Articles de revues sur le sujet « Iter formativo e professionale »

La sperimentazione di una via italiana al sistema duale si inquadra nel solco di una serie di misure che negli ultimi decenni hanno puntato al rafforzamento della formazione professionale iniziale; in questo contesto, il rilancio dell'"apprendistato formativo", ovvero quello per il conseguimento dei titoli dell'educazione secondaria superiore, stenta a decollare. Il successo di questa misura richiede agli attori di ripensare il loro ruolo e superare alcune debolezze di più lungo periodo. Inoltre, le grandi trasformazioni del lavoro e della produzione pongono ulteriori sfide ai sistemi di formazione professionale. Solo vincendo queste sfide è possibile immaginare uno scenario futuro diverso da quello di investimento marginale per la formazione professionale anche in Italia.

L'articolo affronta il tema dell'inserimento occupazionale dei giovani in possesso di una qualifica professionale. Viene proposto un modello di valutazione della formazione professionale che considera tre prospettive: quella del mercato del lavoro (focalizzata sulla "qualitÀ" dell'inserimento occupazionale post-qualifica), quella del sistema formativo (centrata sull'efficacia e l'efficienza dell'ingresso) e quella dell'individuo (relativa alla percezione di utilitÀ delle competenze apprese e al livello di soddisfazione rispetto all'esperienza formativa nel suo complesso). Il modello č stato elaborato all'interno del progetto di ricerca nazionale biennale "Valutazione degli esiti e dell'impatto delle Politiche formative nell'ambito della formazione professionale" finanziato dal Ministero del Lavoro e delle Politiche Sociali e coordinato da Ires, del quale vengono presentati una sintesi dei risultati con riferimento al Veneto.

Questo articolo traccia l'evoluzione dell'offerta formativa alberghiera in Italia dalle origini alla vigilia della seconda guerra mondiale. Agli inizi del Novecento il settore ricettivo italiano č caratterizzato da una scarsitÀ di forza lavoro che ne limita lo sviluppo. Secondo l'opinione degli albergatori questa situazione č causata dall'assenza di un adeguato sistema formativo. In conseguenza di ciň, dal volgere del secolo in avanti, la SocietÀ italiana degli albergatori (l'associazione degli imprenditori) porta avanti numerosi tentativi per avviare una specifica scuola. Sfortunatamente nessuno di questi riuscirÀ, cosicché la prima scuola per lavoratori d'albergo sarÀ aperta solo nel 1914 dal Touring club italiano. Dopo la prima guerra mondiale le opportunitÀ formative per il personale d'hotel aumentano considerevolmente, grazie anche all'intervento statale mediante specifici enti, come l'Enit o l'Enfala, e per effetto della riforma delle scuole di avviamento professionale. In ogni caso, nonostante le diverse proposte avanzate in questo periodo, l'autore sostiene che lo sforzo di realizzare un moderno sistema formativo per gli addetti al settore ricettivo, come quello svizzero e tedesco, non puň dirsi pienamente riuscito.

L'attività sviluppata dalle istituzioni accademiche come centri di elaborazione critica del pensiero artistico emerge come un tema nella definizione delle storie culturali che animarono l'Europa nel XVIII secolo. Questo breve articolo analizza il ruolo e l'influenza esercitata dall'Accademia romana di San Luca per quanto riguarda la sua organizzazione e la pratica dei concorsi. La pratica del disegno fu uno degli aspetti chiave del progetto formativo dell'Accademia, con la nascita di un particolare 'genere', le 'rappresentazioni in occasione dei concorsi', che occupa campi di applicazione autonomi rispetto a quelli impegnati nel design professionale.

Il contributo si propone di analizzare gli usi della ricerca e della valutazione per qualificare il fare professionale degli/delle assistenti sociali e migliorare gli strumenti del welfare locale. Buone programmazioni territoriali necessitano di migliorare le scelte di policy e definire i contenuti del lavoro sociale come policy practice. La social work education, come ambito formativo e di ricerca, può veicolare temi rilevanti quali la partecipazione, l’advocacy, la co-produzione (co-progettare e co-programmare) e la ricerca valutativa applicata alle politiche di welfare locale.

