Transfer Of Skills Research Articles

Transferability of Technical Skills Across Robotic Surgery Platforms: A Scoping Review.

As the application of robotic approaches to surgery continues to broaden, new consoles have been introduced to the market. Due to the global utilization of a single platform, previously validated curricula have not been assessed on new robotic systems. Surgery by its nature occurs in a high-stakes environment, potentially exacerbated by non-standardized robotic systems. The aim of this review is to critique the evidence available regarding the transferability of technical skills across robotic platforms. A scoping review utilizing the Medline (Pubmed) and Cochrane Databases was conducted. Full texts were reviewed and appraised. Selected articles were eligible for inclusion if they investigated the ability or implications of the transfer of skill across robotic platforms. Data was extracted, coded inductively, and themes synthesized. NVIVO software was used as an adjunct for this qualitative analysis. Following the removal of duplicates a total of 278 papers were screened according to the eligibility criteria. Fifty full-text articles were reviewed and four met the criterion for inclusion. Novices' performance across platforms was comparable. Increasing levels of prior robotic experience revealed an improvement in technical performance on a novel robotic platform. Safety metrics appear comparable across systems. Quantifying learning curves across robotic platforms and their implications for the robotic surgeon in training remains to be determined. Future research needs to address the gaps in the literature by clearly defining the extent of technical skills transfer between robotic platforms. These factors will guide the next iteration of surgical training curriculums and regulations for robotic surgery.

New Online Tool to Evaluate Transferable Skills in the European Framework

According to the European classification of skills, competencies, qualifications, and occupations (ESCO), transversal knowledge, skills, and competencies are pertinent to a wide array of occupations and sectors. Transversal knowledge, skills, and competencies are the foundational elements for developing the “hard” skills and competencies necessary for success in the labor market. In this paper, we introduce an online platform for assessing the attainment of transversal and soft skills. This tool allows us to define levels of competency acquisition and measure students’ development. The use of these competency levels helps improve the understanding of these skills and the evaluation process. The tool also enhances coordination among courses and teachers. The evaluation process can be established on three different levels: self-evaluation, peer evaluation, and teacher assessment. Developers, students, and teachers have assessed the tool has been developed following a lifecycle of evolutionary prototypes with successive refinements.

The Impact of Simulated Ward Rounds on the Clinical Education of Final-Year Medical Students: A Systematic Review

(1) Background: Final-year medical students often feel under prepared for their transition into clinical practice. Clinical ward rounds and shadowing approach this issue by building transferable skills; however, they are highly variable, with teaching clinicians experiencing a large number of work-related interruptions. Simulated ward rounds have garnered significant interest by translating clinical encounters into standardised educational opportunities for students. This review evaluates the impact of simulated ward rounds in promoting the clinical competencies required for work in final-year medical students and assesses the impact of simulated ward rounds on the experience of clinical learning for medical students. (2) Methods: A computer-assisted search was performed in the Medline, Embase, and CINAHL databases. Studies that evaluated simulated ward rounds in final-year medical student cohorts were included. (3) Results: In total, 107 articles were identified by the search and 26 articles were eligible for full-text analysis. The analysis of these studies showed that simulated ward rounds were effective in improving confidence, as well as the technical and non-technical skills of final-year medical students; however this is on the basis of highly heterogeneous and lower-quality evidence. (4) Conclusion: Our systematic review highlights that simulated ward rounds provide final-year medical students with increased confidence and preparedness for clinical work and identifies the need to pursue more methodologically rigorous research to inform the best practice delivery of simulated ward rounds.

A biomedical engineering curriculum development: A qualitative study engaging four stakeholders

