Development Of Technical Skills Research Articles

A National Survey of Interventional Radiology Trainees on Peripheral and Aortic Endovascular Training.

The development of technical skills in peripheral and aortic endovascular intervention is an essential part of interventional radiology (IR) training. Access to endovascular training remains contentious, with IR and vascular surgery (VS) trainees competing for opportunities. The Collaborative Peripheral and Aortic Endovascular Training Survey (CPAETS) aimed to evaluate IR trainees' experiences, expectations, and barriers to endovascular training. CPAETS was a joint survey between the British Society of Interventional Radiology and the Rouleaux Club (UK Vascular Trainees' Association), open for 12 weeks and distributed to UK-based IR and VS trainees. This article focuses on IR trainee responses. Thirty-two responses were received from IR trainees across England, Scotland and Wales. Overall, 59% of respondents were satisfied with their endovascular training. IR trainees reported less regular hands-on experience of aortic endovascular procedures (50%) compared to peripheral endovascular procedures (93%). Consequently fewer trainees (65%) felt confident in achieving the necessary aortic endovascular competencies by the end of their training, compared to peripheral procedures (89%). Limited exposure to aortic endovascular procedures resulted in reduced confidence levels in performing aortic intervention as compared to peripheral procedures. Potential solutions to bridge some of these IR training gaps include greater pre-operative and post-operative presence, the use of simulators and IR fellowships to ensure adequate training opportunities. This article provides a snapshot of the current gaps in IR endovascular training in the UK, with insight into solutions that can enable trainees to develop clinical and technical competencies required for IR consultant practice.

WP6.5 - Setting Up For Success: Supporting New General Surgical Registrars' Non-Operative Technical Skills Development

Abstract Aim Entry into Higher Surgical Training is associated with new challenges to trainees’ clinical, technical, professional and inter-personal skills. A three-day modular “bootcamp” course was designed for new General Surgery ST3s transitioning from Core Surgical Training to bridge the gap and support areas of developmental need. Methods Four varied modules were undertaken by candidates; one focussed on non-operative technical skills in surgery (NOTSS). Following pre-interviews with all stakeholders, immersive scenarios were developed. The programme encompassed operating in a stressful environment with a focus on crisis resource management principles, ward round leadership, theatre prioritisation, difficult communication, and a further workshop on managing bullying and sexual harassment. A multi-professional faculty included anaesthetists, theatre staff, psychiatrists and geriatricians alongside surgeons. Results All 26 trainees were invited to self-rate confidence using a 5-point Likert scale, as well as free text annotation. 13 (50%) completed both pre- and post-course confidence questionnaires. Data showed significant improvement in self-rated confidence across all NOTSS domains, particularly for operating in a stressful environment ("Confident"/ "Strongly Confident" = 69% pre-course to 100% post-course). Free text responses included highly positive feedback for high faculty to trainee ratio allowing detailed personalised feedback, exposure to multi-professional perspectives and opportunities to reflect on difficult professional scenarios. Conclusion Following the success of this course, it has now become part of ST3 Induction in Yorkshire - an opportunity to promote a positive working culture and strengthen professional relationships. A multi-specialty faculty allows for sharing of transferable inter-specialty skills. We recommend all transitional training stages would benefit from embedded induction courses.

MARVEL-minimising the emergence and dissemination of HIV-1 drug resistance in Portuguese-speaking African Countries (PALOP): low-cost portable NGS platform for HIV-1 surveillance in Africa

