Transfer Of Skills Research Articles

Conveying the learning self to others: doctoral candidates conceptualising and communicating the complexion of development

PurposeHighly developed and agile learners who can clearly convey and call on their skills are sought in all walks of life. Diverse demand for these capacities has called attention to how the skills and knowledge gained during doctoral study can be conveyed, translated and leveraged in non-academic settings; however, the complex learning reality underneath doctoral development is challenging to convey.Design/methodology/approachThe data set for this particular analysis was obtained from 245 in-depth telephone interviews with PhD candidates collected prior to COVID-19. Candidates were asked about learning processes, challenges and changes, and both the questions and thematic analysis were guided by theories of doctoral development and transformational learning.FindingsFor many participants, learning and development were not familiar topics, while a small proportion deflected questions about learning altogether. One fifth of participants presented rich and lucid accounts of learning in which cognisance of complexity, metacognitive processes and transformational experiences were embedded and multiple avenues of development were in evidence. They were well-placed to convey the complexion of doctoral development. Candidates more deeply engaged in learning also commented more about changes they noticed in themselves. The most identified avenue of development was in understanding and approach to knowledge.Originality/valueCandidate communication about learning and development is an under-explored dimension of doctoral experience and skill that is relevant to advancing knowledge about doctoral development and illuminating graduate potential both within and outside academe. This must constitute a key element of the re-vitalisation of the doctorate post-pandemic. The salience of framing transferable skills within a learning development perspective is discussed.

Simulation training of laparoscopic biliary-enteric anastomosis with a three-dimensional-printed model leads to better skill transfer: a randomized controlled trial.

A new simulation model and training curriculum for laparoscopic bilioenteric anastomosis has been developed. Currently, this concept lacks evidence for the transfer of skills from simulation to clinical settings. This study was conducted to determine whether training with a three-dimensional (3D) bilioenteric anastomosis model result in greater transfer of skills than traditional training methods involving video observation and a general suture model. Fifteen general surgeons with no prior experience in laparoscopic biliary-enteric anastomosis were included in this study and randomised into three training groups: video observation only, practice using a general suture model, and practice using a 3D-printed biliary-enteric anastomosis model. Following five training sessions, each surgeon was asked to perform a laparoscopic biliary-enteric anastomosis procedure on an isolated swine organ model. The operative time and performance scores of the procedure were recorded and compared among the three training groups. The operation time in the 3D-printed model group was significantly shorter than the suture and video observation groups ( P =0.040). Furthermore, the performance score of the 3D-printed model group was significantly higher than those of the suture and video observation groups ( P =0.001). Finally, the goal score for laparoscopic biliary-enteric anastomosis in the isolated swine organ model was significantly higher in the 3D model group than in the suture and video observation groups ( P =0.004). The utilisation of a novel 3D-printed model for simulation training in laparoscopic biliary-enteric anastomosis facilitates improved skill acquisition and transferability to an animal setting compared with traditional training techniques.

Autorotation Transfer of Training: Effects of Helicopter Dynamics

This paper analyzes the effects of the helicopter dynamics on pilots’ learning process and transfer of learned skills during autorotation training. A quasi-transfer-of-training experiment was performed with 10 experienced helicopter pilots in the SIMONA moving-base flight simulator at Delft University of Technology. Pilots had to control an in-house flight dynamics model setup to simulate two types of helicopter dynamics: (1) a “hard” dynamics characterized by a low autorotative flare index requiring high pilot control compensation and (2) a “easy” dynamics characterized by a high autorotative flare index with low pilot control compensation required. Two groups of pilots tested these types of dynamics in a different training sequence: hard-easy-hard (HEH group) and easy-hard-easy (EHE group). The main conclusion of this study proved that simulator training for autorotation can best start with pilots training in the most resource demanding condition. A more challenging helicopter’s dynamics will require higher pilot agility and more rapid responses to his/her perceptual changes. This will result in pilots developing more robust and adaptable flying skills. Indeed, a clear positive transfer of training effect was observed in the experiment presented in this paper in terms of acquired pilot skills in the HEH group, but not the EHE group. Positive transfer was especially observed in terms of reduced rate of descent at touchdown. The two groups differed in the control strategy applied, with the HEH group having developed a control technique mimicking more closely the one adopted in a real helicopter.

