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In its 2019 report, The Skilled Technical Workforce: Crafting America's Science and Engineering Enterprise, the National Science Board recommended a national charge to create a skilled technical workforce (STW) driven by science and engineering. The RegenMed Development Organization (ReMDO), through its RegeneratOR Workforce Development Initiative, has taken on this challenge beginning with an assessment of regenerative medicine (RM) biomanufacturing knowledge, skills, and abilities (KSAs) needed for successful employment. While STW often refers only to associate degree or other prebaccalaureate prepared technicians, the RM biomanufacturing survey included responses related to baccalaureate prepared technicians. Three levels of preparation were articulated in the research: basic employability skills, core bioscience skills, and RM biomanufacturing technical skills. The first two of these skill levels have been defined by previous research and are generally accepted as foundational—the Common Employability Skills developed by the National Network of Business and Industry Associations and the Core Skill Standards for Bioscience Technicians developed by the National Center for the Biotechnology Workforce. Fifteen skill sets addressing the specialized needs of RM and related biotechnology sectors were identified in the ReMDO survey, defining a third level of KSAs needed for entry‐level employment in RM biomanufacturing. The purpose of the article is to outline the KSAs necessary for RM biomanufacturing, quantify the skills gap that currently exists between skills required by employers and those acquired by employees and available in the labor market, and make recommendations for the application of these findings., A study of workforce development for the skilled technical workforce in regenerative medicine (RM) conducted by the RegenMed Development Organization has articulated the knowledge, skills, and abilities' needs and the current skills gap. As RM evolves from R&D, to clinical translation, and ultimately scaled biomanufacturing, the research has implications for community college and university faculty development and curriculum development and for educational and workforce policy.

PurposeThe present study aimed to predict department heads' wisdom in Tehran universities based on their metacognitive beliefs and gender.Design/methodology/approachThe study employed a nonexperimental design. The statistical population consisted of all male and female heads of departments in Tehran universities, among whom 150 participants were selected using Morgan's table and via the random sampling method. The research instruments were the Meta-Cognitive Beliefs Questionnaire (Wells, 1997) and the Wisdom Scale (Schmitet al., 2012). The data were analyzed using multiple regression analysis and independent-samplest-test.FindingsThe total scores of male and female principals were significantly different in the two scales and some of their subscales. The metacognitive beliefs scale and its components were good and significant predictors of the principals' wisdom. Cognitive self-awareness was the best positive predictor, and positive beliefs about worries were the best negative predictor for their wisdom.Practical implicationsWise department heads are usually more empathetic, and this makes their decisions for the well-being and satisfaction of their colleagues as well as the students. Therefore, when faculty members are more satisfied and relaxed, they can do their teaching better and establish more effective relationships with their students. They should also be more motivated to do scientific research studies. Because wise managers are happier and more relaxed, they can focus more on solving educational problems in their department, and this, in turn, improves the educational quality of their department. The higher the quality of the university educational system, the less stress and the more mental health the students will have. Students in such educational environments are more focused on learning courses and gain better expertise. These students will provide more specialized services to the community in the future.Social implicationsWisdom is associated with better contributing to a happy life, and as a result, we have a healthier and more productive society.Originality/valueIt can be concluded that positive metacognitive knowledge, such as cognitive self-awareness via affecting the principals' mental awareness and regulating thoughts, and negative metacognitive experiences, such as worrying about the future, low meta memory and sensitive-obsessive control negatively affecting their affective and cognitive states, affect the principals' decisions and behaviors in educational settings. According to the results of this research, university presidents can hold workshops to increases metacognitive skills to their administrators and teachers. Also, the results of the present study can help the heads of university departments to establish more constructive and effective relationships with the faculty members and students by strengthening their metacognitive skills.

A core skill for practicing organic chemists is the ability to apply organic chemistry to design experiments. In this article we describe an activity to help students along the pathway toward developing into practicing organic chemists. The workshop teaches students how to use organic chemistry to design synthetic organic chemistry experiments by connecting theory to the choices of various reaction conditions, which the students had to choose for their target molecules. Students who undertook this activity were able to design procedures yielding their target molecules and evidenced the development of experimental design skills.