AbstractBiomedical engineering is critical in improving people's lives through innovative solutions to biological and medical challenges. In the face of today's rapidly evolving climate, the field of biomedical engineering encounters numerous pressures that demand up‐to‐date skills and competencies. The (re‐)development of curricula aligning with industry and societal needs, students' expectations, and academics' expertise while outlining graduates' knowledge (that) and abilities (how) becomes indispensable despite the challenges and complexities presented by conflicting priorities, tight timelines, and scarce resources. This paper presents a qualitative study conducted by a biomedical engineering graduate school at an Australian university. The study engaged four key stakeholders—industry partners, recent graduates, current academics, and students—in a self‐auditing process of an existing biomedical engineering curriculum. This exercise aimed to identify priorities for the future development of the curriculum. The findings reveal the perspectives from the four stakeholder groups, with industry partners and recent graduates focusing on technical and transferable skills and current students and academic staff advocating for breadth and a more practice‐oriented curriculum, where transdisciplinarity should inform biomedical engineering education. We propose that this evidence‐based and bottom‐up approach with multiple stakeholders holds potential implications for fields beyond biomedical engineering education. It provides valuable guidance to educational institutions seeking to (re‐)develop their curricula to align with evolving industry and society demands.

Expectations and experiences of a dance programme for autistic children: A qualitative study of parents, teachers and therapists

AbstractThis study explores the expectations of dance therapists/practitioners and parents and teachers of autistic children engaging in a developmental dance programme. Information gathered will support development of an evaluation tool aligned with the International Classification of Functioning Disability and Health (ICF) Core Sets for autism spectrum disorders (ASD). A qualitative study included a convenience cohort of teachers (n = 6), parents (n = 2) of children with ASD and therapists (n = 3). Three role specific focus groups were undertaken considering potential benefits and challenges of the programme. Content and thematic analysis was undertaken using NVivo12. Findings reflected four positive themes relating to behaviour, skills, social interaction and environmental supports. Therapists, teachers and parents focused differently on stereotypical and restricted behaviours, environmental supports and habits and routines respectively. These themes also emerged as challenges (to implement/achieve); with parents identifying more emotional and behavioural restrictions. A fourth challenge theme of transferability of skills emerged from teachers and therapists. Items mapped against 28 ICF Core Sets (across the lifespan) and six to ICF categories, with creativity and imagination mismatched. Findings highlight need for a specific outcome measure for dance and/or movement programmes for autistic individuals that captures meaningful functions across ICF domains for differing stakeholders.

The Impact of Standardized Patients on First-Year Nursing Students’ Communication Skills

BackgroundTherapeutic communication is essential for nurses to foster rapport with patients and promote safe patient care. Nursing students frequently identify that patient communication is challenging. Limited evidence exists related to simulation with standardized patients focused on therapeutic communication outside of psychiatric and mental health settings in nursing education. This pilot study investigated the effect of therapeutic communication simulation with standardized patients on first-year baccalaureate nursing students’ therapeutic communication skill. MethodsOne-hundred thirty-two baccalaureate nursing students participated in this two-group quasi-experimental pilot study. Members of the control group participated in standard learning activities related to therapeutic communication, while members of the experimental group also engaged in a therapeutic communication simulation-based experience with standardized patients. ResultsThe experimental group had significantly higher therapeutic communication skill than the control group. ConclusionSimulation with standardized patients supports therapeutic communication skill development. More research is needed to understand the impact of simulation with standardized patients on nursing students’ outcomes related to therapeutic communication outside of psychiatric and mental health nursing, including therapeutic communication knowledge and transfer of skill.

A qualitative study exploring the challenges and enablers of pharmacists with a recent background in community pharmacy transitioning into primary care.

Pharmacists are an increasing part of the primary care health care team in Scotland. Recruitment to this expanding sector has largely come from community pharmacy. However, it is unknown if these pharmacists have specific needs to perform their role within the primary care team. To explore the perceived challenges and enablers of community pharmacists transitioning into primary care pharmacist roles. Eight pharmacists (5 female, 3 male, median age 32) across Scotland's largest regional health board who previously practised in community pharmacy participated in a recorded, semi-structured interview via Microsoft Teams® to explore their challenges and enablers of transition into primary care. Recordings were transcribed, verified, and thematic analysis then undertaken. Five themes were identified: challenging transition, transferable skills, transferable training from community pharmacy, training needs for primary care role, and benefits of structured learning. Participants reported lack of opportunity to apply their clinical knowledge and for professional development in community pharmacy. Pharmacists in our study reported a range of challenges (such as examination skills, improved clinical and therapeutics knowledge) required to practice in primary care, while their regular patient contact and knowledge of community pharmacy workings enabled their transition. Previous sectors of practice should be taken into consideration when inducting pharmacists into a new role and background specific inductions may need to be implemented to support these pharmacists work autonomously at an advanced level.

