designed using computer-aided design (CAD) software. Geometric representations in the Standard for the Exchange of Product Data (STEP) file format were exported for 3-D printing on 2 μm resolution platforms. Prints were manufactured from high temperature laminating (HTL) resin and affixed to glass slides. Although these 3-D prints are macroscopic rather than microscopic, their orientation on a fixed template side by side allows learners to differentiate between shapes, a skill that is key to urine sediment examination. These proof-of-concept prototypes will be integrated into the author's pre-clinical curriculum so that learners can gain experience identifying and differentiating between printed struvite, calcium oxalate monohydrate, and calcium oxalate dihydrate models as they would during routine inspection of urine. Formal feedback on the efficacy of these printed models will be solicited from learners and the instructional team. Future iterations will miniaturize the printed models to reflect their real-to-life microscopic dimensions more accurately.

PENGEMBANGAN KETERAMPILAN MOTORIK MELALUI OLAHRAGA TRADISIONAL DI PANTAI HARAPAN JAYA

The goal to be achieved in this development is to produce motor skills training model products through traditional sports based on the results of the development. Community service activities apply socialization and training methods targeting the children of Penombo Hamlet. The results of this activity have a good impact that through traditional sports games the development of motor skills increases because they involve complex movements that can help improve coordination and motor skills as well as cultural heritage and traditions can be preserved and passed on to the next generation.

Basic Technique Skill Practice Model Filanesia-Based Football

Purpose: This research aims to develop a Filanesia-based basic football technique training model for the soccer skill development phase aged 10-13 years with learning media in the form of interactive multimedia. Theoretical Framework: This choice is not just a subjective choice but a choice that is also based on valid theoretical arguments. The perchloric form of exercise must be abandoned to be able to produce intelligent players. Method: This study uses the Research and Development approach from Borg and Gall, which aims to find answers to the problem of basic football technical skill models based on Filanesia. After going through the entire series, the basic physio-based football technique training model effectively improves players' passing, dribbling, and shooting skills. This is based on the results of effectiveness tests on the new model with the old model. Result and Conclusion: The results of the effectiveness test data were obtained after treating the research sample for 16 meetings. Based on the results of needs analysis, expert validation, field trials, effectiveness tests and discussion of research and development results on the product development of the filanesia-based basic football technique training model for ages 10-13 years. Research Implications: This developed skill training model is effective for improving the essential technical skills of football aged 10-13 years. Originality/Value: The following conclusions can be drawn. The filanesia-based basic football technique skill training model in the skill development phase aged 10-13 years can be developed and applied in football training.

Improving elementary students' knowledge and behavior to prevent traumatic injury: the impact of a behavioral skills training model delivered by aspirational role models.

Trauma is the leading cause of childhood morbidity and mortality annually in the USA, accounting for 11% of deaths, most commonly due to car crashes, suffocation, drowning, and falls. Prevention is paramount for reducing the incidence of these injuries. As an adult level 1 and pediatric level 2 trauma center, there is a commitment to injury prevention through outreach and education. The Safety Ambassadors Program (SAP) was developed as part of this aim. Safety Ambassadors (SA) are high schoolers who teach elementary school students about safety/injury prevention. The curriculum addresses prevalent areas of injury risk: car/pedestrian safety, wheeled sports/helmets, and fall prevention. The study group hypothesized that participation in SAP leads to improved safety knowledge and behaviors and ultimately reduces childhood preventable injuries. Educational material was delivered by high school students (ages 16-18years old). First and second-grade participants (ages 6-8years old) completed pre- and post-course exams to assess knowledge (12 questions) and behavior (4 questions). Results were retrospectively reviewed, and pre/post training mean scores were calculated. Scores were calculated based on number of correct answers on pre/post exam. Comparisons were made using the Student t-test. All tests were 2-tailed with significance set at 0.05. Pre- and post-training results were assessed for 2016-2019. Twenty-eight high schools and 37 elementary schools were enrolled in the program with 8832 student participants in SAP. First graders demonstrated significant improvement in safety knowledge (pre 9 (95% CI 8.9-9.2) vs post 9.8 (95%CI 9.6-9.9), (p < 0.01)) and behavior modification (pre 3.2 (95%CI 3.1-3.2) vs post 3.6 (95% CI 3.5-3.6), (p < 0.01)). Similar findings were seen in 2nd graders: safety knowledge (pre 9.6 (95% CI 9.4-9.9) vs post 10.1 (95% CI 9.9-10.2), (p < 0.01)) and behavior (pre 3.3 (95% CI 3.1-3.4) vs post 3.5 (95%CI 3.4-3.6), (p < 0.01)). Conclusion: SAP is a novel evidence-based educational program delivered to elementary school students by aspirational role models. This model is impactful, relatable, and engaging when provided by participants' older peer mentors. On a local level, it has demonstrated improved safety knowledge and behavior in elementary school students. As trauma is the leading cause of pediatric death and disability, enhanced education may lead to life-saving injury prevention in this vulnerable population. What is Known: • Preventable trauma is the leading cause of pediatric death in the USA and education has contributed to improvements in both safety knowledge and behavior. • The ideal delivery method for injury prevention education in children continues to be under investigation. What is New: • Our data suggest that a peer-based injury prevention model is both an effective education delivery method and easily instituted within existing school systems. • This study supports implementation of peer-based injury prevention programs to improve safety knowledge and practices. • With more widespread institution and research, we hope to ultimately reduce preventable childhood injury.

Understanding the cultural fit of the REDE model for physician-based communication skills training: A focus group discussion with South Indian patients with T2DM

Searchable abstracts of presentations at key conferences in endocrinology ISSN 1470-3947 (print) | ISSN 1479-6848 (online)