Rater training (RT) improves the reliability of assessment tools, but has not been well studied for technical skills. This study assessed whether RT improved the psychometric properties of surgical skill assessments. Surgeons (N=47) were randomized to RT or non-training groups. The RT group underwent frame-of-reference training. Participants assessed trainees performing a suturing and knot-tying task using four assessment tools. Inter-rater reliability, initial and delayed rater agreement, and construct validity were assessed between groups. There was no significant effect of RT on the assessment tools’ reliability and validity. Reliability and validity were most robust for the global rating scale. Although there were trends towards improved reliability and validity with RT, confidence intervals were wide and overlapping. Reliability remained below the minimum desired level of 0.8 required for high-stakes testing. Although RT may represent a way to improve reliability, further study is needed to determine effective training methods. / February 2017

Colleges and universities face some retention problems for female adult learners over the age of 25 who face technical requirements in higher education courses. However, little is known about how technology influences the experiences of female adult learners. The purpose of this basic qualitative study was to identify how female adult learners over the age of 25 perceived the technical demands of the courses in their degree programs and how they coped with those demands. The conceptual frameworks for the study were the adult learning theory, which focuses on self-directed learning, and the transactional distance theory. Participants for this study were 12 female adult learners who reside in Tennessee who have been enrolled in undergraduate and graduate courses and were over the age of 25. Data sources included face-to-face and phone interviews. Data were analyzed using open coding to identify patterns and themes. The findings of this study indicated that participants were influenced by the technical demands they faced. Participants attributed the extent of success in their courses to the level of technical competence they possessed during their time as students. Participants used individual coping strategies in their courses as well as resources provided by the institutions they attended. This study contributes to positive social change because it provides information that higher education institutions can use to both increase retention and help female adult learners succeed during their higher education careers.

Community college career and technical education programs struggle with meeting federallyunded Perkins performance measures. To address this need the 30-45-60 program design was developed. The study purpose was to determine if the 30-45-60 program design influenced career certificate, technical certificate or Associate of Applied Science degree completion rates, technical skill attainment, and job placement rates for students enrolled in the welding, precision machining and manufacturing and electrical technology programs. A Chi-square test of independence indicated no significantly significant relationship between the 30-45-60 program design and completion of a certificate or degree (p = .222). A closer look revealed no significantly significant relationship between the 30-45-60 program design and the career certificate (p = .392) or the Associate of Applied Science degree (.576) but was statistically significant for technical certificate (p = .000). A statistically significant relationship was found for technical skill attainment (p =.038) and job placement (p = .000).

The purpose of this research study was to examine how chefs and other individuals in the food industry understood the field of culinary arts. This study used an instrumental case study with purposeful sampling of multiple cases. Through a series of open-ended interviews using snowball-sampling strategy that concluded with 45 participants sharing their experiences in culinary education and employment, several themes emerged across all of the interviews: (1) Disempowerment of those who have been successful in the culinary arts; (2) Conflict in the field; and, (3) Needs of employers not being met. Following the analysis of the data, two research questions were inductively formed: (1) How do the participants' understandings vary based upon the three models (apprenticeship, associate degree, and baccalaureate degree) of culinary education? (2) How do these themes vary depending upon the three models of culinary education? What resulted was thick description of the impact of the three models of formal chef education has had on the field of culinary arts, followed by the potential in the development of the baccalaureate degree model as it represented an opportunity for field redefinition in culinary arts. This study produced a set of data revealing that current culinary education has become one that has bred disempowerment, continued conflict in the field of culinary arts, and left needs unfullfilled related to technical skills required for successful employment. The shift from the time-consuming and expensive model of apprenticeship to the development of the associate degree has necessitated a reconsideration of culinary education. What has been offered in this research is the potential for a transformation facilitated within a baccalaureate degree that could intertwine both technical skills and academic knowledge.