Flexible fibre-optic intubation offers options of airway control in awake and asleep patients, in cases with limited or absent mouth opening and complex anatomy. It may be used as a first choice or a rescue technique. Despite its limitations, e.g. in situations with significant airway blood or secretions, and airway obstruction, it is a valuable core skill for every anaesthetist.

Good leadership in critical care is essential for patient safety, staff moral and system performance. The approachability of a leader is a core skill enabling appropriate challenge, sharing of ment...

Intubation is a core skill for paediatric trainees. Videolaryngoscopy is increasingly used in neonatal units and is recommended as part of the recent British Association of Perinatal Medicine difficult airway guidance.1 Videolaryngoscopy is widely used in adult airway management. We performed a telephone-based interview of all neonatal units across the UK to ascertain the ownership and use of a videolaryngoscope (VL) within the unit. We inquired about the level of unit, whether the unit had access to a VL and the brand used. We asked if VL was used in various clinical situations. We also asked the units their perceived barriers and challenges to use of videolaryngoscopy. If clinicians were uncertain, clinical directors for the unit were contacted by email. We received responses from 169 of 200 neonatal …

Clinical reasoning remains a key area for development amongst clinical students across the world. Physician assistant (PA) roles (physician associate in the United Kingdom) are rapidly expanding, and there is a need to ensure that this core skill is reflected in course curricula. This article presents how the University of Sheffield has integrated clinical reasoning into the curriculum for its PA course. This includes recognizing the need to consider different approaches to reasoning and how they are taught, the assessment of reasoning across Miller's pyramid, and other considerations that contribute to embedding reasoning within the course. We discuss the implications of our approach and comment on issues that we may need to consider in the future.

ECG interpretation is a core skill for any healthcare practitioner that looks after children. The article aims to educate the reader in basic interpretation of paediatric ECG in a succinct, interactive, organised manner in a way that it can be easily referenced and applied in everyday clinical practice. We include clinical examples as well as age and sex-related reference ranges for QT intervals, P-wave duration, Q-wave amplitude, QRS complex duration, R-wave and S-wave amplitude, R/S ratio and PR intervals.

Caring for individuals with mental illness requires a core set of skills: knowledge of various disorders; therapeutic communication; collaboration with the multidisciplinary team; proficiency as an advocate whether for individuals, families, groups, or populations; and conflict management. In the current study, students completed toolkits with standardized patient experiences (SPEs) to practice core skill sets. Growth occurred in students' therapeutic communication and their ability to care for standardized or simulated patients with complex mental health issues. Proficiency in interprofessional collaboration, advocacy, and conflict management was also noted. Providing students with opportunities to apply leadership skills to care for individuals with complex mental illness may not always be possible in “real world” settings. Use of SPEs and toolkit activities can bridge the gap between classroom/clinical and real world settings and were highly effective in helping students meet core skill sets in mental health settings. [ Journal of Psychosocial Nursing and Mental Health Services, 59 (9), 26–29.]

Writing research papers can be extremely challenging for new academic authors or entire scientific communities, with their own review and style guidelines like CHI. The impact of everything that we do as researchers is based on how we communicate it. Writing for CHI is a core skill to learn because it is hard to turn a research project into a successful CHI publication. This online edition of the successful CHI paper writing course offers hands-on advice and more in-depth tutorials on how to write papers with clarity, substance, and style. It is structured into four online units with a focus on writing CHI papers.

Background Team formulation is a core skill in mental health care, but there is currently no valid tool for assessing the quality of this process. Aims The aim of this study was to design and evaluate a new scale, the Team Formulation Quality Scale (TFQS), which assesses both structure and content.Methods Experts were asked to assess the relevance and clarity of each item on the TFQS to measure its content and face validity. Two experienced Clinical Psychologists rated eight audio recorded team formulation sessions and the scores were used to assess the internal consistency and inter-rater reliability of the TFQS. Results The TFQS demonstrated good content and face validity as experts agreed all twenty-three items were relevant to measuring the quality of team formulation and rated it as understandable and comprehensive. The overall internal consistency of the TFQS was good (alpha = .718). The inter-rater reliability of the TFQS was consistent with individual case formulation quality measures (ICC = .600).Conclusions We have developed the first scale to measure the quality of team formulation. The TFQS showed good validity and is a reliable tool that can be used in training, clinical practice and research related to team formulations.