Linking Childhood Cultural Health Capital Factors with Adult Health Literacy.

Adult health outcomes are linked to childhood factors such as socioeconomic status via cultural health capital (CHC). Specifically, these factors shape opportunities for developing skills for navigating health environments via experience and the intergenerational transfer of health-related knowledge and skills. Health literacy (HL) is considered a part of and/or result of CHC. HL develops similarly to CHC via opportunities and experiences. Most research to date has ignored the effect of childhood factors on adult HL. The purpose of this study was to explore how childhood factors are related to adult HL. Data were collected from adults (N = 736, mean age = 40.65 years, standard deviation [SD] = 15.39; 52% female; 53.8% White, 31.3% Hispanic and Latino/a/e) in the United States using Qualtrics Panel. Multivariate ordinal and binary logistic regressions predicting HL (as measured by the Newest Vital Sign and Single-Item Literacy Scale) from childhood factors and accounting for demographic covariates were estimated. After accounting for covariates, such as the presence of an employed adult in a white-collar (odds ratio [OR] = 3.34) or blue-collar (OR = 3.68) occupation (versus unknown/not employed) increased the odds of being categorized as possible limited literacy and adequate literacy (versus limited literacy) as measured by the Newest Vital Sign. Similarly, having an employed adult during childhood who had a blue-collar occupation (vs. unknown/not employed) increased the odds of being categorized as adequate literacy (OR = 2.06) as measured by the Single-Item Literacy Scale. Because the adult's employment played a role in the child's adult HL after accounting for other factors and demographics, these findings support using a lifespan approach to assess and identify risk factors for lower HL. This study contributes to the growing body of evidence of how HL is interconnected with social determinants of health across the lifespan and the need to address HL skills in those with poor social determinants of health. [HLRP: Health Literacy Research and Practice. 2024;8(2):e79-e88.].

Beyond the Acronym: Intersections of STEAM, Cybernetics, and Leadership Nurturing

The theoretical model presented in this study explores the transformational potential of a digital Community of Practice (dCoP) within higher education, focusing on Science, Technology, Engineering, Art, and Mathematics (STEAM) education. A dCoP serves as a virtual space for educators to exchange knowledge, foster interdisciplinary collaboration, and construct meaning through discourse. Through the use of digital artifacts, a dCoP provides tangible exemplars for intersecting abstract concepts to real-world applications, thus strengthening educational experiences and outcomes. This study emphasizes the cognitive, social, and emotional skills developed through STEAM education, projecting future career growth for learners in these areas. Establishing a dCoP for teachers in higher education facilitates the transfer of interdisciplinary and transdisciplinary skills to students, supporting STEAM learning and future career opportunities. Additionally, this study employs portraiture and autoethnography methodology for storytelling and cybernetic learning. The incorporation of a cybernetic mindset, presented through a theoretical Cybernetic Three-Realm Model, enriches a dCoP by addressing (1) a Canvas for Scholarship of Teaching and Learning (SoTL), (2) an Artist’s Palette for Authentic Artifacts, and (3) The Paints of Modalities for Learning. This theoretical construct affords a tangible framework for fostering STEAM skills and nurturing leadership development for pervasive learning within higher education dCoPs.

