Professional Capabilities Research Articles

The status of equipment, human resources, and professional capabilities in COVID-19 diagnosis and treatment at the COVID-19 Intensive Care Center under Bach Mai Hospital and its satellite hospitals

The status of equipment, human resources, and professional capabilities in COVID-19 diagnosis and treatment at the COVID-19 Intensive Care Center under Bach Mai Hospital and its satellite hospitals

Augmented reality in surgery: improving precision and reducing risk

Introduction: augmented reality is applied in different spheres and provides broad possibilities as educational technology, it is a way to interact with physical reality in real time, having multiple applications in the field of medicine. Objective: characterize the application of augmented reality in the field of surgery. Method: a review of the available literature was carried out using synthetic and historical-logical analytical methods using articles recovered from databases such as SciELO, Dialnet, Scopus, Researchgate, recovering a total of 15 reference articles from available literature related to the topic. in question, included in the time frame between 2018 and 2024. Results: augmented reality can be used as a tool to facilitate the visual positioning of surgeons in the intervention of minimally invasive surgeries given the continuous evolution of medicine towards minimally invasive treatments, computing is increasingly present. Augmented reality (AR) in medicine facilitates the preparation and development of surgical operations, plays a very significant educational role, is characterized by being a cognitive process with which one learns at the same time as performing the activity, improves training surgical and effectiveness. Conclusions: currently and in the future, augmented reality constitutes a necessary tool for preclinical training, due to its application in different fields of medicine, including surgery, guiding this technology to improve clinical and surgical capabilities of professionals.

Using life-history maps to support students in connecting theory to practice: a case study of a social work teaching intervention

ABSTRACT Theory is essential to the professional knowledge base of social work, and the ability to understand, apply, and analyze theory in practice is central to professional capabilities and competence. This places social work education in the intersection of understanding, analyzing, and applying theoretical knowledge, a complex task which requires more than the transmission of information and extends to building skills in analysis, reflection, and critical thought. This article explores the implementation of life history mapping as a formative task to support undergraduate students connecting theory to practice in a second-year human development module as part of a qualifying training programme in the United Kingdom. Drawing upon the concepts of constructive alignment and Bloom’s taxonomy of learning, an action research method was applied to review existing teaching and learning approaches alongside learning outcomes. The article is structured around the four phases of action research: planning, action, observation, and reflection. Findings indicate positive outcomes with students reporting how life-history mapping has supported their ability to critique theories and models of development through connection to their lived experience, alongside enhancing their personal growth, empathy, and practical assessment skills.

Adaptation of the CUGH global health competency framework in the Chinese context: a mixed-methods study

BackgroundIn 2014, the Consortium of Universities for Global Health (CUGH) developed a global health competency framework and called for its validation. Given China's increasing engagement in global health over the past decade, there is a need for a tailored competency framework to enhance the capacity of its workforce. This study aimed to localize the CUGH global health framework within the Chinese context, offering guidance to public health professionals in China to bolster their capabilities for international endeavors.MethodsEmploying a modified Delphi consultation approach, this study adapted the CUGH global health competency framework through three consultation rounds and a panel discussion. A questionnaire employing a five-point Likert scale was developed to gather opinions from 37 experts on the significance and feasibility of each competency within the Chinese setting. Profiling information, judgment criteria, and familiarity with each competency were collected to assess experts' authority levels. Furthermore, a priority survey was administered to 51 experts to identify key competencies and provide recommendations for bolstering the capabilities of China's public health professionals. Data analysis was performed using Microsoft Excel.ResultsThe adapted framework comprises 10 domains and 37 competencies including: 1. Global Burden of Disease; 2. Social-economic, Environmental and Behavioral Determinants of Health; 3. The Impact of Globalization on Population Health, Health Systems, and Healthcare; 4. Major Global health initiatives and efforts; 5. Ethics, Health Equity and Social Justice; 6. Sociocultural, Political Awareness and Policy Promotion; 7. Personal Competencies and Professional Practice; 8. Capacity strengthening; 9. Collaboration, Partnering and Communication; 10. Programme Management. The priority survey underscored Domain 9, 10, and 4 as the foremost concern for Chinese public health professionals, urging active learning, critical thinking, open communication, experiential learning, and case-based studies. Institutions were advised to enhance their capacity, foster partnerships, and discern China's distinct role in the global health arena.ConclusionsThis study adapted the CUGH framework within the Chinese context, evaluating the significance and feasibility of each competency. The adapted framework can serve as a tool for developing global health curricula and delineating roles for Chinese public health professionals. To ensure contextual compatibility, testing of the framework with diverse public health professionals is recommended, enabling precise refinement of competencies based on empirical results.