BackgroundHIV-1 infections remain a global public health concern. Scaled-up antiretroviral treatment (ART) is crucial for reducing morbidity and mortality related to HIV/AIDS. The emergence of drug-resistance mutations (DRMs) compromises viral suppression and contributes to the continued HIV-1 transmission. Several reports indicate a recent increase in acquired (ADR) and transmitted (TDR) drug resistance in Africa, probably linked to the lack of implementation of HIV drug resistance (HIVDR) testing and suboptimal treatment adherence. Herein, we will develop a low-cost protocol using third-generation sequencing (Oxford Nanopore Technology) for HIV-1 surveillance in Portuguese-speaking African Countries - PALOP [Angola (AO), Cape Verde (CV), Mozambique (MZ), and Sao Tome & Principe (STP)].MethodsThis is a multicentric cross-sectional study that includes around 600 adult patients newly diagnosed with HIV-1 in the PALOP. An epidemiological questionnaire previously validated by our research team will be used to collect sociodemographic and clinical data. Also, whole blood samples will be collected and the plasma samples will be subjected to drug resistance testing using an in-house low-cost NGS protocol. Data analysis will involve bioinformatics, biostatistics and machine learning techniques to generate accurate and up-to-date information about HIV-1 genetic diversity, ADR and TDR.DiscussionThe implementation of this low-cost NGS platform for HIV-1 surveillance in the PALOP will allow: (i) to increase DRM surveillance capacity in resource-limited settings; (ii) to understand the pattern and determinants of dissemination of resistant HIV-1 strains; and (iii) to promote the development of technical and scientific skills of African researchers for genomic surveillance of viral pathogens and bioinformatics analysis. These objectives will contribute to reinforcing the capacity to combat HIV infection in Africa by optimizing the selection of ART regimens, improving viral suppression, and reducing ADR or TDR prevalence in PALOPs, with relevant implications for public health.

The objectively structured clinical examination for safe nursing care: a scoping review

Introduction: The Objective Structured Clinical Examination (OSCE) has been utilized as an educational strategy in the training of health professionals. Its application in this context can enhance the development of both technical and non-technical skills, as well as safety in care.Objective: To map the patient safety skills developed by nursing professionals through the Objective Structured Clinical Examination as found in the literature.Method: This is a scoping review structured according to the JBI framework and guided by the Systematic Reviews and Meta-Analyses Extension for Scoping Reviews. The review is registered in the Open Science Framework with the DOI number 10.17605/OSF.IO/MESC3. A search was conducted in the following databases: PubMed, Scopus, Web of Science, Cumulative Index of Nursing and Allied Health Literature (CINAHL), the CAPES Catalog of Theses and Dissertations, and Google Scholar, between February and April 2023.Results: Twenty-five studies were selected, demonstrating that the OSCE is used to train nursing teams with a focus on safety skills such as communication, teamwork, decision-making, clinical care, and situational safety awareness.Conclusion: The OSCE has been used as an educational strategy to improve the quality and safety of care. It is applied from primary care to high-complexity settings to evaluate professional skills that are technical, attitudinal, or behavioral in nature. The use of OSCE aids in the development of professional skills related to patient safety.

Navigating Diverse Career Paths: Students’ Perception on Career Counseling Need in Islamic Universities

This research aims to explore the needs of career counseling services for students in different majors in Islamic universities, and identify how these services can be tailored to meet their unique needs. A mixed-methods approach was used to collect and analyze data from undergraduate students in diverse majors at an Islamic university in Kendari. The study found that students in certain majors require more specific counseling, such as information on job market trends and technical skills development. Additionally, the study suggests that career counseling services can be tailored to meet the specific needs of students in diverse majors by providing specialized workshops and networking events, as well as spiritual counseling and guidance. Providing a combination of in-person and online resources can also be highly beneficial for students' career development. The findings of this study can inform the development of more effective and tailored career counseling services for students in Islamic universities, and help ensure that graduates are well-prepared for the job market and can make meaningful contributions to society.

Social networks as a lever for active learning and development of cognitive and technical skills in long jump: a study among Tunisian middle school students

The study was conducted on a sample of 112 students divided into two groups; the experimental group (n = 56; age = 15.46 ± 0.50; body mass = 63.03 ± 3.93; height = 166.09 ± 4.79) and the control group (n = 56, age = 15.55 ± 0.56; body mass = 63.87 ± 4.40; height = 165.8 ± 4.92). The experiment examined the integration of ICT in physical education during a cycle of eight sessions of long jump. The objective of the study was to measure the cognitive and motor variables of each group to test the effect of this integration on the students' skills.

