Teachable Skills Research Articles

ENSURING INCLUSIVITY THROUGH CRITICAL THINKING IN EFL CONTEXTS

This paper examines the extent to which students in a supervised undergraduate research project course felt equipped to work independently using a range of critical thinking skills developed within the course. As critical thinking is an important but challenging component in EFL (English as a Foreign Language) context, empowering students to engage in process-driven reading and writing can be seen to be inclusive. In this sense, inclusivity embraces the quality of embracing diverse skills, interests, competency levels and corresponding outcomes. Based on a qualitative study of student questionnaires and focus group interviews, this study concludes that students are able to comprehend, analyze and apply ideas and theories when given training and practice in these areas. Findings from an extensive questionnaire and student interviews show that EFL learners in the Arab world are capable of thinking critically, particularly when they research areas of significance to themselves and their society. Critical thinking should thus be seen as a series of teachable skills which enable the EFL student to create an individual piece of work which successfully incorporates academic writing skills and enables them to find their own voice. Providing opportunities for independent learning thus ensures inclusivity, equipping students with required skills.

Teaching Medical Students to Communicate Risks Like Military Intelligence Analysts.

Communication about health often involves descriptions of risk: the probability or likelihood of an unfavorable outcome. Communicating risk helps individuals make choices about their own health by building understanding of potential outcomes and providing context for the importance of procedures, health interventions, and lifestyle choices. However, medical education in the United States does not provide future physicians with adequate statistical literacy to communicate risk effectively and rarely encourages them to practice communicating risk in pre-clinical years. Risk communication in military intelligence, a field with formalized risk language and training, offers a unique perspective into potential improvements for medical risk communication. With backgrounds in the military, public health, communication, surgery, and medical education, the authors offer the following recommendations to improve risk communication for medical students. (1) Encourage the use of numerical absolute risk when communicating among health practitioners to avoid varied interpretations of what different risk descriptors ("uncommon," "likely," or "low") might mean; (2) build efficient, teachable skills in use of patient-facing risk communication tools like comparative probabilities and visual aids; and (3) practice estimating risk through role-play of risk communication between medical students and standardized patients. By improving risk communication in medical education, future doctors will be better equipped to build trust through open communication and improve the health of the patients and the communities for whom they care.

Building a Self-Management Toolkit for Patients with Pediatric Inflammatory Bowel Disease: Introducing the resilience 5

Transition from pediatric to adult health care is a complex process that calls for complex interventions and collaboration between health care teams and families. However, many inflammatory bowel disease (IBD) clinical care teams do not have the resources to implement rigorous transition programs for youth. This review provides a description of the Resilience5: self-efficacy, disease acceptance, self-regulation, optimism, and social support. The Resilience5 represents teachable skills to support IBD self-management, offset disease interfering behaviors, and build resilience in adolescents and young adults transitioning to adult health care systems. These skills can also be encouraged and reinforced during routine IBD clinical care.

Item response theory analysis of self-reported social–emotional learning competencies in an Australian population cohort aged 11 years.

Childhood social and emotional competencies are recognized as teachable skills affecting well-being and developmental outcomes across the life span. This study sought to develop and validate a brief self-report measure of social-emotional competencies in middle childhood. The study used items from the 2015 Middle Childhood Survey, administered to a representative subsample of the New South Wales Child Development Study cohort, comprising sixth grade students (n = 26,837; aged 11-12 years) attending primary school in New South Wales, Australia. Exploratory and confirmatory factor analyses assessed the latent structure of social-emotional competencies, and item response theory and construct validity analyses evaluated the reliability, validity, and psychometric properties of the derived measure. A correlated five-factor model outperformed other latent structures (one-factor, higher order, and bifactor models) and was consistent with the framework developed by the Collaborative for Academic, Social, and Emotional Learning that informs the Australian school-based social-emotional learning curriculum, incorporating the following: Self-Awareness; Self-Management; Social Awareness; Relationship Skills; and Responsible Decision-Making. This brief (20-item), psychometrically sound, self-report measure of social-emotional competencies in middle childhood provides capacity for exploration of these skills as mediators and moderators of developmental outcomes across the life span. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

The influence of growth mindset, discipline, flow and creativity on innovation: Introducing the M.D.F.C. model of innovation