Becoming an English language teacher over lines of desire: Stories of lived experiences

Beyond the notion of decision-making of career choice just being rational, this article proposes the primacy of ‘affect’ in the decision to become teachers over time. The article explores the becoming of immigrant English language teachers as an identity formation process, focusing on the lived experiences of 16 English language teachers since early childhood, mostly prior to their migration to Australia. Findings of the hermeneutic phenomenological narrative analysis of the teachers’ reflective accounts revealed two lines of becoming and their intersections—the line of becoming an English language learner and the line of becoming an English language teacher through decision-making for career choice. The histories of their initial professional decision to ‘become’ English teachers demonstrate the interplay of socially produced desires and personal investment in professional learning and capabilities since early childhood. Through unravelling the assemblages within which their desires to become teachers were fomented and strengthened through embodied lived experiences over a long period of time, we argue that the concept of English teachers’ ‘desired becoming’ informed their initial and long-term decision about career choice. This notion provides a window into the teachers’ decision-making of career choice in terms of the formation of their professional identities as an interplay of the affective and the rational. Embracing and appreciating the combined role of the affective and the rational in teachers’ becoming is important to consider in future research in this area as well as for teacher recruitment and retention, hence potentially addressing critical teacher shortages.

A Scoping Review on the Clinical Supervision and Mentoring for Nurses in Maternal and Child Health

Purpose: This scoping review aimed to identify application methods, effectiveness, facilitating factors, and obstacles to clinical supervision for nurses in maternal and child health and to understand its discriminatory characteristics compared to mentoring.Methods: This study was based on the scoping review methodology and consisted of six stages: (1) identifying research questions; (2) identifying relevant studies (search strategy); (3) study selection; (4) charting of the data; (5) collating, summarizing, and reporting the results; and (6) consultation. From April to July 2022, 1,323 studies were searched in PubMed, CINAHL, Cochrane, and Open Gray, and finally eleven studies were selected through the literature selection process.Results: Because clinical supervision aimed to strengthen the professional capabilities of nurses, reflective practice was applied. However, mentoring was designed to acquire knowledge or skills that can be applied directly in practice. Therefore, indicators to measure the effects of clinical supervision consisted of psychosocial factors, such as job satisfaction and exhaustion, but the effects of mentoring were evaluated primarily using knowledge levels and skills. The model, which is applied mainly in clinical supervision, reflects the restorative function. When applying clinical supervision and mentoring, listening, supportive environment, and accessibility were identified as facilitating factors, while criticism, lack of time and space, and excessive workload were identified as obstacles.Conclusions: Time and space must be secured to provide effective clinical supervision. The confidentiality of the supervisee must be guaranteed, and sufficient information must be provided in advance so that nurses can accurately recognize the clinical supervision process. Finally, a policy for institutionalizing clinical supervision should be supported to ensure its applicability and sustainability.

Combating Modern DO Stigmatization

In the age of social media, the qualifications and capabilities of osteopathic professionals have been brought into question on a national scale due to the lack of awareness and misconceptions held by many Americans with social platforms. This article investigates the misperceptions behind the recent media coverage of osteopathic physicians. This article highlights the history of osteopathic medicine, as well as the education and training physicians receive. Additionally, this paper offers suggestions on how to combat the stigma in everyday life.