ТЕХНИКО-ТАКТИЧЕСКАЯ ПОДГОТОВКА КЕРЛИНГИСТОВ В СОРЕВНОВАТЕЛЬНОМ ПЕРИОДЕ ГОДИЧНОГО МАКРОЦИКЛА

This paper deals with the conditions and methods of technical and tactical training of curling players in the competitive period of the annual macrocycle. The purpose of the research was to study the means and conditions for improving the effectiveness of technical and tactical training of curling players in the competitive period of the annual macrocycle. The following scientific methods were used in the research process: analysis and synthesis of literature sources, pedagogical testing, pedagogical observation, pedagogical experiment, as well as methods of mathematical statistics. The study was conducted in three stages: from October 2022 to September 2023. At the initial stage, two groups were formed: control and experimental. The control group trained according to the traditional methodology, the experimental group - according to the set of exercises developed by us, after which a cut-off of pedagogical testing was conducted. In the training process of curling players of the experimental group we introduced a method of specialised training, including a set of exercises that contribute to improving the level of technical and tactical fitness of athletes. At the second stage of the experiment the effectiveness of the developed set of exercises was tested, the main pedagogical experiment was conducted and conclusions were formulated. At the third stage the obtained research results were processed by means of mathematical statistics. Comparative analysis of the results of testing of technical and tactical preparedness in the control and experimental groups showed a significant improvement of all the studied indicators in the experimental group compared to the control group (P<0.05), the results were summarised in the table. The work contains a detailed description of the set of exercises, analysis of the obtained data and justification of their practical significance for the development of technical and tactical skills of athletes specialising in curling.

APPLICATION OF PRACTICE-ORIENTED EDUCATION TECHNOLOGIES IN TRAINING STUDENTS IN ENGINEERING AND SCIENCE SPECIALTIES

Modern social, economic, technical transformations make adjustments in the organization and training of personnel in engineering and natural science specialties, in the basic elements of the structure and content of educational programs. Adjustment of educational programs taking into account modern trends allows providing graduates with competitive advantages in the labor market. At the same time, the problems related to the imbalance of theoretical and practical training, the gap between the skills and competencies formed in students and the needs of the industrial sector, non-adaptation of technologies and teaching methods to the specifics of academic disciplines and expected learning outcomes are still relevant in engineering and science education. Accordingly, the aim of the work was to analyze the peculiarities of application of practice-oriented learning technologies in engineering and science training. In this work the most important learning outcomes for students and employers were determined, the main deficiencies in the skills and competencies of graduates were identified, students' satisfaction with the quality of organization and conduct of practical classes and professional practices was assessed, practice-oriented educational technologies used in teaching professional disciplines were ranked by the degree of importance. Based on the obtained results, a significant correlation between the responses of students and employees of companies/enterprises has been established, the effectiveness of the application of practice-oriented educational technologies to increase students' motivation for learning and responsibility for learning outcomes has been shown, it has been established that employees of companies/enterprises attach greater importance to learning outcomes related to the development of students' personal, social and technical skills and competencies.

