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Purpose: The aim of this study was 2-fold: (1) to examine the relationships between psychophysiological responses and locomotor demands with variations in technical performance during 2v2 and 4v4 conditioned games and (2) to compare psychophysiological and locomotor responses among players exhibiting higher and lower technical performance levels during the conditioned games. Methods: Twenty-four male youth soccer players (16.3 ± 0.8 y old) participating at the trained/developmental level underwent monitoring for psychophysiological responses (including heart rate, rating of perceived exertion, and visual analog scale), locomotor demands (such as distance covered), and technical performance variables (including successful and unsuccessful passes and shots, as well as lost balls) across 2v2 and 4v4 formats. These formats were applied 4 times within a single session and were replicated twice over 2 weeks. Results: Large correlations between the number of lost balls per minute and mean heart rate were found in both the 2v2 and 4v4 games (r =.586 and r =.665, respectively). Successful shots were inversely and largely correlated with mean heart rate (r = −.518) in 4v4 games. The number of interceptions per minute was inversely and significantly correlated with the visual analog scale in 2v2 and 4v4 games (r = −.455 and r = −.710, respectively). The frequency of lost balls was significantly higher among players who attained a higher mean heart rate (2v2: +42.9%, P =.031, d = −0.965; 4v4: +57.1%, P <.001, d = −2.072). Conclusions: Coaches should be aware that highly psychophysiologically demanding scenarios may significantly impair technical performance. Therefore, prioritizing technical performance by deliberately adjusting the intensity should be considered. [ABSTRACT FROM AUTHOR]

Within the academic landscape, distance education is progressively gaining global attention and recognition, and many institutions are committing resources to make it a success. Global enrollments show a steady increase in distance learning. However, the availability of support services and students' technological competence are critical to the success of distance education. One of the important support systems for maintaining effective online education is libraries and information services. As a result, this study investigated the acceptance of e-library and support services. The study was led by the UTUAT model and its accompanying theories, such as the innovation diffusion theory and the theory of planned behaviour. The census technique was used to sample 2003 graduate distance students. The data was examined using multivariate structural equation modeling approach. The study found a negative association between strategic and operational skills and students' intents to use the e-library and support services. However, students' inclination to use the e-library and support services was found to be strongly predicted by social influence. The study concludes by underlining the necessity for distance education institutions to host courses that increase students' operational and strategic skills so that they can properly utilise e-library services. [ABSTRACT FROM AUTHOR]

Internationally and in Ghana, formal professional development is cited in many education policies as a focal lever for transforming pedagogy and engaging students in cognitively demanding learning processes with digital technologies. Yet, this expectation for technology integration has proven difficult to achieve for many teachers, often due to the nature of technology professional development programs, which in Ghana, have received limited research attention. In response, this qualitative study, based on interviews with 20 teachers, five education officials, and five headteachers, investigated formal technology professional development opportunities in Ghana, including teachers' knowledge needs and preferred training subject. Thematic analysis revealed the existence of professional learning communities, district-private partnership workshops, curriculum reform workshops, and cluster-based professional development programs. These in-service training avenues all prioritise equipping teachers with basic technical skills to use technologies as productivity tools. Teachers strongly prefer these skill sets, considering them prerequisites for supporting routine teacher-centred teaching tasks. Findings reveal that most professional development programs and teachers tend to overlook pedagogical transformation and innovation aspects of integrating technology. The study argues that technology professional development should shift from emphasising isolated technical skills training to equally prioritising pedagogical knowledge development for teachers to effectively facilitate student-centred learning and teaching with digital technologies. [ABSTRACT FROM AUTHOR]

Purpose: Although spurts in physical capacities during adolescence are well known, little is known about the existence of such spurts in sport-specific skill development, especially during the period of rapid growth in stature. Our aims were to examine the timing, intensity, and sequence of basketball-specific skill spurts aligned with biological (years from peak height velocity (PHV)) rather than chronological age. We then defined putative sensitive periods (windows of optimal development) for each skill aligned to the adolescent growth spurt. Methods: Altogether, 160 adolescentmale basketballers aged 11-15 yr were tested biannually over 3 consecutive years. The years from attainment of PHV was estimated, and six skill tests were aligned to each year from PHV in 3-month intervals. Skill velocities were estimated using a nonsmooth polynomial model. Results: Maximal gains in slalom dribble occurred 12 months before PHV attainment (intensity, 0.18 m·s-1·yr-1), whereas in speed shot shooting (intensity, 9.91 pts·yr-1), passing (intensity, 19.13 pts·yr-1), and slalom sprint (intensity, 0.19 m·s-1·yr-1), these skill spurts were attained 6 months before PHV attainment. The mean gains in control dribble (intensity, 0.10 m·s-1·yr-1) and defensive movement (intensity, 0.12 m·s-1·yr-1) peaks coincided with attainment of PHV. We identified different sized windows for optimal development for each skill. Conclusions: Peak spurts in skill development, for most basketball skills, were attained at the same time as PHV. The multiple peaks observed within the defined windows of optimal development suggest that there is room for skill improvement even if gains might be greater earlier rather than later in practice. Our findings highlight the need to make coaches aware of where their players are relative to the attainment of PHV because different skills appear to develop differently relative to PHV. Such knowledge may help in designing more relevant training regimes that incorporate the athlete's current growth status so that skill development can be maximized. [ABSTRACT FROM AUTHOR]

