Transfer Of Skills Research Articles

The dialogic presentation as a more compassionate approach

Presentations are a common means of communication worldwide with learners expected to carry out presentations as a means to disseminate academic knowledge (Tsang, 2020). Yet despite the issues that presentations induce in terms of stress (Merz et al., 2019), concerns over inclusivity (Mann and Clift, 2021), lack of presentation experience (Bankowski, 2010) and questions over transferable skills (Byrne, 2020), the traditional monologic presentation remains at the forefront of assessing through speaking. This lightning talk called for change and showed how the traditional monologic presentation is no longer relevant to today’s teaching and learning in higher education. The talk presented a reimagined way to present called the dialogic presentation. This innovative method of presenting involved small groups of peers in the process, thus encouraging a dialogue and redirecting student focus away from the aforementioned issues. The dialogic presentation also considered the environment the presentation takes place in and how that can be adapted in order to further reduce the potential for issues from external factors. As a result, the dialogic presentation has the potential to increase the quality of the presentation experience and the output. The dialogic presentation was presented clearly and efficiently through Pecha Kucha, highlighting the simplicity of the activity and its use in teaching and learning.

Why aren't we teaching writing?: The advantages of early explicit writing instruction in linguistics

Abstract Linguistics faculty are sometimes reluctant to provide explicit writing instruction in their courses. One major point of hesitancy is that there is not enough time to “add” writing to the curriculum. We argue, in contrast, that spending strategic time on writing reinforces and enriches the linguistics curriculum, rather than detracting from it. When students apply linguistics to the real world through relevant writing assignments, linguistics becomes more meaningful, which increases student engagement and improves the perception of linguistics. Explicit writing instruction is beneficial for all students, but especially marginalized students. Teaching students how to write also provides them with transferable skills that they can take with them to their future careers.

Downloading Creativity Mods: Improving Our Problem-Solving Skill Transfer

Gaming has become ingrained in our modern culture, with many students playing more than 10,000 hours of video games by the time they graduate from high school (McGonigal, 2011). One hundred and 54 participants were randomly assigned to one of three game conditions: perspective-shift game, puzzle game, or video. Our findings suggested that only 30-min of game play that required strategic perspective-shifting significantly increased creativity, however, these results were not driven by participants self-identifying themselves as either gamers or non-gamers. This study directly addresses the gap in evaluating the far transfer of skill sets developed during gameplay to other tasks or contexts.

Experimental Outdoor Vehicle Acoustic Testing Based on ISO-362 Pass-by-Noise and Tyre Noise Contribution for Electric Vehicles

This paper focuses on the novel and unique training provision of acoustics relevant for noise, vibration, and harshness (NVH), focused on the ISO-362 standard highlighting important design aspects for electric vehicles. A case study of the practical implementation of off-site vehicle testing supporting an acoustics module is described, detailing a time-constrained test for automotive pass-by-noise and tyre-radiated noise with speed. Industrial test standards are discussed, with education as a primary motivation. The connections between low-cost, accessible equipment and future electric vehicle acoustics are made. The paper contains a full equipment breakdown to demonstrate the ability to link digital data transfer, analogue-to-digital communication, telemetry, and acquisition skills. The benchmark results of novel pass-by-noise and tyre testing are framed around discussion points for assessments. Inexpensive Arduino Uno boards provide data acquisition with class 1 sound pressure meters, XBee radios provide telemetry to a vehicle, and a vehicle datalogger provides GPS position with CANBUS data. Data acquisition is triggered through the implementation of light gate sensors on the test track, with the whole test lasting 90 minutes.

