• Title/Summary/Keyword: Teamwork skills

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Systematic review on interprofessional education for pre-licensure nursing student in East Asia (예비 간호인력 대상 다학제 전문직 간 교육 중재 연구의 체계적 문헌고찰: 동아시아권 국가 연구를 중심으로)

  • Heejin Lim;Hwa In Kim;Minji Kim;Seung Eun Lee
    • Quality Improvement in Health Care
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    • v.30 no.1
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    • pp.132-152
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    • 2024
  • Purpose: This study aimed to identify and evaluate interprofessional education (IPE) interventions for healthcare professional students in East Asian countries. Methods: The reporting of this study followed the Preferred Reporting Items of Systematic Reviews and Meta-Analysis guidelines. A literature search was conducted using seven electronic databases: PubMed, EMBASE, CINAHL, Scopus, Web of Science, ERIC, and ProQuest Dissertations & Theses Global. Joanna Briggs Institute Critical Appraisal Checklists were also used to appraise the quality of the included studies. The outcomes of IPE interventions were classified based on a modified Kirkpatrick model. Results: This review included 30 studies predominantly conducted in Singapore, South Korea, and Taiwan. The prevalent research design was a one-group pre-posttest design, and most IPE interventions occurred as single events. Approximately 70% of the studies involved students from two healthcare professions, mainly nursing and medicine. Simulations, group discussions, and lectures have emerged as the most common teaching methodologies, with almost half of the studies leveraging a combination of these techniques. The IPE content primarily focused on interprofessional teamwork, communication, and clinical patient care situations; these included the management of septic shock. The effectiveness of the IPE interventions was mainly evaluated through self-reported measures, indicating improvements in attitudes, perceptions, knowledge, and skills, aligning with Level 2 of the modified Kirkpatrick model. Nonetheless, the reviewed studies did not assess changes in the participants' behavior and patient results. Conclusion: IPE interventions promise to enhance interprofessional collaboration and communication skills among health professional students. Future studies should implement rigorous designs to assess the effectiveness of IPE interventions. Moreover, when designing IPE interventions, researchers and educators should consider the role of cultural characteristics in East Asian countries.

The Effects of Problem Based Learning on the Social Psychology of Clothing course (Problem Based Learning (PBL) 을 이용한 의상학과 이론수업방식에 관한 고찰)

  • Lee, Seung-Hee
    • Journal of Fashion Business
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    • v.13 no.5
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    • pp.93-101
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    • 2009
  • The purpose of this study was to examine the effects of PBL (Problem based-learning) on the social psychology of clothing course. Thirty-seven undergraduate university students completed a 15-week capstone course in a clothing and textiles department. Eighty-one percent of the participants were majoring in the clothing and textiles. The study was conducted two focus group interview with 37 undergraduate students. The participants demonstrated positive attitude toward the PBL (Problem Based Learning) in Social Psychology of Clothing course. The results showed that the students have more opportunities to practice collaboration within the team and to increase their self-esteem and self-confidence through the 15 week of teamwork. The participants were developed to express their opinion actively and solving the problem skills. Eighty percent of the instructors had a positive attitude toward the achievement of the course objectives. Seventy-five percent of the instructors expressed the difficulty of student's evaluation. Fifty-five percent of the instructors had a difficulty of development of module problems.

A Study on the Development and Application of Rubrics for Performance Assessment in Terms of Promoting Program Learning Outcomes (학습성과 수행평가를 위한 루브릭 개발과 적용에 관한 연구)

  • Shin, Minhee
    • Journal of Engineering Education Research
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    • v.15 no.5
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    • pp.108-118
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    • 2012
  • The purpose of this study was to provide analytic rubrics for measuring teamwork(PO6), communication and presentation skills(PO7), and life-long learning(PO8) based on theoretical concepts of performance assessment and rubrics. Also, this study analyzed data about performance assessment and rubics from courses offered through college of engineering. Participants were 34 senior engineering students who took the course 'Technical writing and presentation'. In the second week of the course, students were given the pre-test instrument which was developed for measuring students' understanding of program outcomes for this study. After performing project activities using rubrics, students were encouraged to complete the post-test instrument and the reaction questionnaire during the ninth week. The data were analyzed by using SPSS 14.0 and Microsoft Excel. The research findings are as follows. First, to promote and evaluate program learning outcomes appropriately, performance assessment-based on rubircs should be implemented. Second, in the reaction questionnaire about the rubircs, students answered that using rubircs for performing the project was very useful for understanding the performance procedures and assessment criteria. Third, the mean of understanding of program outcomes of students in post-test was significantly increased than in the pre-test(p<.0001). From the findings, performance assessment and rubrics should be used as evaluation tools at course levels in terms of promoting program learning outcomes for engineering education.

