The Core Skills in Working with Substance Misuse

2017 ◽  
pp. 162-169
Author(s):  
Angela Woods
Keyword(s):  
Substance Misuse ◽  
The Core ◽  
Core Skills

Occupational Therapy Core Skills in Mental Handicap: A Review of the Literature

1992 ◽  
Vol 55 (11) ◽  
pp. 424-428 ◽  
Author(s):  
Linda B M Renton
Keyword(s):  
Occupational Therapy ◽  
Relevant Literature ◽  
Review Of The Literature ◽  
Skill Mix ◽  
Mental Handicap ◽  
The Core ◽  
Core Skills

This article attempts to explore the core skills in occupational therapy by reviewing the relevant literature and then to relate the findings to the field of mental handicap. It should be read in conjunction with recently published and accepted work on occupational therapy core skills and skill mix. A brief overview of the rote of occupational therapy in mental handicap is given and the concept of core skills is defined and discussed with reference to competence, skill mix and teamwork.

Whirl of Prowess-Creation of Tool to Analyze Employability Skills Essential for the Healthcare Industry

2019 ◽  
Vol 10 (4) ◽  
pp. 36-56
Author(s):  
Swati Sisodia ◽  
Neetima Agarwal
Keyword(s):  
Performance Management ◽  
Health Care Industry ◽  
Employability Skills ◽  
Focus Group Interviews ◽  
Research Papers ◽  
The Core ◽  
Hrm Practices ◽  
Core Skills ◽  
Group Interviews ◽  
The Individual

Employability skills are identified as one of the valuable assets for an individual to perform effectively in their job. This article extricates an encyclopedic list of Employability Skills needed in the health care industry, represented through a pragmatic model termed as The Whirl of Prowess. This conceptual framework was developed using a set of nine core skills extracted from research papers and focus group interviews conducted on 100 respondents. These skills form the core of model along with 22 attributes, forming the periphery. This will assist an organization to set some benchmarks, on the basis of which employees are evaluated demonstrating proficiency/ sufficiency/ deficiency levels. This model would help organizations to facilitate tailored training programs for their employees. The Whirl of Prowess would act as a skill meter available to organizations to evaluate and analyze the individual skills for various HRM practices like recruitment, career-development, performance management and others.

scholarly journals Translation and Technical Communication: Chicken or Egg?

2011 ◽  
Vol 55 (4) ◽  
pp. 752-768 ◽  
Author(s):  
Patricia Minacori ◽  
Lucy Veisblat
Keyword(s):  
Technical Communication ◽  
Training Programs ◽  
Language Skills ◽  
The United States ◽  
Academic Programs ◽  
Clear Cut ◽  
The Core ◽  
Core Skills ◽  
Technical Communicators ◽  
Technical Communicator

Translation starts with a document in one language and ends with a document with the same meaning in another language. Technical communication entails designing and writing a document from scratch in one language. The answer to the question of “Which, of translation or writing, comes first?” seems relatively obvious – the document needs to be written before it can be translated. However, when looking at translation and technical communication as professions and examining how the professionals are trained, the answer is not quite as clear-cut. In the United States, translators and technical communicators have different qualifications, different skills – in particular different language skills – and have degrees in different fields. Only recently has there appeared a certain convergence between the professions. In Europe, and more specifically in France, the profession of technical communicator is quite recent, as are the corresponding academic programs. Many technical communicators came to the profession from translation. The convergence therefore is perceived as being far greater. The purpose of this paper is to launch a comparative study of the competences or skills of translators and technical communicators, based on the existing European Master’s in Translation (EMT) list of competences for translators. The goal of this study would be to define the core skills for technical communicators, to examine to what extent they overlap with the competences of translators and ultimately, to establish a referential for training programs in technical communication.

Cognitive Therapy Trainees’ Self-Reflections on their Professional Learning

2009 ◽  
Vol 38 (3) ◽  
pp. 255-274 ◽  
Author(s):  
Päivi M. Niemi ◽  
Juhani Tiuraniemi
Keyword(s):  
Cognitive Therapy ◽  
Professional Learning ◽  
Qualitative Data ◽  
Interpersonal Skills ◽  
Significant Progress ◽  
Self Reflection ◽  
The Core ◽  
Core Skills ◽  
Therapy Training ◽  
Conceptual Skills

Background: The widening scope of cognitive therapy models and strategies poses a challenge for designing cognitive therapy training. What are the core skills to be learned? What do learners view as important to learn and what are the skills and knowledge they focus on? Aims: The present study describes the perceptions of CT trainees of both what is important and what is difficult to learn. We also analyse what the trainees focus on when evaluating their professional learning. In addition, we report on changes in self-assessed skills during the training. Method: Quantitative and qualitative data were collected after 2 years of training (n = 39) in three programmes and after the entire 4-year training in four programmes (n = 53). Results: Significant progress was reported in all domains of therapist skills, most clearly in cognitive and constructivist strategies. The trainees practised most those skills they considered important to be learned and, consequently, they also attained a higher level of mastery in these skills. The trainees’ learning orientation and foci of self-reflections remained relatively unchanged. They focused on technical and conceptual skills and knowledge, whereas interpersonal skills were peripheral in their self-reflection. Conclusions: Pedagogical and theoretical implications of the findings are discussed.

