TP8.2.13 Impact of peer-delivered tuition/feedback on appointment to UK Higher Surgical Training

Aims In the UK, Core Surgical Trainees (or equivalent) undergo a rigorous National Selection (NS) process to secure a ST3 Training Post in General/Vascular Surgery. Despite decrease in competition ratio from 3:1 in 2012 to 1.48:1 in 2017, many applicants were unable to secure ST3 Training Posts. We hypothesise this is due to applicant performance anxiety rather than lack of clinical experience. We designed a 2-day structured course to address the applicant’s confidence levels in preparing for NS. Methods This is a prospective observational study following 27 delegates who completed a 2-day course delivered by surgical consultants and trainees; consisting of didactic lectures and interactive practice with a 1:1 faculty:delegate ratio. A specific mentor was nominated to oversee the delegate’s progress throughout and post course. Personalised feedback was given by the entire faculty throughout the course. Delegates were asked to complete evaluation forms to track their perceived confidence levels of success at NS at different timeframes, measured by a visual analogue scale. Paired t -test was performed to compare the mean confidence level pre- and post- course. Results Evaluation forms were received from all (n = 27) delegates. Self-reported confidence increased significantly for all domains except Professional Communication. 23 (85%) participants were successful at interviews post course. There was no statistically significant difference between UK and non-UK graduates, first time and not-first-time applicants. Conclusions Peer-delivered teaching, practice and feedback as a structured interview practice course significantly improves applicants’ confidence levels which translates to higher success rate at National Selection.

Information Literacy Teaching and Collaboration with the School Library

What do school librarians and teachers know about each other? When two individuals with different professional backgrounds and expectations work together, knowledge of the other is required. The study that is presented in this paper contributed to librarians’ discovery of the world of teachers. A qualitative case study approach allowed to gain an in-depth understanding about teachers’ conceptions of student information literacy learning as well as teachers’ practices of information literacy teaching and collaboration with the school library in an entire faculty in a US independent high school. The study revealed that information literacy teaching in formal education is a highly complex endeavor. A major implication for practice is that school librarians need to take into account this complexity and agree with teachers on common understandings of information literacy and negotiate opportunities, objectives, and responsibilities with them for providing pedagogical interventions about information literacy.

From Big Ideas to Real Talk: A Front-line Perspective on New Collections Roles in Times of Organizational Restructuring

Academic libraries across North America are restructuring to meet user needs in an e-preferred environment, resulting in major changes to traditional collection development roles and workflows. Responsibility for collection work is increasingly assigned to functional librarians dedicated to collection development activities across a broad range of subject areas, often serving an entire faculty or college. This paper discusses the history, process, and outcomes of the transition to functional collection development roles at two mid-sized universities. Both Carleton University and the University of Guelph support a wide range of undergraduate and graduate research needs from a single central library, but have implemented a different type of organizational design and are at different stages in the restructuring process. One year into their new functional roles, Carleton’s librarians are preparing to assess the state of change around collection development in their organization, and identify next steps for the restructuring process. By contrast, the University of Guelph has worked with a functional team model for ten years, and is undertaking a 10-year review to assess whether the original goals of the reorganization were met. How does collections work compare under a functional team model, compared to a traditional liaison model? Both perspectives offer strategies for consultation and change management that may be helpful to other institutions restructuring their collection development activities.

The contribution of the faculty of Departments S.M. Kirov’s Military-medical academy into the limitation the consequences of Chernobyl nuclear power plant acciden

There is information about the business of professorial and teachers’ faculty of the Department of naval and radiation hygiene and the Department of General and Military hygiene S.M. Kirov’s Military-medical academy into a limitation of consequences the most enormous radiation emergency, which happened on 26 of April 1986, on Chernobyl nuclear power plant. A significant part of the participants in the liquidation of the accident were servicemen, the cause of that military-medical service took the direct part in the implementation of preventive measures. A set of activities for the health protection liquidators and residents of settlements, placed on the contaminated areas allowed to significantly reduce the radiation exposure from external and internal radiation. The basis for the prevention of both acute lesions and long-term consequences was the maximum permissible level of the planned emergency radiation of 25 Rem. The entire faculty of the Department of Naval and Radiation Hygiene and a number of employees of the Department of General and Military Hygiene, who on a rotational basis were continuously in the zone of work to eliminate the consequences of the accident, went through the mill of Chernobyl. Their personal contribution to the solution of urgent scientific and applied problems of minimization of radiation impact and preservation of the health of servicemen-liquidators of the accident were noted.