在中國傳統文化中易經為首要，是六經之首。(癸辭)亦曰: 「易與天地準。故能彌綸天地之道。」可知易經之道廣矣、大矣。清康熙皇帝其在為(日講易經解易)御制(序)中，就這樣說道: 「惟帝王道法，載在六經，而極天人，窮性命，開物前民，通變造利，則其理莫詳於(易)。(易)之為書合四聖人立象設卦繫辭焉，而廣大悉備。自音包我、神農、黃帝、堯、舜，王天下之道，咸取諸此。蓋(詩)、(書)之文，(禮)、(樂)之具，(春秋)之行，事罔不於(易)命通焉。漢班固有言，「六藝」具五常之道，而(易)為之原。若乃越諸躬行，措諸事業，有親民設教之方，有通德類情之用。恐懼修身以治身，思患豫防以維世。因而仲之，觸類而長之，而治理備矣。 就當代管理親點亦越來越重視哲學思考能力，Robert B.Denhart認為一個好個管理者與卓越的管理者的區別不在於其專門技術了而在於對自我及其環境的見識，此一見識只能透過深思熟慮的反思，經由理論才可推導出來。因此，卓越管理者所需要的技術已超過「專門技術」(Technical skill) ，這種能力是只有透過理論的素養及哲學思考才能獲得，此即「概念的技術」。易經的哲學思想就能加強此一能力的培養。在未來的管理者所面對的是一個充斥著不定變數及瞬息萬變的複雜環境，對管理工研究生而言將無疑是項艱鉅挑戰，然吾人深信管理者是可透過易經哲學思想來達到更清楚的解析，因為易經就是以簡單的支卦來作整體把握及清楚認識這宇宙中萬事萬物，透過易經哲學可以清楚認識管理問題上所面對的複雜情境，且亦提供一套整體思維及組織中自我的修養。 本文的撰寫，著重在第三章易經人文內涵作發揮，我們提出全人及內省與自覺精神及尚中和的發揚以解決當前組織所碰到的問題，然這些論點亦是當代管理者所需具備的內在修為。全人的觀點作為組織中人修養的目標，其背後所借用的易經哲學思想中的道德修養以及整體的概念。從內在的自我，強調超越個人的自我，由自我越向大我，來論述人本身應有的自我認識，經一此認識人能不被外物所役，發揮主動性，真正發揚人文的精神，並能夠真正體會到存在的真正本質與工作意義。其次以易經中的內省與自兔精神，在管理人員內在的思想形成一種主體的自覺與內省及憂患意識，透過此一的心觀點，擺脫外在制度的束縛及對組織人員心態的壓迫而形成物化及僵化的思考。憂患意識的產生方可帶來行政人員責任感的養成。冉以尚中和的觀點，持及制度與自主的均衡、主體與客體的和諧相對於行政人員主客對立的思考等視點的探討。吾人等所討諸易經哲學的人文精神是對當前人與組織之間的所產生種種弊病具有拯治性的啟發和建議。第四章就以易經中的陰陽對待之內涵，就管理中理性與直覺的相整合，陰陽反思的辯證法，能讓管理者處理事物擺脫舊有的框架，並提供管理者不佳要看到事物問起顯性的一面，亦要能察覺出潛在的隱性面，並能有陰陽相依的整體看法。再是以易經整體觀內涵作為論述，並將此觀點與混沌理論與系統理論作一連結，並再由混沌理持及系統理論，延伸到管理上的運用，以使在處理組織事物問題上不流入偏斷的思考，能把握整體的宏觀及微觀。最後變之管理觀點，引述了易經變的觀點，從組織的受及管理者面對變所應持的觀點，文中提出所謂動態思考以茲因應。

