Transfer Of Skills Research Articles

Researcher developers: an emerging third space profession

Following the publication of Sir Gareth Roberts’s SET for Success in 2002, the UK government invested millions of pounds in universities to improve the readiness of doctoral researchers to work in universities and beyond. Many universities hired what have become known as researcher developers to design and deliver suitable programmes to develop generic and transferable skills. In 2008, Celia Whitchurch identified the concept of third space as an emergent territory between academic and professional domains, which is colonised primarily by less bounded forms of professional. This article demonstrates how the researcher developer is an example of a third space profession in higher education, and specifically an example of what Kehm calls new ‘higher education professionals’, being highly qualified professionals who are not primarily active in research and teaching themselves, but who are generalists and experts – rather than specialists – working within higher education institutions.

Good Management Practice Is Correlated With Good Performance of Community-Engaged Primary Health Care Facilities in Peru.

Increasing prioritization of quality primary health care (PHC) includes community engagement as a key element to improve PHC performance. We assessed the correlation of good regional management practices with PHC performance in Peru in community-comanaged PHC that is designed with multiple accountability mechanisms. We conducted a secondary analysis of a survey of Dirección Regional de Salud (regional health directorates, DIRESAs) regarding their management of public PHC services with collaborative community involvement by a Comunidad Local de Administración de Salud (Local Community for Health Administration, CLAS). CLAS-run facilities have previously shown evidence of superior performance over standard PHC services. We classified survey questions on 5 management functions of the Primary Health Care Performance Initiative: leadership, information system, financial control, transfer of management and leadership skills to health facilities, and supervision. An expert panel designated management practices as "good" or "less effective." The outcome, PHC service performance, was the percentage of CLAS comanaged facilities in each DIRESA achieving coverage and utilization goals. We correlated frequency of good management practices with PHC service performance. DIRESAs were divided into Group 1, "higher performance," and Group 2, "lower performance," to identify specific practices linked to better performance. We identified 32 good management practices among 52 response options to 17 questions. Correlation between good management practice and good service performance was significant (r=.7266; 12 df; P<.01). An average of 91.1% and 37.6% of CLAS facilities achieved service goals in Groups 1 and 2, respectively. Of all good management practices identified, an average of 40.6% and 24.0% were used by Groups 1 and 2, respectively. Group 1 used 11 specific good practices more frequently than Group 2. Regional management and community-comanaged PHC services designed with accountability mechanisms should be intentionally aligned, incorporating these into policies, budgets, processes, and capacities to strengthen PHC services.

A Brief Discussion of the Impact of Service- Learning Experience on Physicians´ Manner of Practice

Background: Service-learning combines student education with volunteer activities which benefit the community. The authors examined how service-learning through a Canadian medical student-run clinic for refugee newcomers shapes the subsequent practice style of physicians. The clinic (known as “The Gateway Program”) aims to improve access to medical care for refugees in the urban center in which the medical schoolis located, while teaching students about cross-cultural medicine. The connection between current practice styles and prior service-learning has not been well documented in the literature, despite value existing in examining the impact this educational tool has on physicians. The research question was: How does participation in service-learning shape the manner in which physicians subsequently deliver healthcare? Methods: The study qualitatively examines the experiences of former student coordinators of The Gateway Program who are now practicing Canadian physicians. Eight participants were interviewed. Data was subjected to thematic analysis. Results: Three key themes were identified: Advocacy, Social Determinants of Health, and Transferable Skills for Underserved Populations. Conclusion: Time served in the clinic is reported to have had a profound impact on participants’ current style of practice. The clinic exposed students early in their medical education to a functional model of care for the underserved which valued physician advocacy. As practicing professionals, they were able to draw upon this learning to inform their professional morals and style of practice.

Development of the comprehensive inpatient transfer tool: initial reliability and validity.

