A job analysis technique for determining job tasks and performance skills /

"PB-274008".

The public performance : impact to music learning in conservatoire tradition

Paper presented at the Conference “The Reflective Conservatoire – 2nd International Conference: Building Connections”. Guildhall School of Music and Drama and Barbican Conference Centre, London. 28 February – 3 March 2009

Como melhorar a preparação física dos alunos do 3º ano vocacional da Academia de Música de Vilar do Paraíso no âmbito da disciplina de Técnica de Dança Clássica

Relatório Final de Estágio apresentado à Escola Superior de Dança, com vista à obtenção do grau de Mestre em Ensino de Dança.

Adesão ao regime terapêutico na pessoa com enfarte agudo do miócardio: contributo dos enfermeiros no internamento hospita

RESUMO: O Enfarte Agudo do Miocárdio (EAM) representa um dos principais problemas de saúde pública em Portugal. A rápida intervenção nos factores de risco determinantes da saúde cardíaca pode ter um impacto positivo em vários indicadores de saúde. O objectivo final dessa intervenção passa por capacitar a pessoa, para que, autonomamente, adopte um conjunto de comportamentos de saúde, baseados em estilos de vida protectores da saúde cardíaca, que favorecem positivamente o processo de reabilitação. Esta procura e aquisição do comportamento de saúde, adesão ao regime terapêutico, deve ser desenvolvido em parceria com os profissionais de saúde. O hospital representa a porta de entrada da pessoa com EAM no sistema de saúde. É neste contacto que se inicia uma intervenção de sensibilização e promoção da adesão ao regime terapêutico. Sendo os enfermeiros um grupo profissional que estabelece uma relação continua com a pessoa, importa conhecer um conjunto de dimensões do desempenho dos enfermeiros na promoção da adesão ao regime terapêutico. Breve referência ao desenho de estudo. Foram incluídas no estudo 143 enfermeiros de 9 serviços hospitalares da Região de Saúde de Lisboa e Vale do Tejo. Os dados foram obtidos através de um questionário auto-preenchido. Os dados mostraram que a população de enfermeiros é jovem (M= 30,5: dp= 8,0), 49% têm uma idade £ 26 anos e apresenta pouca experiência profissional (M=7,7; dp= 7,6), 48,2% exerce a profissão há menos de 3 anos. A antiguidade no serviço actual é reduzida (M= 4,7; dp= 4,6), 48,9% estão no serviço há menos de 2 anos. Os enfermeiros acreditam que deviam intervir com mais frequência nos factores de risco fisiológicos e comportamentais que nos factores psicossociais e ambientais; a confiança que têm nas capacidades para intervir nos factores de risco fisiológicos e comportamentais é maior que nos factores psicossociais e ambientais e no último ano, intervieram mais frequentemente nos factores de risco fisiológicos e comportamentais que nos psicossociais e ambientais. O “ensaio” da validação da escala de Will scale de Anderson et al (2004), sobre a capacidade de intervenção na saúde cardíaca, mostrou que o teste de Esfericidade de Bartlett e Medida de adequação da amostragem de Kaiser-Meyer- Olkin (KMO) permitiram a realização da análise factorial em componentes principais (AFCP). Da AFCP emergiram 16 factores, os mesmos que no estudo original de Anderson et al (2004), que revelaram boa consistência interna, com valores de alpha de Cronbach que variaram entre 0,71 a 0,98. Os resultados revelam a necessidade de sensibilizar os enfermeiros para valorizar a intervenção no âmbito dos factores de risco psicossociais e ambientais para promover a adesão ao regime terapêutico. Sugerem ainda que a intervenção baseada na evidência pode ser potenciada de forma a melhorar as práticas de cuidados dos enfermeiros. ABSTRACT: Myocardial infarction (MI) is one of the most important problems in public health in Portugal. A prompt intervention in cardiac health determinants means a positive impact in health outcomes, individually and collectively. The main purpose of this intervention lays on patient’s empowerment so he or she becomes able to choose healthy behaviours, based on heart health protective life styles, and therefore to manage his/hers therapeutic regime. This search and acquisition of health behaviours leading to therapeutic regime adherence may positively have an influence on the whole rehabilitation process and it must be developed in partnership with health workers. MI patients’ first contact with the Health System usually happens at the Hospital. Here the first steps are taken to start an intervention in order to promote therapeutic regime adherence. Nurses are a group of health workers who establish a unique and continuous relation with patients, so it matters to have knowledge of their performance skills that can actually promote a healthy behaviours and increase therapeutic regime adherence. Short Study design The study sample includes 143 nurses working on 9 different hospital wards, belonging to the Lisboa and Tejo’s Valley Health Region, in the district of Lisbon. Data were collected trough a self-administered questionnaire. It revealed that the nurses sample is a young population (M=30,5; dp=8,0), 49% of whom are aged less than 26 years old and has little professional experience (M=7,7; dp= 7,6); 48,2% work has nurses for less than 3 years. There’s a low percentage of seniority (M=4,7; dp=4,6), 48,9% of nurses work in these wards for less than 2 years. Nurses believe they should have intervene more frequently in physiological and behaviour risk factors than in psychological, social and environmental factors; they have greater confidence in their ability to intervene in physiological and behaviour risk factors than to intervene in psychological, social and environmental factors. In last year they took interventions more frequently in physiological and behaviour risk factors than in the other health determinants. The Scale Validation “essay” on Will Scale (Anderson et al, 2004), about heart health intervention capacity, revealed that the Bartlett’s test sphericity and the Kaiser-Meyer- Olkin’s (KMO) appropriate sample measure allowed the factorial analysis on main components (FAMC). From FAMC emerged 16 factors, the same number found on Anderson’s et al (2004) study, revealing good internal consistence, with Cronbach’s alpha values that varied between 0,71 and 0,98. The results point a need for nurses to attribute bigger value to other health determinants intervention - such as psychological, social and environmental determinants - so they’ll take part in promoting therapeutic regime adherence. The results also suggest t