Study on the Path of Living Inheritance of Non-related Tangka Mural Painting: Taking Sichuan Institute of Nationalities as an Example

As an important part of China's intangible cultural heritage, thangka murals contain profound historical and cultural value and unique artistic charm. The purpose of this paper is to study the living inheritance path of thangka murals and explore how to effectively protect and inherit this valuable heritage in modern society. Through the in-depth analysis of Sichuan Institute of Nationalities in four aspects, namely, cultivation and protection of inheritors, cultural dissemination and publicity, industrialization and marketization, as well as social participation and aesthetic education and infiltration, a set of comprehensive living inheritance strategies is proposed. Firstly, it emphasizes on ensuring the complete inheritance of skills through the establishment of a sound mechanism for the transfer of skills. Secondly, various forms such as exhibitions and multimedia are utilized to expand the influence of thangka fresco art and increase public awareness and interest. At the same time, it promotes the integration of thangka mural art with tourism and cultural creative industries, promotes its market-oriented development and improves economic benefits. Finally, emphasize the importance of public education and aesthetic infiltration, and mobilize the strength of all sectors of society through a variety of ways to participate in the protection and inheritance of thangka murals. The research in this paper provides theoretical support and practical guidance for the living inheritance of non-heritage thangka murals, aiming to promote this cultural treasure in the modern society with new vitality and vigor.

Rethinking Our Classrooms: Teachers’ Perceptions on Integrating Transferable Skills in the Classrooms to Create an Active Learning Environment

Despite many efforts to promote transferable skills development, it remains a challenge for Higher Education Institutions (HEIs) and schools. To improve education practices and meet the challenges of an ever-changing environment, it is vital to introduce a paradigm shift in education. In light of this, it is significant to identify and implement the teaching strategies that facilitate transferable skills development. There has long been a controversy over the traditional pedagogical style of lecture delivery as opposed to an active learning environment in which learners are engaged in the learning process itself. The paper sheds light on various ways of integrating transferable skills in the classroom. It examines diverse methods, teaching/learning strategies, and educational tools that aim at promoting a learner-centered learning environment, to ensure the development of transferable skills, such as critical thinking, teamwork, communication, collaboration, creativity, research skills, etc. Creating such a learning environment stimulates students' interests, engagement, and motivation. Consequently, it overviews a practical application of some activities and strategies that can activate the skills as well as reveals the results of findings that showed teachers’ perception regarding a practical application of some methods and strategies to enhance transferable skills. This research is significant by identifying the indicators of an active learning environment, which encourage educators to reimagine their classrooms and implement innovative teaching practices.

Leveraging The Indian Diaspora in UAE: Catalyst for Education and Skill Transfer

Abstract: The Indian community in the United Arab Emirates (UAE) is a substantial and talented group. This paper delves into the potential of utilizing this community to facilitate training and knowledge transfer among India and the UAE. Exploring the present scenario of the Indian community in the UAE, focusing on their educational achievements, professional skills, and business acumen. The paper highlights important areas for the diaspora in regards to knowledge and skill transfer. The paper delves into the challenges and opportunities linked to leveraging the potential of the diaspora. Highlighting the importance of cooperation among administrations, educational organizations, and private sector stakeholders to establish supportive frameworks and mechanisms. Through tapping into the ability, specialization, and connections of the Indian diaspora in the UAE, the two countries have the potential to reap substantial benefits in terms of educational progress, skill enhancement, and economic growth.

Крымская тема в русской пейзажной живописи: этапы и особенности творческого освоения (конец XVIII – начало XX веков)

