Development Of Professional Skills Research Articles

Evaluating an Undergraduate Human Physiology Curriculum Using the Physiology Professional Skills Curriculum Mapping Tool (PS-MAP): A Case Report

Introduction: The Physiology Majors Interest Group (P-MIG) recently proposed recommendations for professional skills development at the undergraduate level across four domains: (1) critical thinking, (2) communicating effectively, (3) behaving in a socially and scientifically responsible manner, and (4) demonstrating laboratory proficiency. Subsequently, the Physiology Professional Skills Curriculum Mapping Tool (PS-MAP) was developed as a freely available, customizable Qualtrics-based survey instrument for programs to assess the extent to which professional skills from each of the four domains are incorporated across the curriculum. Faculty who teach core and elective courses in a large undergraduate Human Physiology degree program completed the PS-MAP during the Fall 2023 semester. Methods: PS-MAP survey responses were exported into Excel then sorted according to core or elective course designation. Experiential and applied learning courses such as internships, laboratory research for course credit, and independent study projects were excluded from analysis due to variations in individualized experiences. Next, a table was generated to summarize professional skill inclusion by course (taught and/or assessed) and target level of proficiency: skills were (1) introduced (presented and practiced for the first time), (2) reviewed (reinforced after prior introduction), or (3) advanced (demonstrated a high level of proficiency). The overall percentage of courses that teach or assess each professional skill was calculated. The intended level of proficiency per course was also evaluated. Results: Data were reported for 21 out of 24 core and elective courses. The two professional skills reported as most frequently taught or assessed in major coursework were: (1) critical thinking: develop arguments, hypotheses and/or conclusions using critical analysis of the scientific evidence (81% of courses) and (2) critical thinking: apply, analyze, and/or integrate information to generate evidence-based solutions to physiological problems (81% of courses). Laboratory proficiency and communicating physiology orally and in writing were domains reported as taught or assessed in fewer than half of major courses. Discussion: The PS-MAP was a relatively easy-to-implement tool to map professional skills development across an undergraduate Human Physiology curriculum. The main outcome was a visual representation (i.e., table) depicting patterns of professional skills incorporation across core and elective courses. This table will be shared with faculty to guide subsequent curriculum discussions. Proposed areas for future curricular exploration include (1) formally embedding specific professional skills development within program learning goals, (2) strategically and intentionally aligning coursework (course activities and assessments) with program learning goals to scaffold professional skills development across the curriculum, and (3) reviewing course-level learning goals for internships, undergraduate research, and independent study projects to emphasize laboratory proficiencies and oral and written communication skills. No funding sources to report. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

UNRAVELLING THE FACTORS THAT IMPEDE STUDENTS’ ENGLISH LANGUAGE LEARNING: FROM TEACHERS’ VIEWPOINT

Students’ effective learning and course learning outcomes (CLOs) are of constant concern for teachers, students, parents, and institutions, regardless of academic levels and contexts. To this end, teachers employ varied techniques and methods in soliciting the expected learning outcomes and students’ academic skill developments, but very often some factors are found to be liable and barriers to the success of this mission. Behind such a teaching and learning perspective, this paper attempts to explore the factors that impede students’ English language learning (ELL) and CLOs at Jazan University, Saudi Arabia, with the intent of finding new vantage points that augment students’ effective learning outcomes. To this end, the present study devised a survey questionnaire for teachers (Appendix 1) to collect data and observations to determine the ground reality of the issue undertaken for this study. The population participants were 25 EFL teachers. The collected data were analyzed qualitatively. Finally, the analytical result of this paper unveils that teachers should drive “needs analysis” to diagnose the learners’ lack of motivation, TBLT practice in the classroom, and their training for techno-pedagogical professional skill development. It also reveals some other implications and effective recommendations for making a learnercentric EFL teaching and learning curriculum. The findings of this paper contribute to the fields of ELT, TEFL, learning outcomes, curriculum design, pragmatics, and ELL paradigms.