Factors Influencing the Professional Development of Engineering Students Under the “Plan for Educating and Training Outstanding Engineers”

Purpose This study investigates the role of the engineering education environment created by the implementation of the “Plan for Educating and Training Outstanding Engineers” (PETOE) on the professional capability development of engineering students from the perspective of students’ experience. Design/Approach/Methods This study uses data from the National Engineering Student Survey and multiple regression analysis to explore the role of institutional resources and support, teaching reforms, and interpersonal interaction on the professional development of engineering students. Findings The opportunities for on-campus practical activities provided by the institution, content of the teachers’ teaching, teaching methods, comprehensive coursework assessment, and interpersonal interactions contributed to the development of students’ engineering competencies, with limited contributions from research-based teaching methods. Internship opportunities and international exchange environments were negatively associated with the development of engineering skills in an “unexpected” manner. Originality/Value Focusing on students’ experiences of engineering education reform, this study comprehensively evaluates the implementation of the reform measures adopted under PETOE. Furthermore, it assesses how corresponding changes in the general educational environment relate to students’ professional capability development. Thus, this study addresses an important research gap in educational reform—the lack of domestic empirical studies in China.

Construction of The Professional Competency Evaluation Index System for Flight Attendant Specialty in Chinese Higher Vocational Education

This study aims to build a comprehensive and scientific Chinese high-vocational airliner professional ability evaluation index system to solve the challenges and needs of the current evaluation system. Based on existing research, this study is based on the understanding and application of the theory of occupational ability evaluation, combined with the DACUM method to conduct initial occupational analysis, use of the Delphi method to integrate the feedback of experts in the field of flight attendants and refer to the successful experience of the relevant flight attendants' vocational capabilities. This study built a framework for the evaluation index system. First, through the optimization and adjustment of the two-round Delphi method, the evaluation index system was clarified, the layer analysis method (AHP) was used for quantitative analysis, the weight of each indicator was finally determined, and a hierarchical structure model was constructed. This study has established a practical evaluation index system for China Airlines' vocational professional capability, covering output services, navigation services, reactions, and other necessary capabilities and qualities, including 4 First-level indicators, 12 second-level indicators, And 51 Third-level indicators. The evaluation indicators constructed by the Institute provide a scientific reference framework for training the professional competency of flight attendants. This study provides substantial guidance for the flight attendant specialty's training content and training scheme in Chinese higher vocational education. Efficiency, reduce training costs, and provide scientific reference for the talent training of the entire flight attendant industry.

Leveraging VR/AR/MR/XR Technologies to Improve Cybersecurity Education, Training, and Operations

The United States faces persistent threats conducting malicious cyber campaigns that threaten critical infrastructure, companies and their intellectual property, and the privacy of its citizens. Additionally, there are millions of unfilled cybersecurity positions, and the cybersecurity skills gap continues to widen. Most companies believe that this problem has not improved and nearly 44% believe it has gotten worse over the past 10 years. Threat actors are continuing to evolve their tactics, techniques, and procedures for conducting attacks on public and private targets. Education institutions and companies must adopt emerging technologies to develop security professionals and to increase cybersecurity awareness holistically. Leveraging Virtual/ Augmented/Mixed/Extended Reality technologies for education, training, and awareness can augment traditional learning methodologies and improve the nation’s cybersecurity posture. This paper reviews previous research to identify how distance and remote education are conducted generally, and how Virtual/Augmented/Extended/Mixed reality technologies are used to conduct cybersecurity awareness training, cybersecurity training, and conduct operations. Finally, barriers to adopting these technologies will be discussed. Understanding how these technologies can be developed and implemented provides one potential way of overcoming the cybersecurity workforce gap and increasing the competencies and capabilities of cybersecurity professionals.