Цель исследования состоит в выявлении особенностей развития российской пейзажной живописи, тематически связанной с Крымом и рассматриваемой как неотъемлемая часть национального культурного наследия. В качестве материалов использованы искусствоведческие исследования и репродукции живописных произведений. Исследованы складывавшиеся на протяжении всего XVIII в. важнейшие факторы, определившие развитие российской пейзажной живописи. Определено, что в русском изобразительном искусстве крымские сюжеты появляются после вхождения полуострова в состав Российской империи. Выявлены и последовательно проанализированы три этапа формирования образа Крыма в русской живописной традиции. Обоснована преемственность в развитии связанной с Крымом пейзажной живописи, состоящая в передаче знаний и навыков от художников-«первопроходцев» к ученикам. Установлены особенности, определяющие специфику крымской пейзажистики в рассматриваемый период. The aim of the study is to identify the features of the development of Russian landscape painting, thematically related to Crimea as an integral part of the cultural heritage of Russia. The complex of materials used included works of art history and collections of reproductions of paintings. The methodological tools involve a combination of systemic, historical-genetic and comparative-historical approaches, with the modern idea of cultural heritage, which represents an unconditional value for any people that must be preserved and passed on from generation to generation, being at the forefront. The most important factors that determined the development of Russian landscape painting and took shape throughout the 18th century have been identified (reforms of Peter the Great accompanied with the secularization of art, the establishment of the Academy of Arts and the presence in Russia of professional visual artists). It has been determined that Crimean subjects appear in Russian fine art after the peninsula became part of the Russian Empire. Three stages in the formation of the image of Crimea in the Russian pictorial tradition have been identified and analyzed: (1) the activities of landscape painters who depicted Crimean landscapes at the end of the 18th century (Mikhail Ivanov and Fyodor Alekseev), (2) the works of Ivan Aivazovsky, and (3) the legacy of representatives of the Cimmerian school of painting (Konstantin Bogaevsky, Maximilian Voloshin, and others). The continuity in the development of landscape painting associated with Crimea is substantiated, which consists in the transfer of knowledge and skills from “pioneer” artists to their students. It has been established that, at the first stage of its evolution, the art of landscape associated with Crimean subjects developed thanks to the desire of artists to demonstrate their own individuality, their skills in working in the natural landscape, a sense of civic responsibility, and the unique features characteristic of the Crimean nature. The features that define the specifics of Russian landscape painting thematically related to Crimea have been identified: (1) Crimean landscape painting was formed as a result of the activities of artists-“video-painters”, carried out on the initiative of the state; (2) the special place of the Crimean landscape in Russian fine art is due to the uniqueness of the landscapes and subjects depicted; (3) the evolution of landscape painting based on Crimean subjects, thanks to the practice of student succession, influenced the development of the entire national painting tradition.

Metacognitive Reading Strategies to Enhance Students' Reading Comprehension in The First Harry Potter Novel' Synopsis "Harry Potter and The Philosopher's Stone (2001)” In Tutoring of Official School at Master Plato College (MPC)

Reading comprehension means extracting necessary information from a written text as efficiently as possible, rejecting unnecessary information and quickly finding what one is looking for. The main purpose of the writer in this study is to improve the student’s reading skill of Students at the third grade in official school tutoring Master Plato College. This gist of activity in this study is to focuses on how to understand the text, get the essential and detail information from the synopsis of the first harry potter film “Harry Potter and The Sorcerer’s stone (2001)”, there 12 students in this class which consisting of 8 female students and 14 male students, so the total of the students is 22 students. There are some benefits and significances of using metacognitive reading strategies in fostering reading success such as 1) Enhanced Comprehension and Retention, 2) Improved Problem-Solving Skills, 3) Increased Reading Engagement and Motivation, 4) Transferability of Skills. Metacognitive reading strategies help the students learn independently and enhance students' ability to make sense of, monitor, and understand text and evaluate the text they read. Metacognitive Reading Strategy helps students control their thinking while reading. Metacognitive reading strategies play a vital role in fostering reading success by improving comprehension, retention, critical thinking skills, problem-solving abilities, and overall engagement with the text.

Systematic Literature Review Application of Transferable Skills As A Key Factor For Vocational School Graduates

The gap between the competence of vocational school graduates and employers' expectations results in high unemployment among vocational school graduates. Therefore, vocational education needs to develop transferable skills to create a workforce ready to face the demands of the modern job market. This systematic literature review explores the importance of transferable skills and their impact on vocational schools. This study focused on scientific articles published between 2014-2023 using the Scopus database. This review identifies a growing body of literature that emphasizes the importance of equipping students with competencies that are not only relevant to their specific tasks but also valuable across a range of Occupational contexts. The increase in publications in 2023 indicates an increased scientific interest. The focus of research that is widely studied is curriculum, practical learning, extracurricular, and lifelong learning. Collaboration strategies between educators, institutions, and industry partners in developing responsive and relevant curricula will support the development of transferable skills. Then, in the end, the study also proposes future research topics.

