Background: General surgery residents need to master the hand-sewn bowel anastomosis (HSBA) technique. However, practice opportunities outside of the operating room are rare, and commercial ...simulators are often costly. The objective of this study was to assess the efficacy of a new, affordable silicone small bowel simulator, made with a 3D-printed mould, as a training tool to learn this technique. Methods: This was a single-blinded pilot randomized controlled trial comparing 2 groups of 8 junior surgical residents. All participants completed a pretest using an pensive, 3D-printed simulator. Next, participants randomized to the experimental group practised the HSBA skill at home (8 sessions), while those randomized to the control group did not receive any hands-on practice opportunities. A posttest was done using the same simulator used for the pretest and practice sessions, and the transfer test was performed on an anesthetized porcine model. Pre-, post- and transfer tests were filmed and graded by a blinded evaluator based on technical skills, procedural knowledge and quality of the final product. Results: The experimental group significantly improved after practising with the model (p = 0.01), while an equivalent improvement was not noted in the control group (p = 0.07). Moreover, the experimental group's performance remained stable between the posttest and the transfer test (p = 0.95). Conclusion: Our 3D-printed simulator is an affordable and efficacious tool to teach residents the HSBA technique. It allows development of surgical skills that are transferable to an in vivo model.
Background: The advent and widespread adoption of competency-based education increased the need for objective and valid assessment tools (ATs) of operative skill. However, commonly used ATs are ...generic, limiting their ability to assess and provide feedback for proficiency in specialized procedures. Video-assisted thoracoscopic lobectomy (VATSL) is a complex procedure requiring knowledge and skills not captured by generic ATs. Therefore, the objective was to identify and evaluate VATSL ATs assessing surgical proficiency. Methods: A systematic literature search was performed using Embase, Google Scholar, Ovid Medline, PubMed and Web of Science (1990-2020). Conference abstracts, letters, commentaries, ATs assessing bronchoscopy, open surgery, pneumonectomy, wedge resections and ATs not evaluating technical skills were excluded. Results: Of 523 unique publications, 4 were included. One article described the development of an 8-item assessment tool (VATSAT) by iterative Delphi consensus with 31 experts but did not describe any validation. VATSAT was then modified by the same group to permit assessments of performance on a virtual reality simulator (mVATSAT). mVATSAT had high intraclass correlation coefficients for single (0.78, p < 0.001) and average (0.91, p < 0.001) measures and high reliability scores (G coefficient 0.79, Pearson coefficient 0.70, p < 0.001), but the proposed cut score had high false passing (29%) and failing (43%) rates compared with predicted performance by clinical experience. The third tool (TCAT-ARC) comprised 35 items scored on a 5-point Likert scale. TCAT-ARC was developed by iterative expert consensus and tested in simulated and clinical environments. TCAT-ARC had high discriminatory ability to differentiate novices from experts (Cronbach a 0.93, interobserver reliability 0.73, correlation with objective structured assessment of technical skills 0.68). However, a threshold score indicative of competence was not determined. The fourth used an error score to assess a porcine simulator but did not provide details regarding development or validation. Conclusion: This review identified 4 VATSL ATs evaluating technical skills: 1 has validity evidence from the clinical environment and none have a reliable competence threshold score. Further study is needed to refine VATSL ATs.
O desenvolvimento dos soft skills (SS) é uma demanda do mercado de trabalho para os profissionais da área contábil. Os professores das IES deveriam discutir um conjunto de SS, a serem exploradas no ...ensino de graduação para atender as necessidades do mercado. O objetivo deste estudo é avaliar e comparar as percepções dos professores de contabilidade do ensino superior em relação à importância, prioridade e o desenvolvimento de um conjunto de SS identificado pelo mercado de trabalho, na formação dos futuros profissionais de contabilidade. Uma amostra de 421 professores, atuantes em cursos de Ciências Contábeis, analisou um conjunto de SS percebidas como importantes pelo mercado e pela própria academia, e indicaram o aprendizado contínuo, resolução de problemas, ética, comunicação e pensamento crítico como as principais SS que os futuros profissionais deveriam desenvolver. Identificou-se um grande gap, entre importância das SS e a avaliação de seu desenvolvimento entre os estudantes. A pesquisa demonstra ainda que os docentes entendem que o desenvolvimento das SS se dá dentro e fora das salas de aula nas IES, e que o mercado teria uma leve preferência para o desenvolvimento de SS em relação as hard skills entre os estudantes. Este estudo dá suporte ao desenvolvimento de novas estratégias para que as IES juntamente com o mercado, possam preparar melhor os futuros profissionais contábeis para um ambiente competitivo e exigente.