The growth of e-learning in the technology industry in Middle Tennessee

Purpose This paper intends to explore the significant growth and multifaceted benefits of e-learning within the technology sector in Middle Tennessee, particularly in the transformative context of the COVID-19 pandemic. It seeks to highlight the fundamental shift from traditional training methods to e-learning modalities and emphasize the potential of e-learning to revolutionize technical skill development and expand learning opportunities in the post-pandemic era. Design/methodology/approach The study employs a comprehensive review of existing literature to glean insights into the use and effectiveness of e-learning in the technology industry, particularly within Middle Tennessee. It synthesizes research findings to understand the growing preference for e-learning and online self-directed training as primary methods for technical skill development in the technology sector. Findings The literature review reveals a growing trend toward e-learning in the technology industry, driven by its flexibility, accessibility, and ability to rapidly update training materials. E-learning is increasingly integrated into academic programs related to technology, preparing students for the evolving job market. The COVID-19 pandemic has further highlighted the necessity for adaptable and resilient training methods, reinforcing the pivotal role of e-learning in the industry. Originality/value This paper contributes to the understanding of the expansion and impact of e-learning in the technology industry in Middle Tennessee, especially in light of the COVID-19 pandemic. It provides valuable insights for organizations and educators on the significance of e-learning in addressing the training needs of the technology workforce and its potential to shape the future of education and skill development in the region.

Методика навчання інформатики у профільній школі: аналіз посібників з вебтехнологій

The paper discusses the peculiarities of the content, structure and methods of teaching the elective module ‘Web Technologies’ for pupils of a specialised school. Studying web technologies at school not only provides pupils with basic knowledge about creating websites and web applications, but also contributes to the development of critical thinking, creativity and technical skills that are essential in the modern digital world. The article analyses the main teaching materials of textbooks for teaching high school pupils web technologies, reveals the main concepts of the elective module and highlights the main problems that should be addressed in the learning process. The web technologies textbooks considered in the article contain practical material, and the authors also tried to present a short and meaningful theoretical educational material sufficient for independent study of the elective module ‘Web Technologies’ by pupils of a specialised school of general secondary education institutions in the modern conditions.

TESDA Rice Extension Services Program and Agricultural Competence among Farm Field Student Farmers

This study evaluated the Technical Education and Skills Development Authority Rice Extension Service Program (TESDA RESP) training program's effectiveness in enhancing agricultural competence among farm field student farmers. It examines the level of support provided by the program in terms of resources and training, explores its relationship with agricultural competence, and analyzes differences in program support and rice farmers’ competence across demographic profiles. Data was gathered via quantitative correlational research, assessing student farmers' demographic profile in terms of age, educational background years of farming experience, participation in other TESDA training programs; perception of training delivery support; and level of agricultural competence in rice farming. The study was focused on the province of Misamis Oriental and conducted among farm field schools and training institutions that are recipients of the scholarship program under RESP. Statistical analysis indicates that Resource and Training Support significantly influences the agricultural competence of the student farmer respondents. Demographic profiles, however, show that it does not statistically affect student farmer's level of competence upon having completed the training program in the Production of High-Quality Inbred Rice, Seed Certification, and Farm Mechanization. The findings suggest that the TESDA RESP program effectively enhances agricultural skills, hence advocating for its sustainability to foster skilled rice farmers and agricultural workforce in Misamis Oriental.

Online learning to play the piano: perspectives and achievements / Aprender a tocar el piano en línea: perspectivas y logros

High-quality training of future musicians requires systematic improvement of teaching approaches. Hence, the primary goal of this research was to determine the effectiveness of a piano training programme introducing new features and possibilities in the framework of distance learning. With this aim in view, the learning process presupposed the use of the Xiaoyezi AI Piano Tutor online platform for information and knowledge sharing, engagement in daily practice sessions under the Leimer-Gieseking method and development of technical skills through application technique. The findings suggested that strong knowledge is observed among 56% of students after the first semester and among 82% of students upon completion of the second semester. Student’s t-test showed that sufficient (1.03) and poor (1.08) knowledge indicators in the two semesters have almost the same values, because the tabulated number of degrees of freedom (2.571) is higher than the calculated value. The survey revealed that 35% of students improved their cognitive skills; the programme helped 11% of students learn to play other musical instruments. The SWOT analysis determined that the strengths of the online learning process within the developed programme outweigh its weaknesses.