In times of change, such as during periods wrought by the COVID-19 pandemic, organisations must innovate, as otherwise, they will perish. The only acceptable way forward now is about exploring avenues for increasing innovation in order for businesses to survive. The purpose of our paper is to put forward a conceptual model of factors with the potential to positively influence innovations to assist aspiring leaders and managers in addressing challenges in the future when uncertainty may be the norm rather than the exception. The authors introduce a novel M.D.F.C. Innovation Model, comprising the concepts of a growth mindset (M) and flow (F) as well as the skills of discipline (D) and creativity (C). While the elements of the new M.D.F.C. conceptual model of innovation – as separate areas of study - have been extensively researched in past studies, the authors have combined them into one model for the first time. The opportunities stemming from the proposed new model are numerous, with the implications for educators, industry and theory discussed. Developing the teachable skills outlined in the model can bring benefits for both educational institutions and employers, as more employees could be equipped to look forward, be innovative and bring new, creative solutions to ill-defined problems. The model is equally suitable for individuals wishing to embrace thinking outside of the box to reap the benefits of enhancing their capacity for innovation in all aspects of their lives.

INTRAPRENEURIAL PERSONALITY AND INDIVIDUAL INNOVATION BEHAVIOUR IN SERVICE ORGANISATIONS: NETWORK BUILDING ABILITY AS A MEDIATOR

The research investigates network building ability as a mediating mechanism of influence in the relationship between intrapreneurial personality and three stages of employees’ innovative behaviours: idea generation, promotion, and realisation. A quantitative research methodology was adopted with 410 questionnaires collected from employees in the UAE service sector and subsequently analysed using structural equation modelling. The research found a significant direct relationship between intrapreneurial personality and the idea realisation stage and no direct relationship between idea generation and idea promotion. In addition, network building ability was found to mediate these relationships, underlining the importance of building networks for intrapreneurial employees to innovate. These results across the three main stages of individuals’ innovative behaviours may enrich our teachable skills to improve individuals’ innovative behaviour.

An Examination of Students’ Moral Character Experiences Using the Four Component Model and Self-Evolution Theory

In this article, we introduce the four component model (FCM), which describes both the internal processes that play distinct roles in the production of moral behavior and their associated sets of relevant, teachable skills. We use this model as an analytic framework to examine college students’ moral character experiences reported in the Wabash National Study. We also examine whether the skills they used were related to their progress toward self-authorship. We report which FCM skills were used most frequently and that participants who were more self-authored used different sets of skills than their counterparts who held less complex meaning-making assumptions. We conclude by discussing the complexity of moral character and the implications of using the FCM for practitioners and researchers working in this domain.

Critical and Creative Thinking and Photovoice: Strategies for Strengthening Participation and Inclusion.

Researchers, nonprofit organizations, and others have long used photovoice as a participatory action research method with vulnerable groups to depict, reflect on, and describe their realities, and advocate for change. Paulo Freire, whose scholarship is a foundation of photovoice, encouraged critical thinking in a popular education process to understand "the 'why' of things and facts." Creative thinking, a complementary concept that emerged in the field of education in the 1990s, involves, at its core, development, implementation, and communication of multiple original ideas. We provide a model of critical and creative thinking as an integrated process that generates knowledge as participants complete four key photovoice steps: (1) answer questions with a camera, (2) communicate in the group, (3) observe commonalities, and (4) communicate to power. We argue that each step involves teachable skills and provide practical, low-tech strategies that photovoice facilitators can use to enhance critical and creative thinking by any participant who finds it challenging to complete the four steps. Bringing a critical and creative thinking process to photovoice facilitation grounds the method in its education roots. It can enhance participation and inclusion of any vulnerable group, including people with cognitive and communication disorders due to acquired brain injury, mental illness, or substance use disorder for example. We suggest that use of the suggested strategies will result in an authentic, meaningful process that helps equalize power relationships, respects individuals as experts on their own lives, and increases the potential for data that prompt action.

Effective Senior Surgical Residents as Defined by Their Peers: A Qualitative Content Analysis of Nontechnical Skills Development.