Durante il Novecento, numerose case editrici hanno svolto un ruolo importante per la crescita culturale dell'Italia, una funzione formativa molto simile a quella che ha caratterizzato l'attività di molti editori di paesi come Francia, Inghilterra, Germania, Stati Uniti. Quasi sempre l'attività editoriale era legata al contributo di intellettuali che svolgevano un ruolo politico-culturale attraverso l'impegno professionale: narratori, giornalisti, poeti. Questa funzione esplicitamente pedagogica dell'editoria è stata messa in crisi verso la fine del secolo scorso dall'esaurirsi della stagione politicamente più coinvolgente e conflittuale e, allo stesso tempo, dall'emergere di nuovi modelli di gestione che affidavano la conduzione aziendale a dirigenti più attenti ai risultati economici che al prestigio culturale. Con l'inizio del nuovo millennio, l'editoria italiana e internazionale ha iniziato a essere dominata da multinazionali proprietarie dei marchi storici dell'editoria e spesso gestite in maniera impersonale. L'editoria scientifica è forse quella che meglio ha saputo adattarsi alla gestione manageriale e, forse non a caso, è la più attraversata dal cambiamento: una delle questioni più discusse riguarda la qualità dei contenuti e gli strumenti per la sua valutazione precedente (peer review) e successiva alla pubblicazione (gli indici bibliometrici hanno assunto un potere determinante per la progressione delle carriere dei professionisti sanitari). Anche i modelli di accesso alle riviste sono molto cambiati, nonostante l'open access in grande ascesa rischi di discriminare i ricercatori delle nazioni a basso reddito. In un contesto culturale, sociale e politico molto cambiato rispetto al secolo scorso, anche l'attività, le scelte e le decisioni delle case editrici meno esposte o schierate politicamente possono avere un valore culturale non trascurabile contribuendo così a formare punti di vista sul mondo. E non è detto che - proprio grazie al lavoro degli editori - queste prospettive sul futuro non possano tornare a ispirarsi ai valori che hanno orientato la cultura del Novecento.

L'Italia sta lavorando da anni per superare la frammentazione e la mancanza di integrazione che caratterizza lo scenario formativo-educativoprofessionale nazionale e per allinearsi alle politiche comunitarie volte a garantire la trasparenza dei percorsi formativi e il riconoscimento delle competenze comunque acquisite dagli individui al fine del conseguimento dei relativi titoli e qualifiche. L'obiettivo generale, in tale contesto, č quello di consentire l'inserimento o il reingresso nel sistema di istruzione e formazione professionale e di agevolare l'incontro tra domanda e offerta di lavoro. In tale scenario sono stati analizzati strumenti, procedure e prassi in via di consolidamento che costituiscono il riferimento per l'identificazione, il riconoscimento e la certificazione delle competenze. Pertanto, il presente lavoro introduce una disamina del lavoro svolto negli ultimi mesi a livello istituzionale per la identificazione degli standard professionali, di certificazione e formativi, finalizzati alla definizione e all'attuazione di un National Qualification Framework secondo le indicazioni dell'UE. In particolare, č stata analizzata la metodologia di sintesi adottata per la descrizione delle qualificazioni professionali e l'armonizzazione di tutte le fonti informative disponibili volte alla definizione di una procedura di certificazione delle competenze, sistematizzata e coordinata a livello nazionale. Inoltre, insieme a un'analisi dell'organizzazione dei sistemi di istruzione e formazione professionale (ridisegnata alla luce delle recenti riforme introdotte nel sistema nazionale), lo studio in oggetto ha analizzato la situazione della sperimentazione in Italia dello strumento ECVET attraverso i vari campi di applicazione e - in particolare - nel settore agroalimentare, attraverso uno dei tanti contributi di tipo bottom up che stanno predispo- nendo possibili soluzioni e pratiche che possono costituire un valido spunto di riflessione da sottoporre all'attenzione delle istituzioni e degli stakeholder.

