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Skill Set (skill + set)
Selected AbstractsToward the Development of an Interdisciplinary Information Assurance Curriculum: Knowledge Domains and Skill Sets Required of Information Assurance Professionals,DECISION SCIENCES JOURNAL OF INNOVATIVE EDUCATION, Issue 1 2008Casey G. Cegielski ABSTRACT Since the ratification of the Sarbanes-Oxley Act of 2002, both publicly traded companies and their respective financial statement auditors have struggled to comply with the requirements of the legislation. Utilizing three individual Delphi studies, separately, I surveyed partners, managers, and staff associates in the United States from each of the "Big 4" international accounting firms to ascertain from each respective group what knowledge domains and technical skills are most important in the practice of Sarbanes-Oxley,related information assurance compliance. Analysis of the data collected provided the basis for the development and subsequent implementation of a new interdisciplinary business curriculum in information assurance. [source] An Exploratory Analysis of the Value of the Skills of IT Personnel: Their Relationship to IS Infrastructure and Competitive AdvantageDECISION SCIENCES, Issue 1 2001Terry Anthony Byrd Abstract Determining and assessing the requisite skills of information technology (IT) personnel have become critical as the value of IT has risen in modern organizations. In addition to technical skills traditionally expected of IT personnel, softer skills like managerial, business, and interpersonal skills have been increasingly cited in previous studies as mandatory for these employees. This paper uses a typology of IT personnel skills,technology management skills, business functional skills, interpersonal skills, and technical skills,and investigates their relationships to two information systems (IS) success variables, IS infrastructure flexibility and the competitive advantage provided by IS. The study investigates these relationships using the perceptions of chief information officers (CIOs) from mostly Fortune 2000 companies. The contributions of this study are: IT personnel skills do affect IS success, technical skills are viewed as the most important skill set in affecting IS infrastructure flexibility and competitive advantage, and modularity is viewed as more valuable to competitive advantage than integration. Several explanations are offered for the lack of positive relationships between the softer IT personnel skills and the dimensions of IS success used in this study. [source] An examination of frequent nursing interventions and outcomes in an adolescent psychiatric inpatient unitINTERNATIONAL JOURNAL OF MENTAL HEALTH NURSING, Issue 5 2009Candace Bobier ABSTRACT:, Little is known about which nursing interventions used in adolescent psychiatric inpatient treatment demonstrate improvements in outcome in the ,real world' setting, despite an increase in external outcomes reporting requirements. This paper examines nursing and other multidisciplinary interventions commonly used at the Youth Inpatient Unit, Christchurch, New Zealand, in relation to improvements in outcomes as measured by the Health of the Nation Outcome Scales for Children and Adolescents, utilizing data gathered prospectively as part of an ongoing quality assurance and outcomes project. We found the majority of interventions investigated were utilized equally across diagnostic groups, although stress management and problem-solving education was used more for patients with mixed affective disorders. Further, the results contribute to growing evidence toward the value of providing medication and problem-solving education to this population. Mental health nurses working with children and adolescents should be supported to utilize and develop their unique skill set to offer targeted interventions and to examine their practice to identify the most valuable interventions for their patients within this developmental context. [source] Assessment of the Joint Food Science Curriculum of Washington State University and the University of Idaho by Graduates and Their EmployersJOURNAL OF FOOD SCIENCE EDUCATION, Issue 1 2006Stephanie Clark ABSTRACT: Thirty-two recent graduates from the joint food science program of Washington State Univ. (WSU) and The Univ. of Idaho (UI) and 12 of their employers participated in a survey study to assess food science program outcomes. The objective of this study was to assess the joint curriculum in its ability to prepare undergraduate students for critical thinking, problem solving, and technical competence in the food industry. Two survey tools, 1 for graduates and 1 for their employers, were designed to assess job preparedness and the skill set attained by food science program graduates. Graduates of the joint food science program generally indicated satisfaction with their food science