scholarly journals Family Medicine Clerkship Assessment Analysis: Application and Implications

PRiMER ◽  
2021 ◽  
Vol 5 ◽  
Author(s):  
Anna Virani ◽  
Sarah E. Stumbar ◽  
Rodolfo Bonnin
Keyword(s):  
Regression Analysis ◽  
Family Medicine ◽  
Multiple Regression Analysis ◽  
Multiple Regression ◽  
Coefficient Of Determination ◽  
Medicine Clerkship ◽  
Final Grade ◽  
The Core ◽  
Core Skills ◽  
Quiz Score

Introduction: Clerkship assessment structures should consist of a systematic process that includes information from exam and assignment data to legitimize student grades and achievement. Analyzing student performance across assessments, rather than on a single assignment, provides a more accurate picture to identify academically at-risk students. This paper presents the development and implications of a structured approach to assessment analysis for the Family Medicine Clerkship at Florida International University Herbert Wertheim College of Medicine. Methods: The assessment analysis included a table presenting the distribution of all assessment performance results for 166 clerkship students from April 2018 to June 2019. A correlation table showed linear relationships between performance on all graded activities. We conducted a Pearson analysis (r), coefficient of determination (r2), multiple regression analysis, and reliability of performance analysis. Results: Performance on one assessment—the core skills quiz—yielded a statistically significant correlation (r=.409, r2= .16, P<.001) with the final clerkship grade. The reliability of performance analyses showed low performers (<-1.7 SD), had both a low mean quiz score (59.6) and final grade (83). Top performers (>-1.7 SD) had both a high mean quiz score (88.5) and final grade (99.6). This was confirmed by multiple regression analysis. Conclusion: The assessment analysis revealed a strong linear relationship between the core skills quiz and final grade; this relationship did not exist for other assignments. In response to the assessment analysis, the clerkship adjusted the grading weight of its assignments to reflect their utility in differentiating academic performance and implemented faculty development regarding grading for multiple assignments.

Entry Level Mechanical Engineering CAD Skills Assessments and Improvements

2003 ◽  
Author(s):  
Stephen J. Schoonmaker
Keyword(s):  
Mechanical Engineering ◽  
Mechanical Design ◽  
System Software ◽  
Industrial Environment ◽  
Cad Systems ◽  
Entry Level ◽  
Cad System ◽  
The Core ◽  
Core Skills

This paper presents information and discussion with respect to CAD skills for mechanical engineers entering the industrial environment. CAD systems are now an integral part of the functioning of virtually all engineering departments. This paper discusses how critical these systems have become to the practice of mechanical design and engineering. Naturally, then, CAD system skills become a consideration during the hiring of mechanical engineers. In order to deal with this situation, companies have considered or implemented CAD system skills assessments. The author investigates some of these assessments. Based on this investigation, a set of “core” skills or issues is presented which should be part of assessments or general hiring expectations. The core skills are not centered on specific CAD system software, but on general principles and practices that are essential to using these systems effectively.

Politicizing pedagogy

2017 ◽  
Vol 99 (4) ◽  
pp. 39-44
Author(s):  
Suneal Kolluri
Keyword(s):  
Social Studies ◽  
Civic Education ◽  
Democratic Education ◽  
Public Perceptions ◽  
Academic Disciplines ◽  
The Core ◽  
Core Skills ◽  
Recent Scholarship ◽  
Democratic Life ◽  
The Given

Recent scholarship on civic education has introduced some useful ways to engage students in learning about controversial topics, debating them, and participating in democratic life. However, while those are valuable tools for active citizenship, they’re not sufficient. Democratic education should focus on issues that matter intensely to students’ local communities, the author argues, and it should be grounded in the core skills of the academic disciplines. To illustrate, he describes a social studies unit he taught at an urban high school in Oakland, Calif., focusing on a pair of competing narratives about the crack epidemic of the 1990s, with attention to the ways in which public perceptions depend on the source of the given argument and the context from which it originates.

Making health care better for all: Learning for the equality and diversity section of the RCGP curriculum

2021 ◽  
pp. 175573802110587
Author(s):  
Amanda Howe
Keyword(s):  
Health Care ◽  
Health Inequalities ◽  
The Core ◽  
Diversity And Inclusion ◽  
Core Skills ◽  
Equality And Diversity

The equality, diversity and inclusion part of the RCGP curriculum can seem daunting to both trainers and AiTs. Do not panic! This article will show you how the core skills of a good GP acquired during training can help to reduce health inequalities, empower your patients and reduce misunderstanding. It will also show you how you can learn about this aspect of the curriculum and build on it in practice.

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