SOMMARIO Con riferimento, in particolare, ai servizi educativi per l’infanzia, la capacità di riflettere sulla pratica in modo partecipato viene presentata come la caratteristica peculiare di un’équipe educativa responsabile. Le dinamiche che caratterizzano un’équipe educativa responsabile vengono approfondite facendo riferimento ai concetti di “gruppo di lavoro razionale” (Bion, 1961) e di “identità educativa di gruppo” (Savio, 2011). Vengono quindi delineate le condizioni che favoriscono il funzionamento pedagogicamente responsabile di un'équipe educativa, riprendendo la teoria dei livelli sistemici di Bronfenbrenner (1979) e mettendo in primo piano, per ogni livello sistemico (macro, meso, eso, micro) il ruolo del coordinatore pedagogico. Questa precisazione permetterà di mettere in evidenza il ruolo formativo del coordinatore pedagogico nella misura in cui, sostenendo le dinamiche che attraversano un’équipe educativa responsabile, promuove anche la costruzione di sapere pedagogico, la crescita di consapevolezzacirca l’identità educativa ed il potenziamento dell’intenzionalità professionale, a livello sia individuale che di gruppo.

Il seguente articolo intende dar spazio all'esperienza del tirocinio curricolare nella prospettiva della Student Voice, sottolineandone l'aspetto altamente formativo. Grazie alla somministrazione di questionari e interviste tra gli studenti del Corso di Laurea in L-19, tra i fattori emersi, spicca il valore che i futuri educatori conferiscono a tutti i momenti del tirocinio, dall'orientamento alla relazione conclusiva. Tra i vari periodi di cui si compone questa esperienza gli studenti avvertono l'esigenza di una maggiore presenza dei momenti precedenti al suo avvio. Nello specifico l'orientamento e la preparazione sono i momenti dei quali gli studenti sentono una necessità più forte, nata dal poco spazio a questi dedicato e dalla volontà di intraprendere il percorso del tirocinio con una maggiore consapevolezza di ciò che questo evento rappresenta per il futuro lavorativo e quindi avere le basi utili alla comprensione di ciò che sarà il loro agire professionale all'interno di un contesto specifico.

Il contributo descrive l'esperienza di ricerca e formazione di peer mentoring condotta dall'Ateneo di Catania per il miglioramento delle competenze didattiche dei docenti "esperti" (senior) dell'Ateneo. L'azione ha riguardato la formazione di figure esperte chiamate a supportare i colleghi nella costruzione di esperienze di sviluppo personale e di innovazione didattica. Vengono descritte le scelte teorico-metodologiche che hanno fatto da sfondo al percorso di ricerca-azione progettato e al modello formativo adottato. Sono analizzate le varie fasi che hanno visto la realizzazione dell'esperienza in Ateneo, che ha coinvolto numerosi docenti appartenenti a diverse aree disciplinari.

Il saggio presenta i risultati di un'indagine esplorativa su un campione di brevetti farmaceutici dello. Il brevetto viene analizzato come un processo di costruzione sociale dell'innovazione. Dopo aver classificato il campione in base al giudizio di una giuria di esperti, gli autori prendono in considerazione una serie di variabili che possono influenzare la capacitŕ "di rottura" dei brevetti in termini di una discontinuitŕ scientifico-tecnologica: il profilo formativo e professionale degli inventori; le caratteristiche generali dell'organizzazione in cui il brevetto è maturato; le risorse esterne alle imprese ma interne al territorio su cui l'organizzazione ha fatto affidamento; le dinamiche del gruppo di ricerca autore del brevetto. La comparazione tra i brevetti "di rottura" e quelli di contenuto innovativo più ordinario permette di individuare le dimensioni rilevanti nello spiegare la distribuzione del contenuto innovativo all'interno del campione.

- The author analyses interactions and mutual influences between technical-professional education and industrial development in and around Biella in the decades from the Unification of Italy and the age of Giolitti. The environment, the economy and the production system, as well as the actions of the leading social agents - enterpreneurs, local administrators, families, school system - are all taken into account. This enables the author to show how effective education, especially secondary education, can be in furthering industrialization and territorial development. Particular attention is paid to the reconstruction of the career prospects of students who attended the technical-vocational schools considered in the essay, with a view to assessing the degree of correspondence between educational achievements and the skills acquired and deployed at work.Keywords: Biella; XIX-XX centuries; educational system; industrial development; career prospectsParole chiave: Biellese, sec. XIX-XX, sistema produttivo, sistema formativo, istruzione tecnico-professionale, destinazioni lavorative