A new patient transfer assessment scale for use in inpatient rehabilitation facilities (IRFs) is warranted to assess level of assistance, adaptations needed for success, and movement strategies. This study presents initial psychometric analyses for the Comprehensive Inpatient Transfer Tool (CITT). CITT items were developed through interdisciplinary team discussions. Interrater reliability was assessed between blinded pairs of raters administering the CITT for each subject on the same day. Intrarater reliability was assessed with one rater administering the CITT for each subject twice within the same day. Thirty-six subjects in an IRF completed the CITT four times during their rehabilitation stay; three times at admission and once at discharge. Intraclass correlations (mixed models) were used in reliability and minimal detectable change (MDC) analyses. Spearman correlations of CITT and CITT change scores with their respective Functional Independence Measure (FIM) and Inpatient Rehabilitation Facility - Patient Assessment Instrument (IRF-PAI) transfer scores were performed for concurrent validity. Responsiveness was assessed using paired t-tests on change scores. Interrater and intrarater reliability ranged from 0.90 to 0.98. Correlations between the CITT and FIM/IRF-PAI ranged from 0.6 to 0.8. The MDC for CITT was 7.11 pts. Differences between admission and discharge CITT were significant (P < 0.001). The CITT, developed by an interdisciplinary team, addresses limitations of existing transfer measures utilized in IRFs. The CITT demonstrated excellent inter and intrarater reliability. Concurrent validity demonstrated modest agreement between existing transfer measures and the CITT. The CITT is a reliable, useful scale for evaluating transfer skills in patients admitted to an IRF.

Pengembangan Game Edukasi Interaktif Perhitungan Waris dalam Pendidikan Agama Islam Menggunakan Scratch

This study aims to develop and evaluate the effectiveness of interactive educational games in learning inheritance calculation material in Islamic Religious Education subjects using the Scratch platform. The research method used is Research and Development (R&amp;D) with the ADDIE model. Game development involves the integration of learning content, gamification elements, and adaptive systems. Validation was carried out by media and material experts, while the trial involved 60 high school students. The results showed a very high level of feasibility from media experts (96%) and material experts (97%). The trial on students showed a significant increase in material comprehension (p &lt; 0.001) and learning motivation. Educational games have proven to be effective in improving students' knowledge transfer skills, long-term retention, and critical thinking skills. Qualitative analysis revealed a positive impact on the social-emotional aspects of learning. This research makes a significant contribution to the development of innovative learning media for complex materials in Islamic Religious Education and opens opportunities for further research in the integration of game technology in religious education

Phacoemulsification to MSICS: A transfer of skills study in a simulated environment.: Transfer of phacoemulsification surgical skills to MSICS.

To investigate if phacoemulsification experience impacts and transfers to the skill acquisition of novices in manual small incision cataract surgery (MSICS) within a simulation environment. Copenhagen Academy for Medical Education and Simulation, Denmark. Prospective controlled experimental study. The study included 29 residents or specialist in ophthalmology with no prior MSICS experience. Participants were required to either have 1) proficiency on the EyeSi surgical simulator (PG; phaco group) or 2) no prior extensive exposure to the EyeSi simulator or any phacoemulsification surgery experience as a primary surgeon (CG; control group). Possible skill transfer was assessed using a test on the HelpMeSee virtual-reality simulator, including nine modules and 30 steps (points). A pass/fail score was determined at 20 points (out of 30 points). Performance scores were analyzed using independent samples t-tests, pass rates using Fisher's exact test, and individual modules using Fisher-Freeman-Halton analysis. The PG performed significantly better in terms of overall performance score (mean SD, PG; 21.8 points 2.3 versus CG; 18.9 points 2.2, p = 0.002, t-value = -3.39) and pass rates (PG; 72 % versus CG; 22%, p = 0.018). The sub-analysis for individual modules demonstrated significant differences exclusively in the capsulorhexis and cortex removal modules. The results suggest a positive inter-procedural transfer of skills between phacoemulsification and MSICS. Pretraining and experience in phacoemulsification demonstrated a significant effect on the performance of MSICS within a simulation environment. These findings suggest that phacoemulsification experience provides an advantage before MSICS training in surgical residency programs.