Are female secondary school teachers in Bangladesh becoming digitally empowered or disempowered? An exploratory analysis of the impact of digital empowerment on professional development

Differences in access, skills, and usage of digital technology between men and women have resulted in an unequal experience in using digital technology in changing work environments, especially in education, which is expressed as the gender digital divide. This divide serves as a barrier to digital empowerment and tends to be wider in developing countries. However, there is a scarcity of literature on digital empowerment among female teachers at the secondary school level. Therefore, based on Makinen’s (2006) perspective, this study investigated digital empowerment among Bangladeshi teachers with respect to gender-based differences. Data on the four components of digital empowerment mentioned by Makinen were collected using a semi-structured questionnaire from a random sample of 326 respondents, along with the qualitative method of an in-depth interview and focused group discussion from three city corporations: Dhaka, Khulna,and Rajshahi, according to their digital divide rates. The findings reveal that both overall awareness and technical access status are satisfactory. Yet, female teachers lacked significant intrinsic motivation and computer abilities to perform specific tasks. Findings also revealed that empowered women had better levels of professional capabilities, self-confidence, and more Information and Communication Technology (ICT)-based pedagogy. Female teachers should be recognized and encouraged in institutional programs to promote digital empowerment and reduce the digital divide between genders.

Immersive Theatricalization: Art-Pedagogical Technology in Professional Education

The article examines new opportunities and risks in modern professional education associated with digitalization, as well as the variability of the introduction of immersive theatricalization as part of art-pedagogical activity and its potential from the point of view of preserving the humanistic orientation of education. Immersiveness is presented in the article as an independent technology that includes elements of theatricalization, play and reflection, and provides interactivity in the learning process. The advantages of using immersive theatricalization in professional education are considered: activity in an educational and professional environment as close as possible to the real activity of a future specialist, increased motivation and development of professional and personal capabilities, in particular pedagogical artistry, communicative qualities and organizational abilities. Promising directions for the introduction of immersive theatricalization are identified: special training of teachers, correlations objective competence and subjective assessment of students’ achievements, development of psychophysiological, emotional and cognitive capabilities of future specialists.

Professional capabilities of rural schoolteachers in Kazakhstan

This paper is based on a research study that explores the professional capacities and capabilities of teachers in Kazakhstani rural schools from the perspectives of key stakeholders. By employing a mixed-methods research design, this study used both quantitative surveys and semi-structured interviews to collect data on teachers’ capabilities and experiences [1]. The quantitative surveys were administered to 125 teachers from 40 rural schools across Kazakhstan. Ninety qualitative interviews (41 individuals and 49 focus groups) were conducted with participants from rural schools in the outskirts of Almaty, Kyzylorda, Shymkent, Aktau, and Oskemen regions. The interview participants included school principals, vice principals, subject coordinators, teachers, students of Grades 7–11, regional and district education managers, and parents. The study’s key findings revealed how rural schoolteachers are perceived by the stakeholders as well as the core issues, challenges, and dilemmas faced by these teachers. The study also makes recommendations for facilitation processes for the quality of the rural teacher profession. The UNESCO Quality Framework was used to guide the study.

PROBLEMS WITH ORTHOPEDIC SURGERY TRAINING IN PAKISTAN

PROBLEMS WITH ORTHOPEDIC SURGERY TRAINING IN PAKISTAN

Understanding the China-Tanzania Malaria Control Project: lessons learned from a multi-stakeholder qualitative study.

