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Important Skill (important + skill)

Distribution by Scientific Domains

Medical Sciences	50%

Selected Abstracts

Virtual Experiments and Their Use in Teaching Experimental Design

INTERNATIONAL STATISTICAL REVIEW, Issue 3 2007
Paul L. Darius
Summary The ability to design experiments in an appropriate and efficient way is an important skill, but students typically have little opportunity to get that experience. Most textbooks introduce standard general-purpose designs, and then proceed with the analysis of data already collected. In this paper we explore a tool for gaining design experience: computer-based virtual experiments. These are software environments which mimic a real situation of interest and invite the user to collect data to answer a research question. Two prototype environments are described. The first one is suitable for a course that deals with screening or response surface designs, the second one allows experimenting with block and row-column designs. They are parts of a collection we developed called ENV2EXP, and can be freely used over the web. We also describe our experience in using them in several courses over the last few years. [source]

Some Like It Hot: Teaching Strategies for Managing Tactical Versus Genuine Anger in Negotiations

NEGOTIATION AND CONFLICT MANAGEMENT RESEARCH, Issue 4 2008
Holly A. Schroth
Abstract A critically important skill in any negotiation is the ability to manage the emotions that are inevitably evoked by conflict. Anger is one of the most widely studied emotions that occur in negotiation. The purpose of this article is to introduce strategies for managing tactical and genuine anger in negotiations. The difference between tactical and genuine anger is discussed along with different strategies for managing each of these types of anger. The article concludes with advice for instructors to help negotiation students acquire experience in managing both their own and the other party's anger. [source]

Sustaining hope when communicating with terminally ill patients and their families: a systematic review

PSYCHO-ONCOLOGY, Issue 7 2008
Josephine M. Clayton
Abstract The aim of this systematic review was to examine studies that have investigated sustaining hope during prognostic and end-of-life issues discussions with terminally ill patients and their families. A comprehensive search of databases (MEDLINE, EMBASE, CINAHL, PsychINFO, Cochrane Central Register of Controlled Trials) and handsearching, from 1985 to June 2006, identified 27 studies. This review suggests that the issues surrounding hope in this context are complex. Despite the lack of unanimity among researchers regarding the definition of hope, findings suggest that balancing hope with honesty is an important skill for health professionals (HPs). Many patients seem to be able to maintain a sense of hope despite acknowledging the terminal nature of their illness. Patients and caregivers mostly preferred honest and accurate information, provided with empathy and understanding. Many different sources of hope were identified in this context in broad aspects of life, not just the medical situation. HPs need to recognize this spectrum of hope and appreciate that patients may simultaneously hope for ,cure' while acknowledging the terminal nature of their illness. HPs may help patients to cope with their terminal prognosis by exploring and fostering realistic forms of hope that are meaningful for the particular patient and their family. Copyright © 2007 John Wiley & Sons, Ltd. [source]

1243: Missing subtle signs

ACTA OPHTHALMOLOGICA, Issue 2010
A KAWASAKI
Purpose To highlight some easily overlooked clinical findings which may be the key to arriving at the correct diagnosis. Methods Case studies Results Patient with unexplained visual loss, patient with oscillopsia, patient with red eye Conclusion Recognition of subtle clinical findings is an important skill that improves with effort and experience on the part of the clinician Commercial interest [source]

Portfolios as a learning tool in obstetrics and gynaecology undergraduate training

MEDICAL EDUCATION, Issue 12 2001
Kirsti Lonka
Context We developed a structured portfolio for medical students to use during their obstetrics and gynaecology undergraduate training. The main objective was to support the learning process of the students. We also wanted feedback information to enhance teaching. Methods The study population consisted of 91 medical students who completed the portfolio during their training course. The portfolio consisted of a 28-page A5-size booklet. The students entered all the clinical procedures they had performed and all the deliveries they had attended. After each group session, they answered questions about what they had learned and evaluated the performance of the teacher. They also indicated their general evaluation of the course and the portfolio itself. The teachers listed the 13 most important skills to be learned during the course. The students were asked to evaluate their own development on a scale of 0,5 before and after the course. A content analysis was performed on all the texts the students produced, and all quantitative variables were coded. Results The amount of text written in the portfolio correlated (P < 0·001, F -value 4·2) with success in the final exam. In addition to acting as a logbook, use of the portfolio enhanced the learning process during the course. Students' attitudes towards the portfolio were mainly positive. Students appreciated the departmental interest in their learning process. Conclusion Portfolios support the personal and professional development of medical students. A portfolio clarifies the learning goals and helps students to monitor how these goals are achieved. A portfolio encourages constant self-reflection. [source]

A Tale of Two Cases: Lessons for Education From the Study of Two Boys Living With Half Their Brains

MIND, BRAIN, AND EDUCATION, Issue 2 2007
Mary Helen Immordino-Yang
ABSTRACT, In recent years, educators have been looking increasingly to neuroscience to inform their understanding of how children's brain and cognitive development are shaped by their learning experiences. However, while this new interdisciplinary approach presents an unprecedented opportunity to explore and debate the educational implications of neuropsychological research, a good model for this dialogue is lacking. This is in part because relatively little is known about the relationships between cognitive, emotional, and neurological development, in part because of a dearth of research methods designed to rigorously connect issues of learning and development to neuropsychological strengths and weaknesses, and in part because neuropsychological studies are rarely presented in a format that is conducive to meaningful cross-disciplinary dialogue with educators. To begin to address these issues, in this article, I present the complementary cases of Nico and Brooke, two high-functioning adolescents, who have suffered the removal of an entire brain hemisphere (Nico his right and Brooke his left) to control severe epilepsy. Through presenting a neuropsychological study of these rare boys' emotion and affective prosody (vocal intonation) through the developmental lens of an educator, I reinterpret the neuropsychological findings for what they reveal about how the boys leveraged their emotional and cognitive strengths to learn important skills for which they were each missing half of the normally recruited neural hardware. While Nico's and Brooke's results seem on the surface to contradict expectations based on neuropsychological findings with adults, they combine to reveal a compensatory logic that begins to elucidate the active role of the learner as well as the organizing role of emotion in brain development, providing a jumping-off point for discussion between educators and neuroscientists and a model for connecting neuropsychological strengths and weaknesses to learning. [source]