A novel learner driver first aid eLearning program: a mixed-method pre-post pilot test and evaluation

BackgroundApproximately 1.35 million people worldwide are killed in road accidents every year. Mandatory first aid training for learner drivers has been introduced in some European countries but no such requirements are in effect in Australia. The current study aimed to pilot and evaluate a first aid eLearning program for Australian learner drivers undertaking their mandated supervised driving hours.MethodsA total of 103 participants (M age = 20.57; 52.4% female, 96% completion rate) responded to an online survey immediately before and two weeks after completing the Learner Driver First Aid program. Participants completed measures of first aid self-efficacy, first aid knowledge, and attitudes towards first aid, and provided qualitative feedback on the program. Paired samples t-tests and Mann-Whitney U tests assessed improvements in first aid self-efficacy, knowledge, and attitudes, and qualitative feedback were analysed thematically.ResultsParticipants showed significant pre-post program improvements in first aid self-efficacy (p < .001) and first aid knowledge (p < .001); however, there were no significant changes in attitudes towards first aid (p = .028). Self-efficacy and knowledge improvements were significantly greater for those without prior first aid training (p < .001). Participants rated the usability of the online program favourably and most (93.2%) were satisfied or extremely satisfied with the program. Qualitative feedback suggested participants found the program to be accessible and interactive but noted concerns about the transfer of skills to the real-world context.ConclusionsThe findings provide support for the efficacy of online first aid training for Australian learner drivers. However, further improvements to the eLearning program based on participant feedback should be considered. This study recommends the Learner Driver First Aid program be refined and rolled out to the Australian public.

Teach a man to fish: Hyper-brain evidence on scaffolding strategy enhancing creativity acquisition and transfer

Creativity is an indispensable competency in today's innovation-driven society. Yet, the influences of instructional strategy, a key determinant of educational outcomes, on the creativity-fostering process remains an unresolved mystery. We proposed that instructional strategy affects creativity cultivation and further investigated the intricate neural mechanisms underlying this relationship. In a naturalistic laboratory setting, 66 instructor-learner dyads were randomized into three groups (scaffolding, explanation, and control), with divergent thinking instructions separately. Functional near-infrared spectroscopy (fNIRS) hyperscanning simultaneously collected brain signals in the prefrontal cortex and temporal-parietal junction regions. Results indicated that learners instructed with a scaffolding strategy demonstrated superior creative performance both in acquisition (direct learning) and transfer (use in a novel context) of creativity skills, compared to pretest levels. In contrast, the control and explanation groups did not exhibit such effects. Notably, we also observed remarkable interbrain neural synchronization (INS) between instructors and learners in the left superior frontal cortex in the scaffolding group, but not in the explanation or control groups. Furthermore, INS positively predicted enhancements in creativity performance (acquisition and transfer), indicating that it is a crucial neural mechanism in the creativity-fostering process. These findings reveal that scaffolding facilitates the acquisition and transfer of creativity and deepen our understanding of the neural mechanisms underlying the process of creativity-fostering. The current study provides valuable insights for implementing teaching strategies to fostering creativity.

The role of training evaluation as a mediator in the adoption of the gamification methodology in Indian business

ABSTRACT The objective of this study is to examine the extent to which Indian firms have implemented gamification methodology for training purposes and to evaluate the impact of training assessment on the adoption and effectiveness of gamification strategies. This research used survey approach to analyze its hypothesis and goal. 260 surveys were valid. This study used Smart-PLS 4 to analyze data. Gamification, evaluation, and transfer were explored in this study. Gamification, training evaluation, and transfer were explored in this study. Findings suggested that the gamification training technique and training transfer make employee training evaluation crucial to the training process. Gamification in training program and employee training assessment aid training transfer. This research examines the profound impact that gamified training may have on improving organizational learning. The research, conducted with a rigorous methodology, demonstrates a clear and beneficial relationship between gamification, training transfer, and the mediator training evaluation. This highlights the significance of implementing comprehensive assessment methods. The results emphasize the need of incorporating gamification into training methods to enhance the transfer of skills and improve overall organizational performance. Managers and department heads embrace gamification as a training method and training assessment systems in organisations since evaluation is key to training success.