Technical and vocational education training (TVET) assessment is critical to determine the intended learning outcomes for students. However, the TVET assessment presents several essential obstacles, such as assessing occupational skills disconnected from lesson-learning results. Assessment methods are another contentious topic among academics and other professionals because teachers’ different methods of evaluating students’ work are incompatible with assessment objectives and are a significant issue in TVET assessment. Consequently, this research investigates the challenges and strengths of classroom assessment practices and the relevance of implementing vocational skills. This research uses a quantitative survey methodology to assess the degree of participants agree using descriptive analysis. The study’s findings indicate several challenges associated with administering classroom-based assessment (CA) within the context of TVET. CA is an excellent venue for assessing the students’ acquired knowledge and abilities in education. The TVET assessment must include, in addition to technical skills, generic skills related to Industry 4.0 and career adaptability skills as a student’s learning outcomes. These skills serve as the basis for the development of skills and competencies. Cognitive, psychomotor, and interpersonal qualities are vital in the TVET assessment as a student learning outcome. [ABSTRACT FROM AUTHOR]

Introduction: Determining limb length in gastric bypass procedures is a crucial step to ensure significant weight loss without risking malnutrition. This study investigated the effect of ex vivo training on the skills needed to determine limb lengths. Materials and Methods: This was a single-center ex vivo training experiment in a teaching hospital in the Netherlands. We designed a training exercise with marked ropes in a laparoscopic trainer box. All ten surgical residents participated and practiced the skill of estimating limb length. Before and after the two-week period their results on a 150-centimeter limb length task were evaluated. Results: Before training, 10 surgical residents estimated 150 centimeters of small bowel with an absolute deviation of 21% [range 9-30]. After the training experiment, the residents measured with 8% [2-20] deviation (P =.17). The 8 residents who trained sufficiently improved statistically significantly to an absolute deviation of 5% [2-17] (P =.012). Over 70% of the participants felt their skills had improved. Conclusions: With sufficient training, surgical residents' skills in measuring small bowel length improved when tested in an ex vivo model. Residents became more confident in their laparoscopic measurement skills. This ex vivo training model is a alternative and addition to on-site training. [ABSTRACT FROM AUTHOR]

Background: Technological advancements have been rapidly integrated within the neurosurgical education track since it is a high-risk specialty with little margin for error. Indeed, simulation and virtual reality during training can improve surgical performance and technical skills. Our study aims to investigate the impact of neurosurgical technology-based simulation activities on medical students. Methods and Materials: The "Suturing Mission–The Symposium" was a three-day event held at Humanitas University. Participants had access to live-streamed conferences held by worldwide experts in several fields of neurosurgery and practical simulations of dura mater sutures, microvascular anastomosis, and augmented reality neurosurgical approaches. An anonymous survey was conducted at the beginning and end of the event. Results: 141 medical students with a mean age of 21 participated. After the course, 110 participants (77.5%) showed interest in pursuing a surgical path, with a great prevalence in those who had planned to have a surgical career before the event (88.7% vs. 41.4%, p < 0.001). Participants were also asked about their comfort levels while handling surgical instruments, and a good outcome was reached in 72.7% of participants, with a significant difference between those who had previously attended a suture course (87.8% vs. 66.3%, p = 0.012). Conclusion: Training sessions on surgical simulators were effective in increasing participants' interest in pursuing a surgical path, improving their understanding of postgraduate orientation, and boosting their confidence with surgical instruments. [ABSTRACT FROM AUTHOR]

Technical Leadership is a relatively new subject that has not been adequately addressed in literature. Behaviors and skills of effective technical individuals and leaders are defined and cited often, including various shape models of individuals. However, a Systems Thinking approach for combining these two mindsets has not been documented. This paper's goal is to provide a background on effective technical and leadership behaviors and skills, relate them to the various shape‐based models of individuals, and ultimately present a novel W‐shaped model describing an effective Technical Leader whose foundation is a Systems Thinking mindset. [ABSTRACT FROM AUTHOR]