Nel novembre del 2019 il Ministero dell'Istruzione, dell'Università e della Ricerca pubblica il bando "Piani per l'orientamento e il tutorato". Lo scopo è quello di innovare e supportare le azioni di orientamento e tutorato delle Università italiane. Il Corso di Laurea in Scienze dell'educazione e della formazione dell'Università di Siena, capofila di un network di 15 CdL L-19, 116 scuole e 101 organizzazioni del settore educativo e formativo, risponde al bando proponendo il progetto "Super – percorsi di orientamento etutorato per promuovere il successo universitario e professionale". Il progetto ha come obiettivo quello di realizzare azioni di orientamento e tutorato per supportare le prefigurazioni professionali di studentesse e studenti. Il contributo descrive le caratteristiche generali del progetto che hanno guidato il coordinamento delle attività del network, le sfide e le ipotesi che hanno permesso di guardare all'orientamento e al tutorato in un'ottica innovativa e lontana dai modelli tradizionali.

Numerosi percorsi di formazione a livello internazionale e nazionale annoverano l'utilizzo del video, che si pone come strumento privilegiato per rilevare i processi che avvengono in classe: negli ultimi quindici anni si è assistito a un intensificarsi di tali esperienze in ambiti e aree geografiche differenti. Alla luce della cornice teorica della visione professionale, l'articolo propone una rassegna ragionata di cinque esperienze internazionali e nazionali di formazione dei docenti che, nella diversità di impostazione e postura epistemologica, concorrono a delineare un percorso di formazione iniziale, permanente e continua che si avvalga dello strumento video in modalità on line. La ricognizione, che non ha pretese di esaustività, vuole avviare un'analisi su un possibile modello formativo che ponga attenzione al referente della formazione e ai criteri osservativi adottati. Lo studio si colloca all'interno del progetto di eccellenza 2019-2020 Insegnamento di qualità e pratiche didattiche. Studio di fattibilità per lo sviluppo di un dispositivo per lo studio di pratiche di formazione dei docenti del Dipartimento di Filosofia e Scienze dell'Educazione dell'Università di Torino.

Ricerca esplorattiva ed empirica, approccio quantitativo-qualitativo, nell’interfaccia tra filosofia (pensiero filosofico della cultura umanistica), pedagogia ontopsicologica e educazione universitaria. L’obbiettivo generale è investigare come la pedagogia ontopsicologica contribuisce alla formazione personale/professionale dei giovani. Fondamentasi teoreticamente, in modo storico e pratico, nell’educazione, pedagogia ontopsicologica e formazione dei giovani nella contemporaneità. Il campione è stato formato con 49 giovani, studenti dei corsi di laurea in Amministrazione, Diritto e Sistemi Informativi, in una facoltà privata, localizzata in municipio al sud del Brasile. Questi giovani, età media di 25 anni, hanno risposto a tre test quantitativi di ricerca in due momenti diverse: quando si sono ingressati nei corsi di laurea, e di nuove mesi ad un anno dopo, caratterizando la seconda applicazione. I test utilizzati sono stati: a) Inventario dei Cinque Grandi Fattori della Personalità (Big Five); b) Scala Esistenziale di Längle; c) Test Forma Mentis. Dopo è stato applicato un questionario qualitativo con questione aperte, per raccogliere informazione di significati/sensi dei partecipanti che hanno avuto un maggior risultato di significanza statistica nell’applicazione dei test quantitativi. Lo studio ha realizzato analisi statistici e analisi del contenuto e del discorso. Con l’analisi e discussione dei risultati il problema di ricerca è stato risposto, siccome l’obbiettivo generale e gli obbiettivi specifici, producendo tre conclusioni principali. Si conclude che la pedagogia ontopsicologica contribuisce con resultati efficienti nell’aspetto psicologico dei giovani, una volta che la dinamica di sviluppo della personalità mentre il periodo studiato realmente esiste, e ausilia nello sviluppo sano personale, esistenziale e professionale degli studenti.