Evaluation of the impact of short term manual small incision cataract surgery (MSICS) training program on trainees with varying prior surgical experience using international council of ophthalmology-ophthalmology surgical competency assessment rubrics (ICO-OSCAR).

To assess the learning curve of MSICS in three different groups of trainees with varying prior MSICS experience. To evaluate the effectiveness of ICO OSCAR for objective assessment of surgical skill transfer. Ninety-five MSICS trainees were divided into three groups as 1st year resident, fellow and external trainee. Each group were evaluated for their surgical skill acquisition during one month MSICS training program using ICO-OSCAR. Each trainee performed an average of 19 surgeries. The progress in the learning curve of the three groups of trainees was analyzed by evaluating the mean scores in sets of five consecutive cases. Complications during the training period were also noted. The study evaluated a total of 1842 cases. The fellows and external trainees, with prior MSICS experience, had an initial mean score of 57.57 ± 16.16 and 56.86 ± 17.82 respectively, whereas the 1st year resident group had a relatively low initial mean score of 45.91(p = 0.009). The difference in mean scores between the 1st year resident group and other groups significantly reduced towards the end of training. The most common complications made by 1st year residents were in sclero-corneal tunnel construction. The external trainee group had statistically significant higher rates of zonular dialysis in the study. ICO-OSCAR is an effective tool for assessing MSICS training program. Structured short term MSICS surgical training program is effective in surgical skill transfer, especially in novice surgeons.

Navigating the Challenges in Setting Up a Sustainable Open-Heart Surgery Unit in a Resource-Constrained Environment in Northern Nigeria: Model and Strategies.

Cardiac surgery requiring cardiopulmonary bypass had been unavailable in Northern Nigeria and the federal capital territory of Nigeria regularly. Several attempts in the past at setting up this service in a self-sustaining manner in Northern Nigeria had failed. This paper is a contrasting response to an earlier publication that emphasized the less-than-desirable role played by international cardiac surgery missions in the evolution of a sustainable open-heart surgery program in Nigeria. The cardiothoracic unit of Federal Medical Centre, Abuja, was established on March 1, 2021, but could not conduct safe open-heart surgery. The model and strategies employed in commencing open-heart surgeries, including the choice of personnel training within the country and focused collaboration with foreign missions, are discussed. We also report the first seven patients to undergo cardiac surgery under cardiopulmonary bypass in our government-run hospital as well as the transition from foreign missions to local team operations. Seven patients were operated on within the first six months of setting up with high levels of skill transfer and local team participation, culminating in one of the operations entirely carried out by the local team of personnel. All outcomes were good at an average of one-year follow-up. In resource-constrained government-run hospitals, a functional, safe cardiac surgery unit can be set up by implementing well-planned strategies to mitigate encountered peculiar challenges. Furthermore, with properly harnessed foreign missions, a prior-trained local team of personnel can achieve independence and become a self-sustaining cardiac surgery unit within the shortest possible time.

‘(The unconscious) is a treasure box where coachees can find their answers’ – An interpretative phenomenological analysis of Jungian coaching

ObjectivesThis study aimed to fill in a gap in the research base on the applicability of psychotherapeutic approaches to coaching psychology. Thus, it explored the transference of knowledge, skills and expertise from Jungian psychology into coaching psychology.MethodsThe qualitative study investigated the perceptions and experiences of professional coaches and coaching psychologists with a Jungian approach to coaching, particularly with an intervention called the Jungian coaching method. This was done through semi-structured interviews with 6 professional coaches, from 4 different countries. Interpretative phenomenological analysis was used to analyse the collected data.ResultsThree main themes were identified: a unique coaching frame; a Jungian coaching method and its tools support the coach; and a Jungian coaching method and its tools empower the client and enable deeper exploration.DiscussionNovel concept of coaching container is proposed, with the unconscious as an important element. The unique Jungian conceptualisation of the unconscious could be further investigated for its potential contributions to coaching psychology as a resource during the coaching process.ConclusionThe findings suggest that a Jungian approach to coaching might be a feasible application of psychotherapy knowledge into coaching psychology, which enriches the coaching experience of both the coach and the coachee.