Objective: The objective of this study was to elucidate the dimensions and components of the competency model for managers at Iran's Water Resource Management Company, aiming to identify the specific competencies needed to navigate the complex challenges of water resource management effectively. Methodology: This qualitative study employed semi-structured interviews to collect data from 19 participants, including both academic experts and experienced officials within the water resource management sector. The participants were selected based on stringent criteria related to their experience and expertise in the field. Data analysis was conducted using NVivo software to ensure thorough thematic analysis and theoretical saturation. Findings: The study identified five main themes integral to managerial competency in water resource management: Leadership Competence, Technical Competence, Interpersonal Skills, Analytical Abilities, and Adaptability and Learning. Each theme comprised various categories with specific competencies, such as visionary and ethical leadership, technical and financial management skills, effective communication and collaboration abilities, critical thinking, and continuous personal and professional development. Conclusion: The competencies identified are essential for the effective management of water resources in Iran, highlighting the need for a holistic approach to managerial training and development. The competency model developed provides a structured framework that can guide training initiatives and enhance managerial practices, thereby supporting sustainable water resource management. [ABSTRACT FROM AUTHOR]

This study examined the role of soft skills, technical skills and academic performance on graduate employability. The study was underpinned by the Human Capital Theory. By using a positivist quantitative approach data were collected from one higher education institution in Tanzania. The study used a sample of 217 final year students who filled a standard questionnaire. Data analysis employed descriptive and inferential statistics. The study found that soft skills (r=.644, p<.05), technical skills (r=.593, p<.05) and academic performance (r=.376, p<.05) individually predict perceived graduate employability. As per the findings, students with better soft and technical skills have a higher chance of getting employed. On the other hand, students with higher academic performance as measured by grade point average (GPA) are more employable than those with lower performance. Controlling these three independent variables depends on efforts of various stakeholders. This research calls for collective efforts of educators, policy makers, students, regulatory authorities and other stakeholders to work in ensuring that right and relevant skills are provided in HEIs and there is a supportive environment for students to perform better academically. [ABSTRACT FROM AUTHOR]

The authors consider the increasing unemployment rate for fresh graduates from business administration majors in developing countries, such as Oman. The abilities and skills students need to obtain employment after graduating from postsecondary education institutions are the subject of this study. The aim of this study was to identify the skills required by the Omani labor market as well as the employability skills gap among recent business administration graduates. The relevance of this study relies on proposing an evaluation model to assess the skills required by employers, specifically in the private sector, from fresh graduates of business schools. The authors adopted a quantitative research method to achieve the study’s objectives. The data were collected through a survey which was distributed to 101 fresh graduates from two higher education institutions. The findings reveal that soft skills, such as problem-solving, teamwork, dedication to work, a positive attitude, leadership, communication, critical thinking, negotiation, and pursuit of learning, are the most needed by graduates in all aspects. The study concluded that there is a demand for different types of soft and technical skills that are important for future jobs in the private sector. The study recommends more collaboration between universities and various stakeholders to review current academic programs and design more professional and vocational training programs. Furthermore, the study emphasizes the promotion of an entrepreneurial mindset to prepare graduates to develop creative business ideas and innovation to create their jobs.

This study focused on the perception of the students on the video tutorials as a learning tool used in teaching Bread and Pastry production and its relationship with their baking performance. The descriptive-correlational research approach has been employed that uses video tutorials and survey questionnaires. The respondents are Grade 10 students in San Antonio National High School at San Antonio, Quezon during the school year 2023-2024. In identifying the respondents of the study, total enumeration of the population was considered, thus, no sampling technique was applied. The respondents generally perceived the video tutorials positively with favorable responses on objectives, content, instructions, audio and visual quality, and frequency of use. Similarly, their baking performances received positive feedback, particularly in presentation, taste and texture, time management, and food safety and hygiene. The study found out that the video tutorials in terms of its components such as objective, content, and instructions do not significantly related to students baking technical skills performance. Moreover, in significant relationship also exerted between students' baking performance and the video tutorial audio quality, visual quality and frequency of use. On the other hand, the students' average baking performance was associated with video tutorials visual quality and frequency of use. [ABSTRACT FROM AUTHOR]

This study aims to profile biomechanical abilities during sprint front crawl by identifying technical stroke characteristics, in light of performance level. Ninety-one recreational to world-class swimmers equipped with a sacrum-worn IMU performed 25 m all-out. Intra and inter-cyclic 3D kinematical variabilities were clustered using a functional double partition model. Clusters were analysed according to (1) swimming technique using continuous visualisation and discrete features (standard deviation and jerk cost) and (2) performance regarding speed and competition calibre using respectively one-way ANOVA and Chi-squared test as well as Gamma statistics. Swimmers displayed specific technical profiles of intra-cyclic (smoothy and jerky) and inter-cyclic stroke regulation (low, moderate and high repeatability) significantly discriminated by speed (p < 0.001, η2 = 0.62) and performance calibre (p < 0.001, V = 0.53). We showed that combining high levels of both kinds of variability (jerky + low repeatability) are associated with highest speed (1.86 ± 0.12 m/s) and competition calibre (ℽ = 0.75, p < 0.001). It highlights the crucial importance of variabilities combination. Technical skills might be driven by a specific alignment of stroke pattern and its associated dispersion according to the task constraints. This data-driven approach can assist eyes-based technical evaluation. Targeting the development of an explosive swimming style with a high level of body stability should be considered during training of sprinters. [ABSTRACT FROM AUTHOR]