education and suggested that they were adequately prepared for their jobs. Both students and employers indicated that most of the identified Success Skills are used daily on the job, and that graduates were well prepared with Success Skills. Graduates and employers reported adequate preparation in Food Processing and Engineering competence. Some significant differences (P < 0.05) were found in perceived and assessed competence. Specifically, while student indicated that they were well prepared with Food Chemistry and Analysis, Food Safety and Microbiology, and Applied Food Science competence, employers indicated only adequate preparation in Food Chemistry and Analysis, and Applied Food Science competence, but poor preparation in Food Safety and Microbiology competence. The findings suggest that students should be given opportunities for self-evaluation in undergraduate courses. Because the survey models are based on Institute of Food Technologists requirements, it is expected that the surveys can be readily adopted by other institutions to assess student learning and program effectiveness. [source] Saying "no" to professional recommendations: Client values, beliefs, and evidence-based practiceJOURNAL OF THE AMERICAN ACADEMY OF NURSE PRACTITIONERS, Issue 12 2008Cathy Michaels PhD, FAAN (Clinical Associate Professor) Abstract Purpose: The purpose of this article is to explore the phenomenon of saying "no" to secondary prevention recommended by healthcare providers. Data sources: Extracted findings from two qualitative studies in which participants have said "no" to provider recommendations for secondary prevention, specifically screening mammograms or treatment for latent tuberculosis infection, are discussed. Conclusions: Although these two studies focus on different aspects of secondary prevention, both studies emphasize how client values and beliefs impact health decisions. In evidence-based practice (EBP), both scientific evidence and client values and beliefs must be considered. Nurse practitioners (NPs) have the skill set and are in a position to assist clients to mediate between their values and beliefs and current scientific evidence. Implications for practice: Several findings from the two qualitative studies are relevant for practice: qualitative studies provide information about values and beliefs for EBP, and findings from these particular qualitative studies demonstrated that women were protective about their health even though their values and beliefs did not align with current scientific evidence. Through client narratives, NPs can facilitate clients aligning personal values and beliefs with current scientific evidence in relationship to caring for self. [source] The implementation and assessment of a comprehensive communication skills training curriculum for oncologistsPSYCHO-ONCOLOGY, Issue 6 2010Carma L. Bylund Abstract Objective: The objective of this paper is to report the implementation and assessment of the Comskil Training Curriculum at Memorial Sloan-Kettering Cancer Center. Method: Twenty-eight attending physicians and surgeons participated in communication skills training modules as part of a train-the-trainer program. Doctors were video recorded in clinical consultations with patients two times before training and two times after training, resulting in 112 video recordings for analysis. Recordings were coded using the Comskil Coding System. Results: Communication skills related to two of the six major skill sets, Establishing the Consultation Framework and Checking, increased following training. Limited changes emerged in three skill sets, while one skill set, Shared Decision Making, did not change. Doctors who attended more training modules had higher levels of change. Female participants demonstrated three skills more frequently than males post-training. Conclusions: The intervention produced significant communication skills uptake in a group of experienced attending clinicians, mediated by the amount of training. Future research should focus on the dose of training necessary to achieve skills uptake and the effect of skills training on patient outcomes. Copyright © 2009 John Wiley & Sons, Ltd. [source] Effective primate conservation education: gaps and opportunitiesAMERICAN JOURNAL OF PRIMATOLOGY, Issue 5 2010Susan K. Jacobson Abstract Conservation education goals generally include influencing people's conservation awareness, attitudes, and behaviors. Effective programs can help foster sustainable behavior, improve public support for conservation, reduce vandalism and poaching in protected areas, improve compliance with conservation regulations, increase recreation carrying capacities, and influence policies and decisions that affect the environment. Primate conservation problems cut across many disciplines, and primate conservation education must likewise address crossdisciplinary issues. Conservation educators must incorporate both theoretical and practical knowledge and skills to develop effective programs, and the skill set must stretch beyond pedagogy. Expertize needed comes from the areas of planning, collaboration, psychology, entertainment, and evaluation. Integration of these elements can lead to greater program success. Am. J. Primatol. 