Tanzania is among the countries with the highest malaria cases and deaths worldwide, where vulnerable populations have been severely affected due to poverty and weakness in health system and infrastructure. The China-Tanzania Malaria Control Project (the Project) was a two-phase global health intervention project implemented between 2015 and 2021 that aimed to transfer project-designated intervention experience in malaria elimination to the Tanzanian health system. This study aims to identify the barriers and facilitators encountered during the Project and to improve our understanding of the emerging phenomenon of South-South global health collaboration. We conducted thematic analysis of qualitative data collected from a purposive sample of 14 participants from multiple stakeholders including project management office, project implementation agency, funding partners and external evaluators of the Project. A conceptual framework was developed to construct the interviews guides. The interviews were transcribed verbatim, crossover checked, translated into English, and analyzed with NVivo 12.0. We conducted the open coding followed by the axial coding based on the Grounded Theory to generate themes and subthemes, and identified key influencing factors that aided or hindered the malaria control in Tanzania. The findings suggested that malaria control strategies should largely be tailored due to varied socioeconomic contexts. The perceived enablers in practice include project-designated intervention experiences and technologies, professional and self-learning capabilities of the implementation team, sustainable financial assistance, and support from the international partners. The barriers include the shortage of global health talents, existing gaps to meet international standards, defects in internal communication mechanisms, inadequacy of intergovernmental dialogue, and limitations in logistical arrangements. A checklist and policy implications for China's future engagement in malaria control in resource-limited settings have been proposed. The initiative of Health Silk Road has generated strong global interest in promoting development assistance in health. In the hope of generalizing the evidence-based interventions to high malaria-endemic countries in Africa, the need for China to carefully face the challenges of funding gaps and the lack of support from recipient governments remains ongoing. It is recommended that China should form an institutionalized scheme and sustainable funding pool to ensure the steady progress of development assistance in health.

Assessment of Project Delivery Criteria Used In Evaluating Construction Contractors

Contractor selection is a process which involves examining, investigating, screening and determining if a contractor has the technical, professional and financial capacity and capability to handle a project to be accepted to formally tender for construction work. This process is carried out prior to the award of contract, characterized by many factors such as experience on similar projects, financial capacity, skill and knowledge of contractor, managerial ability and track- record. This research assesses the project delivery criteria in evaluating a construction contractor, with specific application to construction projects in Jos. Feedback received from these professionals were analyzed with the aid of SPSS 22.0. The project delivery criteria were analyzed and the results indicated that the major criteria in evaluating contractor include final stability, reputation and experience. The identified criteria were therefore recommended as factor of contractor selection strategy that affect project delivery. Furthermore, this research will help decision makers and others involved in construction to be more aware of and have a better understanding of the selection procedure for contractors in the construction industry. The understanding of this criteria will help decision makers to make more efficacious decisions and to adopt both short- and long-term policies for contractor.

Rank-Dependent Expected Utility Game Analysis of Public-Private Partnership Project Operation Supervision Considering the Influence of Emotion

Public-private partnership (PPP) projects have been widely adopted in infrastructure construction. Owing to the professional operation capabilities of private investors, PPP also serves as an efficient tool to optimize the operational efficiency of infrastructures while alleviating the government's financial pressure on the infrastructure provisions. Since the returns-chasing nature of private investors and information asymmetry lead to speculation, therefore government's operation supervision is critical for PPP projects. Meanwhile, the irrational and inevitable emotions of the government and investors exert a significant influence on their operation and supervision behaviors. Based on the influence of emotion on the decision-making behaviors of investors and government, an evolutionary game model of PPP operation supervision is developed from the perspective of rank-dependent expected utility (RDEU) theory. Further, the effect of emotional factors on the choice of investors and government strategies are analyzed in the context of Nash equilibrium solutions under different emotional states; thereby, putting forward different suggestions for restraining the speculation of private investors. The study results indicate that the positive supervision strategy of severe punishment plays an imperative role in restraining investors' speculation, whereas emotional factors exhibit a significant influence on the game equilibrium strategy related to the PPP project's operation supervision. On the one hand, the probability of government authorities choosing an active supervision strategy becomes higher due to the increase in the emotion index; on the other hand, the probability of investors choosing active operation becomes higher due to the decrease in the emotion index. Thus, the government can reduce investors' speculation through strict supervision and increasing the optimistic perception of investors.

Addressing the challenges facing the paramedic profession in the United Kingdom.