PERAN PENDEKATAN STUDENT CENTER LEARNING DALAM PROSES PEMBELAJARAN DI PRODI D-III KEPERAWATAN POLTEKKES KEMENKES BENGKULU

Student Centre Learning (SCL) is a learning strategy that puts students aslearners active and independent, with a psychological condition as an adult learner, areentirely responsible for learning, as well as being able to learn beyond the classroom(Harsono, 2008). The application of learning methods SCL on CBC be separate stimulusfor students, because of changes in various factors, both in the learning objectives,learning targets, and the role of students in the learning process. The purpose of researchis to know the description SCL's implementation approach at D III Nursing ProgramsBengkulu Poltekkes MoH in accordance with operational guidelines, find a picture of theimpact of the implementation of the SCL approach to students and lecturers as well asknow the description of perception of students and lecturers of the implementation of theSCL approach. The results of observation curriculum and kaldek and good interviewswith faculty and learners obtained the subject states have implemented learning systemwith subjects integrated with the system block and method of approach SCL throughCBL, CL, CI, SGD and others in order to subject more akatif and independent in thelearning process. The subjective perception of both lecturers as facilitators and subject aslearners have the same perception that the SCL method is able to activate andindependence . Methods of SCL is a learning strategy that puts students as active andindependent learners, faculty and partners act as a facilitator of learning. On learningoutcomes when viewed with the value, performance approach methods SCL in the studyprogram diploma three Nursing Bengkulu has not shown any significant improvement,however, evaluation of learning outcomes to be especially helpful personal developmentboth lecturers as facilitators and learners in achieving the learning objectives appropriatecompetencies expected. SCL expected learning method is not only a major impact onstudents but also requires a great contribution of lecturers and educational facilities. Ittakes a number of lecturers and adequate facilities for learning effectiveness can befulfilled with the SCL method. Besides the ability of the entire faculty are similar infacilitating the learning process is very important that all students obtain a similar learningexperience as well.

Educating the Actor Singer in the Opera Studio of Lviv M. V. Lysenko State Conservatory

Background. Western Ukraine’s cultural musical life had its own paths of development. The fi rst musical school began working in this region in September 1903. The issue of creating a specialized musical educational institution with native-language teaching was repeatedly highlighted in Lviv newspapers in XIX and early XX centuries. Nevertheless, most musicians were forced to obtain knowledge either on their own or in Polish, German and Czech educational establishments. Composer S. Liudkevich was the most ardent fi ghter for foundation of a Ukrainian conservatory in Lviv. He became one of the fathers of professional musical education not only in Lviv, but in Western Ukraine as a whole. Yet, Lviv’s fi rst educational institution – the Higher Musical Institute – was created other than a standard conservatory of Russian Imperial Musical Society with quite a perfect educational system – it was closer to West European establishments on a parallel basis attended by secondary and higher school students, who studied only musical disciplines in the conservatory. A. Vakhnyanin (who taught theory and history of music) has become the fi rst Director of Lviv Higher Musical Institute with O. Bandrovs’ka and L. Ulukhanova teaching solo singing. In the year of 1912, after the death of M. Lysenko, the Higher Musical Institute was given his name. Lviv’s M. Lysenko Higher Musical Institute gained authority and prominence by constantly improving its educational system. Together with the conservatory of Polish Musical Society and K. Shimanovski conservatory, it became one of those educational establishments, on which basis M. Lysenko Lviv State Conservatory was created upon the reunion of West European lands. As of today, it is among our country’s leading musical universities. Vocals faculty exists since the day of Lviv conservatory’s foundation. In this period, they prepared numerous singers for opera and operetta theaters, philharmonic halls, teachers of secondary and higher schools. Having been founded in 1959, the opera studio functions as a training subdivision of the conservatory, being the source of professional growth for outstanding representatives of national vocal arts and opera conductors. The studio’s fi nancial position has been troubled for many years – there is no own premises and full-time soloists. And yet, teachers’ dedication has always allowed the studio to work so as to serve the basis for practical training of the vocals faculty students. The studio was offi cially opened on November 16, 1959 in M. Zan’kovetska Theater. A year later, on November 16, 1960, the premiere performance of “Zaporozhets za Dunayem” opera by S. Gulak-Artemovsky took place (conductor M. Lobaniv, director V. Shevchenko, assistant conductor – 4th year student S. Turchak). The entire faculty worked on the performance – vocals students enthusiastically participated in ballet scenes, their teachers sang leading parts together with students, teaching the mastery lesson to their mentees onstage. But it was emphasized in 1960 annual report by the Director of Lviv State Conservatory professor M. Kolesa that, with opera studio’s certain achievements, there also was a weak point, and namely the absence of creative and organizational contact between solo singing and opera training departments. In autumn 1963, Lviv opera studio performed in Kyiv at the Republican conference dedicated to education of actor singers, representing fragments from “Taras Bulba” (M. Lysenko) and “La traviata” (G. Verdi) performances. The conference stressed the necessity to alter the course of training – to educate actor singers, performer singers, rather than just “sound professional”. By the Order of the Ministry of Culture of Ukraine of January 25, 1966, opera training department was founded in Lviv State Conservatory. The functions of the Head of department were vested in the associate professor of solo singing department V. Kobrzhitsky. In this period, absence of creative contacts between the two departments of the vocals faculty continues to be felt, with their teachers exchanging accusations. They do not show aspiration to do the common cause – to educate actor singers. In the beginning of academic year 1971-72, the department was joined by Ukraine’s Honored Artist conductor O. Gritsak, who already in his fi rst year of work showed himself as a talented manager. It was stated in the department’s annual report that working stability, which is defi nitely a positive factor, is not always typical for the students. The number of performances for students’ practical training is insuffi cient. The repertoire must have at least three performances, so that students could be involved in several parts for a multifaceted disclosure of their creative abilities. The department made the resolution to improve its operation by fundamentally altering its organizational principles and the methodology, for which purpose to replace the department’s management.