Submitted by Anelise Milech (anelisemilech@gmail.com) on 2017-02-10T14:44:51Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) YURI SALENAVE RIBEIRO.pdf: 1545266 bytes, checksum: b9452e3c0b0cd0c068b0dcb1aef601eb (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2017-02-16T20:22:00Z (GMT) No. of bitstreams: 2 YURI SALENAVE RIBEIRO.pdf: 1545266 bytes, checksum: b9452e3c0b0cd0c068b0dcb1aef601eb (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2017-02-16T20:23:00Z (GMT) No. of bitstreams: 2 YURI SALENAVE RIBEIRO.pdf: 1545266 bytes, checksum: b9452e3c0b0cd0c068b0dcb1aef601eb (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-02-16T20:23:10Z (GMT). No. of bitstreams: 2 YURI SALENAVE RIBEIRO.pdf: 1545266 bytes, checksum: b9452e3c0b0cd0c068b0dcb1aef601eb (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2014-02-25 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / O sucesso no futebol é multifacetado e o processo de treinamento na modalidade faz uso de exercícios gerais e específicos. Do ponto de vista técnico-tático, a capacidade de executar passes adequadamente pode contribuir para o êxito competitivo. No entanto, poucos estudos investigaram os efeitos de diferentes sessões de treino nesta habilidade técnica específica. Com isso, o objetivo geral do trabalho foi investigar o efeito agudo de sessões de treino gerais e específicas sobre a habilidade técnica de passe em jovens jogadores de futebol. Para isso, duas etapas foram desenvolvidas, sendo uma observacional, orrespondendo ao período de recrutamento, caracterização das sessões de treino e reprodutibilidade do protocolo de avaliação, e outra experimental, na qual foram aplicados os testes, pré e pós-intervenções, compostas por sessões de treinos gerais e específicas. Os resultados apontam que o teste é reprodutível em superfície de campo gramado, mais específica à prática do futebol. Além disso, poucas são as diferenças em variáveis de análise de tempo emovimento, fisiológicas e de percepção de esforço entre jovens da categoria sub-15 e sub-17 nas sessões propostas neste estudo. Ademais, na análise pré e pós-treino de sprints repetidos, com mudança de direção a cada 10 metros, houve diminuição do rendimento dos atletas da sub-17, o que não foi verificado na sessão com trocas a cada 20 metros, jogos em espaços reduzidos de 2 vs. 2 e 4 vs. 4. Já na comparação entre os tipos de treinos de sprints repetidos (10m vs. 20m) e jogos em espaços reduzidos (4 vs. 8 jogadores), as trocas a cada 10 metros e o 2 vs. 2 provocaram aumento no tempo de penalidades, respectivamente. Dessa forma, há indicação de que treinos com menor demanda psicofísica, tanto gerais, quanto específicos, possam induzir maior queda de rendimento na habilidade de executar sequência aleatória de passes em jovens futebolistas. Esses achados auxiliam no planejamento e aplicação de treinos dentro da modalidade, considerando que os conteúdos possam ser distribuídos de forma a otimizar o aprimoramento do desempenho dos atletas. / Football success is multifaceted and the training process in the modality makes use of general and pecific exercises. From the technical-tactical point of view, the ability to execute passes properly can contribute to competitive success. However, few studies have investigated the effects of different training sessions on this specific technical skill. Thus, the overall objective of the study was to investigate the acute effect of eneral and specific training sessions on the technical pass ability of young soccer players. To that end, two stages were developed, one observational, corresponding to the recruitment period, characterization of the training and reproducibility sessions of the evaluation protocol, and another one, in which the tests were applied, pre- and post-intervention, Composed of general and specific training sessions. The results indicate that the test is reproducible on grassy field surface, more specific to soccer practice. In addition, there are few differences in time-varying physiological, physiological, and effort-perception variables among sub-15 and sub-17 youth in the sessions proposed in this study. In addition, in the pre and post-training analysis of repeated sprints, with a change of direction every 10 meters, there was a decrease in the performance of the sub-17 athletes, which was not verified in the session with changes every 20 meters, games in spaces Reduced from 2 vs. 2 and 4 vs. 4. In the comparison between types of repetitive sprints (10m vs. 20m) and games in tight spaces (4 vs. 8 players), changes every 10 meters and 2 vs. 2 caused an increase in the time of penalties, respectively. In this way, there is indication of That training with lower psychophysical demands, both general and specific, may induce a greater drop in performance in the ability to execute random sequence of passes in young soccer players. These findings help in the planning and application of training in the modality, considering that the contents can be distributed in order to optimize the performance improvement of the athletes.

No description available.

Purpose: This article provides an integrative review of competency-based education (CBE) in medical and nursing programs and examines the effect of CBE on students’ academic performance, technical skill development, and overall satisfaction and preparedness for future practice. Background: In recent decades, CBE has increasingly been discussed in medical and nursing education programs. The impact of the CBE curriculum on learning outcomes including academic performance, technical skill development, overall satisfaction, and preparedness for future practice has not been fully elucidated. Method: A review of the literature was conducted, and multiple databases were searched for studies that analyzed the impact of CBE on learning outcomes in medical and nursing program learners. Results: The overall trends in feedback showed that CBE was well-received by students, with high satisfaction scores reported. CBE was also shown to be equally or more effective than the traditional didactic model in developing students’ competencies and improving academic and clinical performance. Conclusion: Our comprehensive review of the literature suggests that competency-based education can be an effective framework that potentially outperforms traditional educational approaches on outcome measures related to clinical knowledge, technical skill, and/or clinical judgement.