Search Results for
"human"

The Australian and New Zealand College of Anaesthetists1 is responsible for the training of 1,500 resident2 anaesthesiologists throughout Australia, New Zealand, Hong Kong, Malaysia and Singapore. The training program is conducted over a minimum of five years and is taught within 174 training hospitals. The training program is primarily practically focused with a strong emphasis on the apprenticeship approach to mastery of applied knowledge, skill development, and enhancement of pertinent abilities. Important theoretical and fundamental knowledge is taught using a modular based framework covering the key aspects of anaesthesiology. Additional learning occurs during various voluntary residential courses and through a compulsory simulation course. The simulation course specifically focuses on the impact and importance of human factors in the anaesthetic environment, as well as mainstream trauma and high frequency or critical clinical scenarios. The training program includes two examinations; the first assessing candidate competency in the basic sciences of pharmacology and physiology and the second assessing candidate competency in more applied anaesthesiology. These examinations are supplemented by additional hospital based In-Training Assessments (ITAs), computerised web delivered Self Assessment Tests (SATs), and a Learning Portfolio. The overall aim of the program is to evolve an undifferentiated medical graduate into a competent independent anaesthesiologist. Copyright © 2008 JMS.

PROBLEM ADDRESSED: The Family Medicine Residency Program at the University of Alberta has used academic sessions and clinical-based teaching to prepare residents for private practice. Before the new curriculum, academic sessions were large group lectures given by specialists. These sessions lacked consistent quality, structured topics, and organization. OBJECTIVE OF PROGRAM: The program was designed to improve the quality and consistency of academic sessions by creating a new curriculum. The goals for the new curriculum included improved organizational structure, improved satisfaction from the participants, improved resident knowledge and confidence in key areas of family medicine, and improved performance on licensing examinations. PROGRAM DESCRIPTION: The new curriculum is faculty guided but resident organized. Twenty-three core topics in family medicine are covered during a 2-year rotating curriculum. Several small group activities, including problem-based learning modules, journal club, and examination preparation sessions, complement larger didactic sessions. A multiple-source evaluation process is an essential component of this new program. CONCLUSION: The new academic curriculum for family medicine residents is based on a variety of learning styles and is consistent with the principles of adult learning theory. This structured curriculum provides a good basis for further development. Other programs across the country might want to incorporate these ideas into their current programming.

The emergence of healthcare assistants (HCAs) in general practice raises questions about roles and responsibilities, patients' acceptance, cost-effectiveness, patient safety and delegation, training and competence, workforce development, and professional identity. There has been minimal research into the role of HCAs and their experiences, as well as those of other staff working with HCAs in general practice. Lessons may be learned from their role and evidence of their effectiveness in hospital settings. Such research highlights blurred and contested role boundaries and threats to professional identity, which have implications for teamwork, quality of patient care, and patient safety. In this paper it is argued that transferability of evidence from hospital settings to the context of general practice cannot be assumed. Drawing on the limited research in general practice, the challenges and benefits of developing the HCA role in general practice are discussed. It is suggested that in the context of changing skill-mix models, viewing roles as fluid and dynamic is more helpful and reflective of individuals' experiences than endeavouring to impose fixed role boundaries. It is concluded that HCAs can make an increasingly useful contribution to the skill mix in general practice, but that more research and evaluation are needed to inform their training and development within the general practice team. © British Journal of General Practice 2008.

What is the competency? It will integrate the new technology and the career content into the basement of the vocational education. In addition, it also has to furthermore research to identify the content or rubric of competency (Hsu, 2006). The purpose of this study is conducting the competency rubric for fashion design students of technology institute, moreover, indicating the cognitive difference of the competency between the fields of industry and academic. The research will be a valuable reference for the development of fashion design department of technology institute in future. This study uses the Delphi Technique to develop the competency rubric, which includes 8 rubrics and 32 criteria, for fashion design students of technology institute. The research result indicates there are not the cognitive difference of the competency as well as the important order of the competency between the fields of industry and academic. Therefore, this study developed the competency rubric that includes human accomplishment, fashion sense, enterprise organization, marketing economics; design communication, design technique, foreign language and selflearning attempting were accepted by both experts of industry and academic.

human resource departments are key components in the people management system of nearly every medium-to-large organization in the industrial world. They provide a wide range of essential services relating to employees, including recruitment, compensation, benefits, training, and labor relations. A century ago, however, before the concept of human resource management had been invented, the supervision and care of employees at even the largest companies were conducted without written policies or formal planning, and often in harsh, arbitrary, and counterproductive ways. How did companies such as United States Steel manage a workforce of 160,000 employees at dozens of plants without a specialized personnel or industrial relations department? What led some of these organizations to introduce human resources practices at the end of the nineteenth century? How were the earliest personnel departments structured and what were their responsibilities? And how did the theory and implementation of human resources management evolve, both within industry and as an academic field of research and teaching? In Managing the human Factor, Bruce E. Kaufman chronicles the origins and early development of human resource management (HRM) in the United States from the 1870s, when the Labor Problem emerged as the nation's primary domestic policy concern, to 1933 and the start of the New Deal. Through new archival research, an extensive review and synthesis of the historical and contemporary literatures, and case studies illustrating best (and worst) practices during this period, Kaufman identifies the fourteen ideas, events, and movements that led to the creation of specialized HRM departments in the late 1910s, as well as their further growth and development into strategic business units in the welfare capitalism period of the 1920s. The research presented in this book not only uncovers many new aspects of the early development of personnel and industrial relations but also challenges central parts of the contemporary interpretation of the concept and evolution of HRM. Rich with insights on both the present and past of human resource management, Managing the human Factor will be widely regarded as the definitive account of the early history of employee management in American companies and a must-read for all those interested in the indispensable function of managing people in organizations. © 2008 by Cornell University. All rights reserved.