IQ in children with autism spectrum disorders: data from the Special Needs and Autism Project (SNAP)

Background Autism spectrum disorder (ASD) was once considered to be highly associated with intellectual disability and to show a characteristic IQ profile, with strengths in performance over verbal abilities and a distinctive pattern of ‘peaks’ and ‘troughs’ at the subtest level. However, there are few data from epidemiological studies. Method Comprehensive clinical assessments were conducted with 156 children aged 10–14 years [mean (s.d.)=11.7 (0.9)], seen as part of an epidemiological study (81 childhood autism, 75 other ASD). A sample weighting procedure enabled us to estimate characteristics of the total ASD population. Results Of the 75 children with ASD, 55% had an intellectual disability (IQ<70) but only 16% had moderate to severe intellectual disability (IQ<50); 28% had average intelligence (115>IQ>85) but only 3% were of above average intelligence (IQ>115). There was some evidence for a clinically significant Performance/Verbal IQ (PIQ/VIQ) discrepancy but discrepant verbal versus performance skills were not associated with a particular pattern of symptoms, as has been reported previously. There was mixed evidence of a characteristic subtest profile: whereas some previously reported patterns were supported (e.g. poor Comprehension), others were not (e.g. no ‘peak’ in Block Design). Adaptive skills were significantly lower than IQ and were associated with severity of early social impairment and also IQ. Conclusions In this epidemiological sample, ASD was less strongly associated with intellectual disability than traditionally held and there was only limited evidence of a distinctive IQ profile. Adaptive outcome was significantly impaired even for those children of average intelligence.

Perfil de habilidades do desenvolvimento em crianças com holoprosencefalia e holoprosencefalia like