Nel contesto ticinese la propensione per la scelta di un percorso formativo con tirocinio in azienda è inferiore rispetto alla media nazionale, dove l’apprendistato duale risulta essere la via maggiormente praticata dai giovani in uscita dalle scuole dell’obbligo. Il presente contributo intende riferire di una ricerca pilota condotta nel Cantone Ticino in merito al passaggio dei giovani dal secondario I al secondario II, mirata alla comprensione delle modalità con cui questa transizione avviene e delle possibili problematicità insite in essa, relative soprattutto alla scelta di un percorso di formazione professionale con tirocinio in azienda.Sono state rilevate le scelte, le ragioni, i criteri e le difficoltà (per mezzo del Career Decision Difficulties Questionnaire) nel processo di scelta al termine della quarta media di circa 170 allievi del Cantone, allargando il rilevamento dei dati anche ai loro stessi genitori, agli orientatori scolastico-professionali, ai coordinatori di sede delle scuole coinvolte e ai docenti di classe. Dai due rilevamenti di dati condotti (a distanza di sei mesi) emergono alcune piste di intervento per quanto concerne l’educazione alla scelta dei giovani, sia nelle sue specificità di sistema (organizzativo-istituzionali), sia nelle sue declinazioni contenutistico-didattiche.

Lo scopo del presente contributo è quello di indagare, tramite un resoconto di esperienze, come l’improvvisa distanza forzata abbia influito nell’interazione tra il sistema universitario e il tessuto sociale, con particolare riguardo al segmento della formazione continua, parte integrante della Terza Missione. Il punto di partenza per le riflessioni che verranno condotte è il corso di formazione “Lingua Tedesca per la Comunicazione Professionale”, destinato a utenti esterni, che si è tenuto tra gennaio e febbraio 2021, nell’ambito del Progetto di Eccellenza del Dipartimento di “Lingue e Letterature Straniere” dell’Università di Verona e del progetto MultilinVR. La situazione pandemica ha reso ancora più significativo il ruolo formativo dell’università per un’utenza diversa da quella canonica, mossa da spinte motivazionali e obiettivi che si sono evoluti e rideclinati proprio a fronte delle mutate condizioni sociali. A partire dalla pratica di didattica a distanza, svolta in forma sincrona e asincrona, verranno analizzate le strategie impiegate per realizzare una didattica pienamente collaborativa e situata, che ha visto nell’interazione il suo aspetto caratterizzante. Verranno inoltre presi in esame il ruolo e le forme della valutazione, che, con questa tipologia di apprendenti, assumono funzioni e valori diversi rispetto a quelli previsti nella didattica per studenti universitari.

Il contributo intende descrivere l'esperienza di un progetto pilota della Regione Liguria sulla "creditizzazione" e la valutazione delle competenze acquisite nei percorsi di Istruzione Formazione Tecnico Superiore (IFTS). Tale sperimentazione ha comportato una riflessione con diversi stakeholder del mondo della scuola, della formazione professionale e delle imprese, sul concetto di competenza e di credito formativo e, soprattutto, sul come connetterli in un processo di riconoscimento e valutazione. I contenuti e le metodologie sono stati sviluppati in modo partecipato e la stessa partecipazione ha comportato la messa in discussione del modo in cui fino a quel momento i vari soggetti avevano operato e dei diversi significati che attribuivano ai diversi concetti implicati. In una prospettiva sperimentale sono stati affrontati alcuni dei principali problemi relativi alla costruzione e alla messa in pratica di una metodologia di valutazione e riconoscimento delle competenze e dei crediti; in questo modo si č pervenuti a definizioni convergenti che hanno permesso di mettere a sistema un modello condiviso, frutto di un vero e proprio reframing dei processi attivati. Infatti, il lavoro comune finalizzato alla condivisione di modelli e metodologie ha prodotto un consenso sul piano operativo che ha generato anche un lessico e una sintassi comune e una rivisitazione delle concettualizzazioni implicite con cui gli operatori si erano fino a quel momento accostati a questi temi.