In the global production network scenario, the nature of skills demanded by the firms cannot be met by general and technical education alone. This limitation can be overcome to a large extent when firms provide training to their employees. In this context, we examine the provision of firm level training by using data from six firms in three industries, namely readymade garments, pharmaceuticals and auto component industries located in Bangalore city. The study could identify, besides the human capital variables, the nature of industries as the most important determinant for both short and long duration training by the firm. It was also possible to categorise the skills formed into general and specific skills. We suggest that the responsibility for developing firm level skills should be the responsibility of the firms themselves and not of the educational system and if there are failures, the government may provide support to this form of skill formation.

Teenagers who have failed to become apprentices in trade or industry are still required to attend school up to twelve years of schooling in Bavaria. In the last years the number of these adolescents without apprenticeship increased. Most of these adolescents come from families with low socioeconomic backgrounds and did not gain a good school leaving certificate. They are required to attend vocational schools. The following study attempts to clarify the situation of the adolescents without apprenticeship. The students were asked for their opinion about the lessons and the education they receive at the moment. Furthermore, they are compared to apprentices from the same vocational school with a standardised mental health screening instrument, the Strength and Difficulties Questionnaire. Results indicate that the students without apprenticeship show more-than-average levels of problems. Hence, it cannot surprise that teachers find it difficult to deal with these students. It might be worthwhile considering the inclusion of social workers and psychological experts to support teachers as well as their students to alleviate the problems of adolescents without apprenticeship. © 2008 Schattauer GmbH.

Working in communities is increasingly a feature of UK (United Kingdom) higher education. Within the last decade communities of practice (CoPs) have migrated from organisational development departments and evolved to become tools for practice based learning in educational settings. More recently, in nursing, the literature reports that CoPs have the potential to blend the skills of both academics and clinicians to transform and create new knowledge that is both scholarly and applicable to practice. Copyright "2008 The Berkeley Electronic Press. All rights reserved.

Background: Apprentices form the major subgroup in adolescents aged between 16 and 25 years in Germany. Prospectively today's apprentices will display an important role within the society by being the backbone of the future middle class, a socio-economic group of high significance. However, there is little knowledge about the health of apprentices, a major determinant of economic and social capacity. A number of surveys has focussed on the health of adolescents, but these studies failed to provide specific data regarding the subgroup of apprentices. Aims of the study: The aims of this study were to survey the health status and the health behaviour of apprentices in a large range of qualified jobs and to point out possible differences between the occupantional fields and gender-specific items. These differences could serve as a starting point for the development of specially-tailored prevention and health promoting strategies in the dual vocational education system. Methods: 528 vocational first-year scholars aged between 16 to 25 years were enrolled in the study. A standardised questionnaire concerning life-style attitudes, (physical activity, smoking, alcolhol consumption, drug-abuse, the amount of sleep and dietary habits) was provided in different vocational school settings. The survey was conducted as a pilot-study in vocational schools of Bielefeld in spring 2005. Results: The response rate was 100%. Health risk behaviours were common in apprentices. The percentage of smokers was higher than 50%, exceeding the average rate found in contemporary students. Physiological activity and sleeping quantity was significantly reduced compared to the period of regular scholarship, while drug-abuse slightly decreased. Gender, graduation and the vocational choice had an influence on the health behaviour of the apprentices. Conclusions: Depending on gender and the vocational choice, apprentices differed in their health risk behaviour and therefore require specially-tailored prevention activities. Health promotion and physical activity programs as an integrated unit in the daily life in schools and at the working places are necessary to increase the awareness for health-related life-style factors and to counterbalance the effects of occupational exposure. Based on the results both partners of the dual vocational training are challenged to implement effective and coordinated programmes to maintain health in this population. © Georg Thieme Verlag KG Stuttgart.

Based on the conceptual argument that the European apprenticeship might explain cross-national variability in adolescent adjustment, the current investigation tested the relationships between mentoring experiences, namely joint activities with mentors as well as perceived mentoring behaviors by unrelated adults in the work setting, and measures of both psychosocial competencies (job skills, self esteem, and well-being) and measures of adjustment (alcohol use, drug use, and deviance). Data were collected from n = 2735 Swiss apprentices and n = 368 U.S. part-time employees who attended high school. Findings provide evidence that perceived mentoring behaviors by unrelated adults in the work setting in both developmental contexts were associated with both psychosocial competencies and adjustment indicators. Contrary to the idea that the European apprenticeship may provide a unique "protective" developmental experience for youth in comparison with U.S. adolescents who work part-time, adolescents in both contexts benefited equally from good mentoring experiences. © 2008 Sage Publications.