Background: Surgical skills acquisition is under continuous development due to the emergence of new technologies, and there is a need for assessment tools to develop along with these. A range of neuroimaging modalities has been used to map the functional activation of brain networks while surgeons acquire novel surgical skills. These have been proposed as a method to provide a deeper understanding of surgical expertise and offer new possibilities for the personalized training of future surgeons. With studies differing in modalities, outcomes, and surgical skills there is a need for a systematic review of the evidence. This systematic review aims to summarize the current knowledge on the topic and evaluate the potential use of neuroimaging in surgical education. Methods: We conducted a systematic review of neuroimaging studies that mapped functional brain activation while surgeons with different levels of expertise learned and performed technical and non-technical surgical tasks. We included all studies published before July 1st, 2023, in MEDLINE, EMBASE and WEB OF SCIENCE. Results: 38 task-based brain mapping studies were identified, consisting of randomized controlled trials, case–control studies, and observational cohort or cross-sectional studies. The studies employed a wide range of brain mapping modalities, including electroencephalography, functional magnetic resonance imaging, positron emission tomography, and functional near-infrared spectroscopy, activating brain areas involved in the execution and sensorimotor or cognitive control of surgical skills, especially the prefrontal cortex, supplementary motor area, and primary motor area, showing significant changes between novices and experts. Conclusion: Functional neuroimaging can reveal how task-related brain activity reflects technical and non-technical surgical skills. The existing body of work highlights the potential of neuroimaging to link task-related brain activity patterns with the individual level of competency or improvement in performance after training surgical skills. More research is needed to establish its validity and usefulness as an assessment tool. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Sport for All & Recreation / Herkes Için Spor ve Rekreasyon is the property of Journal of Sport for All & Recreation / Herkes icin Spor ve Rekreasyon Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Addressing the discussion about accounting students' readiness for future accounting work, this study aims to explore their perceptions of what kinds of gaps possibly exist between their expectations about the importance of various skills in professional practice and the level of skill development attained during accounting studies. The data for the study were collected using a survey of Finnish accounting students. The findings highlight the expected importance of several professional skills for future accounting work and emphasise the need for further development of technological skills in accounting education. The study's results also show that students do experience gaps between their expectations and actual performance in various skill areas. The study extends the literature on such gaps by presenting accounting students' perspectives concerning a comprehensive list of technical and professional skills, including skills related to emerging technologies, and offers suggestions about skill areas probably needing further emphasis in accounting education. [ABSTRACT FROM AUTHOR]

Recent reforms in undergraduate science education have highlighted the need for student-centered learning that challenges students to take ownership of the scientific process through conducting authentic research. As such, Undergraduate Research Experiences (UREs) have become more prevalent in higher education. However, extensive variations in the structures, durations, and contexts of UREs exist and long-term implications are not well documented. We used the Social Cognitive Career Theory to guide our exploration of student outcomes from completing a required three-semester capstone URE at a predominantly undergraduate institution located in the Midwest, United States. We sought to answer two central research questions: (1) What skills and competencies do alumni perceive to have gained from completing the URE capstone, and (2) What is the impact of the URE capstone on alumni success in the workforce and/or graduate school? We conducted in-depth, one-on-one interviews with 16 alumni who recently completed their undergraduate research capstone and who were currently in a science-based career or attending graduate school. Results indicate long-term benefits from URE capstones and are described through three primary themes: technical skill acquisition and future application, soft skill acquisition and future application, and scientific pursuits. [ABSTRACT FROM AUTHOR]

Introduction: Simulation-based training (SBT) aids healthcare providers in acquiring the technical skills necessary to improve patient outcomes and safety. However, since SBT may require significant resources, training all skills to a comparable extent is impractical. Hence, a strategic prioritization of technical skills is necessary. While the European Training Requirements in Neonatology provide guidance on necessary skills, they lack prioritization. We aimed to identify and prioritize technical skills for a SBT curriculum in neonatology. Methods: A three-round modified Delphi process of expert neonatologists and neonatal trainees was performed. In round one, the participants listed all the technical skills newly trained neonatologists should master. The content analysis excluded duplicates and non-technical skills. In round two, the Copenhagen Academy for Medical Education and Simulation Needs Assessment Formula (CAMES-NAF) was used to preliminarily prioritize the technical skills according to frequency, importance of competency, SBT impact on patient safety, and feasibility for SBT. In round three, the participants further refined and reprioritized the technical skills. Items achieving consensus (agreement of ≥75%) were included. Results: We included 168 participants from 10 European countries. The response rates in rounds two and three were 80% (135/168) and 87% (117/135), respectively. In round one, the participants suggested 1964 different items. Content analysis revealed 81 unique technical skills prioritized in round two. In round three, 39 technical skills achieved consensus and were included. Conclusion: We reached a European consensus on a prioritized list of 39 technical skills to be included in a SBT curriculum in neonatology. [ABSTRACT FROM AUTHOR]