OBJETIVO: investigar e comparar o desempenho nas habilidades relacionadas ao desenvolvimento motor, cognitivo, linguístico, de socialização e autocuidados de indivíduos com holoprosencefalia e com holoprosencefalia-like. MÉTODO: participaram deste estudo 20 indivíduos com diagnóstico de holoprosencefalia, na faixa etária de 18 a 72 meses, de ambos os sexos, divididos em 2 grupos. O grupo 1 (G1) composto por 12 indivíduos com sinais clínicos do espectro da holoprosencefalia, e o grupo 2 (G2) com holoprosencefalia-like composto por 8 indivíduos com sinais clínicos do espectro da holoprosencefalia-like. A coleta de dados foi realizada por meio da aplicação do Inventário Portage Operacionalizado que avalia as áreas alvos deste estudo. Para a análise estatística utilizou-se análise descritiva da mediana e dos valores mínimos e máximos e foi aplicado o teste estatístico de Mann Whitney (< 0,05% para significância). RESULTADOS: os grupos 1 e 2 apresentaram alterações em todas as áreas do desenvolvimento avaliadas. Entretanto, os indivíduos do G1, com holoprosencefalia apresentaram maiores comprometimentos nas habilidades: motora, cognitiva, de linguagem, de socialização e autocuidados, quanto comparados aos indivíduos do G2, com holoprosencefalia-like. CONCLUSÃO: o desempenho nas áreas motoras, cognitivas, de linguagem, de socialização e autocuidados de indivíduos com holoprosencefalia e holoprosencefalia-like foi aquém do esperado, principalmente naqueles indivíduos com holoprosencefalia, que se justifica pelo maior comprometimento no sistema nervoso central. A natureza destas alterações pode estar associada ao universo de alterações neurológicas e craniofaciais descritas nestes quadros clínicos e também à influência do ambiente social.

Perfil de habilidades do desenvolvimento em crianças com holoprosencefalia e holoprosencefalia like

OBJETIVO: investigar e comparar o desempenho nas habilidades relacionadas ao desenvolvimento motor, cognitivo, linguístico, de socialização e autocuidados de indivíduos com holoprosencefalia e com holoprosencefalia-like. MÉTODO: participaram deste estudo 20 indivíduos com diagnóstico de holoprosencefalia, na faixa etária de 18 a 72 meses, de ambos os sexos, divididos em 2 grupos. O grupo 1 (G1) composto por 12 indivíduos com sinais clínicos do espectro da holoprosencefalia, e o grupo 2 (G2) com holoprosencefalia-like composto por 8 indivíduos com sinais clínicos do espectro da holoprosencefalia-like. A coleta de dados foi realizada por meio da aplicação do Inventário Portage Operacionalizado que avalia as áreas alvos deste estudo. Para a análise estatística utilizou-se análise descritiva da mediana e dos valores mínimos e máximos e foi aplicado o teste estatístico de Mann Whitney (< 0,05% para significância). RESULTADOS: os grupos 1 e 2 apresentaram alterações em todas as áreas do desenvolvimento avaliadas. Entretanto, os indivíduos do G1, com holoprosencefalia apresentaram maiores comprometimentos nas habilidades: motora, cognitiva, de linguagem, de socialização e autocuidados, quanto comparados aos indivíduos do G2, com holoprosencefalia-like. CONCLUSÃO: o desempenho nas áreas motoras, cognitivas, de linguagem, de socialização e autocuidados de indivíduos com holoprosencefalia e holoprosencefalia-like foi aquém do esperado, principalmente naqueles indivíduos com holoprosencefalia, que se justifica pelo maior comprometimento no sistema nervoso central. A natureza destas alterações pode estar associada ao universo de alterações neurológicas e craniofaciais descritas nestes quadros clínicos e também à influência do ambiente social.

A Way of Doing Things: Exploring and Applying the Alexander Technique for Choral Conductors

Thesis (D.M.A.)--University of Washington, 2016-06

The effects of using an alternative method for teaching badminton to post secondary level students in Taiwan