72:414,419, 2010. © 2009 Wiley-Liss, Inc. [source] Resident Training in Emergency Ultrasound: Consensus Recommendations from the 2008 Council of Emergency Medicine Residency Directors ConferenceACADEMIC EMERGENCY MEDICINE, Issue 2009Saadia Akhtar MD Abstract Over the past 25 years, research performed by emergency physicians (EPs) demonstrates that bedside ultrasound (US) can improve the care of emergency department (ED) patients. At the request of the Council of Emergency Medicine Residency Directors (CORD), leaders in the field of emergency medicine (EM) US met to delineate in consensus fashion the model "US curriculum" for EM residency training programs. The goal of this article is to provide a framework for providing US education to EM residents. These guidelines should serve as a foundation for the growth of resident education in EM US. The intent of these guidelines is to provide minimum education standards for all EM residency programs to refer to when establishing an EUS training program. The document focuses on US curriculum, US education, and competency assessment. The use of US in the management of critically ill patients will improve patient care and thus should be viewed as a required skill set for all future graduating EM residents. The authors consider EUS skills critical to the development of an emergency physician, and a minimum skill set should be mandatory for all graduating EM residents. The US education provided to EM residents should be structured to allow residents to incorporate US into daily clinical practice. Image acquisition and interpretation alone are insufficient. The ability to integrate findings with patient care and apply them in a busy clinical environment should be stressed. [source] Emergency Medicine Public Health Research Funded by Federal Agencies: Progress and PrioritiesACADEMIC EMERGENCY MEDICINE, Issue 11 2009Gail D'Onofrio MD Abstract The emergency department (ED) visit provides an opportunity to impact the health of the public throughout the entire spectrum of care, from prevention to treatment. As the federal government has a vested interest in funding research and providing programmatic opportunities that promote the health of the public, emergency medicine (EM) is prime to develop a research agenda to advance the field. EM researchers need to be aware of federal funding opportunities, which entails an understanding of the organizational structure of the federal agencies that fund medical research, and the rules and regulations governing applications for grants. Additionally, there are numerous funding streams outside of the National Institutes of Health (NIH; the primary federal health research agency). EM researchers should seek funding from agencies according to each agency's mission and aims. Finally, while funds from the Department of Health and Human Services (HHS) are an important source of support for EM research, we need to look beyond traditional sources and appeal to other agencies with a vested interest in promoting public health in EDs. EM requires a broad skill set from a multitude of medical disciplines, and conducting research in the field will require looking for funding opportunities in a variety of traditional and not so traditional places within and without the federal government. The following is the discussion of a moderated session at the 2009 Academic Emergency Medicine consensus conference that included panel discussants from the National Institutes of Mental Health, Drug Abuse, and Alcoholism and Alcohol Abuse and the Centers for Disease Control and Prevention (CDC). Further information is also provided to discuss those agencies and centers not represented. [source] Counselling Psychology in Canada: Advancing Psychology for All,APPLIED PSYCHOLOGY, Issue 1 2007Richard A. Young La psychologie du counseling au Canada est examinée à l'aide de la matrice SWOT. Quatre forces sont identifiées: l'identité, le paradigme, l'ensemble des compétences ainsi que l'éducation et la formation. Les tensions entre les trois premières forces sont aussi considérées comme des faiblesses. Les opportunités externes à la psychologie du counseling comprennent les changements de la société, la diversité sociale et la santé. Parmi les menaces auxquelles la psychologie du counseling au Canada est confrontée, sont identifiés le contexte universitaire avec les contenus de formation, la compétition avec d'autres groupes professionnels et les pressions externes visant à définir la pratique de la psychologie du counseling. L'un des objectifs pour la psychologie du counseling