Many nurses transitioning to advanced practice roles struggle in gaining competence in diagnostic reasoning, a core skill requiring integration and application of complex patient data. Diagnostic error, a common cause of medical error, is often a result of faulty interpretation, synthesis, or judgment of available information. Nurse educators, confronted with decreased clinical site availability, shifts to online education, and emerging learning pedagogies are increasingly challenged in facilitating student acquisition of diagnostic reasoning skills. This article presents an overview of strategies and lessons learned by primary and acute care nurse practitioner faculty in attempts to improve student competence in diagnostic reasoning.

The concept of Front of Neck Access (FONA) covers a large amount of techniques, principles, problems and debates. The aim of this review is to discuss the issue of FONA with special regard to the sole cricothyrotomy, including all technical issues starting from landmark identification to different approaches, either surgical or percutaneous. Other open questions remain, such as choice of inner diameter, presence of a cuff, potential advantages of Seldinger based techniques, including bougie assisted ones, timing and decision making. Despite being a simple maneuver, cricothyrotomy remains a very complex concept, which should be a core skill of any physician approaching the airway and as simple as it is, it can make the difference between life and death.

“Family doctor” might be an old fashioned way of describing a general practitioner, but it has some useful connotations. It indicates a relationship that stretches from postnatal checks and childhood illnesses, through pregnancies and long term conditions, to palliative and end-of-life care. I might consult with several members of the same family in the space of a week and sometimes have to listen carefully to multiple versions of the same events. A core skill of being a GP is remembering who told you what and being careful not to betray a confidence by responding: “Yes, …

In recent years, educational research has focused on implementing digitalization in education. However, the imposed practice of distance learning due to COVID 19 has shown that distance teaching still has a long path to follow to evolve. The digital platforms and methodologies available for use arestill far from promoting real interaction and a way to manage emotions at a distance -the essence of face-to-face teaching. Based on the last months' challenging experience of distance teaching, it is clear that HEIs have to rethink their actions in thisfield and plan ahead. To help build an answer, we have developed a study to assess the impact that this time of digital distance learning has had on the lives of students and teachers and the results it has brought to academic and social life. The study was developed using questionnaires and interviews with students who, in the last months, have experienced distance learning with synchronous classes and whose evaluation was almost exclusively carried out at distance.

There is an intrinsic link between radiology and anatomy and the importance of being able to convert knowledge from 3D structure to 2D image, and vice versa. Medical students must learn how to use anatomical knowledge to interpret radiological images, and with the increasing use of point-of-care ultrasound in clinical practice, the ability to interpret ultrasound scans is becoming more of a core skill for graduating doctors. Several recent systematic reviews of the literature have been undertaken showing the benefits of incorporating ultrasound in anatomy teaching, including appreciation of the dynamic nature of living anatomy, better understanding of anatomical structure, and improved motivation to study. However, there is a lack of consensus in the way ultrasound teaching should be incorporated into undergraduate medical anatomy. This article reflects on a pilot of integrating ultrasound into medical undergraduate anatomy teaching in the School of Anatomy at the University of Bristol. It shares the experience and how some of the challenges cited in the literature have been approached. To help others negotiate the challenges of implementing this valuable teaching experience, a ‘Six Step Model’ for developing a live ultrasound pilot for undergraduate medical anatomy is offered: Expertise, Education, Ethics, Environment, Equipment, Enlist., Highlights • Ultrasound is an increasingly well used imaging technique in clinical practice. • Interpreting ultrasound scans is becoming a core skill for medical students. • Live ultrasound in anatomy teaching enhances the student learning experience. • A ‘Six Step Model’ for planning anatomy-based live ultrasound sessions is presented.