The effect of teaching method in physical education is an important issue and has been a concern of the expert teacher. Teachers are expected to create a model of teaching in their field; therefore, it is reasonable to question what is the effect of an alternative teaching method on student performance in physical education. This study explores whether teaching methods with advanced planning, behavior and belief in high enthusiasm, use of instructional strategies and evaluation, together termed a systematic teaching approach, used in a physical education activity would provide an effective environment for learning which supports student achievement in the psychomotor, cognitive, and affective domains. This study also investigated whether there was a difference in performance between students who were taught with a systematic teaching approach and students who were taught with the traditional teaching model. Information was collected using two performance skills, a written test, and one questionnaire. The 68 participants were randomly assigned into either an experimental group or a control group. Two teachers were assigned to either the experimental group or the control group. The teaching experiment took place at Tamsui Oxford University College in Taiwan and lasted eight weeks. ^ Research questions were analyzed using the t-test. Results indicated that a significant difference in students' performance was found between the experimental group and the control group on both the skill tests and the paper test. Analysis of student attitude toward their teacher and their course on the questionnaire indicated a significant difference between the experimental group and the control group. ^ The findings of this study imply that students who were taught with a systematic teaching style were significantly superior to students who were taught with the traditional model on these measures. This finding supports the contention that effective teaching in physical education is related to advanced planning, high enthusiasm, instructional strategy and evaluation and that all physical education teachers should implement these planning elements in the development of the teaching strategies. ^

Las inteligencias múltiples en el proceso del aprendizaje de EGB

En el marco de la investigación: Las inteligencias múltiples en el proceso del aprendizaje de EGB, situada en el área de la Psicología Educativa y el Currículo, sebusca dar una contribución dentro del aprendizaje y de la planificación, presentando estrategias de enseñanza – aprendizaje, para desarrollar las inteligencias dentro de la Actualización y Fortalecimiento Curricular correspondiente a los siete primeros años de Educación General Básica (EGB). El propósito de esta tesis es encontrar la relación entre las inteligencias múltiples y el proceso de aprendizaje en EGB, planteando estrategias metodológicas que desarrollen destrezas con criterio de desempeño que potencien las inteligencias múltiples, en las diferentes áreas del aprendizaje y en los distintos niveles de educación. La metodología a usar en esta investigación fue la bibliográfica documental. Se revisaron artículos científicos, tesis, monografías relacionadas con las categorías de la investigación. La investigación intentó responder las siguientes preguntas: ¿Qué son las inteligencias múltiples?¿Cuál es la relación entre las inteligencias múltiples y los aprendizajes de EGB?¿Quéplantea la Actualización y Fortalecimiento Curricular sobre el trabajo de las inteligencias? ¿Existen actividades de enseñanza – aprendizaje en el currículo de EGB que recurre a las inteligencias múltiples?Para dar respuesta a cada una de las interrogantes se utilizó la metodología descriptiva. Un resultado alcanzado es que es posible la relación de las inteligencias múltiples con las destrezas con criterio desempeño pues como verán más adelante varias destrezas desarrollan las IM planteadas. Por otro lado, la presente investigación muestra estrategias para el desarrollo de cada inteligencia.

Does Training Laparoscopic Skills in a Virtual Reality Simulator Improve Surgical Performance?

Background and Purpose: Several different methods of teaching laparoscopic skills have been advocated, with virtual reality surgical simulation (VRSS) being the most popular. Its effectiveness in improving surgical performance is not a consensus yet, however. The purpose of this study was to determine whether practicing surgical skills in a virtual reality simulator results in improved surgical performance. Materials and Methods: Fifteen medical students recruited for the study were divided into three groups. Group I (control) did not receive any VRSS training. For 10 weeks, group II trained basic laparoscopic skills (camera handling, cutting skill, peg transfer skill, and clipping skill) in a VRSS laparoscopic skills simulator. Group III practiced the same skills and, in addition, performed a simulated cholecystectomy. All students then performed a cholecystectomy in a swine model. Their performance was reviewed by two experienced surgeons. The following parameters were evaluated: Gallbladder pedicle dissection time, clipping time, time for cutting the pedicle, gallbladder removal time, total procedure time, and blood loss. Results: With practice, there was improvement in most of the evaluated parameters by each of the individuals. There were no statistical differences in any of evaluated parameters between those who did and did not undergo VRSS training, however. Conclusion: VRSS training is assumed to be an effective tool for learning and practicing laparoscopic skills. In this study, we could not demonstrate that VRSS training resulted in improved surgical performance. It may be useful, however, in familiarizing surgeons with laparoscopic surgery. More effective methods of teaching laparoscopic skills should be evaluated to help in improving surgical performance.