ENHANCEMENT OF COMPETITIVE ENGINEER EDUCATION BASED ON MULTIDISCIPLINARY APPROACH

Purpose. The article is dedicated to the enhancementof engineering education underthe far-reaching technological breakthroughs.The significance of multidisciplinary approach fortransformation methodical thinking of teaching staff for enhancement the specialists’ occupational outlook at technical universities is noted.Essential necessity for interaction of humanities and graduate departments for creating modern educational content to overcome the logic of "catching up development" and changing it to form the advanced comprehensive engineering thinking is shown. Materials and methods. The hypothesis based on a pedagogical experiment, which consideredthe positive impact of integrating the educational content of different academic disciplines on the development of engineering thinking, was tested.The role of the project-based learning method “creative language project” based on the educational content integration of a foreign language and different academic disciplines in teaching students at the first and second yearsis shown. The advisability for mastering a foreign language as a necessary and heavily favoured resource in providing high-tech education of Russian engineers and the development of professional communication skills is emphasized. Results. The methodological approach based on the principle “A foreign language is a means of specialty training” has been developed and implemented.

Approaches for sustainable professional skill development for vocational education students in Thailand.

This article presents a research study that aims to explore sustainable approaches for developing professional skills in vocational education students in Thailand. This is the second phase of the research, which utilizes a qualitative research methodology. The key informants in this study are administrators of vocational education institutions, teachers, and students currently enrolled in vocational education institutions in Thailand, totaling 36 participants. The research uses a purposive sampling method and snowball sampling method. Data collection methods include document analysis, in-depth structured interviews, and observation. The results of the interviews are analyzed, and the content analysis is summarized. The research process consists of 4 steps: 1) literature review, 2) data collection, 3) data analysis, and 4) verification and confirmation. The research findings highlight several key considerations, including: 1) factors influencing the development of professional skills among vocational education students, such as curriculum design, support and counseling, practical training in workplaces, interactive learning, problem-solving and analytical thinking skills development, practical learning, and supportive learning environments, 2) approaches for sustainable professional skill development involve employing the appropriate approaches for self-development. The steps include setting clear goals and plans, active learning and training, technology skill development, experiential learning, problem-solving skill development, participation in professional activities, self-reflection, and continuous self-improvement. These approaches aim to enhance the competencies of vocational education students, ensuring quality and efficiency as part of lifelong learning and sustainable development.

Dampak Media Sosial Bagi Mahasiswa TBI

The role of social media for students, namely to improve the quality of student education, has become an important focus in the development of the contemporary education system. The presence of social media has brought significant changes in the way students and educators interact, collaborate and learn. This paper investigates the impact of social media in education, considering its positive and negative aspects. On the positive side, social media provides easy access to information, enables collaboration and project-based learning, and facilitates the development of digital and professional skills. Students are recorded as having used social media before entering college. They at least have more than one social media account. This research aims to investigate the role of social media in improving the quality of student education by analyzing how the impact of social media such as social structure, culture and interactions between individuals influence the learning process. The research method used involved literature analysis and case studies to understand the impact of social structure, culture, and social interactions on the educational experiences of TBI students. By understanding the social dynamics in the classroom, educators can adopt more effective strategies to overcome the challenges faced by students in learning. Through this approach, social media has an impact as an important tool in shaping educational policies that are more inclusive and responsive to the needs of diverse students. By examining the various impacts of social media on educational opportunities, social media can encourage the adoption of policies that are inclusive and responsive to the needs of diverse students.

Are Professional Skills Learnable? Beliefs and Expectations Among Computing Graduates

Integrating graduate education with professional skills development is still a challenge. People's beliefs about learning impact their learning processes. Therefore, we need to understand the mindset of graduates to determine best practices for promoting professional skills development. In this study, we explore the perspective of computing graduates within an Engineering educational program. This study aims to answer the following research questions: Which skills do computing graduates perceive they need in the workplace, and how do they position themselves regarding these skills? What learning beliefs do computing graduates hold regarding the skills required in the workplace? The research team conducted semistructured interviews with computing graduates within an Engineering program to analyze their experiences. The interviews were analyzed using grounded theory. As a result, the participants viewed professional and technical skills as independent, with professional skills perceived as more relevant to work success. The participants considered themselves to possess these skills. Our findings identify four learning beliefs within a fixed and growth mindset: (1) An essential personal characteristic that context may influence; (2) a learning outcome determined by early experiences; (3) a learning process associated with informal learning experiences; and (4) a learning process associated with formal learning experiences. We acknowledge the differences in perception between alums and the industry regarding possessing essential professional skills. We also highlight the need to position these skills as learnable during lectures contributing to Computing and Engineering Education.