Социокультурная регуляция гражданской позиции молодежи в цифровой среде

The article is devoted to issues related to the problem of the formation and evolution of the civic position of youth in the digital environment. The authors consider traditional and digital mechanisms of sociocultural regulation of youth civic positioning. The article substantiates the need to search for methods of sociopsychological reinforcement in the process of forming a constructive civic position of young people. The authors point out that digital technologies create intermediary channels that, on the one hand, allow you to include in communication those participants who would not be able to interact without a digital environment, but on the other hand, reduce quality and weaken such effects as direct infection and copying. In this regard, an important issue for the modern digital society is the task of ensuring the transfer of knowledge and skills, the transfer of skills through the mediation of digital telecommunications technologies in remote work, study and online interaction.

Exploring Perceptions toward Emotional Intelligence in Chilean Construction Using a Qualitative Approach

This study aims to analyze the perceptions of construction experts in the Chilean construction industry regarding emotional intelligence. This exploratory and qualitative study is based on data collected through semi-structured interviews with construction professionals. The collected data were analyzed using a qualitative content analysis (QCA) technique to leverage how emotional intelligence (EI) is perceived by professionals in Chilean construction projects. A review, coding, and categorization were carried out within each transcribed interview, which allowed the elaboration of coding dictionaries and corresponding frequency tables to identify emerging topics. Our main results indicate that interviewees perceived EI as a tool to help them face the problems in Chilean construction projects. According to the interviewees, the benefits of implementing EI training are mainly the socio-emotional development and the transfer of critical skills to confront the challenges related to workers’ interactions. The main barriers are related to the work culture, lack of awareness of EI among construction workers, economic interests, and gender factors. The literature points to limited studies on understanding emotional intelligence in the construction sector, particularly in South America. This study contributes to responding to the need to explore and provide knowledge on emotional intelligence in the construction sector in the context of a South American country. This study contributes to exploring and understanding how EI is understood among workers in Chilean construction projects. In practicality, construction managers may use our findings to design training programs that leverage EI to improve the management of construction projects.

Predictors of dual-language literacy attainment in Irish-English bilinguals

ABSTRACT The aim of this study is to examine which predictor variables are related to literacy attainment in Irish (Gaelic)-English bilinguals. The participants were in their second (n = 115) and third (n = 125) year of schooling in Ireland and were drawn from both native speaker and new speaker backgrounds. The constructs of phonemic awareness, verbal fluency (RAN) and verbal short-term memory were investigated as predictors of Irish word reading accuracy and spelling. The results indicate that the predictors of Irish and English literacy attainment differ, though phonemic awareness is the most effective predictor of literacy attainment in each language. Notably, the Irish predictor tasks were significant predictors of English literacy attainment, while the English predictor tasks were not significant predictors of Irish literacy attainment, supporting the unidirectional transfer of skills from Irish to English in this cohort. The implications of this study highlight the importance of developing bilingual screening and diagnostic assessments for literacy in the Irish-English context, something which is currently lacking.

