Is Clinical Engineering an occupation or profession?

In this paper, we examine the practice level of engineers and discuss whether Clinical Engineering is a profession or an occupation. Many think that occupation and profession are synonyms, but are they? One must explore the difference, if it exists, between these terms, and to accomplish that, clarification of these terms is being offered and established first. We conducted a review of the terms and proceeded to identify if the tenants that are expected to be associated with professional standing are included in applying clinical engineering practices and to what level if it is. Engineering is a profession that improves the quality of living and for the common good. The professional education of engineers requires the education to contain a body of specialized knowledge, problem-solving skills, ethical behavior, and good analytical judgment in the service of all people. The engineering education domains aim to form individuals who are intellectually trained, practically adept, and ethically accountable for their work. Especially within the healthcare delivery system, engineering work engages problem-solving dependent upon sufficient body of knowledge to deal with practical problems by understanding the why, knowing how and identifying the when. There are various levels of the expected body of knowledge within the clinical engineering field ranging from engineers with formal academic training at undergraduate and graduate levels to clinical engineering technologists and technicians having graduated from between 1-4 years of academic training. Engineers may further select to publicly proclaim their adequate preparation and mastering of knowledge to conduct their work through a credentialing process that can confer the term professional, registered, or certified engineer if successfully achieved. Once the differences of working characteristics and obligations between occupation and profession are understood, it is clear that clinical engineers must continuously commit to pursue and fulfill these obligations. Therefore, every professional engineer is called on to achieve a certain degree of intellectual and technical mastery and acquire practical wisdom that brings together the knowledge and skills that best serve a particular purpose for the good of humanity. Clinical engineers and technologists are critical for sustaining the availability of safe, effective, and appropriate technology for patient care. It is as important for their associations to collaborate on compliance with professional obligations that their jobs require.

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The Predictive Power of Turkish Teachers’ Reflective Thinking Skills Perceptions in their Problem Solving Skills Perceptions

International Journal of Education and Literacy Studies ◽

10.7575/aiac.ijels.v.8n.3p.12 ◽

2020 ◽

Vol 8 (3) ◽

pp. 12

Author(s):

Ceren KARAKOÇ ◽

Özden DEMİR

Keyword(s):

Problem Solving ◽

Education Program ◽

Professional Education ◽

Cognitive Skills ◽

Reflective Thinking ◽

Thinking Skills ◽

Problem Solving Skills ◽

Professional Perspective ◽

The Relationship ◽

Turkish Education

The Turkish education program has a great importance in terms of increasing the quality of education and training process and determining and developing the cognitive skills of students. The explanation of the relationship between the high-level thinking skills of Turkish teachers responsible for teaching the program and the Turkish education program reveals the necessity of the study. Accordingly, this research was created in order to determine the relationship between reflective thinking skills perceptions and problem solving skills perceptions that should be present in Turkish teaching. The sample of the study consists of 106 Turkish teachers who are working in eight districts of Kars Province. In this study, the Reflective Thinking Tendency Scale (YANDE) and Problem Solving Inventory (PSI) were used. The data were analyzed using descriptive and inferential statistical methods. According to the findings, the relationships between total and sub-dimensions of Turkish teachers’ reflective thinking skills perceptions and their problem-solving skills perceptions were moderate. According to the findings; continuous and purposeful thinking, open-mindedness, questioner and effective teaching, teaching responsibility and scientificity, predictive and sincerity and professional perspective sub-dimensions of reflective thinking scale do not significantly predict any sub-dimension of problem solving. However, it is observed that the ‘researcher sub-dimension of the reflective thinking’ scale significantly predicts problem solving total scores, hasty approach scores, thinking approach scores and avoidant approach scores. The relationship between total and sub-dimensions of reflective thinking skills perceptions of Turkish teachers and total and sub-dimensions of problem solving skills perceptions was found to be at a moderate level. These thinking skills should be considered when planning activities in undergraduate and professional education to develop reflective thinking skills perceptions and problem solving skills perceptions of Turkish teachers.