This study aims to define an effective senior resident and understand the process of leadership and nontechnical skill development in the transition from junior to senior surgery resident. General surgery residents are responsible for patient care, technically demanding operations, and diverse care team management. However, leadership skill development for the transition from junior to senior resident roles is often overlooked. We conducted 15 semi-structured focus groups with surgery residents from an urban, academic institution. Focus group transcripts were inductively coded. Using content analysis and constant comparative methodology, primary codes were refined into categories and organized into higher-level themes. Thirty-three general surgery residents completed fifteen focus groups. Six themes were identified. Three themes describe the process of becoming an effective senior resident: how to define a senior resident's scope of practice, the transition process, and the importance of personal investment. Three themes were identified regarding effective seniors: ideal traits, teachable skills, and the team and patient impact. Surgery residents define an effective senior resident as the team member with the highest level of experience who manages the big picture of patient care. The transition is improved by personal engagement and acknowledgement of the transition. Ideal traits of effective seniors, including emotional intelligence and inherent personality traits, allow a resident to more naturally assume this role; however, teachable skills, such as communication, expectation setting and competence, can be taught to improve one's effectiveness. The actions of a senior resident impact the team and patient care, underscoring the importance of understanding this role.

Communication skills teaching and learning in Nepal; what are medical students\u2019 perceptions and experiences? A qualitative study

BackgroundCommunication skills (CS) are vital for doctors. Indeed, as the most important element of consultations, are highly valued by patients. CS are core, teachable skills, however, have not been widely taught in South Asian medical schools, unlike their western counterparts.Patan Academy of Health Sciences, is one of the first in Nepal to have CS central to its’ aims and curriculum. CS are taught from the first weeks of medical school and re-enforced during preclinical study (first 2 years). Our study seeks to explore students’ perceptions and experiences of CS teaching in this South Asian, Nepal context.MethodsThis study is a qualitative evaluation of a CS course in Nepal, exploring the experiences and perceptions of participants. The study aims to also identify aspects that were helpful or not for student learning and areas for potential development.A purposive sample of twenty: second, fourth and Intern year students was selected for interview. Data were collected through audio recorded semi-structured interviews following a piloted schedule. Interview transcripts were manually coded and thematically analysed. Codes were arranged into themes and subthemes.ResultsThe two main themes:PositivityExperiential learning.Results demonstrate participants’ positive perceptions of CS teaching: believing it is important, effective, relevant and valuable for personal development. Participants identified experiential learning features as valuable for CS acquisition. Intern students recognised CS relevance and requested expanding teaching to clinical years,incorporating challenging communication scenarios.DiscussionThis study shows that PAHS’ CS course is well perceived and valuable to learners. Experiential learning is powerful for CS development. Expansion of formal, structured CS teaching through all years in a spiral curriculum, should be considered. Violence towards doctors in South Asia is increasing. Students recognised CS teaching’s significance in addressing this.ConclusionCS teaching,still in its’ infancy in South Asia, is a pressing issue for medical educators here. Our study provides evidence it is well perceived with positive impacts in this context, particularly when employing experiential learning. Medical schools in south Asia should be encouraged to incorporate and strengthen their CS teaching curriculum. .

Making the Case for Teaching Social Emotional Learning through Children’s Literature

In this presentation I propose children’s literature as an effective tool to teach social emotional learning in the classroom. Social emotional learning has increasingly become a focus in many Canadian schools. Social emotional learning has been defined in many ways but is usually accepted to be a combination of developing children’s abilities to self-regulate their feelings, understand and display empathy and make responsible choices. These are skills that can benefit children in a variety of ways that includes increasing self-esteem, reducing conflicts with peers or family members and developing resiliency. Although social emotional skills like empathy are essential for the adequate moral development of children, there is little communication as to the ways qualities like empathy can become teachable skills. This poses a challenge to classroom teachers who are not receiving training or professional development from Social Emotional Learning organizations or research bodies but wish to incorporate elements of the theory into their existing practice and routines. Although some organizations offer scripted lessons and programming to be used in the classroom, programs alone may not be enough. Locally developed resources created for peer-to-peer sharing amongst teachers allow for greater integration and have the added benefit of being customized for each teacher’s unique learning community. This presentation will focus on the integration of social emotional learning at the classroom level using a children’s literature approach. I share some of the resources I have created for this purpose.