Peningkatan Substansi Penelitian Bahasa dan Sastra Bagi Dosen Bahasa Indonesia FKIP Jabal Ghafur

Community service aims to enhance the substance of research in the field of language and literature for Indonesian language lecturers at the Faculty of Teacher Training and Education (FKIP), Jabal Ghafur University. The project is implemented by involving lecturers as change agents leading community engagement activities and engaging the local community. Strategic steps include enhancing the research capacity of lecturers, providing training, and developing educational and literacy programs in the community. Through training sessions and workshops, Indonesian language lecturers are empowered to adopt innovative research methods relevant to the developments in language and literature. Additionally, they actively participate in initiating literacy and language programs that directly benefit the local community, such as writing workshops, language lectures, and creative literacy activities. The results of this community engagement show a significant improvement in the quality of research and literacy activities among Indonesian language lecturers. Lecturers are able to integrate their research findings into curriculum development and teaching materials, thereby positively impacting student learning. Furthermore, community literacy activities contribute significantly to enhancing understanding and appreciation of language and literature at the community level. This community service not only enhances the competence of lecturers but also encourages the transfer of knowledge and skills to the community. The project can serve as a model for the development of similar activities in various communities, providing sustainable benefits in enhancing the substance of language and literature research at the local level.

Text Mining technologies in sociological analysis (using the example of studying students`ideas about the mission of a modern university)

There are discussed in the article the possibilities of using Text Mining methods in the practice of analyzing the information received on the base of open questionnaire questions. The paper presents an example of unigrams and bigrams analysis, as well as the search for latent topic using thematic modeling. Empirical materials present the data of survey conducted in 2022, in which 929 students of one Moscow economics university took part. In the open question of the questionnaire, it was proposed to define the mission of the university. Information made it possible to get the subjective interpretation of the main significancy of higher education in modern conditions. The frequency analysis of unigrams, supplemented by a qualitative analysis of respondents’ statements, allowed reflecting the vocabulary of student discourse about the mission of the university. The articulation of bigrams was carried out on the basis of several statistical metrics, which made it possible to rank phrases and highlight a key set of concepts. The procedure revealed that in the perception of students, the priorities of the university are aimed at the transferring of professional knowledge and skills, in a broad sense – the training of qualified specialists. The social functions of the university, focused on meeting the needs of society and the state, are less pronounced in the conceptual interpretations of the interviewed students. At the next stage of the study the task of articulation and research of latent topics was put forward. The specific feature of thematic modeling is that the words combined into one topic reflect the distribution of words identified by the program, but not a topic that is literally understandable to a person. Taking into account the specifics of the method used, the authors demonstrated the results of search analysis in the practice of processing an open question. As it turned out, the keywords concentrated in the core of the main topics are mainly related to meeting the needs of the students themselves, leaving on the periphery of the verbalized definitions any understanding of the importance of the university as a platform for innovation, scientific research, entrepreneurial and other initiatives for the benefit of society and the country. The results of the presented research can be useful in rethinking the research tools of sociologists in the context of the active development of digital technologies, which requires testing new methods, understanding their real capabilities and limitations in solving the tasks of sociological research.

Long-term impacts of a cash plus program on marriage, fertility, and education after six years in pastoralist Kenya: A cluster randomized trial

BackgroundPreventing early marriage by increasing girls education has shown promise. We assessed the effects of a two-year cash plus program on marriage and fertility in a pastoralist setting in Northeastern Kenya, six years after it began. MethodsA prospective 80-cluster randomized trial followed 2,147 girls 11–14 years old starting in 2015, re-interviewing 94.2% in 2021. Interventions included community dialogues (violence prevention), a conditional cash transfer (education), health and life skills training (health), and financial literacy (wealth creation). Villages were randomized to one of four study arms: (1) violence prevention only (V-only); (2) + education (VE); (3) + health (VEH); or (4) + wealth creation (VEHW). We used analysis of covariance to estimate intent-to-treat impacts of each study arm with an education component, as well as a pooled (weighted average) study arm combining VE, VEH and VEHW, in reference to V-only, four years after the intervention ended when girls were 17–20 years old. FindingsBase specification estimates show reductions in the primary outcomes, though none statistically significant in the full sample. Estimates with extended controls are larger and the pooled study arm had significantly lower marriage and pregnancy. There are considerably larger statistically significant effects for the baseline out-ofschool subsample. Pooled estimates indicate 18.2 percentage point lower marriage compared to V-only and 15.1 percentage point lower pregnancy. For the same group pooled estimates indicate a 27.9 percentage point increase in current enrollment (compared to 7.1% in V-only) and a 1.8 grades increase (compared to 1.2 in V-only). ConclusionThis study shows the potential for interventions in early adolescence with an education component to delay marriage and fertility into late adolescence and early adulthood in a marginalized and socially conservative setting with low education and high rates of child marriage.