A Force Control Method Integrating Human Skills for Complex Surface Finishing

Force control is one of the core modules for surface finishing such as grinding, polishing and sanding. However, the current force control methods based on human skills lack in-depth analysis of data patterns or are only applicable to flat surfaces. In addition, surface finishing is mainly performed by hand, resulting in low processing efficiency and poor product consistency. Therefore, this paper proposes a force control method that incorporates human skills to achieve relatively accurate force skill transfer and complex surface finishing. Firstly, human skills consisting of the force skill and the motion skill are learned. The force skill is used to generate the desired force. Then, a series of discrete poses are obtained based on human demonstration and combined with the motion skill to generate the desired trajectory. Finally, a computed-torque impedance control method is proposed to achieve relatively accurate force skill transfer and complex surface finishing by incorporating the desired trajectory and the desired force. The experiments are conducted on a platform composed of a 7-DOF collaborative robot manipulator from Franka Emika and a complex violin surface. The results demonstrate that the proposed force control method can achieve relatively accurate force skill transfer and improve the surface quality of the workpiece.

The Connotation of Embodied Development Model in Physical Education Teaching Situation and its Practical Enlightenment

This study focuses on the problem of situation creation in school physical education curriculum. Compared with traditional physical education classroom teaching, supported by embodied cognition theory, the connotation of physical education teaching situation, embodied performance in the process of motor skill acquisition, situation creation ideas and cases, and embodied situation theoretical model are studied and discussed. The traditional physical education teaching situation is separated from the learning of motor skills. The context should be based on ontological motion perception and interaction with the real environment. Propose the teaching situation of “body perception, consciousness strengthening and environment embedding” and consider the characteristics of learning content, the authenticity of the teaching environment, the use and transformation of site equipment, while having operability, as well as the transfer of knowledge and skills.

Design and implementation of a project management training program to develop workforce ready skills and career readiness in STEM PhD students and postdoctoral trainees

A growing number of STEM doctorates pursue careers across the broader biomedical workforce, including industry, policy, and healthcare. Graduate and postdoctoral trainees need training to develop professional skills that prepare them for diverse workforce options. Through engagement with faculty and trainees, we determined that formal management skills are underdeveloped in trainees, particularly around managing projects in a way that is translatable to broader industries. At Georgetown University Medical Center, we adapted Kern's six-steps of curriculum design to develop the Academy for Transferable Management Skills (ATMS) program to help graduate and postdoctoral trainees develop linear experience in utilizing project management tools in their academic research contexts. ATMS includes a self-paced online CANVAS course with learning objectives and content modules that map to the project management cycle from initiation to closure, developed in consultation with PhD-level industry experts. From 2021–2024, 25 trainees have completed the ATMS program, including the capstone project and posttest evaluation. Trainees also complete brief quizzes after each module as a formative assessment of learning. The pre-test evaluation (n = 92) revealed a baseline of project management “pain points” regularly encountered by trainees (risk management, project charters, work breakdown structures, and managing project scope). Posttest data (n = 25) reveal a significant increase (p < 0.0001) in project management self-efficacy measures across the aforementioned pain point scales. Notably, 100% of trainees indicated that they may/would refer the program to colleagues. ATMS offers trainees the flexibility to pick frameworks that apply to their projects with trainees planning to use project schedules (84%), Work Break Down Structures (80%), lessons learned reports (68%), and communication plans (68%) in their work. This integrated experiential learning approach equips trainees to develop and execute their projects according to industry-informed project management principles, which allows them to perform their current research more efficiently and to utilize project management frameworks in a way that is directly transferable to broad careers.

A new playbook: preparing young team athletes for diverse futures

This article highlights innovative approaches to the development of young athletes in team sports, focusing on strategies that facilitate a successful transition to adulthood. Through a systematic review of the literature in high-impact databases, we investigate the role of positive development, the promotion of transferable skills, the fostering of a growth mindset, and the importance of diversity and inclusion in the sports context. We observe the need for athlete-centered approaches that emphasize autonomy, the development of technical, tactical, and cognitive competencies, and the importance of socio-emotional skills such as leadership, teamwork, and resilience. Another important factor found was the relevance of constructive feedback and effective communication in optimizing learning and improving sports performance. Therefore, the implementation of these innovative strategies in teaching and training contributes to the holistic development of young athletes, preparing them not only for sports success but also for facing future challenges in adult life. This study offers significant insights for researchers, coaches, and educators involved in the sports development of young athletes, highlighting the need for integrated and athlete-centered approaches to promote positive development and a successful transition to adult life.