Embedding employability behaviours

Purpose The purpose of this paper is to look at how employability is currently embedded within courses to prepare students for their transition into the world of work, identifying the teaching and learning strategies employed. Design/methodology/approach A review of the relevant literature was conducted. The study analysed experiential data and the logged reports of student work placements over a period of five years, to determine the relationship of such placements to both academic results and long term employability. The study considered placements from the viewpoints of the university, students and employers. It proceeded to look at the current embedding of employability within the teaching curriculum, specifically teaching and learning strategies for personal professional development courses and the employability passport. It also looked at the role of the work placement tutor. Findings The main revelation was that the employability skills sought by employers were mostly “soft” and therefore behaviours, rather than “hard” teachable skills, which has significant implications for the introduction of the teaching excellence framework (TEF) and the provision of suitable metrics. Research limitations/implications The study and findings are limited to a single university in the UK. Originality/value The results of the study and conclusions drawn from the analysis of findings, led to the identification of the student, institution, tutor, employer) quartet of actors for employability. The paper also postulates the ramifications of the introduction of the TEF on employability.

A Study of Teaching Methods in Entrepreneurship Education for Graduate Students

AbstractAs stated in numerous studies, education is becoming more and more important everywhere in the world and research in are growing and getting legitimacy in the scientific communities, however a few scholars have focused on the subfield of education. Although the key to a successful education is to find the most effective way to manage the teachable skills and identify the best match between student needs and teaching techniques, there is no universal pedagogical recipe to teach and the choice of techniques and modalities depends mainly on the objectives, contents and constraints imposed by the institutional context.Education programs in are a new phenomenon in Iran. These programs vary widely in terms of short term objectives, target audiences, format and pedagogical approach. The first M.Sc. management program has been initiated in the University of Tehran in 2005. One of the basic courses in this curriculum is business planning. This paper attempts to identify the appropriate teaching methods in this course conducting two qualitative studies by semi-structured interviews. Results of the first study on a sample of experts in teaching methods complete the list of teaching methods that could be used in education. The results of second study on a sample of lecturers of business planning course show that appropriate teaching methods of this course are respectively group project, case study, individual project, development of a new venture creation project, and problem-solving. Furthermore, in this study, the appropriate teaching methods in each component of this course have been presented.Keywords: Entrepreneurship education, Teaching methods, M.Sc. students, planning1. IntroductionThe last decade has witnessed the powerful emergence of research worldwide. There seems to be widespread recognition that is the engine driving the economy and society of most nations (Alberti et al, 2004). Nowadays both scholars and policy makers are becoming aware of the importance of the educational system for entrepreneurship. Entrepreneurship education has different short term and long term results in the society (Hannon et al. 2006).Most education programs present different objectives. These may be specific and immediately measurable objectives as well as more general and complex ones. Through the identification of various objectives of education, we might have a deeper understanding of educational needs as well as a more weighted choice of evaluative criteria and pedagogical techniques (Alberti et al, 2004).Rae and Carswell (2001) and Shepherd and Douglas (1997) have discussed that there is a distinction between the teachable and the non-teachable elements of entrepreneurship. The key to a successful education is to find the most effective way to manage the teachable skills and identify the best match between student needs and teaching techniques (Lee et al, 2007).In Iran, the master program initiated in university of Tehran in 2005 and the first faculty of was founded in 2007. On the other hand, an optional course of fundamental of entrepreneurship was included in the curriculum for non-business students in university of Tehran and many other universities in Iran. Business plan is one of the key courses in the education program in the faculty of in University of Tehran. This is one of the rare studies in the subfield of education and focuses on the analysis of teaching methods of business plan course. This paper has been structured in five parts. A review of the literature on education and specifically on teaching methods in education as well as teaching methods in business plan course has been presented in the second section. …

International Emergency Medicine

International Emergency Medicine

Technical Negotiation

This paper discusses that today product development is about teamwork and there are teachable skills to provide more influence to engineers in group decisions. Though engineers may prefer working alone, a significant quantity of a team’s work takes place in a group. The impact that each team member has in these group settings, and therefore on the member’s own career, has as much to do with how one interacts within the team as it does with one’s technical skills. The development of negotiation training courses for professionals working with technology began before the authors developed their course. Both advocacy and inquiry, when well-practiced, are powerful negotiation skills. When properly used, they foster an inclusive environment, illuminate choices, and steer the conversation toward valuable options. A successful negotiation maintains relationships by ensuring that all parties to the negotiation feel included in the process. As a result, the team is more invested in the result as well. This helps team morale, which in turn, helps the employer.