au Canada est de rendre la psychologie disponible à un large éventail de la population par de nombreux moyens. L'Association Internationale de Psychologie Appliquée peut travailler à accroître cette aire d'application et prendre le Canada comme modèle pour développer ce champ dans d'autres pays. Counselling psychology in Canada was examined using a SWOT analysis. Four strengths were identified: identity, paradigm, skill set, and education and training. Tensions within the first three of these strengths were also considered weaknesses. External opportunities for counselling psychology included changes in society, social diversity, and health. Among the threats to counselling psychology in Canada are the university context for training programmes, competition with other professional groups, and pressure from external influences on how to define counselling psychology practice. The vision for the future of counselling psychology in Canada is based on the principle of making psychology available to a wide range of the Canadian population through a variety of means. The International Association of Applied Psychology can work to enhance this area of professional psychology and can look to Canada for support and models in developing this field in other countries. [source] Graduate Students and Knowledge Exchange with Local Stakeholders: Possibilities and PreparationBIOTROPICA, Issue 5 2009Amy E. Duchelle ABSTRACT Tropical biologists are exploring ways to expand their role as researchers through knowledge exchange with local stakeholders. Graduate students are well positioned for this broader role, particularly when supported by graduate programs. We ask: (1) how can graduate students effectively engage in knowledge exchange during their research; and (2) how can university programs prepare young scientists to take on this partnership role? We present a conceptual framework with three levels at which graduate students can exchange knowledge with stakeholders (information sharing, skill building, and knowledge generation) and discuss limitations of each. Examples of these strategies included disseminating preliminary research results to southern African villages, building research skills of Brazilian undergraduate students through semester-long internships, and jointly developing and implementing a forest ecology research and training program with one community in the Amazon estuary. Students chose strategies based on stakeholders' interests, research goals, and a realistic evaluation of student capacity and skill set. As strategies became more complex, time invested, skills mobilized, and strength of relationships between students and stakeholders increased. Graduate programs can prepare students for knowledge exchange with partners by developing specialized skills training, nurturing external networks, offering funding, maximizing strengths of universities in developed and developing regions through partnership, and evaluating knowledge exchange experiences. While balancing the needs of academia with those of stakeholders is challenging, the benefits of enhancing local scientific capacity and generating more locally relevant research for improved conservation may be worth the risks associated with implementing this type of graduate training model. [source] Academic Research Training for a Nonacademic Workplace: a Case Study of Graduate Student Alumni Who Work in ConservationCONSERVATION BIOLOGY, Issue 6 2009MATTHEW J. MUIR educación en conservación; formación de graduados; habilidades para el trabajo; programas universitarios Abstract:,Graduate education in conservation biology has been assailed as ineffective and inadequate to train the professionals needed to solve conservation problems. To identify how graduate education might better fit the needs of the conservation workplace, we surveyed practitioners and academics about the importance of particular skills on the job and the perceived importance of teaching those same skills in graduate school. All survey participants (n = 189) were alumni from the University of California Davis Graduate Group in Ecology and received thesis-based degrees from 1973 to 2008. Academic and practitioner respondents clearly differed in workplace skills, although there was considerably more agreement in training recommendations. On the basis of participant responses, skill sets particularly at risk of underemphasis in graduate programs are decision making and implementation of policy, whereas research skills may be overemphasized. Practitioners in different job positions, however, require a variety of skill sets, and we suggest that ever-increasing calls to broaden training to fit this multitude of jobs will lead to a trade-off in the teaching of other skills. Some skills, such as program management, may be best developed in on-the-job training or collaborative projects. We argue that the problem of graduate education