Transferable skills in tourism and hospitality

A multi-stage, multi-method approach using participatory research methodology that considers the perspectives of tourism and hospitality professionals, and academic experts is used to develop an integrated model of transferable skills gained by working in the industry. Grounded in career construction theory, this study is anticipated to provide a comprehensive understanding of essential skills in the tourism and hospitality industry. It also aims to reshape the image of working in the industry into a more positive one, emphasizing the opportunities of the sector not only as a career but also as a steppingstone to learn transferable skills needed in different sectors, and ultimately contribute to the long-term and sustainable development of the tourism and hospitality sector.

Registrars as teachers: a qualitative study exploring the experiences of Australian general practice registrars in teaching roles

BackgroundGP registrars (specialist vocational trainees in general practice) are interested in teaching, and there are considerable benefits to teaching during training. There are, however, significant barriers for registrars as teachers, including inadequate funding, time pressures, and limited teacher training. Current evidence does not include medical educator (ME) perspectives or compare teaching settings (e.g. university vs. in-practice). Further evidence is needed to inform programs supporting registrar teaching roles.This project aimed to explore the experiences of Australian GP registrars as teachers in different contexts and from multiple stakeholder perspectives.MethodsA qualitative study with GP registrars, GP supervisors, MEs, and medical students was conducted. Participants were registrars and new (within 12 months) Fellows with teaching experience during training, supervisors who supervised a registrar in the preceding 12 months, Royal Australian College of General Practitioner MEs, and medical students with experiences of being taught by registrars. Recruitment was open to participants nationwide and sampling was purposive, aiming for a maximum variation sample. Data collection was performed via videoconference and analysed using reflexive thematic analysis.FindingsInterviews were conducted with 15 registrars, 10 supervisors, and one ME. Two focus groups involved four MEs and five medical students respectively. Registrar participants taught in a variety of settings, including in-practice, universities, hospitals, and at educational workshop days. Three had experience in GP academic posts and one as a registrar ME. There were four major themes. 1) Near-peer teaching by registrars is valuable - both for medical students and registrars. 2) Teaching makes you a better GP - participants noted the transferability of teaching skills to clinical practice. 3) The importance of the teaching context– this was identified as an important determinant for registrars in teaching roles. 4) Registrar teaching strengthens the GP workforce – participants noted that teaching could elevate general practice as a specialty and increase interest in GP training.ConclusionsStudy participants saw teaching as a core skill for GPs, with transferability to their clinical practice. Registrar participants wanted greater promotion and support for teaching opportunities that counted towards attainment of Fellowship. These findings have implications for teaching practices, MEs, universities, and training providers.

International Nurse Migration Experience of the First Two Years: A Mixed Methods Study.

The aim of this study was to explore experiences of internationally educated nurses' first 2 years working and living in England in an age of contemporary migration. Exploratory mixed method design. An online survey collected responses from August 2022 to October 2022. A mixed-methods approach was applied to gain a breadth of understanding through quantitative outcomes integrated with depth of qualitative analysis. Data findings from 773 international nurses identified the recognition of prior professional skills and experiences, induction processes, career development systems and the role of line managers are integral to professional integration and could be improved. Communication barriers were frequently transient and time limited, and participants often had incomplete insight of human resource policies. Personal factors affecting life outside of work revealed compromise and sacrifice with accommodation choices, and participants were often not satisfied with their economic status, housing, cost of living in England, and social support. Mental well-being scores varied by country of origin and participants happier with decision to migrate to England had significantly higher mental well-being scores. International nurses have divergent professional and personal motivations for migration unique to individual circumstances. Recognition for transferable skills and experience, receipt of a comprehensive and warm welcome from organisations, safe and well-maintained suitable accommodation and living conveniently located to shops, work and transportation, improve experience. International nurses must have sufficient financial gains from salaries and opportunity to unite with children and families. Progressing migration experience of international nurses can improve retention and augment improving patient care and outcomes. No patient or members of public contributed to this research.