Nella progettazione di percorsi di orientamento formativo e professionalizzante per gli studenti dei corsi di laurea in Scienze dell'educazione e della formazione (L-19) e di Scienze pedagogiche (LM-85) risulta irrinunciabile il dialogo con i servizi per costruire traiettorie di riflessività, esplicitando l'intenzionalità sottesa agli interventi attuati. Il contributo descrive una proposta realizzata nell'a.a. 2019/2020 nell'ambito del progetto SUPER – "Percorsi di Orientamento e Tutorato per promuovere il successo universitario e professionale" e configurata in modalità on line durante la fase 2 del Covid-19. L'esperienza "S-POT: officine progettuali" ha permesso agli studenti di confrontarsi con professionisti che operano in contesti educativi, condividendo riflessioni critiche con i propri docenti. In seguito, i partecipanti, con il supporto delle senior tutor, hanno lavorato in piccolo gruppo con l'obiettivo di proporre un'idea progettuale da sottoporre alle équipe incontrate. Questa iniziativa ha offerto la possibilità di entrare nell'eterogeneo mondo dei servizi che si interroga, cercando risposte innovative, a fronte dei cambiamenti costanti. In tal modo, sono emerse le diverse prefigurazioni professionali degli studenti e la concretezza plurale dei profili di educatori e di coordinatori pedagogici inseriti in équipe multidisciplinari. L'attraversamento di vari ambiti lavorativi ha dato voce alle molteplici sfide del sociale, facendo affiorare la vitalità dell'agire educativo e lanciando ponti di apprendimento condiviso.

ABSTRACT Background In graduate medical education, assessment results can effectively guide professional development when both assessment and feedback support a formative model. When individuals cannot directly access the test questions and responses, a way of using assessment results formatively is to provide item keyword feedback. Objective The purpose of the following study was to investigate whether exposure to item keyword feedback aids in learner remediation. Methods Participants included 319 trainees who completed a medical subspecialty in-training examination (ITE) in 2012 as first-year fellows, and then 1 year later in 2013 as second-year fellows. Performance on 2013 ITE items in which keywords were, or were not, exposed as part of the 2012 ITE score feedback was compared across groups based on the amount of time studying (preparation). For the same items common to both 2012 and 2013 ITEs, response patterns were analyzed to investigate changes in answer selection. Results Test takers who indicated greater amounts of preparation on the 2013 ITE did not perform better on the items in which keywords were exposed compared to those who were not exposed. The response pattern analysis substantiated overall growth in performance from the 2012 ITE. For items with incorrect responses on both attempts, examinees selected the same option 58% of the time. Conclusions Results from the current study were unsuccessful in supporting the use of item keywords in aiding remediation. Unfortunately, the results did provide evidence of examinees retaining misinformation.

Background: As training programs implement competency-based models of training oriented around entrustable professional activities (EPAs), the role of traditional assessment tools remains unclear. While rating scales remain emphasized, few empirical studies have explored the utility of narrative comments between methods and models of training. Objective: Compare the quality of narrative comments between in-training evaluation reports (ITERs) and workplace-based assessments (WBAs) of EPAs before and after the formal implementation of a competencybased model of training. Methods: Retrospective analysis of assessment data from 77 residents in the core Internal Medicine (IM) residency program at the University of Calgary between 2015 and 2020, including data collected during a 2-year pilot of WBAs before the official launch of Competency by Design on July 1, 2019. The quality of narrative comments from 2,928 EPAs and 3,608 ITERs was analyzed using the standardized Completed Clinical Evaluation Report Rating (CCERR). Results: CCERR scores were higher on EPAs than ITERs [F (26,213) = 210, MSE = 4,541, p < 0.001, η2 = 0.064]. CCERR scores for EPAs decreased slightly upon formal implementation of Competence by Design but remained higher than the CCERR scores for ITERs completed at that period of time. Conclusions: The quality of narrative comments may be higher on EPAs than traditional ITER evaluations. While programmatic assessment requires the use of multiple tools and methods, programs must consider whether such methods lead to complementarity or redundancy. Résumé Contexte: Alors que les programmes de formation mettent en œuvre des modèles de formation axés sur les compétences et orientés en fonction des activités professionnelles confiables (APC), le rôle des outils d’évaluation traditionnels reste flou. Si les échelles de notation restent privilégiées, peu d’études empiriques explorent l’utilité des commentaires narratifs entre les méthodes et les modèles de formation. Objectif: Comparer la qualité des commentaires narratifs entre les fiches d’évaluation en cours de formation (FECF) et les évaluations des APC sur le lieu de travail avant et après la mise en œuvre officielle d’un modèle de formation axé sur les compétences. Méthodologie: Analyse rétrospective des données d’évaluation de 77 résidents du programme de résidence en médecine interne tronc commun de l’Université de Calgary entre 2015 et 2020, comprenant les données recueillies au cours d’un projet pilote de deux ans d’évaluations en milieu de travail avant le lancement officiel de l’initiative La compétence par conception, le 1er juillet 2019. La qualité des commentaires narratifs de 2,928 APC et de 3,608 FECF a été analysée à l’aide du Completed Clinical Evaluation Report Rating (CCERR) normalisé. Résultats: Les scores du CCERR sont plus élevés pour les APC que pour les FECF [F (26,213) = 210, rétroac-tion multisources = 4,541, p < 0.001, η2 = 0.064]. Les scores du CCERR pour les APC diminuent légèrement au moment de la mise en œuvre officielle de l’initiative La compétence par conception, mais demeurent plus élevés que ceux pour les FECF effectuées à cette période. Conclusions: La qualité des commentaires narratifs serait meilleure pour les APC que pour les FECF traditionnelles. Bien que l’évaluation des programmes nécessite l’utilisation de multiples outils et méthodes, les programmes doivent se demander si l’utilisation de telles méthodes se veut complémentaire ou redondante.