Creative dance: Singapore children's creative thinking and problem‐solving responses

An important outcome of Singapore's education system is the development of creative thinking skills. This project investigates the impact of a creative dance unit on a class of Primary One (seven‐year‐old) children's usage of bodily kinaesthetic intelligence to solve problems. One key objective was for the researchers to observe something new, something that stimulated the children to deviate from their normal range of motion. Students were observed across five sessions in order to document any progressive learning, particularly in their kinaesthetic responses to the problem‐solving tasks. These kinaesthetic responses serve as the primary data source for this paper. Our belief was that creative thinking and problem solving are learnable and teachable skills. We hypothesized that in spite of children's lack of dance education, there would be an observable increase in creative thinking as expressed in varied solutions to movement problems over the course of five sessions. A programme of instruction and curricular materials has been designed to support the acquisition of cognitive skills and subject‐matter knowledge and increase students' proficiency in problem solving and experimentation using the tools of dance.

Book Review: Life Skills & Assets

Extracted from text ... South African Journal of Psychology ? 2003, 33(3) Title: Life Skills & Assets Authors: L. Ebers?hn and I. Eloff Date: 2003 Publisher: Van Schaik ISBN: 0 627 02532 3 With the current South African focus on the development of key life skills in all areas of life (for example, at school, as part of outcomes-based education, within all learning programmes, as specified by the South African Qualifications Authority, and as demanded by the world of work), this text offers a fresh new approach to life-skills enhancement. In contrast to those publications in which psychological principles and knowledge are merely translated and presented as teachable skills that can equip people to cope effectively with the ..

Rationality as a goal of education

Those who believe education should involve more than learning facts often stress either (a) development or (b) thinking skills. A focus on development as a goal of education typically entails a conception of knowledge as organismic, holistic, and internally generated. In contrast, thinking skills programs commonly assume a mechanistic, reductionist perspective in which good thinking consists of some finite number of directly teachable skills. A conception of rationality as a goal of eduction is proposed that incorporates the complementary strengths and avoids the limitations of the developmental and thinking skills approaches. Rationality is defined as the self-reflective, intentional, and appropriate coordination and use of genuine reasons in generating and justifying beliefs and behavior. Philosophically, rationality is a justifiable goal of education, not only because it is a means to worthwhile ends but because it is an important end in itself and because it can be promoted via nonindoctrinative means. A psychological account of progressive rationality is provided that postulates continuing multiple interactions of (a) domain-specific developmental stages, (b) the learning of specific thinking skills, and (c) content-specific knowledge. Suggestions are made for fostering rationality at various educational levels. Finally, it is argued that the proposed conception of rationality as a goal of education complements and clarifies a variety of other educational goals.

Longman Preparation Course for the TOEFL

This contains the tapescript and answer key for the Longman TOEFL preparation course for which a course book and cassette are also available. The course aims to break down each section of the Test of English as a Foreign Language into teachable skills for students to master. It is designed for universities and private schools, particularly in the USA and Canada.

Supervising Effective Teaching: Conceptual Tools for Getting Started

he school principal is expected to be a near miracle worker on many fronts at the same time: school-community relations, finance and budgeting, organizational management, staff development, and student discipline. Areas that are almost always included are supervision of instruction and teacher evaluation. The ordinary principal-working long hours and often on weekends-moves from one problem area to another, sometimes without a sense of priorities. While such onthe-spot decision making is exciting and perhaps at times exhilarating, the astute administrator knows that somehow instructional leadership must be given top priority: the principal should get into classrooms, know what is going on in them, and help teachers improve learning opportunities for their students. Katz (1974) provides a framework for the tools that building principals can use when he points out that administrators employ, in varying combinations, three sets of teachable skills: technical, human, and conceptual. Technical skills consist of those normally emphasized in the job description: scheduling, staff selection and assignments, and day-to-day operations. Human skills consist of the principal's attitudes toward and relationships with co-workers: the widely varied behaviors through which the principal secures and maintains the cooperation of other persons engaged in the school enterprise. Conceptual skills are the most abstract of the three. Essentially, they are thinking skills-how the administrator views the world, the organization, and its mission; and how different aspects of the situation might best be han-