Non-technical Competencies Research Articles

The constituents, ideas, and trends in team-based learning: a bibliometric analysis

Team-based learning (TBL) has gained significant popularity in higher education. Despite its widespread adoption, there is a lack of comprehensive understanding of the current state of TBL research. Hence, we conducted a bibliometric analysis to address this gap, reviewing 692 papers from the Web of Science database. The study revealed a notable increase in TBL research, with a peak of 87 publications in 2021. The United States emerged as the leading contributor, with medical and nursing education being the most prominent research areas. Specialized journals played a significant role in disseminating TBL research. Key themes, including TBL outcomes, non-technical competencies, and implementation principles, were identified. Moreover, it highlighted a growing interest in applying TBL in interprofessional education and formative assessment. The findings suggest the need to establish priorities and expand TBL research beyond health professions education to other fields. This study provides valuable insights into the current landscape of TBL research and offers directions for future investigations.

OSABSS: An authentic examination for assessing basic surgical skills in surgical residents

ObjectivesThis study aimed to develop and validate the OSABSS (Objective Structured Assessment of Basic Surgical Skills), a modified Objective Structured Clinical Examination (OSCE), to assess basic surgical skills in residents. DesignA developmental study conducted in two phases. Basic skills were identified through literature review and gap analysis. The OSABSS was then designed as a modified OSCE. SettingThis study took place at Alborz University of Medical Sciences in Iran. InterventionsThe OSABSS was created using Harden's OSCE (Objective Structured Clinical Examination) methodology. Scenarios, checklists, and station configurations were developed through expert panels. The exam was piloted and implemented with residents as participants and faculty as evaluators. Participants32 surgical residents in gynecology, general surgery, orthopedics, and neurosurgery participated. 22 faculty members were evaluators. Primary and secondary outcome measuresThe primary outcome was OSABSS exam scores. Secondary outcomes were written exam scores, and national residency entrance ranks. Main resultsThe mean OSABSS score was 16.59 ± 0.19 across all stations. Criterion validity was demonstrated through correlations between OSABSS scores, written scores and entrance ranks. Reliability was high, with a Cronbach's alpha of 0.87. No significant inter-rater score differences were found. ConclusionsThe rigorous OSABSS development process produced an exam demonstrating strong validity and reliability for assessing basic surgical skills. The comprehensive station variety evaluates diverse technical and non-technical competencies. Further research should expand participant samples across surgical disciplines.

The Impact of the Advances in Labour and Risk Management (ALARM) Course on Learners’ Perceptions of their Own and Others’ Professions

Background: Simulation-based training in emergencies is beneficial for all professionals who work in obstetrics. However, managing obstetric emergencies requires both technical and non-technical skills such as teamwork. Interprofessional education (IPE) offers an effective strategy for learning competencies in collaboration and teamwork. The Advances in Labour and Risk Management (ALARM) course offers a platform for simulated training in obstetric emergencies and has been offered for learners in maternity care at our university for the past five years. Objective: The aim of the project was to explore the impact of interprofessional learning during the ALARM course on the attitudes and perceptions of learners in maternity care. Methods: A two-part questionnaire was administered to midwifery students and to family medicine and obstetric residents before and after the ALARM course. The questionnaire incorporated the Interdisciplinary Educational Perception Scale (IEPS) and open-ended qualitative responses. Results: Despite openness to and awareness of the importance of collaboration for patient care demonstrated in the qualitative analysis, there was a statistically significant difference between learners’ pre- and post-ALARM IEPS scores, indicating more negative perceptions of IPE following the intervention. Conclusion: Learners in maternity care are aware of the need for collaboration in practice. More explicit attention to teamwork and collaboration as a component of the ALARM course would promote development of both technical skills and nontechnical collaborative competencies. This article has been peer reviewed.

NON-TECHNICAL SKILLS IN THE CIVIL AVIATION SECTOR

Purpose: This study aims to identify and present a framework of non-technical skills for the civil aviation sector. Theoretical Framework: This study critically evaluates and identifies the non-technical competences in the aviation sector that promote superior performance among employees. Design/Methodology/Approach: We conducted a literature review of scientific journals and official documents from the aeronautics sector to achieve the aim of this study. In the first phase, a critical analysis was conducted of the concepts of soft and non-technical skills. In the second phase, we analyzed various general soft skills models and non-technical skills models in the aeronautics sector. Findings: At the end of the study, an integrative framework of 15 non-technical skills for the civil aviation sector is proposed: assertiveness, leadership, verbal communication, critical thinking, trust, interpersonal relationships, situational awareness, ability to solve problems, flexibility and adaptability, responsibility, time management, decision-making skills, workload management, teamwork, and stress management and resilience. Research, Practical & Social Implication: The Study provides a practical framework for the assessment and development of people, contributing to advances in aviation safety and performance. Originality/Value: This study, which provides a comprehensive understanding of non-technical skills in the civil aviation sector, fills a significant gap in the literature when skills manage human resources. It also offers a practical framework for their assessment and development, thereby contributing to advances in safety, security, and aviation performance.