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CEKLJ, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, UILJ, UKNU, UL, UM, UPUK
This systematic review study synthesizes research findings pertaining to the use of augmented reality (AR) in language learning. Published research from 2014 to 2019 has been explored and specific ...inclusion and exclusion criteria have been applied resulting in 54 relevant publications. Our findings determined: (a) devices and software employed for mastering AR; languages and contexts in which AR had been applied; theoretical perspectives adopted for guiding the use of AR; the number of participants in AR activities and benefits from using AR as an educational tool in the language classroom; (b) alignment of the affordances of Augmented Reality with the KSAVE (Knowledge, Skills, Attitudes, Values, Ethics) 21st‐century skills framework; (c) future directions in AR research and practice. The main findings from this review demonstrate the popularity of mobile‐based AR for supporting vocabulary (23.9%), reading (12.7%), speaking (9.9%) writing (8.5%) or generic language skills (9.9%). Our findings also uncovered areas that merit future attention in the application of AR in language learning – for instance learning theories were not often considered in the implementation of AR. The study concludes with suggestions for future research especially in the areas of instructional design and user experience.
Lay Description
What is currently known about the subject matter
Augmented reality (AR) has become an attractive trend in language learning.
A number of reviews on AR in education have been conducted.
The state of current research on AR in language learning lacks a comprehensive review.
What their paper adds to this
The paper presents a systematic review of relevant academic literature on AR in the field of language learning.
The paper provides empirical evidence on the benefits of AR in language learning based on selected literature.
The findings revealed that the majority of AR studies are mobile‐based.
The main findings from this review demonstrate the popularity of mobile‐based AR for supporting vocabulary, reading, speaking writing or generic language skills.
Future research in AR is needed with focus on instructional design and user experience.
Implications of study findings for practitioners
The systematic review adds to the body of knowledge a firm review of recent research findings in the field.
Given the increased potential of AR, future research needs to focus on the development of under‐studied skills and competencies.
AR is an optimal means to implement communicative language learning, through continuous dialogue about augmented information.
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BFBNIB, FZAB, GIS, IJS, KILJ, NLZOH, NUK, OILJ, SBCE, SBMB, UL, UM, UPUK
Turizm sektörünün en önemli işgörenleri arasında yer alan turist rehberleri (TR) turist memnuniyetinde oldukça önemli bir role sahiptir. Yabancı literatürde TR’lerin performans kriterleri ve turist ...memnuniyetine olan etkisi birçok çalışmaya konu olurken; Türkçe literatürde sınırlı sayıda çalışmaya rastlanmıştır. Özellikle Efes Antik Kenti gibi her yıl milyonlarca turist tarafından ziyaret edilen yerlerde verilen rehberlik hizmetinin değerlendirilmesi sürekli değişen pazar beklentilerinin karşılanabilmesi için bir gerekliliktir. Bu kapsam doğrultusunda çalışmanın amacı, TR’lerin performansının turistlerin memnuniyetine olan etkisini ortaya koymaktır. Araştırmada nicel araştırma yöntemlerinden anket tekniği kullanılmıştır. Araştırmanın evrenini Efes’i Temmuz-Eylül 2021 arasında ziyaret eden yerli turistler oluşturmaktadır. Örneklem olarak olasılıklı olmayan örnekleme yöntemlerinden kolay örnekleme yöntemi tercih edilmiştir ve toplam 399 veri toplanmıştır. Elde edilen veri, en küçük kareler yöntemi ve yapısal eşitlik modellemesi ile analiz edilmiştir. Analiz sonucuna göre TR’lerin eğlence tanıtma becerisi, görünüşü, problem çözme becerisi ve örgütsel becerisi, yerli turistlerin memnuniyetini anlamlı ve olumlu yönde etkilemektedir. TR’lerin empati becerisi, mesleki yeterliliği ve iletişim becerileri yerli turist beklentilerinin altında kalmıştır.