Technological Innovation in International Training and Advancing Health Services: Two Cases During the COVID-19 Pandemic

ABSTRACT Beginning in 2020, the COVID-19 pandemic limited onsite international activities and challenged us to plan and implement new ways of collaboration. We reviewed our online trials during a three-year period to better understand how to use digital technologies to continue knowledge and skills transfer. In this cross-national case study, we compare two illustrative cases: Japanese experts training Indonesian health professionals for participatory school health education, and Swiss experts training Malagasy health providers for respectful obstetric and newborn emergencies. We first describe our cases, referring to Vargo’s framework for summarizing reports on digital technology usage. Second, we draw commonalities between the two cases. Third, gleaned from these experiences during the pandemic, we offer a practical framework for efficient and effective international collaboration using new technologies. For both cases, basic digital technologies, such as online meetings and e-mailing, were used and training sessions were successfully conducted. Trusting relationships between the training and participant groups were in place before the pandemic. This led to enthusiasm for continuing learning even after the pandemic started. Our case comparison presents the usefulness of digital technologies for continuing international collaboration and highlights the importance of human factors, such as trusting relationships and enthusiasm to pursue a shared goal, as the basic condition for success.

Frugal innovation and entrepreneurial university: a case study of African first development university in Africa

The concept of frugal innovation has gained significant traction in low middle-income countries due to its potential to contribute to sustainable development goals (SDGs). This study examines the role of universities in promoting frugal innovation and their capacity to drive socio-economic development through entrepreneurial initiatives. The objective is to explore how universities can serve as both entrepreneurial and development-focused institutions and to develop a conceptual framework to guide their efforts. The study utilizes an exploratory single case study methodology, focusing on the American University of Nigeria (AUN), a leading institution in Nigeria known for its development and entrepreneurship programs. Drawing on data from the AUN THE global impact ranking 2024, the results of the study indicate that the ability of a university to effectively manage technology and skills transfer in frugal innovations is influenced by six university capabilities, and the generation of frugal innovations is moderated by policy and innovation ecosystems involving government agencies, regulatory bodies, and policymakers. This study contributes to the existing body of knowledge by initiating a discussion on how development and entrepreneurship can support frugal innovation, and offers practical insights to inspire other universities to develop their own models for societal and economic impact. The study underscores the necessity of integrating “development” into the vision of universities, particularly in low middle-income and developing economies, and emphasizes the significance of universities embracing both entrepreneurial and development-focused roles. The findings highlight the potential of universities in advancing sustainable development goals, particularly in low middle-income and developing economies, as they work towards meeting the global SDGs by 2030.

A Future in the Past

Australia's History educators frequently face challenges regarding the value of post-school qualifications in history. Comments from Australian Government ministers have intensified claims that history degrees lack broad skills valued by employers. This study addresses the dearth of research examining the alignment between learning outcomes from history degrees and occupational skills. A comprehensive analysis was conducted on learning outcomes from 27 history degrees offered by Australian universities. These outcomes were mapped against the Australian Government's Skills Classification Core Competencies and Occupation Listings, employing a rigorous curriculum mapping methodology. The results identified 126 occupations that align with the skills and competencies developed through history degrees. This research not only challenges misconceptions about the employability of history graduates but also provides empirical evidence of the broad applicability of historical skills across various sectors. The findings reveal a significant concentration of history graduates in managerial and professional roles, indicating the high value placed on critical thinking, analytical, and communication skills developed by studying history. However, the study also highlights areas for improvement, particularly in digital engagement and numeracy skills. The research demonstrates that history degrees cultivate a range of transferable skills highly sought after in the modern job market, including advanced communication, critical analysis, research proficiency, and adaptability. These skills position history graduates to excel in diverse fields such as public policy, journalism, law, business, and education. Furthermore, the study underscores the importance of interdisciplinary approaches in curriculum design to enhance graduate employability. This research contributes valuable insights for curriculum development and career guidance in history education, demonstrating that history degrees lead to diverse and meaningful employment outcomes. It also provides a robust evidence base for advocating the value of historical studies in an increasingly skills-focused higher education landscape.