“Stepping-Stone” versus “Dead-End” Jobs: Occupational Structure, Work Experience, and Mobility Out of Low-Wage Jobs

Does working in a low-wage job lead to increased opportunities for upward mobility, or is it a dead-end that traps workers? In this article, we examine whether low-wage jobs are “stepping-stones” that enable workers to move to higher-paid jobs that are linked by institutional mobility ladders and skill transferability. To identify occupational linkages, we create two measures of occupational similarity using data on occupational mobility from matched samples of the Current Population Survey (CPS) and data on multiple dimensions of job skills from the O*NET. We test whether work experience in low-wage occupations increases mobility between linked occupations that results in upward wage mobility. Our analysis uses longitudinal data on low-wage workers from the 1979 National Longitudinal Study of Youth (NLSY) and the 1996 to 2008 panels of the Survey of Income and Program Participation (SIPP). We test the stepping-stone perspective using multinomial conditional logit (MCL) models, which allow us to analyze the joint effects of work experience and occupational linkages on achieving upward wage mobility. We find evidence for stepping-stone mobility in certain areas of the low-wage occupational structure. In these occupations, low-wage workers can acquire skills through work experience that facilitate upward mobility through occupational changes to skill and institutionally linked occupations.

The Importance of Transferable Skills in Recruiting Researchers

Transferable skills are a key element in job vacancies and play an important role in the selection of new employees. Today’s job ads no longer emphasise only education, experience, and specific expertise. Employers also consider skills that are not tied to a specific specialisation and can be ‘transferred’ between different employers and sectors to be important. This paper focusses on the identification of the transferable skills most frequently requested in vacancy advertisements for researchers in the Czech Republic, their classification, and a comparison of these data with the results of a large survey conducted across the EU. The basis was an analysis of advertisements published on the Euraxess website by Czech institutions during a specific period in 2023. The ten most frequent skills were included in the further analysis and their frequency and relative frequency were examined. The proportion of advertised positions that included any of the skills analysed was also examined.

Transferability of laparoscopic skills acquired from three-dimensional high-definition and ultra-high definition endovision system to two-dimensional high-definition endovision system: an ex-vivo randomized study.

Three-dimensional high-definition (3D HD) and ultra-high-definition (4K HD) endovision systems are rapidly adopted in academic setting. However, transferability of laparoscopic skills acquired from these systems to two-dimensional high-definition (2D HD) endovision system is not known. Forty stereo-enabled surgical residents were randomized into two groups. They performed three standardized surgical tasks, Task 1(Peg transfer), Task 2(Precision touch on uneven surface) and Task 3(Surgical knotting on rubber tube) for 15 repetitions using either 3D HD or 4K HD. Both groups then performed the same tasks using 2D HD for 5 repetitions. Their performances were evaluated for execution time (speed) and error scores (safety). The residents in 3D HD group performed all three tasks significantly faster than residents in 4K HD group with comparable error scores. The time taken to complete the tasks on 2D HD were comparable between residents trained in 3D HD and 4K HD in two out of three tasks (p = 0.027, P = 0.115, p = 0.368 in task 1, 2 and 3 respectively). However, in two out of three tasks, residents trained on 3D HD committed significantly more errors than residents trained on 4K HD (p < 0.0001, p < 0.001 in task 1 and task 2 respectively). Skill acquired on 4K HD seems transferable to 2D HD environment. Participants trained in 3D HD made more errors while performing the tasks in 2D HD. It may be prudent to offer additional training on 2D HD to residents trained on 3D HD for safer laparoscopic surgical practice.