Signature pedagogies and professionalism: An exploratory study on novice principal mentoring

Mentoring is one of the main tools for training novice principals, but its contributions to development of professional skills are yet unclear. To unpack the contributions of mentoring to novice principals’ professionalism, we first developed a conceptual framework based on the surface, deep, and implicit structures of Shulman's signature pedagogies, and the professional skills of diagnosis, intervention, and inference, according to Abbott's theory of professions. Using these frameworks, we explored the imprints left by mentoring on novice principals. The methodology includes content analysis of semi-structured interviews conducted with 15 Israeli novice principals on their mentoring experiences. The findings reveal that novice principals experience two contradictory messages: the principal as an omnipotent hero who can survive and cope, immediately and alone, with all professional tasks, and as an obedient bureaucrat who needs empathy and care. We conclude that while their mentors helped them to fulfill their obligations, they did not contribute to the development of the principals’ skills of diagnosis and inference of previous events. Theoretical and practical implications are presented in the discussion.

Implementation of Visual Mind Mapping Strategy to Improve Students’ Language Competence

The opportunities of the educational process can be expanded using innovative mechanisms. The aim of the work is to determine the effectiveness of teaching because of implementing the Visual Mind Mapping strategy to improve students’ foreign language competence. The aim was achieved using the general theoretical method of comparison, calculation of the concordance coefficient, the efficiency coefficient, and the Whitney-Wilk test. Learning was ensured through the development of educational mechanisms, which consisted of information visualisation and intellectual activity development. The study of new words, the use of digital technologies (Writer, Rosetta Stone, Busuu), the development of communication skills, and the development of professional skills were also provided. It was found among students that using Visual Mind Mapping contributes to obtaining a high level of knowledge in a shorter time. Focusing on the Kirkpatrick model made it possible to establish that most students acquired a high level of foreign language competence after testing their knowledge. The students have a positive attitude to learning using Visual Mind Mapping. The practical significance of the article is the possibility of involving innovative technologies for learning a foreign language. The prospects of further research are to compare learning effectiveness with using Visual Mind Mapping for junior and senior year students.

Equipping Teachers for Integrated Language, Science and Technology Instruction: The Design of a 4C/ID-Based Professional Development Program

Integrated language, science and technology (ILS&T) instruction is a complex task for primary school teachers that requires professional development. Task-centered educational approaches such as the four-component instructional design (4C/ID) model are well suited for the development of complex professional skills. This article describes the application of the Ten Steps approach to the 4C/ID model in the domain of teacher education. The findings describe a blueprint for a 4C/ID-based teacher professional development program aimed at equipping in-service primary school teachers with the competences for ILS&T instruction, which can support instructional designers, teacher educators and researchers in making informed instructional design decisions.

An internship program that empowers international students to grow professionally and find their voice in the nutrition field