Transferable Skills And Graduate Attributes: Analysis of health services management students’ reflections on an industry-based placement

Purpose: Work Integrated Learning (WIL) supports learners to acquire transferable skills and graduate attributes for employability through placements in settings aligned with their future profession. The purpose of this paper is to explore, student reflections on the attainment of transferable skills and university graduate attributes on health service management (HSM) work integrated learning placements in one Australian University. Design/methodology/approach: The study used data collected from e-portfolios from two cohorts of students who completed placements in the health industry. Structured e-portfolios recorded student reflections, these were analysed both quantitatively and qualitatively. To analyse the reflections, content analysis and mapping of narratives to transferable skills and University graduate attributes was used to evidence their attainment by learners on placement. Findings: The data demonstrated that students attained transferable skills and university attributes and reflected upon them in their e-portfolios. However, not all transferable skills and attributes were evidenced in student portfolios. Ethical thoughts and actions, respect and capability with First Peoples, citizenship and social responsibility, negotiation and conflict resolution, research and organizational membership were not comprehensively demonstrated. Reflective skills and learning how to reflect could be further emphasised and practiced within the curricula. The outcomes of the study can be used to strengthen the focus of reflective e-portfolios, inform the development of HSM curricula and support academics teaching in WIL programs to further clarify expectations on reflection. Originality: This paper is of interest to Universities aiming to equip graduates with transferable skills and the attributes to thrive in complex and rapidly changing work environments. The study identified further research opportunities that could inform the design and content of e-portfolios to demonstrate the skills attained on placement.

Using active learning methodologies to teach sequence analysis and molecular phylogeny.

The great development of high-throughput molecular biology techniques and the consequent generation of massive data have made Bioinformatics essential for undergraduate Bioscience students. The importance of this scientific discipline is evidenced by the huge number of specialized publications, tools, and databases available. Training in Bioinformatics equips undergraduates with transferable skills that can be applied in all fields of Biology, such as programming abilities, data analysis, database management, biological knowledge, statistics, problem solving, and interdisciplinary collaboration. Over the past decade, there has been a notable increase in the number of higher education institutions worldwide that have adopted a competency-based curricula. This approach places a significant emphasis on the actions and skills that students are expected to develop, rather than merely focusing on the information, they are required to memorize. In this educational context, the use of active learning strategies has been demonstrated to enhance student comprehension and competency development. This paper describes the implementation of an active learning approach in a hands-on lesson performed by undergraduate students of Biology at the University of Malaga (Spain). Its main objective is to introduce students to molecular databases and information search systems on genes, proteins, and phylogeny. This is achieved within the framework of a smart campus, which integrates technological and sustainable resources to promote a positive and productive learning environment for the university community. This work presents the content and procedure of this practical activity, as well as the evaluation method and the results of a student survey to assess their opinions.

Experiences of Newly Qualified Nurses' Engagement with Quality Improvement in Practice: A Qualitative Follow-Up Study.

Nurse education plays an essential role in preparing future nurses to engage with quality improvement (QI) initiatives in their organisations and improve patient care. However, frontline nurses continue to report that a lack of QI knowledge hinders their abilities to engage in improvement work. In the UK, student nurses are now trained in QI within their degree to enable them to contribute to improvements once qualified. This qualitative follow-up study investigated the sustainability of QI engagement in nurses who undertook QI training and a QI project during their degree and explored the factors influencing their engagement in QI once qualified. This paper followed the COREQ criteria to report upon 10 semi-structured interviews undertaken with registered nurses and focuses on their experiences of QI engagement post-registration. The data were investigated using an inductive thematic analysis and Nvivo 14. Five themes emerged: transition to a newly qualified nurse, QI knowledge decline, influencing factors (hierarchy, leadership, COVID-19 pandemic, data access and location), and skill transferability. This study showed that qualified nurses can sustain their QI knowledge and remain engaged with QI where they experience positive QI leadership and were exposed to ongoing QI activity in their preceptorship year. However, a lack of QI opportunities and a culture which does not consider QI a responsibility of new nurses is seen to hinder engagement. Educational institutions and practice partners require careful collaboration to assess and develop ongoing QI learning activities that support new nurses to engage in QI.