Assessment of Laparoscopic Skills Performance: 2D Versus 3D Vision and Classic Instrument Versus New Hand-Held Robotic Device for Laparoscopy

Introduction and Objectives. Laparoscopic surgery has undeniable advantages, such as reduced postoperative pain, smaller incisions, and faster recovery. However, to improve surgeons’ performance, ergonomic adaptations of the laparoscopic instruments and introduction of robotic technology are needed. The aim of this study was to ascertain the influence of a new hand-held robotic device for laparoscopy (HHRDL) and 3D vision on laparoscopic skills performance of 2 different groups, naïve and expert. Materials and Methods. Each participant performed 3 laparoscopic tasks—Peg transfer, Wire chaser, Knot—in 4 different ways. With random sequencing we assigned the execution order of the tasks based on the first type of visualization and laparoscopic instrument. Time to complete each laparoscopic task was recorded and analyzed with one-way analysis of variance. Results. Eleven experts and 15 naïve participants were included. Three-dimensional video helps the naïve group to get better performance in Peg transfer, Wire chaser 2 hands, and Knot; the new device improved the execution of all laparoscopic tasks (P < .05). For expert group, the 3D video system benefited them in Peg transfer and Wire chaser 1 hand, and the robotic device in Peg transfer, Wire chaser 1 hand, and Wire chaser 2 hands (P < .05). Conclusion. The HHRDL helps the execution of difficult laparoscopic tasks, such as Knot, in the naïve group. Three-dimensional vision makes the laparoscopic performance of the participants without laparoscopic experience easier, unlike those with experience in laparoscopic procedures.

The Effect of a Stickhandling and Puck Control (SPC) Training Intervention on SPC Skills and Wrist Shot Performance Variables in Female Collegiate Ice Hockey Players

The purpose of the study was to investigate the effect of a 16 session stickhandling and puck control (SPC) off-ice training intervention on SPC skills and wrist shot performance variables. Eighteen female collegiate ice hockey players participated in a crossover design training intervention, whereby players were randomly assigned to two groups. Each group completed 16 SPC training sessions in two conditions [normal vision (NV) and restricted vision (RV)]. Measures obtained after the training intervention revealed significant improvements in SPC skills and wrist shot accuracy. Order of training condition did not reach significance, meaning that SPC improvement occurred as a result of total training volume as opposed to order of training condition. However, overall changes in the RV-NV condition revealed consistently higher effect sizes, meaning a greater improvement in performance. Therefore, support can be provided for this technical approach to SPC training and an alternative method of challenging SPC skills.

Maintenance of skills, competencies, and performance in allergy and clinical immunology: time to lay the foundation for a universal approach

Allergist/clinical immunologist maintenance of certification and training program reaccreditation are mandatory in some countries. The World Allergy Organization conducted surveys in 2009 and 2011 to assess where such programs were available and to promote the establishment of such programs on a global level. This was done with the presumption that after such an "inventory," World Allergy Organization could offer guidance to its Member Societies on the promotion of such programs to assure the highest standards of practice in the field of allergy and clinical immunology. This review draws on the experience of countries where successful programs are in place and makes recommendations for those wishing to implement such programs for the specialty.

Self-assessment insufficiently predicts performance in emergency skills

Background: Residents demonstrate a broad range of performance levels for clinical skills, with some at an inadequate level. Adequate self-assessment is important for life long learning. However, its accuracy is questioned extensively. The aim of this study was to evaluate how far the residents’ self-assessment predicts their performance in an expert assessment of emergency skills. Summary of work: Twelve skills were identified as being relevant for the emergency duties of residents in smaller hospitals. Fifteen first-year residents from the departments of internal medicine and general surgery at a district hospital rated their performance on a questionnaire (self-assessment). This was followed by a structured, practical in vivo assessment by an anaesthesiologist (expert assessment). For both, a visual analogue scale from 0 to 10 was used, on which 0 stands for novice and 10 for expert. Predictive validity was described by Spearman’s correlation, which was significant in 3 out of 12 skills only. Median correlation (r) was 0.50 (range 0.16 to 0.93). Conclusion: At the beginning of postgraduate training, self-assessment alone is not sufficient to guide self-directed learning. Take-home message: At the beginning of their residency, physicians need structured feedback in emergency skills which can be offered by anaesthesiologists.