During the COVID-19 pandemic, our international students were confined to their rooms in a foreign land and were unable to return to their home countries during their semester break due to border closures. A summer internship program, underpinned by Asian philosophies including Confucianism(1) and collectivism(2), was designed to bring them together physically in a COVID-safe environment and collectively develop employability skills. Twenty-five international students across six year-levels and from 11 countries participated in the five-week internship program. Our in-house dietitian presented participants with an authentic nutrition problem, i.e. observable unhealthy eating habits being prevalent amongst the international student client group. Participants were empowered to draw on their cultural knowledge, international student experience, cooking skills and evidence-based nutrition knowledge, in the development of an educational nutrition resource to be used in the dietitian clinic. Employability skills self-assessment was completed pre- and post-program for comparison. In addition, a collective reflection was facilitated at the end of the program to gather in-depth understanding of the unique learnings from the students’ and program facilitators’ perspectives. Thematic analysis was adopted to analyse the narrative data. It was found that the student-participants developed a website with healthy eating information, including tailored to international students’ habits of late-night snacking and suggestions for quick meals during exams. They developed 50 healthy, simple, multicultural recipes with cooking videos. The internship served as an opportunity for the students to work together with a shared purpose. They reported a strong sense of community which was longed for and extended the established friends outside of the internship program. Students were observed sharing acculturative experience and knowledge with one another when socialising together. Upon reflection, students reported feeling challenged by the lack of structure and assessment guide for the internship tasks. However, they were able to develop confidence in their judgement and decision-making skills through this process and work together exploring the uncertainties. Many reported feeling empowered from this internship as their cultural differences and unique international-student-experience were valued and utilised in the resource development. This low-cost education strategy contributed to the development of professional skills and formation of professional identity, and for the students to find their voice in the nutrition field.

Micro Credentialing and Digital Badges for Teachers: Professional Skills Development of Secondary School Teachers

This study examined the influence of micro-credentials and digital badges on teachers’ professional skills development at the secondary school level in the Mardan district. Teachers are change agents in shaping student's cognitive, affective and psychomotor domains, and hence, this research aims to enhance teacher professionalism. The objective of the study was to revolutionize teacher perceptions related to Micro-credentials and Digital Badges and their influence on teachers’ professional skills. The finding of the study provides critical insights into micro-credentials and digital badges, intending to elevate secondary school teachers' proficiency in the teaching-learning process. This study recommends focusing on collaborative learning, digital transformation in the teaching-learning process, sustained professional development, and empowering teachers with advanced teaching practices.

Rhetorical and virtual communication: innovative characteristics of future professionals' communication culture

The article clarifies the main characteristics of the culture of professional communication of future specialists and verifies the effectiveness of the implementation of the author's system of forming the culture of rhetorical and virtual communication of future specialists to enrich the professional experience of future specialists for professional activities. The content of research concepts is disclosed and the main aspects of the manifestation of the culture of professional communication of future specialists are highlighted, its main qualitative communicative characteristics, the most effective factors of professional communication of future specialists, and criteria of productivity of the style of professional communication of future specialists are proposed. The main aspects of the rhetoric of professional communication are emphasized. The importance of virtual professional communication of future female and male specialists with the active introduction of remote technologies into the system of modern education is shown. Exercises for the development of professional communication culture skills of future specialists are offered. The study confirmed the practicality of introducing the developed author's system of formation of the culture of rhetorical and virtual communication of future specialists into professional training.

Leveraging undergraduate learning assistants when implementing new laboratory curricula

At University of California, Irvine, a large-enrollment research university, undergraduate chemistry courses for non-chemistry majors were delivered remotely during the 2020–2021 academic year, with a return to in-person instruction planned for January 2022. Because this return to in-person instruction coincided with the transition of second-year students from general chemistry to organic chemistry laboratory courses, the instructional staff recognized a need for remedial laboratory curricula for students with no prior in-person laboratory experience. Simultaneously, we desired to implement undergraduate Learning Assistants (LAs) in non-chemistry major organic chemistry laboratories for the first time at our university. In this paper, we describe our approach for leveraging undergraduate LAs to (1) test new laboratory curricula and (2) address feelings of comfort and safety for students with no prior in-person laboratory experience. Benefits of our LA program perceived by students include increased laboratory efficiency and improved student learning from near-peer instructors; benefits perceived by LAs include the development of professional skills and teamwork with graduate student teaching assistants. We provide an outline of resources and strategies to enable instructors to simultaneously implement undergraduate LAs and new laboratory curricula.