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EXPERT SYSTEMS: A PRIMER

International Journal of Advanced Research in Computer Science and Software Engineering ◽

10.23956/ijarcsse.v8i6.614 ◽

2018 ◽

Vol 8 (6) ◽

pp. 59

Author(s):

Matthew N. O. Sadiku ◽

Yonghui Wang ◽

Suxia Cui ◽

Sarhan M. Musa

Keyword(s):

Decision Making ◽

Expert System ◽

Problem Solving ◽

Expert Systems ◽

Computer System ◽

Problem Solving Skills ◽

Human Expert ◽

Body Of Knowledge ◽

Intelligent Computer

Expert systems are one of the most exciting and promising applications of computers. An expert system (ES) is an intelligent computer system that contains an organized body of knowledge and emulates an expert problem solving skills. It is designed to emulate the decision-making ability of a human expert. This paper provides a primer on expert systems, their features, applications, benefits, and challenges.

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Analysis of IFMBE-CED 2017 Worldwide Clinical Engineering Survey

Global Clinical Engineering Journal ◽

10.31354/globalce.v2i1.70 ◽

2019 ◽

Vol 2 (1) ◽

pp. 15-22

Author(s):

Leonardo Nascimento ◽

Saide Calil ◽

Tom Judd ◽

Yadin David

Keyword(s):

Life Cycle ◽

Clinical Engineering ◽

Dynamic Nature ◽

Body Of Knowledge ◽

The World ◽

Survey Results ◽

Engineering Survey ◽

Perceived Relevance ◽

Clinical Engineers

Background and Objective: Clinical Engineering professionals are fundamental to the deployment of healthcare technology and to the management of its life cycle. As the role of technology grows in healthcare, so does the need for trained clinical engineering practitioners and the dynamic nature of the domain requires them to maintain their skills. However, the skills and activities required from clinical engineers around the world are not homogeneous, so the Clinical Engineering Division at IFMBE promoted a global survey to identify a common body of knowledge and body of practices for the profession. Material and Methods: This survey, based on a previous one conducted by the ACCE, was aimed at collecting data about CE practices and the importance of certain competencies for their practitioners. Results: Survey results indicate the profession still maintains certain traditional characteristics, such as the predominance of professionals with a background in electrical, electronic, or mechanical engineering and the prevalence of hospitals and clinics as employers. Some patterns in the perceived relevance of certain kinds of knowledge among different regions were also identified. Conclusion: Overall, the survey seems adequate to reveal which skills and activities clinical engineers considered the most relevant, but more responses are required before a solid Body of Knowledge and Body of Practice can be defined.

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Developing mathematical problem solving skills

Journal of Computer Assisted Learning ◽

10.1046/j.1365-2729.1998.144066.x ◽

1998 ◽

Vol 14 (4) ◽

pp. 278-291 ◽

Cited By ~ 2

Author(s):

B. Abidin ◽

J.R. Hartley

Keyword(s):

Problem Solving ◽

Mathematical Problem ◽

Mathematical Problem Solving ◽

Problem Solving Skills

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Assessing Collaborative Behavior in Students

European Journal of Psychological Assessment ◽

10.1027/1015-5759/a000329 ◽

2016 ◽

Vol 32 (1) ◽

pp. 52-60 ◽

Cited By ~ 4

Author(s):

Katarina Krkovic ◽

Sascha Wüstenberg ◽

Samuel Greiff

Keyword(s):

Problem Solving ◽

Collaborative Problem Solving ◽

Seventh Graders ◽

Computer Assisted ◽

Personality Tests ◽

Problem Solving Skills ◽

Knowledge Application ◽

Computer Agent ◽

Collaborative Behavior ◽

Confirmatory Factor

Abstract. Skilful collaborative problem-solving is becoming increasingly important in various life areas. However, researchers are still seeking ways to assess and foster this skill in individuals. In this study, we developed a computer-assisted assessment for collaborative behavior (COLBAS) following the experiment-based assessment of behavior approach (objective personality tests; Cattell, 1958 ). The instrument captures participants’ collaborative behavior in problem-solving tasks using the MicroDYN approach while participants work collaboratively with a computer-agent. COLBAS can thereby assess problem-solving and collaborative behavior expressed through communication acts. To investigate its validity, we administered COLBAS to 483 German seventh graders along with MicroDYN as a measure of individual problem-solving skills and questions regarding the motivation to collaborate. A latent confirmatory factor analysis suggested a five-dimensional construct with two problem-solving dimensions (knowledge acquisition and knowledge application) and three collaboration dimensions (questioning, asserting, and requesting). The results showed that extending MicroDYN to include collaborative aspects did not considerably change the measurement of problem-solving. Finally, students who were more motivated to collaborate interacted more with the computer-agent but also obtained worse problem-solving results.

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