Increasing the Operational Safety of NPP Pumping Equipment by Using Interactive Automated Remote Educational and Training Systems

The main attention during the operation of the nuclear power plant is paid to the issue of nuclear and radiation safety. NPP pumping equipment is the most important element of the safety system. Specialists who operate NPP pumping equipment need an understanding of the role and purpose of each pump type in the overall nuclear power plant system. The reliable and uninterrupted operation of energy facilities depends on the training and maintenance of personnel qualification at the appropriate level. Due to the correct equipment operation, it is possible to increase the safety and reliability of power units, extend the service life, increase the energy efficiency of mechanisms and systems, which requires a high level of qualification of maintenance specialists.
 An effective solution for training of NPP technical specialists is offered. The structure of an interactive educational system with the introduction of learning scenarios is considered, which allows effective preservation and transfer of knowledge and skills. Ways of evolution for this class systems and areas of further research are considered.

Effect of Refresher and Skill Transfer Initiatives (RSTI) to BHP Representatives’ Sales Stats Performance

This study investigates the impact of Refresher and Skill Transfer Initiatives (RSTI) on the sales performance of Bank of Montreal Home Advantage Plus (BHP) sales representatives. The research aimed to determine whether RSTI contributes to enhancing the sales performance of BHP representatives. Employing a mixed-methods approach, the study selected 17 employees through purposive sampling and collected data using various instruments including Participant Observation, Sales Reports, Focus Group Discussions, and Feedback Forms. Both quantitative data, analyzed through descriptive statistics, and qualitative data, examined thematically, informed the analysis. The study utilized Jamovi Analysis to derive average mean scores and interpret the statistical significance of RSTI’s impact post-implementation. The findings highlight the positive effect of RSTI on BHP sales representatives, noting significant improvements in sales and behavioral performance. Feedback from participants further endorsed RSTI, advocating for its continued use. This research enriches Sales Training literature by introducing behavioral performance enhancements, such as compliance, selling, and soft skills, as critical outcomes of RSTI. The results affirm that RSTI significantly bolsters sales personnel’ sales performance and skill sets. Keywords: Refresher and Skill Transfer Initiatives, sales training, skill transfer, soft skills, behavioral performance

Teaching Summary Writing as a Transferable Academic Skill in Ukrainian University Context

Teaching and assessing summary writing remains in the focus of research into academic literacy, the issue revisited by every new generation of researchers in the light of the emerging affordances and plurilingual reality. In higher Ukrainian education, where teaching academic skills has gained momentum only in the past 15–20 years, summary writing pertains mostly to teaching Ukrainian to international students, teaching English for professional communication and training post-graduates. A 15-year practice of teaching academic English to students of linguistics has provided the author with extensive empirical data which, upon analysis conducted within action research, have enabled maximized effect on teaching summary writing. Along with the teaching methodology, the assessment technique was also optimized, based on rating scales with the criteria accepted by the students and detailed feedback provided to them via the Google Classroom platform. The comparison of pre-and post-tests of writing summaries of Ukrainian research articles verifies the hypothesis about the transferability of summarization skills built in English to academic L1. The author formulates the limitations of the action research project, implications and prospects of further research.

Comparative study of the three-dimensional perception of videos recorded on a "Do it yourself" three-dimensional recording assembly versus the conventional recording system.

To develop an indigenous "Do it yourself" (DIY) three-dimensional (3D) ophthalmic surgery recording system and validate the perception of stereopsis using it. A cross-sectional survey of practicing ophthalmologists with post-postgraduation experience of at least 5 years for perception of stereopsis for three different surgeries was performed; cataract, retinal detachment, and intravitreal drug injection were recorded on DIY assembly, viewed on VRBOX and using laptop videos and pseudo 3 d videos as control. The laptop videos and 3D VR Box videos received higher ratings for stereopsis than the pseudo 3D videos. The parameters that received significantly higher ratings on the 3D VR Box viewing were instrument's position relative to the ocular surface in cataract surgery, anterior chamber depth during capsular staining, ophthalmic visco-surgical device injection, capsulorhexis, phaco tunnel depth, movement of nuclear fragments in the anterior chamber, and intra-ocular lens tilt in the capsular bag during cataract surgery ( P < 0.05). In scleral buckling surgery, the parameters that were significantly rated higher on VR Box were globe contour, separation of the scleral plane from muscle, and explant plane ( P < 0.05). Furthermore, the depth of the needle in the vitreous cavity while administering intravitreal drug injection was also rated significantly higher on VR Box ( P < 0.05). However, the ratings for the depth of corneal incision, depth of scleral incision, overall color, and overall quality were not different statistically when compared between laptop and VR Box viewing. DIY 3D recording assembly offers a superior means of appreciating depth at various stages of cataract surgery, scleral buckling, and intravitreal drug injection when compared to laptop viewing and can serve as an effective tool for skill transfer.