Competencias digitales en pedagogía, ciudadanía y desarrollo profesional del profesorado universitario

In today’s digitized world, digital competences are required to facilitate the transition to the Internet. For professorship, these competences go beyond knowledge of a particular subject. They focus on the skills needed to transmit that knowledge to students. A quantitative approach study was applied. The design was non-experimental and descriptive. The population and sample correspond to the 70 teachers who worked in the Faculty of Humanistic and Social Sciences during the first semester of 2023. The instrument for data collection was a teaching self-assessment. The competencies in digital citizenship showed the highest levels of teacher mastery with a value of 5. The competencies in pedagogy and professional development showed a value of 4. 93% of UTM-CHS teachers stated they had participated in training activities on the use of ICT in education. In conclusion, university faculty in Ecuador must have a stronger digital academic background; they must establish better pedagogical and professional development skills, research capacity, knowledge of educational technologies, intercultural skills and leadership skills. To ensure a high-quality learning environment all three areas must be at the same level of outcomes. For that, university professional development leads to establishing good pedagogy. Then pedagogy is strengthened through digital citizenship.

Student agency in a sustainability-oriented assessment process: exploring expansive learning in student-led rubric co-design

Evolving conceptions of the purposes of higher education suggest the need for assessment practices that contribute to preparing students to navigate complex social-ecological challenges. Though shifts in assessment discourse have begun to respond to this need, further examination of the role of students in assessment processes is required. One strategy that has been highlighted is rubric co-design, in which students and instructors interactively deliberate assessment criteria. However, the literature shows that student voices are typically limited in these processes. To address this gap, this study advances a student-led rubric co-design process to promote student agency and learning. Principles from sustainability are applied to orient the activities of students in this approach by emphasizing the participative, normative and integrative features of the process. A formative intervention was conducted in an undergraduate course focused on professional skill development. Data were collected through individual and group reflections, with reflexive thematic analysis applied to develop themes that represented the ways that students navigated their experiences in the assessment process. Findings demonstrate the promise of the approach in enhancing student agency and promoting self-formation as emerging professionals, while articulating the phases and strategies that shape students’ leading role in rubric co-design processes.

Salutogenic Design as Health Preservation Technology: Prospects for Implementation in Public Health

Introduction. The concept of salutogenic design, focused on creating a healthy environment, is based on the salutogenesis concept, developed back in the 1970s by Aaron Antonovsky. This approach is becoming increasingly popular in urban planning, development, and certification of buildings, offices, and medical fa-cilities. Due to ongoing national projects, there is an increasing demand for specialists in public health and salutogenic design in Russia, which has justified the creation of an interdisciplinary educational program. Objective. To present the implementation of the network master's program "Salutogenic Design" in the field of public health and the creation of a healthy urban environment.Materials and methods. We conducted literature review on existing practices for applying salutogenic de-sign in urban planning and described the implementation of the network master's program "Salutogenic De-sign" at the Institute of Leadership and Health Management of the I.M. Sechenov First Moscow State Medical University (Sechenov University) and Moscow institute of architecture (MIARCH).Results. The concept of salutogenic design is a prominent scientific and practical issue for researchers, pro-fessional community, and executive authorities worldwide, with particular interest in implementation studies of salutogenic design for designing and constructing environments, transport, medical organizations, and the urban landscape, as well as developing tools for urban environment assessment. The master's program "Salutogenic Design" is a unique educational experience that includes the development of professional skills in an interdisciplinary area of health sciences and urban planning, distinguishing it from other educational projects.

Multidisciplinary Capstone Senior Design Projects: A Comparative Analysis of Industry–Sponsored and Faculty–Sponsored Projects Using Comprehensive Performance Metrics