In a time of war, the quality of healthcare in Ukraine is constantly growing. Accordingly, under martial law, medical professionals need to develop additional skills. Simulation allows students to acquire the necessary skills and transfer them to practice. The purpose was to study the development of skills in medical students in terms of the use of innovative technologies in simulation training. The paper conducts a literature review of related scientific articles selected from the CinAHL and Pubmed databases with quantitative and qualitative characteristics. The inclusion criteria for the literature sampling method in this study focused on articles that addressed the use of simulation in medical education. Keywords and phrases related to the research questions were entered into dictionaries and thesauri to identify Mesh terms and Cinahl descriptors for more accurate search results. The results highlighted the main skills that were improved through the use of simulation thus it is a teaching method that can enhance the clinical training of medical students. It also provides students with a unique opportunity to apply theoretical knowledge in practice, to develop clinical skills and to acquire soft skills that are difficult to teach but are necessary in real-life healthcare settings. [ABSTRACT FROM AUTHOR]

Social media is rapidly growing and evolving from the introduction of new platforms to platform-specific innovations. The dynamic nature of social media makes it difficult for even practitioners to keep up; therefore, the gap between academia and industry continues to grow. This gap presents significant challenges for marketing educators to keep course content current so students are ready for the workforce. To identify which types of social media pedagogical assessments best meet industry needs and make recommendations for bridging this gap, this article uses a three-study approach consisting of content analysis of job descriptions, practitioner interviews, and student perceptions of two commonly used pedagogical assessments: simulations and client-based projects. Results show the critical need for social media meta-skills and technical skills, with client-based projects significantly improving meta-skill acquisition by undergraduate students compared with simulations alone. Practical implications for helping educators improve market-ready graduates for entry-level jobs with a social media component are discussed. [ABSTRACT FROM AUTHOR]

This study was conducted to investigate the responses of 4 x 6 minute (min) matches to 6 x 4 min small sided games (SSG) on heart rate (HR), perceived exertion rates (RPE), enjoyment, total distance covered and technical abilities in young soccer players. The SSG took place separately with a 4v4 format on a 25 × 32-sized field, 4 × 6 min bouts, and 6 × 4 min bouts. Twenty-four amateur soccer players (age = 16.83 ± 0.381 years; height= 175.83 ± 6.75; weight: 66.21 ± 7.19; body mass index; 21.36 ± 1.36) participated in the study voluntarily. Based on the study results, 6 × 4 min SSG was higher than 4 × 6 min SSG of the RPE response and successfully passed the technical ability results (p<0.05). There was no significant difference in HR, enjoyment, total distance covered, and unsuccessful passes (p>0.05). The findings of this study emphasize that a 6 × 4 min SSG is more effective than a 4 × 6 min SSG in RPE and successfully passes the technical abilities of soccer players. Therefore, coaches may prefer short bout matches in SSGs to significantly increase the training load and successfully pass technical performance. [ABSTRACT FROM AUTHOR]

Judo is a dynamic and complex sport, and therefore talent programs may benefit from a multidimensional approach to identify clear and reliable performance characteristics in order to monitor and train athletes. However, from both a practical and theoretical point of view, understanding on this topic is limited. This systematic review therefore aimed to (1) identify which multidimensional performance characteristics can discriminate between different performance levels of judoka and (2) find the gaps in literature. To categorize the findings the Groningen Sport Talent Model (GSTM) was applied. A systematic search of MEDLINE, PsycINFO, PubMed, and Web of Science was performed following the PRISMA guidelines. In total 23 studies with good to excellent methodological quality were included. All performance characteristics of the GSTM (anthropometrical, physiological, technical, tactical, and psychological) were represented in the included studies. There is strong evidence to suggest that a broad set of physiological characteristics is needed to manage the demands of judo combats. Additionally, there is strong evidence that performance characteristics related to grip fighting discriminate between judoka of different performance levels and higher performance level judoka are characterized by the ability to throw their opponent and to variate in technique. The findings of this review can be used as a basis for talent development and identification in judo, and to optimize training programs. Future research should focus on increasing the understanding of psychological characteristics of judoka and the multidimensional talent trajectory by conducting longitudinal studies. [ABSTRACT FROM AUTHOR]

Copyright of Health Sport Rehabilitation is the property of H.S. Skovoroda Kharkiv National Pedagogical University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper presents and explains a model for the design and content of cyber security literacy curricula for postsecondary education and how Bloom’s Revised Taxonomy supports a model of teaching different levels of information security programs at different levels of higher education. Specifically, this paper shows three different security literacy levels (awareness, training, education) for the six different cognitive levels as defined by Bloom’s Taxonomy and applies them to different levels of postsecondary education. A summary table is presented to show how and why cognitive levels fit awareness, training, and education. Questions are presented for further research as to unique designs and development of different security literacy programs. [ABSTRACT FROM AUTHOR]