Reframing engineering design: integrating design thinking and systems thinking in engineering education and practice to address wicked problems

The conceptualization of “engineering design”, as outlined by the Canadian Engineering Accreditation Board (CEAB), has shifted over the years, however, the gap in engineering education remains a prevailing deficiency in engineering education and practice lies in the exclusion of non-technical competencies (such as empathy, communication, innovation, and creativity) that are impeding engineers from effectively addressing complex issues. These frameworks offer a robust methodology for tackling complex, dynamic, and interconnected challenges—referred to as “wicked problems”. In addition, this paper proposes a fourth-year engineering design course that explicitly incorporates these approaches, addressing the identified gap in social competencies within engineering education. By integrating these approaches into the foundation of engineering design education, there may be an avenue to equip engineers with the skills needed to empathize with stakeholders, understand contextual landscapes and generate meaningful solutions that contribute positively to society.

Prerequisites for entry to advanced nurse practitioner studies- a qualitative study of Norwegian nurse anesthetist students' experiences.

Nurse anesthesia is acknowledged as advanced practice nursing, and requires independency in patient monitoring and clinical decision-making. In Norway, 2022, a prerequisite to nurse anesthesia education programs of at least two years of clinical nursing experience prior to entry, was removed. The consequences of removing the prerequisite of clinical nursing experience prior to entering the nurse anesthetist education program on academic progression or on students' qualifications after completion of the program remain unexplored. Hence, the purpose of the current study was to explore nurse anesthetist students' experiences of the impact their previous clinical nursing experience had on their academic progression. A qualitative design with semi-structured individual interviews was used. The sample consisted of 12 nurse anesthetist students at the end of the education program. The data were analyzed using thematic analysis in-line with recommendations from Braun & Clarke. Two main themes with in total six subthemes were identified, namely 1) Experience develops non-technical skills, with subthemes (a) feeling secure in task management, (b) recognizing different situations, (c) understanding my role in teamwork, and 2) Integration of non-technical and technical skills, with subthemes (a) possessing procedural competence, (b) taking responsibility in medication administration, and (c) including a patient-centred approach. Previous clinical experience as a nurse prior to entry to a NA education program had provided a basis of non-technical and technical competencies, that supported further learning and development of advanced level competencies that are needed for NAs. Non-technical and technical nursing competence represented a solid base for achievement of anesthesia competence within the same areas, also ensuring patient-centred practice. Hence, the change in prerequisites to the NA education program must be followed by evaluations of consequences on students' academic progress and competence at the end of the program, as well as a possible increased need for supervision throughout.

What are the learning objectives in surgical training – a systematic literature review of the surgical competence framework

ObjectiveTo map the landscape of contemporary surgical education through a competence framework by conducting a systematic literature review on learning outcomes of surgical education and the instructional methods applied to attain the outcomes.BackgroundSurgical education has seen a paradigm shift towards competence-based training. However, a gap remains in the literature regarding the specific components of competency taught and the instructional methods employed to achieve these outcomes. This paper aims to bridge this gap by conducting a systematic review on the learning outcomes of surgical education within a competence framework and the instructional methods applied. The primary outcome measure was to elucidate the components of competency emphasized by modern surgical curricula. The secondary outcome measure was to discern the instructional methods proven effective in achieving these competencies.MethodsA search was conducted across PubMed, Medline, ProQuest Eric, and Cochrane databases, adhering to PRISMA guidelines, limited to 2017–2021. Keywords included terms related to surgical education and training. Inclusion criteria mandated original empirical studies that described learning outcomes and methods, and targeted both medical students and surgical residents.ResultsOut of 42 studies involving 2097 participants, most concentrated on technical skills within competency-based training, with a lesser emphasis on non-technical competencies. The effect on clinical outcomes was infrequently explored.ConclusionThe shift towards competency in surgical training is evident. However, further studies on its ramifications on clinical outcomes are needed. The transition from technical to clinical competence and the creation of validated assessments are crucial for establishing a foundation for lifelong surgical learning.

Educating for capability and preparing for practice: Integrating theory and skills.