Anahtar Kelimeler: Turist Rehberi, Turist Memnuniyeti, Efes Antik Kenti
JEL Sınıflandırması: L83
Tourist guides (TGs), who are among the most important employees of the tourism sector, have a very important role in tourist satisfaction. While the effect of TRs on performance criteria and tourist satisfaction in foreign literature is the subject of many studies; a limited number of studies were found in the Turkish literature.Evaluation of the guidance service provided in places visited by millions of tourists every year, such as the Ancient City of Ephesus, is a necessity in order to meet the ever-changing market expectations. In line with this scope, the aim of the study is to reveal the effect of the performance of TRs on the satisfaction of tourists. Questionnaire technique, one of the quantitative research methods, was used in the study. The population of the research consists of domestic tourists visiting Ephesus between July and September 2021. As a sample, the easy sampling method, which is one of the non-probabilistic sampling methods, was preferred and a total of 399 data were collected. The obtained data were analyzed by the least squares method and and structural equation modeling. According to the results of the analysis, entertainment introduction skill, appearance, problem solving skills and organizational skills of TRs affect the satisfaction of domestic tourists in a meaningful and positive way. Empathy, professional competence and communication skills of TGs remained below the expectations of domestic tourists.
Key Words: Tourist Guide, Tourist Satisfaction, Ephesus Ancient City
JEL Classification: L83
OBJECTIVE:To demonstrate the noninferiority of the fundamentals of robotic surgery (FRS) skills curriculum over current training paradigms and identify an ideal training platform.
SUMMARY BACKGROUND ...DATA:There is currently no validated, uniformly accepted curriculum for training in robotic surgery skills.
METHODS:Single-blinded parallel-group randomized trial at 12 international American College of Surgeons (ACS) Accredited Education Institutes (AEI). Thirty-three robotic surgery experts and 123 inexperienced surgical trainees were enrolled between April 2015 and November 2016. Benchmarks (proficiency levels) on the 7 FRS Dome tasks were established based on expert performance. Participants were then randomly assigned to 4 training groupsDome (n = 29), dV-Trainer (n = 30), and DVSS (n = 32) that trained to benchmarks and control (n = 32) that trained using locally available robotic skills curricula. The primary outcome was participant performance after training based on task errors and duration on 5 basic robotic tasks (knot tying, continuous suturing, cutting, dissection, and vessel coagulation) using an avian tissue model (transfer-test). Secondary outcomes included cognitive test scores, GEARS ratings, and robot familiarity checklist scores.
RESULTS:All groups demonstrated significant performance improvement after skills training (P < 0.01). Participating residents and fellows performed tasks faster (DOME and DVSS groups) and with fewer errors than controls (DOME group; P < 0.01). Inter-rater reliability was high for the checklist scores (0.82–0.97) but moderate for GEARS ratings (0.40–0.67).
CONCLUSIONS:We provide evidence of effectiveness for the FRS curriculum by demonstrating better performance of those trained following FRS compared with controls on a transfer test. We therefore argue for its implementation across training programs before surgeons apply these skills clinically.
This open access volume critically reviews a diverse body of scholarship and practice that informs the conceptualization, curriculum, teaching and measurement of life skills in education settings ...around the world. It discusses life skills as they are implemented in schools and non-formal education, providing both qualitative and quantitative evidence of when, with whom, and how life skills do or do not impact young women’s and men’s lives in various contexts. Specifically, it examines the nature and importance of life skills, and how they are taught. It looks at the synergies and differences between life skills educational programmes and the way in which they promote social and emotional learning, vocational/employment education, and health and sexuality education. Finally, it explores how life skills may be better incorporated into education and how such education can address structures and relations of power to help youth achieve desired future outcomes, and goals set out in the Sustainable Development Goals (SDGs). Life skills education has gained considerable attention by education policymakers, researchers and educators as being the sine qua non for later achievements in life. It is nearly ubiquitous in global and national education policies, including the SDGs, because life skills are regarded as essential for a diverse set of purposes: reducing poverty, achieving gender equality, promoting economic growth, addressing climate change, fostering peace and global citizenship, and creating sustainable and healthy communities. Yet, to achieve these broad goals, questions persist as to which life skills are important, who needs to learn them, how they can be taught, and how they are best measured. This book addresses these questions.
Offers a flexible, ready-to-use program to help special students in grades K-5 learn appropriate ways to behave among others. This book features hands-on activities that accompany the lessons, which ...help students to work through, think about, discuss, and practice the skill in or outside of the classroom.
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