Abstract Background Good technical skills are crucial for surgeons. Yet although surgical training programs strive to assess technical aptitude when selecting surgical residents, valid assessments of such aptitude are still lacking. Surgical simulators have been proposed as a potentially effective tool for this purpose. The current study aims to develop a technical aptitude test using a virtual reality surgical simulator, and to validate its use for the selection of surgical residents. Methods The study had three phases. In Phase 1, we developed an initial version of the technical aptitude test using the Lap-X-VR laparoscopic simulator. In Phases 2 and 3 we refined the test and collected empirical data to evaluate four main sources of validity evidence (content, response process, internal structure, and relationships with other variables), and to evaluate the feasibility and acceptability of the test. Specifically, Phase 2 comprised a review of the test by 30 senior surgeons, and in Phase 3 a revised version of the test was administered to 152 interns to determine its psychometric properties. Results Both the surgeons and interns rated the test as highly relevant for selecting surgical residents. Analyses of the data obtained from the trial administration of the test supported the appropriateness of the score calculation process and showed good psychometric properties, including reliability (α = 0.83) and task discrimination (mean discrimination = 0.5, SD = 0.1). The correlations between test scores and background variables revealed significant correlations with gender, surgical simulator experience, and video game experience (ps

Abstract Background Nurse anesthesia is acknowledged as advanced practice nursing, and requires independency in patient monitoring and clinical decision-making. In Norway, 2022, a prerequisite to nurse anesthesia education programs of at least two years of clinical nursing experience prior to entry, was removed. The consequences of removing the prerequisite of clinical nursing experience prior to entering the nurse anesthetist education program on academic progression or on students’ qualifications after completion of the program remain unexplored. Hence, the purpose of the current study was to explore nurse anesthetist students’ experiences of the impact their previous clinical nursing experience had on their academic progression. Methods A qualitative design with semi-structured individual interviews was used. The sample consisted of 12 nurse anesthetist students at the end of the education program. The data were analyzed using thematic analysis in-line with recommendations from Braun & Clarke. Results Two main themes with in total six subthemes were identified, namely 1) Experience develops non-technical skills, with subthemes (a) feeling secure in task management, (b) recognizing different situations, (c) understanding my role in teamwork, and 2) Integration of non-technical and technical skills, with subthemes (a) possessing procedural competence, (b) taking responsibility in medication administration, and (c) including a patient-centred approach. Previous clinical experience as a nurse prior to entry to a NA education program had provided a basis of non-technical and technical competencies, that supported further learning and development of advanced level competencies that are needed for NAs. Conclusion Non-technical and technical nursing competence represented a solid base for achievement of anesthesia competence within the same areas, also ensuring patient-centred practice. Hence, the change in prerequisites to the NA education program must be followed by evaluations of consequences on students’ academic progress and competence at the end of the program, as well as a possible increased need for supervision throughout.

Simulation-based training (SBT) aims to acquire technical and non-technical skills in a simulated fashion without harming the patient. Simulation helps the anaesthesiologist acquire procedural competence and non-technical abilities. In thoracic anaesthesia, various simulators are available with varying degrees of fidelity and costs. Apart from improving bronchoscopy-related skills, other potential applications of SBT include the practice of lung isolation in normal and difficult airway scenarios, troubleshooting complications during surgeries, and certification of the proficiency of anaesthesiologists. A pragmatic approach is required for choosing the simulator based on its availability, cost, and benefits. Although the literature supports SBT to improve procedural skills, retention of the skills and their translation into improving clinical outcomes remain largely unproven. Randomised, controlled studies targeting the effect of SBT on the improvement of clinical outcomes of patients are needed to prove their worth.

Simulation refers to the replication of various elements of a real-world situation to achieve pre-specified objectives by enabling experiential learning. As the global burden of preventable medical errors remains high, simulation-based teaching may be used to standardise medical training and improve patient safety. With the same intent, the National Medical Commission has adopted simulation as part of the Competency Based Medical Education approach. Simulation-based training creates immersive and experiential learning, which keeps the new generation of learners actively involved in the learning process. Simulation is widely used to impart technical and non-technical skills for postgraduate trainees in anaesthesiology, but it is still not integrated as a structured part of the curriculum. This article aims to identify technical and non-technical skills that can be taught using simulation and suggests opportunities for using the existing infrastructure and resources to integrate simulation as part of the anaesthesiology training curriculum.