Capability is the ability to perform clinical skills in ever-changing real world contexts, adapting to challenges and integrating technical and non-technical skills and competencies, for example, cannulating an uncooperative patient at night. Going beyond teaching competency and ensuring capability is imperative, as recommended by the national outcomes for medical graduates. A course on intravenous cannulation was developed with e-learning modules and high-fidelity complex simulation scenarios, aiming to promote capability in practice. The course delivered an intravenous cannulation e-learning package between two practical simulations to 10 final-year medical students. The hybrid simulation design consisted of an actor with a bespoke cannulation part-task trainer strapped to their arm. Each simulation delivered a challenging scenario, requiring the integration of procedural and behavioural skills to succeed. Simulations were video recorded, and participants reviewed their performances before completing semi-structured interviews. Transcribed interviews were thematically analysed. Interview analysis demonstrated two overarching themes: 'Impact on Capability' and 'Preparedness for Practice'. There was consistent recognition of improved capability from the interviews. Simulation exercises were described as the most valuable tool for developing capability. The e-learning helped with structure, facilitating students' adaptation to scenarios. Participants felt that training in medical school was largely competency-based and did not tackle complex interactions. Following e-learning and simulations, students felt more prepared for clinical practice. The course structure has value for medical professionals in developing capability and preparing for clinical practice, helping to reach standards expected of graduates. Plans to assess capability across multiple undergraduate programmes through Entrustable Professional Activities are in progress.

Simulation-based optimization of workforce configuration for multi-division maintenance departments

The configuration of human resources in a production company that determines the number of employees at different technical or nontechnical competencies engaged in various operational tasks should be constructed to meet the task requirements above pre-specified expectation levels. Human resource requirements show variation depending on the divisional structures within an organization and their operational dependencies and priorities. A maintenance facility is generally recognized as one of the most labor-intensive divisions in any production company. It employs several workers with diverse technical skills to ensure machinery reliability and availability targets in line with the production plans. The current research study aims to develop a continuous-event simulation algorithm to optimize the maintenance crew configuration and allocation decisions for production companies where different clusters of failure modes are available for multi-equipment operations. This algorithm also simultaneously evaluates the reallocation of the occupied crew for other overlapping maintenance tasks that require similar technical competency. Accordingly, each maintenance division with varying personnel numbers is authorized to maintain particular failure modes. The developed model was implemented for the maintenance department of a surface coal mine where five excavators exposed to diversified random failures are employed. The model input dataset covers three years of maintenance records classified into mechanical and electrical failure modes. The simulation outcomes reveal that the cumulative indirect and direct costs can be minimized for a crew configuration including six electricians and four mechanics.

UNDERSTANDING PERSONAL EFFECTIVENESS COMPETENCY: LITERATURE SURVEY AND RESEARCH AGENDA

UNDERSTANDING PERSONAL EFFECTIVENESS COMPETENCY: LITERATURE SURVEY AND RESEARCH AGENDA

Challenges on the Brazilian Information Systems Education: The Professors’ Perspective

<italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Contribution:</i> The main contribution of this study is to gather and report on the challenges faced by IS courses based on the professors’ perspectives. <p xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <i>Background:</i> Information systems (ISs) area focuses on the interplay among people, processes/organizations, and technologies. As such, stimulating technical and nontechnical competencies are required from professors and students. For instance, despite the current number of IS bachelor’s degree courses, several difficulties have been faced, e.g., students dropout, novel careers in Computing and Informatics, and market waves. <p xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <i>Research Questions:</i> What are the challenges and difficulties of IS Education, considering the professors’ perspective? <p xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <i>Methodology:</i> A survey research was executed to collect data related to the IS courses, and a qualitative analysis was performed to answer the research question based on coding procedures. The nature of the research is exploratory and descriptive. <p xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <i>Findings: </i>Results reveal the importance of continuous training for professors, the institutional policies to support students, the creation of hybrid courses to reduce barriers to students, and course class time offered in the mornings and afternoons.