Cybersecurity Risk Management Scenarios for Teaching Information Security Management

Amidst security concerns, there has become an increased focus on ensuring cybersecurity becomes a mainstream part of higher education. Cybersecurity requires the development of technical and non-technical skills, with the latter often referred to as “soft skills.” With calls for evidence of initiatives used within higher education to develop these skills, this paper presents an instructional design of how a scenario-based learning activity was utilized for a group of postgraduate students studying “information security management.” This article presents the scenario, observations of teaching practice, and student feedback and provides recommendations for embedding scenario-based learning activities into the curriculum.

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

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

Transformative Landscape of Anesthesia Education: Simulation, AI Integration, and Learner-Centric Reforms: A Narrative Review

This article examines the intersection of simulation-based education and the AI revolution in anesthesia medicine. With AI technologies reshaping perioperative management, simulation education faces both challenges and opportunities. The integration of AI into anesthesia practice offers personalized management possibilities, particularly in preoperative assessment and monitoring. However, the ethical, legal, and social implications necessitate careful navigation, emphasizing patient data privacy and accountability. Anesthesiologists must develop non-technical skills, including ethical decision-making and effective AI management, to adapt to the AI era. The experience-based medical education (EXPBME) framework underscores reflective learning and AI literacy acquisition, fostering lifelong learning and adaptation. Learner-centered approaches are pivotal in anesthesia education, promoting active engagement and self-regulated learning. Simulation-based learning, augmented by AI technologies, provides a dynamic platform for technical and non-technical skills development. Ultimately, by prioritizing non-technical skills, embracing learner-centered education, and responsibly leveraging AI technologies, anesthesiologists can contribute to enhanced patient care and safety in the evolving perioperative landscape.

Utilizing the Driver-Pressure-State-Impact-Response Framework in Environmental Management Education

Contrary to expectations, a global survey of recent graduates found no direct link between participation in Continuing Professional Development (CPD) and their self-determination or motivation. Despite diverse backgrounds and consistent high intrinsic motivation, the study challenges traditional assumptions about motivation being solely driven by CPD. This highlights the inherent value individuals place on professional development, potentially driven by personal growth aspirations or intellectual curiosity. The lack of a direct CPD motivation link suggests a crucial shift towards more holistic development strategies. Beyond just technical skills, incorporating soft skills training, leadership development, and emotional intelligence workshops could create wellrounded professionals equipped for the modern workplace. The consistent self-determination levels across diverse groups imply receptiveness to guidance and support. Exploring the potential of mentorship programs could be highly beneficial, offering personalized advice, career guidance, and role models, potentially boosting intrinsic motivation and career satisfaction. This study paves the way for a more effective professional development framework that prioritizes intrinsic motivation, fosters a love for learning, and offers flexible learning avenues catering to individual preferences and styles. Incorporating technical skill development, soft skills training, mentorship opportunities, and tracking progress holistically, organizations and individuals can move beyond a transactional view of CPD and unlock its true potential: fostering not just technically skilled professionals, but also self-determined, intrinsically motivated individuals ready to thrive in the ever-evolving workplace.

Innovating medical education: Development of an affordable, 3-D printed knot-tying simulator.

Three-dimensional (3-D) printing offers an innovative option to produce clinical simulators because of its low production costs and widespread availability. We aimed to develop a low-cost, 3-D printed knot-tying simulator that overcomes the barriers students face in self-directed skills development. Medical students completing a procedural residency preparation course (PRPC) completed a pre-survey with Likert scales and multiple choice questions to assess their perceptions of and barriers to self-directed knot-tying practice. Subsequently, a 3-D printed knot-tying simulator, which contains a progression of knot-tying challenges and a designated video curriculum, was designed. After utilising the simulator in a 1-hour, faculty-guided knot-tying session, PRPC students assessed the educational utility and usability of the simulator via a post-survey. The primary barriers students faced in engaging in self-directed knot-tying practice included limited accessibility to simulators and insufficient knowledge of knot-tying techniques. Many students (91.3%, n = 21) agreed that practicing with the simulator improved their knot-tying motor skills and was easy to use (100%, n = 23). Twenty-two (95.7%) students agreed that they would continue to use the simulator beyond the knot-tying session and PRPC. We demonstrate the educational utility and usability of a novel 3-D printed knot-tying simulator for medical education. Enabling students to engage in self-directed technical skills development is critical in developing surgical skills that can translate to clinical environments. Our simulator highlights the benefits of 3-D printers as an innovative, inexpensive option to improve the availability and accessibility to medical education tools.