Background: Good technical skills are crucial for surgeons. Yet although surgical training programs strive to assess technical aptitude when selecting surgical residents, valid assessments of such aptitude are still lacking. Surgical simulators have been proposed as a potentially effective tool for this purpose. The current study aims to develop a technical aptitude test using a virtual reality surgical simulator, and to validate its use for the selection of surgical residents. Methods: The study had three phases. In Phase 1, we developed an initial version of the technical aptitude test using the Lap-X-VR laparoscopic simulator. In Phases 2 and 3 we refined the test and collected empirical data to evaluate four main sources of validity evidence (content, response process, internal structure, and relationships with other variables), and to evaluate the feasibility and acceptability of the test. Specifically, Phase 2 comprised a review of the test by 30 senior surgeons, and in Phase 3 a revised version of the test was administered to 152 interns to determine its psychometric properties. Results: Both the surgeons and interns rated the test as highly relevant for selecting surgical residents. Analyses of the data obtained from the trial administration of the test supported the appropriateness of the score calculation process and showed good psychometric properties, including reliability (α = 0.83) and task discrimination (mean discrimination = 0.5, SD = 0.1). The correlations between test scores and background variables revealed significant correlations with gender, surgical simulator experience, and video game experience (ps < 0.001). These variables, however, explained together only 10% of the variance in test scores. Conclusions: We describe the systematic development of an innovative virtual reality test for assessing technical aptitude in candidates for surgical training, and present evidence for its validity, feasibility and acceptability. Further validation is required to support the application of the test for selection, as well as to discern the impact of gender, surgical simulator experience, and video game experience on the fairness of test results. However, the test appears to be a promising tool that may help training programs assess the suitability of candidates for surgical training. [ABSTRACT FROM AUTHOR]

This article discusses the necessity and possibilities of introducing ballet training into the process of teaching Chinese ethnic dance from theoretical and practical perspectives involving pedagogical analysis. We propose that there is a homologous and complementary relationship between ballet and Chinese ethnic dance in philosophy, aesthetic and technical goals, and desired outcomes. At the practical level, ballet, as a relatively mature, complete, and systematic dance training paradigm, plays and can further play a positive role in the traditional paradigm for teaching Chinese ethnic dance. The paper proposes several possible ways of the 'absorption' and 'embedding' of ballet training into the basic training of Chinese ethnic dance, which includes strengthening basic training in an appropriate manner. These combinations enhance dancers' physical coordination ability and technical skills, and they instill artistic values. [ABSTRACT FROM AUTHOR]

The current spread of financial technology (fintech) adoption within the financial and business industries across the globe is expected to increase the demand for employees with fintech skills and competencies. This in turn is likely to shift the traditional skill set required for financial and accounting professionals. This article investigates the competency level of employability skills required for the current job market from employers' perspective in the United Kingdom and Sri Lanka. The United Kingdom and Sri Lanka are typical of industrialized and emerging economies, respectively. They are at the end of two opposing poles in terms of financial infrastructure, economic development, regulatory framework and educational system. This suggests a significant divergence of the two countries in terms of skills gap. We test for this via three main hypotheses. To this end, we identify the competency level of employability skills as expected by employers and identify the skills gaps between expected and observed competency levels of employability skills. Information on a set of twenty skills is collected via a questionnaire. We find no major skills gaps in the United Kingdom. Sri Lanka, on the other hand, shows severe skills gaps. The gaps are particularly acute within the soft skills such as critical thinking, problem solving and decision making. Our findings reflect the importance of expanding the fintech higher education curricula by assessing and implementing employability skills development activities. [ABSTRACT FROM AUTHOR]

Individuals with disabilities often have difficulties transitioning to employment after the completion of high school. This is especially true for individuals with autism spectrum disorder, as many of the soft skills needed for employment (e.g. communication, flexibility, teamwork) are characteristically difficult. Employment training in community-based vocational instruction sites at the secondary level can ease this transition, as well as serve as an environment that teaches technical and soft employability skills. In addition, community-based vocational instruction sites contribute to success in obtaining and maintaining integrated and inclusive employment. This column outlines a seven-step process for educators to successfully create community-based vocational partnerships, meeting the transition needs of individuals with autism spectrum disorder. [ABSTRACT FROM AUTHOR]

The AI has a positive impact on the internet of things. Moreover, high development of the workplace is allowed to be determined. Therefore, innovation within the workplace is determined. Survey analysis plays an important role in this portion. Therefore, PLS SEM software tale spot in this research study. The big data analysis process is the important part determined in this portion. Therefore, proper planning in order to strengthen the foundation of the company is determined. Correlation between the variables takes important role in this finding portion. However, there are challenges related to data security, privacy, and the need for up skilling HR personnel. Overall, this study highlights the potential of AI and IoT to transform HR practices and suggests recommendations for organizations to overcome the challenges. Overall discussion about the research topic is highlighted in this portion, which helps to analyze the significance role of research findings. [ABSTRACT FROM AUTHOR]