Embodied Learning for Computational Thinking in a Mixed-Reality Context

This study examined the effects of embodied learning experiences on students’ understanding of computational thinking (CT) concepts and their ability to solve CT problems. In a mixed-reality learning environment, students mapped CT concepts, such as sequencing and loops, onto their bodily movements. These movements were later applied to robot programming tasks, where students used the same CT concepts in a different modality. By explicitly connecting embodied actions with programming tasks, the intervention aimed to enhance students’ comprehension and transfer of CT skills. Forty-four first- and second-grade students participated in the study. The results showed significant improvements in students’ CT competency and positive attitudes toward CT. Additionally, an analysis of robot programming performance identified common errors and revealed how students employed embodied strategies to overcome challenges. The effects of embodied learning and the impact of embodied learning strategies were discussed.

©Trans-faire: A training protocol for strengthening unions and others’ care of workplace mental health injuries

©Trans-faire: A training protocol for strengthening unions and others’ care of workplace mental health injuries Mélanie Dufour-Poirier, Ph. D., CRIA, Associate Professor, School of Industrial Relations, Université de Montréal, walks us through ©Trans-faire, a training protocol for strengthening unions and others’ care of workplace mental health injuries. The neologism ©Trans-faire was devised by me (Dr. Mélanie Dufour- Poirier, PhD) and a former colleague, Dr. Francine D’Ortun, to serve as a term for the transfer of knowledge, expertise and soft skills among peers in the same working community (for further references, see our webpage).

Proficiency in bariatric surgery may shorten the learning curve for minimally-invasive D2 gastrectomy.

Evidence from Asian studies suggests that minimally-invasive gastrectomy achieves equivalent oncological but improved perioperative outcomes compared to open surgery. Oncological gastric resections are less frequent in European countries. Index procedures may play a role for the learning curve of minimally-invasive gastrectomy. The aim of our study was to evaluate if skills acquired in bariatric surgery allow a safe and oncologically adequate implementation of minimally-invasive gastrectomy in a cohort of european patients. In this single-center retrospective study, all patients who received primary bariatric surgery between January 2015 and December 2018 and minimally-invasive surgery for gastric cancer treated from June 2019 to January 2023 were evaluated. Primary endpoints were operation time, lymph node yield and lymph node fractions. Secondary endpoints included postoperative complications and oncological outcomes. Learning curves for two surgeons with 350 bariatric procedures and 44 minimally-invasive gastrectomies were analyzed. For bariatric surgery, the mean operation time decreased from initially 82 ± 27 to 45 ± 21min and 118 ± 28 to 81 ± 36min for sleeve gastrectomy (SG) and Roux-en-Y gastric bypass (RYGB), while the complication rate remained within the international benchmark. For laparoscopic gastrectomy (n = 30), operation times decreased but then remained stable over time. Operation times for the robotic platform were longer (302 ± 60 vs. 390 ± 48min; p < 0.001) with the learning curve remaining incomplete after 14 procedures. R0 status was achieved in 95.5% of patients; the mean number of lymph nodes retrieved was 37 ± 14 with no differences between the groups. Complete mesogastric excision was more frequently achieved during the later laparoscopic cases whereas it occurred earlier for the robotic group (p = 0.004). Perioperative morbidity was comparable to the European benchmark. Textbook outcome was achieved in 54.4% of the cases. In summary, we could demonstrate a successful skill transfer from bariatric surgery to minimally-invasive laparoscopic oncological gastric surgery enabling safe and oncologically adequate minimally-invasive D2 gastrectomy in a central European patient collective.