Supporting and Inhibiting Factors of Agricultural Extension Interpersonal Communication Competence in Enrekang Regency

Agricultural extension workers play an essential role in increasing shallot yields. They provide technical counseling, transfer knowledge and skills, and are involved in post-harvest monitoring, mentoring, and counseling. In addition, they also provide information about business development and marketing. Agricultural extension interpersonal communication competence plays a crucial role in efforts to increase shallot yields in Enrekang. With these competencies, agricultural extension agents can establish good relationships with farmers, understand their needs, and communicate effectively to transfer relevant knowledge and skills. Through effective interpersonal communication, agricultural extension workers can assist farmers in implementing proper cultivation practices, overcoming obstacles, providing motivation, and building collaboration between farmers and related parties. This article uses a qualitative descriptive methodology. The result showed that the agricultural extension interpersonal communication competence is outstanding and has a positive value for farmers in Enrekang Regency. Some farmers are still reluctant and indifferent to following directions from extension agents because they consider themselves quite experienced in farming.&#x0D; Keywords: agricultural extension, interpersonal communication, Enrekang

An Investigation of the Cross-Language Transfer of Reading Skills: Evidence from a Study in Nigerian Government Primary Schools

This paper investigates the linguistic interdependence of Grade 3 children studying in government primary schools in northern Nigeria who are learning to read in Hausa (L1) and English (L2) simultaneously. There are few studies in the African context that consider linguistic interdependence and the bidirectional influences of literacy skills in multilingual contexts. A total of 2328 Grade 3 children were tested on their Hausa and English letter sound knowledge (phonemes) and reading decoding skills (word) after participating in a two-year English structured reading intervention programme as part of their school day. In Grade 4, these children will become English immersion learners, with English becoming the medium of instruction. Carrying out bivariate correlations, we find a large and strongly positively significant correlation between L1 and L2 test scores. Concerning bidirectionality, a feedback path model illustrates that the L1 word score predicts the L2 word score and vice versa. Multi-level modelling is then used to consider the variation in test scores. Almost two thirds of the variation in the word score is attributable to the pupil level and one third to the school level. The Hausa word score is significantly predicted through Hausa sound and English word score. English word score is significantly predicted through Hausa word and English sound score. The findings have implications for language policy and classroom instruction, showing the importance of cross-language transfer between reading skills. The overall results support bidirectionality and linguistic interdependence.

More Than a Job: Student Fitness Instructors’ Leadership, Communication, and Relationship Building in Campus Recreation

Student employment in campus recreation allows students to gain transferable skills. Previous studies show that students employed in specialized program areas have different experiences. Addressing the gap in research, the purpose of the study was to (a) understand the relationship between leadership development, effective communication, and meaningful interpersonal relationships of student group fitness instructors and (b) investigate if student instructors’ leadership development was associated with their work experience and demographics. A total of 111 student group fitness instructors from 17 different NIRSA institutions completed an electronic questionnaire in the fall of 2021. The results of multiple regression showed both building meaningful relationships and gaining communication skills were significant predictors for students’ leadership development, while the interpersonal relationship was a stronger predictor than communication skills. The study also indicated that student group fitness instructors perceived similar leadership development, regardless of their demographics and working experience in campus recreation.