in conservation will not be solved by restructuring academia alone. Conservation employers need to communicate their specific needs to educators, universities need to be more flexible with their opportunities, and students need to be better consumers of the skills offered by universities and other institutions. Resumen:,La educación en biología de la conservación a nivel licenciatura ha sido calificada como ineficaz e inadecuada para formar a los profesionales que se requieren para resolver problemas de conservación. Para identificar cómo la educación a nivel licenciatura puede satisfacer las necesidades del ámbito laboral en conservación, sondeamos a profesionales y académicos sobre la importancia de habilidades particulares del trabajo y la percepción de la importancia de esas mismas habilidades en la universidad. Todos los participantes en el sondeo (n = 189) fueron alumnos del Grupo de Graduados en Ecología de la Universidad de California en Davis y obtuvieron el grado basado en tesis entre 1973 y 2008. Los académicos y profesionales encuestados difirieron claramente en sus habilidades, aunque hubo considerablemente mayor acuerdo en las recomendaciones de capacitación. Con base en las respuestas de los participantes, los conjuntos de habilidades en riesgo de no ser consideradas en los programas educativos son la toma de decisiones y la implementación de políticas, mientras que las habilidades de investigación tienden a ser sobre enfatizadas. Sin embargo, los profesionales en diferentes puestos de trabajo requieren una variedad de conjuntos de habilidades, y sugerimos que los constantes llamados a ampliar la capacitación para responder a esta multitud de labores conducirán a un desbalance en la enseñanza de otras habilidades. Algunas habilidades, como el manejo de programas, pueden desarrollarse en proyectos colaborativos o de capacitación en el trabajo. Argumentamos que el problema de la educación en biología de la conservación a nivel licenciatura no se resolverá solo con la reestructuración de la academia. Los empleadores deben comunicar sus requerimientos específicos a los educadores, las universidades deben ser más flexibles con sus oportunidades y los estudiantes necesitan ser mejores consumidores de las habilidades ofrecidas por las universidades y otras instituciones. [source] Comparison of Outcomes of Two Skills-teaching Methods on Lay-rescuers' Acquisition of Infant Basic Life Support SkillsACADEMIC EMERGENCY MEDICINE, Issue 9 2010Itai Shavit MD ACADEMIC EMERGENCY MEDICINE 2010; 17:979,986 © 2010 by the Society for Academic Emergency Medicine Abstract Objectives:, The objective was to determine if lay-rescuers' acquisition of infant basic life support (BLS) skills would be better when skills teaching consisted of videotaping practice and providing feedback on performances, compared to conventional skills-teaching and feedback methods. Methods:, This pilot-exploratory, single-blind, prospective, controlled, randomized study was conducted on November 12, 2007, at the Rappaport Faculty of Medicine, Technion,Israel Institute of Technology, Haifa, Israel. The population under study consisted of all first-year medical students enrolled in the 2007,2008 year. BLS training is part of their mandatory introductory course in emergency medicine. Twenty-three students with previous BLS training were excluded. The remaining 71 were randomized into four and then two groups, with final allocation to an intervention and control group of 18 and 16 students, respectively. All the students participated in infant BLS classroom teaching. Those in the intervention group practiced skills acquisition independently, and four were videotaped while practicing. Tapes were reviewed by the group and feedback was provided. Controls practiced using conventional teaching and feedback methods. After 3 hours, all subjects were videotaped performing an unassisted, lone-rescuer, infant BLS resuscitation scenario. A skills assessment tool was developed. It consisted of 25 checklist items, grouped into four sections: 6 points for "categories" (with specific actions in six categories), 14 points for "scoring" (of accuracy of performance of each action), 4 points for "sequence" (of actions within a category), and 1 point for "order" of resuscitation (complete and well-sequenced categories). Two blinded expert raters were given a workshop on the use of the scoring tool. They further refined it to increase scoring consistency. The main outcome of the study was defined as evidence of better skills acquisition in overall skills in the four sections and in the specific skills sets for actions in any individual category. Data analysis consisted of descriptive statistics. Results:, Means and mean percentages were greater in the intervention group in all four sections compared to controls: categories (5.72 [95.33%] and 4.69 [92.66%]), scoring (10.57 [75.50%] and 7.41 [43.59%]), sequence (2.28 [57.00%] and 1.66 [41.50%]), and order of resuscitation (0.96 [96.00%] and 0.19 [19.00%]). The means and mean percentages of the actions (skill sets) in the intervention group were also larger than those of controls in five out of six categories: assessing responsiveness (1.69 [84.50%] and 1.13 [56.50%]), breathing technique (1.69 [93.00%] and 1.13 [47.20%]), chest compression technique (3.19 [77.50%] and 1.84 [46.00%]), activating emergency medical services (EMS) (3.00 [100.00%] and 2.81 [84.50%]), and resuming cardiopulmonary resuscitation (0.97 [97.00%] and 0.47 [47.00%]). These results demonstrate better performance in the intervention group. Conclusions:, The use of videotaped practice and feedback for the acquisition of overall infant BLS skills and of specific skill sets is effective. Observation and participation in the feedback and assessment of nonexperts attempting infant BLS skills appeared to improve the ability of this group of students to perform the task. [source] A sociotechnical approach to achieve zero defect manufacturing of complex manual assembliesHUMAN FACTORS AND ERGONOMICS IN MANUFACTURING & SERVICE INDUSTRIES, Issue 2 2007Kitty Hong Traditional approaches to defect reduction in manufacturing environments rely heavily on the introduction of technology-based detection techniques that require significant investments in equipment and technical skills. In this article, the authors outline a novel, alternative approach that utilizes the largely untapped abilities of assembly-line operators. Targeting zero-defect manufacturing, the SEISMIC (stabilize, evaluate, identify, standardize, monitor, implement, and control) methodology developed herein is a sociotechnical-based system built on the decentralization of technical knowledge and the transfer of responsibility for product quality from technical staff to manual operators. Along with defect reduction, important secondary goals of the SEISMIC methodology are improved operator performance and job satisfaction. The SEISMIC methodology provides a quantitative approach for classifying assembly environments and determining their required skill sets. Effective methods for transferring the identified skills throughout the production team are also provided. A pilot application of the protocol in an automotive assembly environment has achieved promising results in the target areas of defect reduction and operator performance. © 2007 Wiley Periodicals, Inc. Hum Factors Man 17: 137,148, 2007. [source] How the ,customer' influences the skills of the front-line workerHUMAN RESOURCE MANAGEMENT JOURNAL, Issue 2 2005Anne Mcbride Previous research illustrates how managers use the ,customer' in the service sector to develop roles and determine requisite skill sets. This article uses the evaluation of a recent workforce modernisation initiative in the NHS to provide insights into the manner in which the patient has played an increasing role in the construction of skills in healthcare. It indicates how public-funded healthcare in the NHS contains similar tensions and contradictions to service work in consumer capitalism. Although the patient is not in a position of authority, the desire of some workers to address fully the physical and psychological needs of the patient (or embodied customer) leads them to develop skills and roles that management may find hard to resource within current budgets. [source] The implementation and assessment of a comprehensive communication skills training curriculum for oncologistsPSYCHO-ONCOLOGY, Issue 6 2010Carma L. Bylund Abstract Objective: The objective of this paper is to report the implementation and assessment of the Comskil Training Curriculum at Memorial Sloan-Kettering Cancer Center. Method: Twenty-eight attending physicians and surgeons participated in communication skills training modules as part of a train-the-trainer program. Doctors were video recorded in clinical consultations with patients two times before training and two times after training, resulting in 112 video recordings for analysis. Recordings were coded using the Comskil Coding System. Results: Communication skills related to two of the six major skill sets, Establishing the Consultation Framework and Checking, increased following training. Limited changes emerged in three skill sets, while one skill set, Shared Decision Making, did not change. Doctors who attended more training modules had higher levels of change. Female participants demonstrated three skills more frequently than males post-training. Conclusions: The intervention produced significant communication skills uptake in a group of experienced attending clinicians, mediated by the amount of training. Future research should focus on the dose of training necessary to achieve skills uptake and the effect of skills training on patient outcomes. Copyright © 2009 John Wiley & Sons, Ltd. [source] The new biochemistry: in praise of alternate curriculaBIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION, Issue 6 2001Ross S. Feldberg Abstract The problem of what to include or exclude in designing a modern biochemistry course is becoming increasingly difficult to resolve. In this article, I suggest that the focus on which topics are to be covered is misplaced. Since factual information is rapidly forgotten, whereas skills can be retained, students would be better served if we designed our courses around those skill sets we desire our students to learn. © 2001 IUBMB. Published by Elsevier Science Ltd. All rights reserved. [source] Comparison of Outcomes of Two Skills-teaching Methods on Lay-rescuers' Acquisition of Infant Basic Life Support SkillsACADEMIC EMERGENCY MEDICINE, Issue 9 2010Itai Shavit MD ACADEMIC EMERGENCY MEDICINE 2010; 17:979,986 © 2010 by the Society for Academic Emergency Medicine Abstract Objectives:, The objective was to determine if lay-rescuers' acquisition of infant basic life support (BLS) skills would be better when skills teaching consisted of videotaping practice and providing feedback on performances, compared to conventional skills-teaching and feedback methods. Methods:, This pilot-exploratory, single-blind, prospective, controlled, randomized study was conducted on November 12, 2007, at the Rappaport Faculty of Medicine, Technion,Israel Institute of Technology, Haifa, Israel. The population under study consisted of all first-year medical students enrolled in the 2007,2008 year. BLS training is part of their mandatory introductory course in emergency medicine. Twenty-three students with previous BLS training were excluded. The remaining 71 were randomized into four and then two groups, with final allocation to an intervention and control group of 18 and 16 students, respectively. All the students participated in infant BLS classroom teaching. Those in the intervention group practiced skills acquisition independently, and four were videotaped while practicing. Tapes were reviewed by the group and feedback was provided. Controls practiced using conventional teaching and feedback methods. After 3 hours, all subjects were videotaped performing an unassisted, lone-rescuer, infant BLS resuscitation scenario. A skills assessment tool was developed. It consisted of 25 checklist items, grouped into four sections: 6 points for "categories" (with specific actions in six categories), 14 points for "scoring" (of accuracy of performance of each action), 4 points for "sequence" (of actions within a category), and 1 point for "order" of resuscitation (complete and well-sequenced categories). Two blinded expert raters were given a workshop on the use of the scoring tool. They further refined it to increase scoring consistency. The main outcome of the study was defined as evidence of better skills acquisition in overall skills in the four sections and in the specific skills sets for actions in any individual category. Data analysis consisted of descriptive statistics. Results:, Means and mean percentages were greater in the intervention group in all four sections compared to controls: categories (5.72 [95.33%] and 4.69 [92.66%]), scoring (10.57 [75.50%] and 7.41 [43.59%]), sequence (2.28 [57.00%] and 1.66 [41.50%]), and order of resuscitation (0.96 [96.00%] and 0.19 [19.00%]). The means and mean percentages of the actions (skill sets) in the intervention group were also larger than those of controls in five out of six categories: assessing responsiveness (1.69 [84.50%] and 1.13 [56.50%]), breathing technique (1.69 [93.00%] and 1.13 [47.20%]), chest compression technique (3.19 [77.50%] and 1.84 [46.00%]), activating emergency medical services (EMS) (3.00 [100.00%] and 2.81 [84.50%]), and resuming cardiopulmonary resuscitation (0.97 [97.00%] and 0.47 [47.00%]). These results demonstrate better performance in the intervention group. Conclusions:, The use of videotaped practice and feedback for the acquisition of overall infant BLS skills and of specific skill sets is effective. Observation and participation in the feedback and assessment of nonexperts attempting infant BLS skills appeared to improve the ability of this group of students to perform the task. [source] Information Modelling as a Paradigm ShiftARCHITECTURAL DESIGN, Issue 2 2009Dennis Shelden Abstract Building information modelling (BIM) is not just a change in software or skills sets, it requires a paradigm shift. Dennis Shelden, Chief Technology Officer of Gehry Technologies, outlines the more ,fundamental, subtle and profound decisions' on the road to BIM. It is necessary to fully consider not only the impacts both ,upstream' and ,downstream' from the conventional design phase, but also the possible creative restrictions as there is a potential trade-off that comes with the emphasis on collaborative processes. Copyright © 2009 John Wiley & Sons, Ltd. [source] | ||||||||||||||||||||||