Point-of-care ultrasound (POCUS) is a core skill for the modern emergency physician with competency in basic scans now a requirement of many training programmes around the world. In the UK the RCEM curriculum requires those achieving their certificate for the completion of training to be competent in a limited number of basic applications such as FAST (Focused Assessment with Sonography in Trauma), basic ECHO in life support, ultrasound-guided vascular access techniques and abdominal aorta assessment. However, POCUS has much more to offer in terms of diagnosis, resuscitation, procedural guidance …

As algorithms play an increasingly important role in the lives of people and corporations, finding more effective, ethical, and empathetic ways of developing them has become an industry imperative. Ethnography, and the contextual understanding derived from it, has the potential to fundamentally change the way that data science is done. Reciprocally, engaging with data science can help ethnographers focus their efforts, build stronger and more precise insights, and ultimately have greater impact once their work is incorporated into the algorithms that increasingly power our society. In practice, building contextually informed algorithms requires collaboration between human science and data science teams who are willing to extend their frame of reference beyond their core skill areas. This paper aims to first address the features of ethnography and data science that make collaboration between the two more valuable than the sum of their respective parts; second, to present a methodology that makes collaboration between the two possible in practical terms; and third, to generate critical discussion through an examination of the authors’ experiences leading and working within joint teams of ethnographers and data scientists.

Introduction The provision of real-time medical direction to emergency medical services (EMS) providers is a core skill for the emergency physician, yet it is one with a wide variability of training received within residency. Methods We developed a complete training module for providing online medical control to EMS providers, including two lectures, multiple case-based scenarios for practice via two-way radio, a survey of participants’ self-perceived knowledge and comfort in this area, and a postmodule knowledge test. Participants completed the survey both before and after the module. The module was given during the regularly scheduled didactic conference series. There were 22 participants, some of whom were attendings and medical students. Results The survey responses showed a statistically significant improvement after completion of the module for all questions, including improved self-perceived comfort with providing online medical control. Additionally, all participants passed the postmodule knowledge test with a mean score of 95%. Discussion This module was well received and showed significant results in improving the participants’ self-perceived and tested knowledge of EMS as well as their comfort with providing online medical control. The module offers an excellent baseline training experience for use by other residencies or agency medical directors.

Writing research papers can be extremely challenging specifically for scientific communities with their own review and style guidelines like CHI. The impact of everything that we do as researchers is based on how we communicate it. That is why writing for CHI is a core skill to learn because it is hard to turn a research project into a successful CHI publication. This fourth edition of the successful CHI paper writing course offers hands-on advice and more in-depth tutorials on how to write papers with clarity, substance, and style. It is structured into three 80-minute units with a focus on writing CHI papers.

Under the new circumstances of "Internet+", new media market not only requires market segmentation and integration, but is also in urgent need of intellectuals, which poses a new challenge to college educations. According to the latest data on recruitment sites, there emerged a huge gap between supply and demand of intellectuals in the new media area. This scarcity urges colleges and universities to cultivate professional intellectuals that meet the needs of market. The author creates a "T" model for new media marketing intellectuals, providing possible training strategies for "T" model intellectual cultivation, and contributing to college curriculum reform in cultivating new media intellectuals.

Point of care ultrasound (POCUS) has seen steady growth in its use and applications in aiding clinicians in the management of acutely unwell patients. Focused Acute Medicine Ultrasound (FAMUS) is the standard created specifically for Acute Medicine physicians and is endorsed by the Society for Acute Medicine and recognised by the Acute Internal Medicine (AIM) training committee as a specialist skill. In this document we present a curriculum mapping exercise which utilises a ‘knowledge, skills and behaviours’ framework and incorporates the GMC’s ‘Good Medical Practice’ (GMP) domains. We believe this will provide a standard for consideration of integrating focused ultrasound in AIM training programmes, with the aim of ultimately incorporating FAMUS as a core skill for all AIM trainees.