Shade taking & team work (색조 선택과 팀워크)

  • Lim, Youngbin
    • Journal of the Korean Academy of Esthetic Dentistry
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    • v.22 no.1
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    • pp.67-73
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    • 2013
  • The word 'aesthetic', one of three functions of the teeth - mastication, pronunciation, and aesthetic - does not simply mean beauty. Aesthetic missing harmony cannot be called aesthetic. It is true aesthetic when the harmony with surrounding teeth and environment such as lips, midline, and facial form is achieved. In order to produce a harmonious prosthesis, sufficient information must be passed on to a technician, and also the technician should request necessary information to the dental office. Good food cannot be made without fresh ingredients. Although fresh ingredients are supplied, delicious food is also not possible without a chef's cooking skills. The first-class dish is made only under the circumstances that a skilled chef can do his best with fresh ingredients. In this study, the teamwork to be shared between dental practitioners and technicians for harmonious aesthetic prosthesis is discussed.

Improving Student Learning through a Team-Based Learning Approach in a Retailing Math Course

  • Oh, Keunyoung
    • Fashion, Industry and Education
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    • v.14 no.1
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    • pp.50-58
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    • 2016
  • Passive learning attitudes and lack of enthusiasm in a retailing math course is quite common and a significant number of students do express their frustrations and struggles by seeking extra help outside the classroom. In order to promote students' active participation in class and to improve their performance and overall satisfaction with the course, a modified team-based learning (TBL) method was implemented in a retailing math course in two consecutive semesters. Implementing TBL into a retailing math course would improve students' accountability for their own learning, increase student interactions and engagement, and develop teamwork and collaboration skills. The scores on the midterm and final tests indicated that students' performance improved especially for the students who scored below 80% on each test when TBL was implemented. Students' reflection on the TBL activities done in class throughout the semester indicated that these TBL activities help them solidify the concepts taught in class better. They were able to realize their own mistakes and other group members who got the question right helped them understand. To maximize the benefit of TBL, it is suggested to implement TBL within the flipped classroom. Further research is called for to evaluate the effect of TBL on long-term knowledge retention among college students.

An Experiential Study on Service Learning Experiences of University Students (대학생 봉사학습에 관한 실증적 사례연구)

  • Kim, Tong-Won;Kim, Hye-Lan
    • Korean Journal of Social Welfare
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    • v.47
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    • pp.148-177
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    • 2001
  • Service learning usually has two aspects. One aspect is associated with applying class learning to related fields. The other aspect is associated with challenging and dynamic volunteering experiences. This study examined experiences of 70 social work students who took service learning courses at a university. After the courses, these students were asked regarding (1) evaluation and satisfaction of overall service learning experiences, (2) evaluation of service learning contents and the following activities, (3) the process of volunteering activities, and (4) the differences between service learning courses and other regular courses. Results were as follows: students generally regarded service learning experiences as positive; students reported understanding of social work practice and learning of professional skills; however, the service learning courses seemed to be very demanding in time and adjusting personal schedules; teamwork among students seemed to be good, especially in cooperation and emotional support; however, some students reported struggling experiences in allocating roles among team members; finally, the relationship between students and social workers at the agencies and the coordination of community resources seemed to be weak. In order for service learning courses to be more effective, this study presented some suggestions in the conclusion.

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Changes in Self-Leadership and Self-Efficacy After Leadership Training of First-Year Premedical Students (의예과 학생들의 리더십 교육 후 자기리더십과 자기효능감의 변화)

  • Yoo, Dong-Mi;Kang, Wha Sun
    • Korean Medical Education Review
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    • v.18 no.2
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    • pp.83-89
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    • 2016
  • The purpose of this study was to elucidate to what extent the goals of the leadership training program implemented in a medical college were achieved. Study subjects consisted of 74 first-year premedical students at the College of Medicine of The Catholic University of Korea. All participants completed two questionnaires: an 18-item self-leadership questionnaire asking self-expectation, rehearsal, goal setting, self-rewards, self-judgment and constructive thinking, and a 28-item self-efficacy questionnaire asking preference toward difficult work, efficacy of self-control, and confidence before and after the leadership training program. Students also competed a program satisfaction survey after the program. The collected data were analyzed with a paired t-test, descriptive statistics by IBM SPSS ver. 20.0 (IBM Co., Armonk, NY, USA). Students' overall satisfaction with the program scored 4.06 out of 5. The scores of self-leadership and self-efficacy increased after the leadership training program except for 'confidence' in self-efficacy. The results indicate that an intensive leadership program in a short period of time could help to enhance social competencies such as communication skills, empathy, self-reflection, and teamwork of premedical students.

