			Home About us Contact

Skills Components (skill + component)

Distribution by Scientific Domains

Medical Sciences	75%

Selected Abstracts

Maintenance work, maintenance skills: the case of a major water company in the UK

NEW TECHNOLOGY, WORK AND EMPLOYMENT, Issue 1 2002
Fang Lee Cooke
This article explores how maintenance work and the requirements of maintenance skills may have changed in a changing technological and organisational environment. A closer examination of the skill requirements for maintenance work in the case study firm has revealed a wider range of skill components than existing literature on maintenance skills has focused on. This paper argues that organisational change may lead to the requirement of new skills for maintenance work and that interpersonal skill may be an important skill element required. [source]

Evaluation of a clinical examination skills training course in an undergraduate pharmacy programme

INTERNATIONAL JOURNAL OF PHARMACY PRACTICE, Issue 4 2008
Dr. Andy Wearn senior lecturer, director
Objective To introduce and evaluate a short clinical examination skills course in a BPharm programme. The study objectives were to assess needs, explore attitudes, record perceived competence requirements and assess the value of physical examination skills learning. Setting BPharm programme in Auckland, New Zealand. Participants were students enrolled in years 3 and 4 of the programme (2003). Method The design was a longitudinal, dual cohort, educational intervention evaluation using a self-completed questionnaire. An examination skills component was added to the fourth year of the pharmacy programme. Year 3 and 4 students were recruited, and completed the questionnaire at two points. Year 3 students were sampled one year before and soon after the skills sessions. Year 4 students were sampled after the sessions and 18 months later (once registered). The questionnaire sought their attitudes towards clinical skills training and practical relevance for future practice, and evaluated their learning experience. Key findings Response rates at the four points were 42,67%. Year 3 students identified a similar set of appropriate skills to those actually taught in year 4. Overall, attitudes to introducing examination skills learning were positive at all points. At follow-up, both cohorts agreed more strongly that examination skills training should be core (significantly for registered pharmacists versus year 3, P < 0.006). Measuring manual blood pressure was deemed the most difficult skill. All taught skills were used in practice except for respiratory rate; most used were body mass index (BMI), temperature and peak flow measurement. Conclusions There was a close correlation between what was offered in the course, what students felt they needed to learn and what was relevant in practice. Once registered, pharmacists were aware of their limitations and level of competence in relation to clinical skills. The small changes in attitudinal scores appear to reflect maturity and experience. The study design allowed us to adapt the educational component to student need. Health professional educators need to be aware of and respond to changes in professional scopes of practice. [source]

The impact of case specificity and generalisable skills on clinical performance: a correlated traits,correlated methods approach

MEDICAL EDUCATION, Issue 6 2008
Paul F Wimmers
Context, The finding of case or content specificity in medical problem solving moved the focus of research away from generalisable skills towards the importance of content knowledge. However, controversy about the content dependency of clinical performance and the generalisability of skills remains. Objectives, This study aimed to explore the relative impact of both perspectives (case specificity and generalisable skills) on different components (history taking, physical examination, communication) of clinical performance within and across cases. Methods, Data from a clinical performance examination (CPX) taken by 350 Year 3 students were used in a correlated traits,correlated methods (CTCM) approach using confirmatory factor analysis, whereby ,traits' refers to generalisable skills and ,methods' to individual cases. The baseline CTCM model was analysed and compared with four nested models using structural equation modelling techniques. The CPX consisted of three skills components and five cases. Results, Comparison of the four different models with the least-restricted baseline CTCM model revealed that a model with uncorrelated generalisable skills factors and correlated case-specific knowledge factors represented the data best. The generalisable processes found in history taking, physical examination and communication were responsible for half the explained variance, in comparison with the variance related to case specificity. Conclusions, Pure knowledge-based and pure skill-based perspectives on clinical performance both seem too one-dimensional and new evidence supports the idea that a substantial amount of variance contributes to both aspects of performance. It could be concluded that generalisable skills and specialised knowledge go hand in hand: both are essential aspects of clinical performance. [source]

Content specificity: is it the full story?

MEDICAL EDUCATION, Issue 6 2008
Statistical modelling of a clinical skills examination
Objective, This study sought to determine the relative contributions made by transferable skills and content-specific skills to Year 2 medical student performance in a clinical skills examination. Methods, Correlated trait-correlated method models were constructed to describe the performance of 2 year groups of students in examinations held in the summers of 2004 and 2005 at Peninsula Medical School in the UK. The transferable skills components of the models were then removed to indicate the contribution made to the fit of the models to the data. Results, Although content-specific skills made the greater contribution to the 2 models of student performance (accounting for averages of 54% and 43% of the variance, respectively), transferable skills did make an important but smaller contribution (averages of 13% and 16%, respectively). When the transferable skills components of the models were removed, the fit was not as good. Conclusions, Both content-specific skills and transferable skills contributed to performance in the clinical skills examination. This challenges current thinking and has important implications, not just for those involved in clinical skills examinations, but for all medical educators. [source]