Psycho-Philosophical Dimensions of Language Education: Mixed-Methods Exploration of Russian to Ewe Linguistic Skills Transfer

Psycho-Philosophical Dimensions of Language Education: Mixed-Methods Exploration of Russian to Ewe Linguistic Skills Transfer

Making soft skills ‘stick’: a systematic scoping review and integrated training transfer framework grounded in behavioural science

ABSTRACT Soft skills training often does not yield the desired behaviour changes at work – a phenomenon known as the soft skills transfer problem. Meanwhile, behavioural science interventions have proven successful in changing behaviours in various contexts. The aim of the present research is to develop an integrated soft skills training transfer framework grounded in behavioural science. The COMPASS (Capability, Opportunity and Motivation of Professionals’ Application of Soft Skills) model integrates two leading frameworks in the fields of professional development and behavioural science: Baldwin and Ford’s training transfer framework and the COM-B behaviour change model. To probe the viability of the COMPASS model, we conducted a systematic scoping review, which identified 91 eligible articles derived from 2,632 screened abstracts. From this review, 69 factors emerged that were each assessed for their evidence in promoting soft skills training transfer. Mapping the factors onto the COMPASS model shows that the model captures the literature well. Crucially, we show that all constituent elements of the model likely contribute to training transfer. The COMPASS model provides an overarching theoretical grounding in the literature on behaviour change. We discuss how practitioners can leverage this work to promote soft skills transfer.

Transferable skills for QSEP training. From marketing to Sport Psychology

This was a case study prepared for the British Psychological Society’s (BPS) Qualification in Sport and Exercise Psychology (QSEP), and focuses on transferable skills from a marketing career. Through different delivery stages, examples illustrate where skills transferred or where adaptations were needed, informed by applied literature and BPS guidelines.

Learning how to develop a research question throughout the PhD process: training challenges, objectives, and scaffolds drawn from doctoral programs for students and their supervisors

AbstractWith the higher education reform putting forward the professionalization of doctoral students, doctoral education has been strongly focused on generic transferable skills to ensure employability. However, doctoral training should not forget core skills of research and especially the ability to formulate research questions, which are the key to original research and difficult to develop at the same time. Learning how to develop a research question is traditionally seen as a one-to-one learning process and an informal daily transmission between a novice and a senior researcher. The objective of this paper is to offer a framework to design doctoral programs aimed at supporting the process of development of research questions for doctoral candidates guided by their supervisors. We base our proposal on two doctoral training programs designed with a pedagogical strategy based on dialogs with peers, whether they be students, supervisors, or trainers from a diversity of scientific backgrounds. The resulting framework combines three learning challenges faced by doctoral students and their supervisors when developing their research question, as well as training objectives corresponding to what they should learn and that are illustrated by the scaffolds we have used in our training programs. Finally, we discuss the conditions and originality of our pedagogical strategy based on the acquisition of argumentation skills, taking both the subjective dimensions of PhD work and the added value of interactions with a diversity and heterogeneity of peers into account.

Outcomes after precision prostatectomy: safety, efficacy and transference of skills.

Precision Prostatectomy (PP) is a viable treatment option for men with unilateral dominant cancer who are interested in preserving functional outcomes. To date, the data published about the outcomes of this technique has come from a single center only (Henry Ford - HF). We present the surgical, functional, and oncological outcomes of the first series of patients to undergo PP outside of HF, to demonstrate the safety and reproducibility of the technique. Between 2022 and 2023, PP was offered to select patients who were interested in preserving their functional status. Men who underwent PP were followed at 3 monthly intervals; information regarding their functional status was simultaneously obtained. Men who had biochemical recurrence were advised to undergo remnant biopsy. If residual cancer was detected, then remnant removal was performed. The median age and median PSA of the study group was 63 years and 6.89 ng/ml respectively. The median operative and console times were 196.5 and 154 minutes. No intra-operative complications were noted. Three patients had a total of three post-operative complications. Three patients had biochemical recurrence; cancer was not detected in any of these patients on postoperative biopsies of the prostatic remnant. At 12 months, 91% of patients reported using 0 pads/day and 90.9% of pre-operatively potent patients were potent at 12 months. PP is a safe and reproducible technique that can ensure cancer control and preservation of functional status in select patients. Further studies with large sample sizes and longer follow-up are required to ascertain the long-term outcomes of this surgical technique.