Study on Textile Product Development and Song HaYoung Class Satisfaction through Capstone Design Curriculum (캡스톤디자인 교육과정을 통한 텍스타일 상품개발 제안 및 수업만족도 고찰)

  • Song, HaYoung
    • Journal of Fashion Business
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    • v.23 no.5
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    • pp.124-136
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    • 2019
  • Capstone design is a creative and comprehensive educational program requiring practical adaptation skills for the industry. The purpose of this study was to analyze the results of design development, lectures and curriculum satisfaction for textile fashion products based on four years of capstone design curriculum from 2015 to 2018. The curriculum consists of 26 groups of 72 students and a total of 26 final results were obtained via industry-university cooperation. The materials for product design development included differentiated clothing, leisure goods, bags, dog goods, smart goods, interior goods and recycled products based on textiles. The degree of satisfaction with lectures involving the capstone design class was very high, with 4.2 out of 5.0 when the number of students was less than 10. However, when the number of students was 20 or higher and the number of students was large, the level of satisfaction was below 3.88. Therefore, the capstone design class comprising less than 10 students was better at individual teaching and teamwork. In terms of satisfaction with capstone design curriculum, the respondents indicated that the teaching method addressing the needs of industry and academia facilitated practical learning. It was very helpful in improving competency related to the design and development majors and future employment. The capstone design curriculum was effective in the training for practical design development and planning.

A Study on the Reliability of Peer-evaluation for Team Members' Contributions and Incorporating Method into Grades - Focusing on the Capstone Design - (팀원 기여도에 대한 동료평가의 신뢰성과 성적 반영 방법에 대한 연구 -종합설계교과목을 중심으로-)

  • Chang, Hyunjae
    • Journal of Engineering Education Research
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    • v.27 no.1
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    • pp.63-70
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    • 2024
  • The capstone design classes in the College of Engineering are often team project-oriented, and teamwork skills are reported to positively impact problem-solving abilities. While team project courses have various advantages, they also come with challenges such as social loafing and issues related to free riders, which consistently hinder the positive effects of team project courses. To prevent these issues, there is a need to provide a clear evaluation-reward system for team members' contributions. In this study, we examined the reliability of peer evaluation scores for team members' contributions and reviewed methods to incorporate them into team project grades. The review results indicated that peer evaluation scores are deemed to have considerable reliability from a qualitative perspective. However, due to the relatively small team size in team project courses (3 to 6 members per team), using the arithmetic mean of peer evaluation scores is statistically challenging. As a complementary approach, this study proposes limiting the reflection ratio of peer evaluation scores and applying a more macroscopic processing method, not the arithmetic mean, to incorporate peer evaluation scores for team contributions into grades.

Stakeholders' Opinion on the Desired Characteristics of Nursing School Graduates and Factors Concerning Nursing Curriculum Development in Thailand

  • Kittiboonthawal, Prapai;Siriwanij, Wareewan;Ubolwan, Kanyarat;Maneechot, Munthana
    • Asian Journal for Public Opinion Research
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    • v.5 no.4
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    • pp.319-345
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    • 2018
  • Effective higher educational management in undergraduate nursing programs is an important issue from the viewpoint of stakeholders. This qualitative research aimed to examine the characteristics of nursing students and curriculum development of undergraduate nursing education from the opinions of Boromarajonani College of Nursing Saraburi, Thailand stakeholders. The population included 4 groups: 1) the alumni who have graduated within the past 5 years and currently work in primary, secondary, and tertiary care units, 2) the supervisors and colleagues of the alumni, 3) nursing lecturers, and 4) the current nursing students. The respondents who are the alumni, nursing lecturers, and current nursing student were selected using a purposive sampling, for the supervisors and colleagues were selected using snowball techniques. Semi-structured interview questions were used for data collection. Group discussions were conducted until saturation on 55 key informants. The qualitative data was analyzed using content analysis. Results showed the viewpoints of stakeholders on the characteristics of future nurse graduates were comprised of four elements: knowledge that meets standards; essential skills for self-development and lifelong learning process; good morals and professional ethics in providing nursing care; and nurse competencies in teamwork, communication, language, research, management, IT, life skills, and global literacy. The viewpoints on the development of the nursing curriculum focus on four elements: the learner, teaching and learning, course content, and instructor tasks. For learners, the admission criteria should include a minimum not only of knowledge, but also positive attitude, science, and art skills, since the nursing profession is both a science and the art of caring. Teaching and learning elements should be authentic, including exposure to real situations, an integrated network, and activities that improve nursing care. Course content was comprised of an updated curriculum, humanized nursing care, student center, theory and practice with moral integration, case-based study, critical thinking, multidisciplinary work, and love for the nursing profession. Instructor tasks are to elicit student ideas, provide opportunities to learn, support infrastructure, support technology use, and extra-curricular activities to develop the competencies of nursing students. Recommendations were that the curriculum administration should review the selection process of student candidates and instructional management to achieve expected outcomes of nursing characteristics in the future. The nurse lecturer should provide authentic and integrated instruction, decrease lecturing, cultivate a lifelong learning process, and sustain the nursing characteristics.