Algorithmic thinking is a core skill for constructing algorithms to solve problems and for understanding computer science. The purpose of this study was to examine the effects of using game mechanics and a student-generated questions strategy to promote algorithmic thinking skills in an online puzzle-based game learning system. An online puzzle-based game learning system, TGTS (Turtle Graphics Tutorial System), was developed to help students learn algorithmic thinking skills by allowing them to solve puzzles. A quasi-experiment was conducted to examine the effectiveness of using game mechanics alone and using game mechanics plus a student-generated questions strategy. Nine fourth-grade elementary classes (n = 242) were used to form three treatment groups, including one without game mechanics, one using game mechanics, and one using game mechanics plus a student-generated questions strategy. The results indicate that TGTS with game mechanics significantly enhanced algorithmic thinking skills and puzzle-solving performance. Furthermore, although TGTS with game mechanics plus the student-generated questions strategy is less effective than TGTS with only game mechanics in puzzle solving, it is in fact more effective in enhancing the algorithmic thinking skills. Additionally, this study demonstrated that TGTS with game mechanics plus the student-generated questions strategy can enhance students' engagement experiences and willingness to participate. This study can be a reference for designing learning activities and developing an online puzzle-based game learning system to promote students’ learning of algorithmic thinking skills.

When journalists publish work based on data, they often appear to be working with secondary sources, such as leaked internal corporate communications or information derived from publicly available ...

Flexible fibreoptic intubation offers options of airway control in awake and asleep patients, in cases with limited or absent mouth opening and complex anatomy. It may be used as a first choice or a rescue technique. Despite its limitations, for example in situations with significant airway blood or secretions, and airway obstruction, it is a valuable core skill for every anaesthetist.

Background Engineers are increasingly being asked to empathically engage with a broad range of stakeholders. Current efforts to educate empathic engineers, however, are hindered by the lack of a conceptually cohesive understanding of, and language for, applying empathy to engineering. Prior studies have suggested that research informed by long-standing traditions in other fields may provide the rigor, conceptual clarity, and expertise necessary to theoretically ground the education and practice of empathy in technical disciplines. Purpose This study examined three research questions: What are current understandings of empathy in engineering and engineering education? How do these understandings compare with conceptions of empathy in social work, a professional discipline that defines empathy as a core skill and orientation of its practitioners? What can engineering educators learn from social work to inform the education of empathic engineers? Scope/Method This article presents the findings from a sustained, four-year, interdisciplinary dialogue between engineering education and social work education researchers. This effort included an examination of productive tensions and similarities between the two fields, a critical synthesis of the literature on empathy in each discipline, and the development of a context-appropriate model for empathy in engineering. Conclusions We propose a model of empathy in engineering as a teachable and learnable skill, a practice orientation, and a professional way of being. Expanding conceptions of empathy in social work, this model additionally emphasizes mode switching and a commitment to values pluralism.

While sitting on the flight home from a trip to Southern Ethiopia, Emma Spillane reflected on her time spent volunteering in the country. Here, she offers insight into her experience

This paper develops the argument that a core skill needed to be an effective therapist is to have acquired an awareness of one’s own ontological and epistemological position in relation to one’s work as a therapist. In the same way that researchers need to develop reflexive awareness of their assumptions about what there is to know (ontology) and how they can come to know about it (epistemology), therapists need to be aware of their fundamental assumptions about human beings and the world they live in (ontology) as well as their beliefs about how best to develop an understanding of their clients and the meaning(s) of their experiences (epistemology). Regardless of which particular therapeutic model is adopted, the language used to talk about (and in) therapy, the kinds of questions asked of clients and the comments/interpretations offered, all presuppose and reinforce particular versions of human being and experiencing which are themselves not usually questioned or challenged during the course of therapy. In this paper it will be argued that it is essential that therapists are aware of their own fundamental assumptions about what it means to be human, and that they recognise their ontological and epistemological positions as positions that they are taking (rather than perceiving them to be self-evident truths). This is important for two reasons: i) if clients do not share the therapist’s assumptions (ie. their ‘model of the person’), the therapeutic work cannot proceed and be effective; ii) without such an awareness, therapists are at risk of unwittingly imposing their own model of the person upon the client which raises ethical issues.