Engineering education has continually evolved to embrace Project–Based Learning (PBL), a dynamic classroom approach emphasizing learning through engagement in real–world projects. The study conducts a comparative analysis of multidisciplinary Capstone Senior Design Projects across Electrical Engineering, Mechanical Engineering, and Computer Science at Texas A&M University at Texarkana. The research emphasizes understanding the dynamics of student collaboration within these disciplines and scrutinizes the impact of industry and faculty sponsorship on these projects. The methodology involves a comprehensive comparative analysis, employing diverse performance metrics to evaluate the effectiveness of different sponsorship models. This approach aims to uncover the influence of these models on project outcomes and students’ educational experiences. The results reveal notable differences between industry–sponsored and faculty–sponsored projects. Industry sponsorship leads to higher performance in overall project execution and professional skills development. In contrast, faculty–sponsored projects are more effective in nurturing teamwork and communication abilities among students. The findings suggest that each sponsorship type presents unique benefits and challenges. Industry–sponsored projects provide valuable hands–on problem–solving experience, though they may suffer from inconsistencies in mentorship and varying expectations. Faculty–sponsored projects offer a more stable and consistent educational environment but might lag slightly in performance metrics. Integrating elements from both sponsorship models could provide students with a more balanced and enriching learning experience.

The Practical Value of Intensive Training Used in the Development of Communication Skills of Mathematics Students in Professional English

The article discusses the features of the methods that mathematics students use to successfully implement communication skills in English. The objectives of the study are to reveal their influence on the development of professional communication skills of mathematics students through the views of scientists studying it, and propose aspects to be tested in practice. The article explains the objective aspects of the need to use such methods to achieve the intended result of teaching English in higher mathematical vocational education in Kyrgyzstan, and also interprets its content related to social and social conditions. Due to the fact that in many educational institutions of the country it is not clear what the internal content should be, the methods used in English classes currently retain their traditional forms. Practical value of intensive training is combined with the goal of creating professional communication in English at the necessary level for mathematics students to withstand international competition, and examples illustrate the content that needs to be accomplished in practice.

Exploring the sociocultural experiences of student veterinary nurses in the clinical learning environment through the lens of situated learning theory.

Student veterinary nurses (SVNs) complete significant time in clinical placements and this training can have a positive or negative impact on the development of professional skills and identity. A cross-sectional design, using semi-structured interviews, explored 12 SVNs' experiences of clinical placements. Interpretative phenomenological analysis was used to explore each individual participant's experience, prior to the identification of themes across participants' experiences. Most students reported a sense of belonging within the practice team, which fostered engagement. Clinical supervisors were considered key role models and vital support for student progress. Students reported conflict between the demands of the practice and the requirements of their student status. Some poor interpersonal interactions led to reduced confidence. The results may not reflect experiences of the diversity of student demographics, such as those students with protected characteristics, as described in the Equality Act 2010, who may encounter specific workplace challenges. To ensure parity and positive experiences, accredited educational institutes can plan regular engagement with student feedback and support of the training practice. Training practice teams can ensure they are meeting the student's needs and fostering a positive learning environment by adhering to the RCVS Framework for Veterinary Nurse Education and Training, which will, in turn, benefit the whole team. Clinical supervisors can play a convening role in increasing belonging and participation within the clinical learning environment.

TECHNOLOGY OF FORMING THE FUTURE PRIMARY SCHOOL TEACHERS’ PROFESSIONAL COMPETENCIES

Purpose. The requirements for training teachers for the general education system in the Russian Federation are defined by the Federal State Educational Standard for Higher Education in the field of "Pedagogical Education". The standard document defines universal and general professional competencies that are mandatory for all education (preschool, primary, basic general education and others). Professional competencies are defined on the basis of the professional standard "Teacher", specifically for each field and type of professional activity. The subject of the analysis is the search for an approach to forming the future primary school teachers' professional competencies. The main purpose of the article is to describe the technology of forming the future primary school teachers' professional competencies within a specific academic discipline. Methods. The research is based on a regulatory documents review, psychological and pedagogical literature analysis, and educational process examination. Results. The article presents the experience in organizing the study of a particular discipline. The discipline provides emotional and personal immersion of the future teachers into the professional activity and practical skills development. The author describes the ways to implement and apply effective teaching methods when organizing various types of classes in higher education institution. Practical application of the results. The findings are of direct practical relevance as can be useful for organizing the educational process in higher educational institutions in terms of the successful completion of basic educational programs and programs of additional education (specifically, retraining).