Authentic assessment training for university teachers

ABSTRACT A training course grounded in the principles of authentic assessment was implemented with 24 academics from two Chilean universities. Through a single-group pre-test/post-test design, the change in the evaluated parameters was analysed to determine the strengths and weaknesses of the conducted training. By the end of the course, the assessments were more contextualised, requiring the application of analysis and transfer skills, aligning with the competencies outlined in the graduation profile. Teachers included more open-ended questions focused on knowledge construction and fewer closed-response questions that required memorisation. Additionally, they reduced their beliefs about teaching as transmitting information, and the idea of provoking conceptual change in their students grew. This study shows that training in authentic assessment facilitates a change in the teacher’s beliefs about teaching and assessment, towards teaching focused on conceptual change and assessment for and as learning. It also promotes the transformation of assessment instruments to be more realistic, challenging, and feedback-oriented.

Student perceptions of transferable skills learned during a simulated placement

ABSTRACT This research explores students’ perceptions of the knowledge and skills gained from a 12-day simulated placement that could transfer to future placements and workplaces. Using thematic analysis we constructed five themes that collectively highlight the broad range of generic and profession-specific knowledge and skills that speech and language therapy students recognised could transfer to future contexts: 1) Extending communication skills benefits future interactions 2) Confidence in skills aids future clinical practice 3) New workplace skills support effective practice 4) Enhanced client-centred care skills are transferable 5) Understanding the ways in which learning occurred assists future learning. Our study affirms students can develop knowledge and skills during simulated placements in areas relevant to graduate expectations in speech and language therapy and other health professions. The study adds to understanding about learning transfer during and beyond student training programmes which can inform university curricula, workplace placement educators and managers supporting new graduates.

Instructional Note: Creating Digital Research Posters in First-Year Writing Classes

This Instructional Note provides information on having students create research posters to support oral presentations in their first-year writing classes. Creating digital posters connects to multimodal assignments and provides transferable skills.

THE EFFECT OF COMPETENCE, WORK MOTIVATION, LEADERSHIP AND COMPENSATION ON AFFECTIVE COMMITMENT AND IMPLICATIONS ON PERFORMANCE

This study aims to determine the effect of Competence, Work Motivation, Leadership and Compensation on Affective Commitment and Implications for Agent Performance in Branchless Banking (Survey at BRI Banjarmasin Regional Office). The results of Descriptive research state that Competence is in the fairly good category with the highest dimension is Knowledge, while the lowest dimension is Transfer Skill. Work motivation is in the fairly high category. Leadership is in the category of quite effective. Compensation is in the fairly high category. Affective commitment is in the category of quite strong. The performance is in the fairly high category, while the lowest dimension is Quality. The results of the Verification have a significant influence on the variables of Competence, Work Motivation, Leadership and Compensation simultaneously on Affective Commitment and have an impact on the performance.

Review of the marine energy environment-a combination of traditional, bibliometric and PESTEL analysis

Marine renewable energy is regarded as a nascent renewable energy resource that is less utilized due to a number of challenges in the sector. This paper focused on using both traditional and bibliometric analysis approaches to review the marine energy industry. It also assessed the various opportunities and challenges in the sector beyond technological challenges using PESTEL analysis. The results from the study identified the availability of renewable energy targets, international and national greenhouse gas (GHG) emissions reduction targets, job creation, skill transfer from offshore industries, renewable support, and low GHG emissions as the major opportunities for the sector. The challenges in the sector include the lack of commonality in device designs, high initial capital costs, lack of appropriate legal and regulatory frameworks, lack of funding, fragmentations in regulatory institutions, bad macro-economic indicators in some countries, environmental challenges, the survivability of the various technologies in the harsh oceanic environment, and strong competition from other renewable energy sources. The outcome of the bibliometric analysis spanning from 2013 to 2023 shows that tidal power is the focus of research in the field, and most studies are either focused on ways to improve its efficiency in terms of technology or on the identification of resource potentials for the siting of the various marine renewable power systems. Recommendations such as strong cooperation between the government and private sector, increased public education, collaboration with existing players in the marine sector, and increased research and development, among others, were proposed for the development of the sector.

How to facilitate NHS professionals to recognise and use skills gained from global health engagement when back in the UK workforce? A participatory action research project to design, pilot and evaluate a series of online leadership workshops

ObjectivesLeadership knowledge and skills are known to be developed by health professionals during global health experiences overseas. However, volunteers struggle to recognise and use these new skills on return to...