The Impacts of Competence, Work Motivation, Job Satisfaction and Organizational Commitment on Lecturers’ Performance

This study aims to examine and analyze the effect of the competence, motivation and job satisfaction and organizational commitment of lecturer’s performance. Research was conducted in private Islamic university in Makassar. The population in this research is the foundation of the entire faculty as many as 1,264 people using Slovin formula samples were obtained 176 respondents. Data were analyzed using the Structural Equation Model using AMOS aid 18. The results prove that the competence and no significant negative effect on lecturers commitment. The other variables effect shows that between work motivation and job satisfaction positive and significant impact on organizational commitment. At the end found that the competence, motivation, job satisfaction and organizational commitment has a positive significant effect on the lecturer’s performance.

The Impacts of Competence, Work Motivation, Job Satisfaction and Organizational Commitment on Lecturers’ Performance

<p>This study aims to examine and analyze the effect of the competence, motivation and job satisfaction and organizational commitment of lecturer’s performance. Research was conducted in private Islamic university in Makassar. The population in this research is the foundation of the entire faculty as many as 1,264 people using Slovin formula samples were obtained 176 respondents. Data were analyzed using the Structural Equation Model using AMOS aid 18. The results prove that the competence and no significant negative effect on lecturers commitment. The other variables effect shows that between work motivation and job satisfaction positive and significant impact on organizational commitment. At the end found that the competence, motivation, job satisfaction and organizational commitment has a positive significant effect on the lecturer’s performance.</p>

Computing and Engineering in Elementary School: The Effect of Year-long Training on Elementary Teacher Self-efficacy and Beliefs About Teaching Computing and Engineering

STEM, the integration of Science, Technology, Engineering, and Mathematics is increasingly being promoted in elementary education. However, elementary educators are largely untrained in the 21st century skills of computing (a subset of technology) and engineering.  The purpose of this study was to better understand elementary teachers’ self-efficacy for and beliefs about teaching computing and engineering. An entire faculty of a US-based elementary school participated in a year-long series of weekly professional development trainings in computing and engineering. Researchers collected quantitative data through a survey designed to assess teachers’ self-efficacy and beliefs towards the integration of computing and engineering and compared responses with a demographically similar Title I school in the same city. Additional qualitative data was collected through semi-structured interviews and documented observations. Researchers found that between the two schools, self-efficacy and beliefs toward computing and engineering were likely influenced by professional development (p < .05). Through interviews, teachers attributed changes in self-efficacy and beliefs to the trainings. Although all teachers reported higher beliefs about the importance of computing and engineering, their self-efficacy for teaching these varied widely. A grounded theoretical analysis revealed this difference was likely attributed to each teacher’s level of implementation, background, and willingness to experiment. We discuss how these factors may affect the professional development of elementary educators in preparing them to teach computing and engineering-related topics.

How School Leaders Might Promote Higher Levels of Collective Teacher Efficacy at the Level of School and Team

<p>Leaders search for effective leadership practices to ensure success. A quantitative study was conducted to determine what behaviors a leader could use to improve collective teacher efficacy at the level of the entire faculty and at the level of grade level teams. This article focuses on using the inverse relationship between transformational leadership and collective teacher efficacy to strengthen efficacy of teachers of English Language Learners. The Collective Efficacy Scale (Goddard, 2001) was modified to measure the perceptions of teachers at both levels; entire faculty’s collective efficacy and the collective efficacy of their team. Thus, this article also provides leaders with important information regarding teaming within schools. The significant difference found between collective teacher efficacy at the level of school and team, provides important information for leaders to consider as they support professional learning teams. Success for all would be promoted as leaders increase efficacy within teams by employing the concepts of developing leadership teams and purposeful learning communities (Hill &amp; Lundquist, 2008).</p>