Non-technical Skills in Cardiopulmonary Resuscitation: Improvement and Evaluation of a New Course Introduced to the Curriculum at a Medical School in Poland in 2018 to 2019

Non-technical skills (NTS) are important skills in emergency medicine and should be a necessity even at the stage of medical studies. The aim of this study was to assess how increasing the number of non-technical skills hours influenced the results of non-technical competences among medical students. In this investigation, 296 Polish medical students in the sixth year at Medical College in Krakow, Poland were included in the study. The students were divided into two research groups: I in 2018 and II in 2019. The groups differed in the number of total hours that focused on non-technical skills, in 2018: 60 hr, and 2019: 120 total hours. Non-technical competencies were assessed at the Crisis Resource Management station using sudden cardiac arrest scenarios. In 2018, the median was 20 points and the average of the points obtained in this group was 19.53 points (SD 5.39 points). In 2019, the median was 26 points and the average of points was 25.07 points (SD 5.23 points). Students who had more non-technical skills classes (120 hr) scored more points on the OSCE exam than group I (60 hr) ( p &lt; .001). The median of points in non-technical competences depended on the number of teaching hours in which the main emphasis was on the development of these skills. This investigation demonstrates that more teaching hours dedicated to improving the non-technical skills of students corresponded to better results on the cardiopulmonary resuscitation scenarios.

The impact of Industry 4.0 implementation on required general competencies of employees in the automotive sector

Abstract In an effort to reduce operating costs and to increase the quality and efficiency of production, production organizations in the automotive sector are trying to implement the Industry 4.0 concept, which has become a phenomenon of the last two decades. These initiatives have a significant impact on the employees in production organizations, especially in automotive sector. The main aim of the presented study is to expertly assess the importance of general competencies for transforming job positions in the automotive industry in Slovakia. The starting point of the presented study were the results of research focused on emerging positions in the automotive industry and the competencies required by employers in Slovakia. Based on the expert assessment, the hierarchical structure of the solved problem was created and the importance of competencies for analysed job positions was assessed by applying the Analytical Hierarchical Process (AHP) method. The results pointed to the growing importance of non-technical competencies. Analyses have shown that actually the most important work competencies are: basic literacy, professional knowledge, problem solving, digital skills and analytical thinking. The development of the necessary competencies will be important both, from the point of view of employers, but also of employees working in professions that are in decline, become endangered and need to be transformed into the required professions.

E-Learning Content Development as a Training Optimization Effort at PT. Summarecon Agung, Tbk

This report contains the author's activities while participating in Magang Bersertifikat Kampus Merdeka program initiated by the Ministry of Education, Culture, Research, and Technology, the main objective of this program is to provide direct work experience mentored by practitioners who are experts in their fields. In this report, the author will explain about the company, daily activities carried out include training administration and also projects regarding e-learning content development and the learning management system during participation as part of the corporate training division at PT Summarecon Agung Tbk. As a result of this program, the author was able to develop competencies from a technical point of view which includes administration, learning management system operation and e-learning content production for non-technical competencies development which include teamwork, problem solving, communication and adaptability in the workplace.

Fostering the development of non-technical competencies in medical learners through patient engagement: a rapid review.

To train physicians who will respond to patients' evolving needs and expectations, medical schools must seek educational strategies to foster the development of non-technical competencies in students. This article aims to synthetize studies that focus on patient engagement in medical training as a promising strategy to foster the development of those competencies. We conducted a rapid review of the literature to synthetize primary quantitative, qualitative and mixed studies (January 2000-January 2022) describing patient engagement interventions in medical education and reporting non-technical learning outcomes. Studies were extracted from Medline and ERIC. Two independent reviewers were involved in study selection and data extraction. A narrative synthesis of results was performed. Of the 3875 identified, 24 met the inclusion criteria and were retained. We found evidence of a range of non-technical educational outcomes (e. g. attitudinal changes, new knowledge and understanding). Studies also described various approaches regarding patient recruitment, preparation, and support and participation design (e.g., contact duration, learning environment, patient autonomy, and format). Some emerging practical suggestions are proposed. Our results suggest that patient engagement in medical education can be a valuable means to foster a range of non-technical competencies, as well as formative and critical reflexivity. They also suggest conditions under which patient engagement practices can be more efficient in fostering non-instrumental patient roles in different educational contexts. This supports a plea for sensible and responsive interventional approaches.

Introduction to surgical coaching.

Surgical coaching is a new approach to continuous professional development (CPD). Advocates claim that coaching improves surgical and non-technical skills, leading to enhanced performance and reduced stress and burnout. Widespread acceptance of coaching in the surgical community is limited due to a paucity of evidence, surgery-specific obstacles and lack of resources. This narrative review introduces what 'surgical coaching' is and describes its origins. Coaching techniques are based on live or video observation of procedures, followed by collaborative analysis, reflection and goal planning in a non-competitive setting aided by an expert, peer or lay coach. Technical skills improvements have been reported using coaching techniques, yet long-term influence on non-technical competencies, overall performance and surgeon wellbeing are largely hypothetical. There are clear potential benefits in the application of surgical coaching to daily surgical practice. However, significant knowledge gaps remain. Dedicated research into the short-term applicability and the long-term effects of surgical coaching are required.