Sleep benefits perceptual but not movement-based learning of locomotor sequences

Practicing complex locomotor skills, such as those involving a step sequence engages distinct perceptual and motor mechanisms that support the recall of learning under new conditions (i.e., skill transfer). While sleep has been shown to enhance learning of sequences of fine movements (i.e., sleep-dependent consolidation), here we examined whether this benefit extends to learning of a locomotor pattern. Specifically, we tested the perceptual and motor learning of a locomotor sequence following sleep compared to wake. We hypothesized that post-practice sleep would increase locomotor sequence learning in the perceptual, but not in the motor domain. In this study, healthy young adult participants (n = 48; 18–33 years) practiced a step length sequence on a treadmill cued by visual stimuli displayed on a screen during training. Participants were then tested in a perceptual condition (backward walking with the same visual stimuli), or a motor condition (forward walking but with an inverted screen). Skill was assessed immediately, and again after a 12-h delay following overnight sleep or daytime wake (n = 12 for each interval/condition). Off-line learning improved following sleep compared to wake, but only for the perceptual condition. Our results suggest that perceptual and motor sequence learning are processed separately after locomotor training, and further points to a benefit of sleep that is rooted in the perceptual as opposed to the motor aspects of motor learning.

The impact of simulation-based training in medical education: A review.

Simulation-based training (SBT) has emerged as a transformative approach in medical education, significantly enhancing healthcare professionals' learning experience and clinical competency. This article explores the impact of SBT, tracing its historical development and examining the various types of simulations utilized today, including high-fidelity mannequins, virtual reality environments, standardized patients, and hybrid simulations. These methods offer a safe and controlled environment for students to practice and hone technical and non-technical skills, ultimately improving patient safety and clinical outcomes. The benefits of SBT are manifold, including enhanced skill acquisition, error reduction, and the opportunity for repeated practice without risk to actual patients. Immediate feedback and structured debriefing further solidify learning, making Simulation an invaluable tool in medical education. However, the implementation of SBT is challenging. It requires substantial financial investment, specialized equipment, and trained faculty. Additionally, there are concerns about the realism of simulations and the transferability of skills to real-world clinical settings. Despite these challenges, numerous case studies and empirical research underscore the effectiveness of SBT compared to traditional methods. Looking ahead, advancements in technology, such as artificial intelligence and improved virtual reality applications, promise to enhance the efficacy and accessibility of simulation training. The integration of Simulation with other training modalities and its adoption in diverse global contexts highlight its potential to revolutionize medical education worldwide. This article affirms the crucial role of SBT in preparing the next generation of healthcare professionals and its ongoing evolution driven by technological innovations.

Implementing Zonal Aquaculture Innovation Platforms in Uganda: Key Lessons Learned

Uganda’s aquaculture sub-sector is rapidly developing, contributing up to 22% of all fish produced in the country. However, the sub-sector still faces challenges related to limited access to extension services, production inputs, post-harvest handling facilities, disease incidences, value-addition skills and weak market linkages. Although there have been isolated interventions at different aquaculture value-chain nodes, the registered challenges continue to recur. To address prioritized issues in Uganda’s aquaculture sub-sector, nine zonal aquaculture innovation platforms were established based on the country’s nine agro-ecological zones. These platforms brought together different stakeholders to identify solutions to common problems in each aquaculture value-chain node. Each innovation platform consisted of fish farmers, hatchery operators, traders, extension workers, researchers, input dealers, local leaders, and financial institutions. During a series of zonal workshops, participants identified constraints to the aquaculture sub-sector in their respective zones. From the findings, there are technical knowledge gaps across the entire aquaculture value chain mainly affecting hatchery operators, input suppliers, and farmers. Therefore, there is need for coordinated interventions to enhance access to production technologies, innovations, knowledge, and skill transfer to promote gender-centered aquaculture development.