The paramedic profession within the United Kingdom has been evolving at pace over the last 20years. While they are most associated with their work in ambulance services, paramedics are now found throughout a range of clinical and academic settings. Literature Review. Despite emergence of the paramedic across the healthcare workforce, the understanding and awareness of the professional role and capabilities is poor. This could be due to a lack of representation within senior leadership roles and within health and social care policy. Understanding of the paramedic professional identity, from a philosophical and sociological perspective, remains incomplete. A challenge for the future is to explore how the paramedic role can continue to develop across a range of clinical settings, while retaining its sui generis professional identity. Research to establish perspectives of and about the paramedic profession may assist in developing an understanding of identity and its place within the wider healthcare workforce.

670 Transition From Higher Surgical Training to Consultant Surgical Practice: What We Don’t Know but Need to Know

Abstract Background Higher surgical training (HST) focuses on delivering clinical knowledge and technical skills to fulfil day-one consultant clinical competencies. Introduction of capabilities in practice (CiPs), shifts curricula to outcome-based assessment related to direct clinical care. To aid the transition into consultant surgical practice, we must identify deficiencies in HST related to wider professional capabilities outside of direct clinical care. Aim To identify deficiencies in HST by exploring challenges faced by recently appointed T&O consultants. Method The experience of T&O consultants, appointed in the last five years, was explored using a phenomenological approach. Field notes from unstructured interviews with five consultants (convenience sampling), was used to develop a topic guide for semi-structured interviews with six new consultants (purposive sampling). Interviews were transcribed and thematically analysed. Results Consultants transitioning into the new role emphasized comprehensive clinical knowledge, technical and non-technical skills as attributes required to be a good day-one consultant. Further identifying various deficiencies in their non-clinical training; categorised into two themes and further sub-themes: Adapting identity Practice management, Building a reputation, Leadership identity, Trainer identity, Awareness of limitations, Independence vs support Discovering responsibilities Job planning, Management structure, Service provision and procurement, Complaints and complications. Conclusions This study provides an in-depth account of deficiencies in professional capabilities outside of direct clinical care required by day-one consultants. Furthermore, highlighting the pressing need to equip trainees for transition to consultant-surgical practice. We make recommendations on how stakeholders such as surgical-trainees, newly appointed consultants and employing organisations can modify identified deficiencies at different training levels.

701 Designing a Transition Programme: From Higher Surgical Training to Consultant Practice

Abstract Background Higher surgical training (HST) in the UK focuses on delivery of clinical knowledge to pass FRCS exams, technical skills to fulfil CCT requirements, and clinical preparedness for a day-one consultants. Aim To identify specific professional capabilities deficient in HST which may inform new training objectives to aid transition between HST and T&O consultant practice. Study Design PRISMA Scoping Review. Review of existing courses and interviews with course directors. Semi-structured interviews with newly appointed consultants (< 5 years) exploring non-clinical attributes necessary for new consultants. Interactive questionnaire with senior trainers and with post-FRCS trainees exploring timeframe for current trainees to gain non-clinical experience compared to the ideal timing of developing these skills. Results PRISMA-ScR papers identified n = 434, screened n = 276, eligible n = 105, included n = 50, of which surgical = 7, T&O = 0; demonstrating limited literature characterising the gap in preparedness during this specific surgical transition-point. Specialities with dedicated courses include paediatrics and ophthalmology; programmes reviewed demonstrated a wide array of topics. Interviews identified strong themes of lack of understanding of NHS structure, job planning, procuring specialist equipment, handling complaints and human factors. The interactive survey undertaken by both senior trainers and post-FRCS trainees demonstrated a similar trend with a clear shift towards pre-FRCS delivery of skills. Conclusions Differences in trainees’ perceived needs and those identified by consultants pose a potential challenge in HST. Across all groups involved, deficiencies were identified in acquiring non-clinical skills and knowledge. This mixed methods approach identified key topics to cover in transition to consultant course to improve challenges during transition.