Implementasi Pendidikan Soft Skills dalam Membentuk Moralitas Siswa di Madrasah Aliyah Negeri Bangkalan

The education is called as student character development process so that students have the knowledge (cognitive), attitudes (affective) and skills (psychomotor) for the provision of living the midst of society. This process involves improvement the intellectual, personal and social skills are balanced between hard skills and soft skills that are not only useful for himself (intrapersonal skills) but also beneficial to the existence of society (interpersonal skills). Soft skills are a core part of non-technical competencies that are specifically able to refer to personality characteristics. These competencies are seen in a person's behavior, starting when interacting with the social environment, language skills, personal habits, to important traits aimed at supporting optimistic behavior in all fields. The characteristics of the educational model of soft skills in forming morality of students in Madrasah Aliyah Negeri Bangkalan that is using a model of "integration" model is an intermingling between hard skills and soft skills and connects all general subjects by incorporating values of Islam so that it becomes unified whole.

What trauma patients need: the European dilemma

There is a need for implementation and maturation of an inclusive trauma system in every country in Europe, with patient centered care by dedicated surgeons. This process should be initiated by physicians and medical societies, based on the best available evidence, and supported and subsequently funded by the government and healthcare authorities. A systematic approach to organizing all aspects of trauma will result in health gain in terms of quality of care provided, higher survival rates, better functional outcomes and quality of life. In addition, it will provide reliable data for both research, quality improvement and prevention programs. Severely injured patients need surgeons with broad technical and non-technical competencies to provide holistic, inclusive and compassionate care. Here we describe the philosophy of the surgical approach and define the necessary skills for trauma, both surgical and other, to improve outcome of severely injured patients. As surgery is an essential part of trauma care, surgeons play an important role for the optimal treatment of trauma patients throughout and after their hospital stay, including the intensive care unit (ICU). However, in most European countries, it might not be obvious to either the general public, patients or even the physicians that the surgeon must assume this responsibility in the ICU to optimize outcomes. The aim of this paper is to define key elements in terms of trauma systems, trauma-specific surgical skills and active critical care involvement, to organize and optimize trauma care in Europe.

Optimizing Warfighters’ Intellectual Capability: Return on Investment of Military Education and Research

The Department of Defense (DoD) sends a large number of officers to various military universities to obtain graduate degrees, perform academic research, and acquire the technical skills and nontechnical competencies highly valued in their respective billets. The cost of sending an officer to a 1.5- to 2-year program for a master’s degree or doctorate may be upwards of $250,000–$500,000 per officer, plus the costs associated with temporary duty away from their billets for 3–4 years. The question is whether the benefits of such education and research are indeed greater than the cost incurred by the DoD. The proposed methodologies in this article apply theoretical constructs by using a systems approach to utilization; convolution methods to determine the frequency and quantity of use; and an analytical framework, empirical impact analysis, and work life-cycle approach. The research also includes an examination of three short case studies that deal with the value of military research: (1) a return on investment (ROI) case study on the Naval Postgraduate School Acquisition Research Program (NPS ARP); (2) an ROI case study on the ROI of NPS education; and (3) an ROI case study on Defense Acquisition University. The research findings indicate a statistically significant positive impact on the retention of graduating officers, lower attendance cost, and greater DoD control of the courses covered. Finally, the author concludes that the ROI of a training initiative might be intrinsic, unmeasurable, and subjective, rather than simple applications of specific knowledge or learned skill sets on the job.

Who trains the trainers? Gamification of flight instructor learning in evidence-based training scenarios

Despite all the technological improvements currently available in aeronautical training, most accidents still have non-technical skills as contributing factors. In recent years, the International Civil Aviation Organization has been promoting a new training paradigm for crew performance that integrates all kinds of relevant skills, both technical and non-technical. The content of each training session is adapted to the specific improvement needs of each pilot, based on the data obtained in both real operations and simulations, instead of using stereotyped training scripts. This paradigm is called Evidence-Based Training. The assessment of non-technical pilot performance in these changing scenarios is complex, being highly dependent on the experience of the flight instructor. In this paper, we present a Flight Instructor Simulator that aims to gamify the learning process of instructors who have to work under this new training paradigm. A proof of concept of such an application has been created and tested by aviation personnel directly involved in this type of training. The results show that the use of gamification for flight instructors training in the assessment of pilot’s non-technical competencies is a promising line of work. Furthermore, some recommendations are extracted from this study that can serve as design guidelines for similar projects.