Background: Nurse anesthesia is acknowledged as advanced practice nursing, and requires independency in patient monitoring and clinical decision-making. In Norway, 2022, a prerequisite to nurse anesthesia education programs of at least two years of clinical nursing experience prior to entry, was removed. The consequences of removing the prerequisite of clinical nursing experience prior to entering the nurse anesthetist education program on academic progression or on students' qualifications after completion of the program remain unexplored. Hence, the purpose of the current study was to explore nurse anesthetist students' experiences of the impact their previous clinical nursing experience had on their academic progression. Methods: A qualitative design with semi-structured individual interviews was used. The sample consisted of 12 nurse anesthetist students at the end of the education program. The data were analyzed using thematic analysis in-line with recommendations from Braun & Clarke. Results: Two main themes with in total six subthemes were identified, namely 1) Experience develops non-technical skills, with subthemes (a) feeling secure in task management, (b) recognizing different situations, (c) understanding my role in teamwork, and 2) Integration of non-technical and technical skills, with subthemes (a) possessing procedural competence, (b) taking responsibility in medication administration, and (c) including a patient-centred approach. Previous clinical experience as a nurse prior to entry to a NA education program had provided a basis of non-technical and technical competencies, that supported further learning and development of advanced level competencies that are needed for NAs. Conclusion: Non-technical and technical nursing competence represented a solid base for achievement of anesthesia competence within the same areas, also ensuring patient-centred practice. Hence, the change in prerequisites to the NA education program must be followed by evaluations of consequences on students' academic progress and competence at the end of the program, as well as a possible increased need for supervision throughout. [ABSTRACT FROM AUTHOR]

Introduction: The study aimed to determine satisfaction level with the quality of education among dental students and dentists in Croatia based on the acquired knowledge and clinical and soft skills. Materials and Methods: An online cross‐sectional survey was conducted among 533 dentists and dental students. The questionnaire consisted of four sections with closed‐ended questions. The first section included personal and professional data, whereas the second to fourth sections assessed satisfaction with learned basic dental, professional technical or clinal and interpersonal social or soft skills on a 5‐point Likert scale. The data were analysed using the Mann–Whitney U‐test and linear regression analysis. The significance level was set at.05. Results: When comparing satisfaction scores between dentists and dental students in terms of basic dental knowledge and skills learned, students showed higher satisfaction scores for the categories of "Emergency Medical Situations" (p =.005) and "Ergonomic Principles of Work" (p =.004). Dentists, on the other hand, showed higher satisfaction for the categories "Selection and use of local anaesthetics and local antibiotics" (p =.005, p =.026; respectively). For the type of technical skills from the different areas of dentistry, dentists were most satisfied with "Oral Surgery" (4.26 ± 0.85), while students were most satisfied with "Oral Medicine" (4.29 ± 0.89). Finally, when comparing satisfaction scores with social skills, dentists had lower satisfaction scores in all categories studied (p ≤.05). Conclusion: Dental students showed higher overall satisfaction than dentists. The most significant satisfaction was expressed in technical skills learned, and the most considerable dissatisfaction was recorded in the unmeasurable skills category focused on "Career management". [ABSTRACT FROM AUTHOR]

Background: Minimally invasive total gastrectomy (MITG) is a mainstay for curative treatment of patients with gastric cancer. To define and standardize optimal surgical techniques and further improve clinical outcomes through the enhanced MITG surgical quality, there must be consensus on the key technical steps of lymphadenectomy and anastomosis creation, which is currently lacking. This study aimed to determine an expert consensus from an international panel regarding the technical aspects of the performance of MITG for oncological indications using the Delphi method. Methods: A 100-point scoping survey was created based on the deconstruction of MITG into its key technical steps through local and international expert opinion and literature evidence. An international expert panel comprising upper gastrointestinal and general surgeons participated in multiple rounds of a Delphi consensus. The panelists voted on the issues concerning importance, difficulty, or agreement using an online questionnaire. A priori consensus standard was set at > 80% for agreement to a statement. Internal consistency and reliability were evaluated using Cronbach's α. Results: Thirty expert upper gastrointestinal and general surgeons participated in three online Delphi rounds, generating a final consensus of 41 statements regarding MITG for gastric cancer. The consensus was gained from 22, 12, and 7 questions from Delphi rounds 1, 2, and 3, which were rephrased into the 41 statetments respectively. For lymphadenectomy and aspects of anastomosis creation, Cronbach's α for round 1 was 0.896 and 0.886, and for round 2 was 0.848 and 0.779, regarding difficulty or importance. Conclusions: The Delphi consensus defined 41 steps as crucial for performing a high-quality MITG for oncological indications based on the standards of an international panel. The results of this consensus provide a platform for creating and validating surgical quality assessment tools designed to improve clinical outcomes and standardize surgical quality in MITG. [ABSTRACT FROM AUTHOR]

Simulation-based training (SBT) aims to acquire technical and non-technical skills in a simulated fashion without harming the patient. Simulation helps the anaesthesiologist acquire procedural competence and non-technical abilities. In thoracic anaesthesia, various simulators are available with varying degrees of fidelity and costs. Apart from improving bronchoscopy-related skills, other potential applications of SBT include the practice of lung isolation in normal and difficult airway scenarios, troubleshooting complications during surgeries, and certification of the proficiency of anaesthesiologists. A pragmatic approach is required for choosing the simulator based on its availability, cost, and benefits. Although the literature supports SBT to improve procedural skills, retention of the skills and their translation into improving clinical outcomes remain largely unproven. Randomised, controlled studies targeting the effect of SBT on the improvement of clinical outcomes of patients are needed to prove their worth. [ABSTRACT FROM AUTHOR]