Fostering the development of computer science graduate employability through agile projects

ABSTRACT This article presents the usage of Integrated Course Design (ICD) in the design and evaluation of applying agile methodologies within an undergraduate module of study to foster the development of computer science students employability skills. Undergraduate programs of computer science typically follow traditional educational methods which can lead to students unable to connect knowledge learned in class to actual situations and students are often assessed individually, whereas collaborative group projects are more akin to industry practice. The teaching experience reported gives students the opportunity to relate concepts learnt in class to a practical group-based project. Students must meet the requirements of a ‘client’ who will provide feedback and additional challenges for students while following the Agile framework SCRUM. Positive student feedback and module grades 7.70% higher than the department average over a four year period indicates the teaching structure and assessment presented is an effective method to foster the development of technical and soft skills of undergraduate computer science students.

Implications of clinical simulation in motivation for learning: scoping review.

To identify, synthesize, and analyze the scientific knowledge produced regarding the implications of using clinical simulation for undergraduate nursing or medical students' motivation for learning. The search for articles was conducted between July 28 and August 3, 2022, on the PubMed/MEDLINE, Scopus, Web of Science, and SciELO databases. The following was used for the search: P - undergraduate students attending Nursing or Medicine courses; C - motivation for learning, and C - skills and clinical simulation laboratory. The following research question guided the study: "What are the implications of clinical simulation on the motivation for learning of undergraduate students of nursing and medicine?" Of the 1,783 articles found, 13 were included in the sample for analysis. All stages of the selection process were carried out by two independent evaluators. The results were presented as charts and a discursive report. The studies analyzed indicated the beneficial effects of clinical simulation on students' motivation, in addition to other gains such as competencies, technical and non-technical skills, knowledge, belonging, autonomy, clinical judgment, critical and reflective thinking, self-efficacy and decreased anxiety, self-management, and improvements in learning and learning climate. Clinical simulation provides a positive learning environment favorable to the development of technical and interpersonal skills and competencies, and raising the level of motivational qualities.

REVIEW OF WORKFORCE UPSKILLING INITIATIVES FOR EMERGING TECHNOLOGIES IN IT

This study provides a comprehensive analysis of workforce upskilling initiatives for emerging technologies in the Information Technology (IT) sector, with the primary objective of identifying effective strategies to prepare professionals for the rapidly evolving digital landscape. Employing a systematic literature review and content analysis, the research scrutinizes various upskilling programs, focusing on their design, implementation, and outcomes. Data sources include peer-reviewed journals and conference proceedings, selected based on criteria that ensure relevance and timeliness to the current IT context. Key findings reveal the critical need for anticipating technological trends to align workforce capabilities with future demands, highlighting the significance of personalized and experiential learning pathways. The study emphasizes the strategic role of upskilling in bridging the digital divide, advocating for inclusive and accessible learning opportunities to cultivate a diverse and globally competitive workforce. Recommendations for stakeholders center around adopting flexible learning models, fostering industry-academia partnerships, and emphasizing the development of both technical and soft skills. Finally, the study underscores the imperative for a proactive and collaborative approach to IT education and workforce development. By integrating advanced learning technologies and inclusive strategies, stakeholders can ensure the IT workforce remains agile and prepared to contribute innovatively in the face of technological advancements. This framework sets the foundation for future research and policy-making, aiming to enhance the resilience and diversity of the IT sector globally.
 Keywords: Workforce Upskilling, Emerging Technologies, IT Education, Inclusive Learning Strategies.