Twenty-first century teachers are faced with challenges and rapid societal changes that inevitably require skills that facilitate the development of resilience and coping factors. These factors become fundamental above all for specialized teachers, who today are indispensable figures for integrating and supporting not only the individual student with difficulties, but the entire class group. In this regard, the contribution presents some results of a research carried out on 139 enrolled in the Active Formative Training (AFT) course on Information and Communication Technologies (ICT) for special teaching, to identify the skills and limitations perceived during their professional career. From the results of the interviews, it emerges that the participants in the training, mostly teachers, consider some aspects related to teaching practices and the working context as indispensable to develop processes of inclusion at school, which in turn are associated with perceived emotional, social, and cognitive competencies. Le Life Skills come risorsa per avviare processi di inclusione a scuola: uno studio sui partecipanti al TFA. Gli insegnanti del XXI secolo si trovano di fronte a sfide e a rapidi cambiamenti sociali, che richiedono inevitabilmente delle competenze che facilitino lo sviluppo di fattori di resilienza e di coping. Tali fattori diventano fondamentali soprattutto per gli insegnanti specializzati, che ad oggi sono delle figure indispensabili per integrare e sostenere non soltanto il singolo alunno con difficoltà, ma l’intero gruppo classe. A tale proposito il contributo presenta alcuni risultati di una ricerca svolta su 139 iscritti al corso Tirocinio Formativo Attivo (TFA) sulle Tecnologie Informatiche e di Comunicazione (TIC) per la didattica speciale, per identificare le competenze e i limiti percepiti durante il proprio percorso professionale. Dai risultati delle interviste emerge come i partecipanti alla formazione, per lo più insegnanti, considerino alcuni aspetti legati alle pratiche didattiche e al contesto lavorativo come indispensabili per sviluppare processi di inclusione a scuola, che a loro volta sono associati alle competenze emotive, sociali e cognitive percepite.

Background Social network sites (SNSs) are widely exploited in health education and communication by the general public, including patients with various conditions. Nevertheless, there is an absence of evidence evaluating SNSs in connecting health professionals for professional purposes. Objective This pilot randomized controlled trial was designed to evaluate the feasibility of an intervention aiming to investigate the effects of a continuous professional education program utilizing Facebook to obtain knowledge on dementia and care for patients with dementia. Methods Eighty health professionals from Hong Kong were recruited for participation in the study and randomized at a 1:1 ratio by a block randomization method to the intervention group (n=40) and control group (n=40). The intervention was an 8-week educational program developed to deliver updated knowledge on dementia care from a multidisciplinary perspective, either by Facebook (intervention group) or by email (control group) from October 2018 to January 2019. The primary outcomes were the effects of the intervention, measured by differences in the means of changes in pre- and postintervention scores of knowledge assessments from the 25-item Dementia Knowledge Assessment Scale (DKAS) and formative evaluation of 20 multiple choice questions. Other outcome measurements included participant compliance, participant engagement in Facebook, satisfaction, and self-perceived uses of Facebook for continuing professional education programs. Results Significantly more intervention group participants (n=35) completed the study than the control group (n=25) (P<.001). The overall retention rate was 75% (60/80). The mean of changes in scores in the intervention group were significant in all assessments (P<.001). A significant difference in the mean of changes in scores between the two groups was identified in the DKAS subscale Communication and Behavior (95% CI 0.4-3.3, P=.02). There was no significant difference in the total DKAS scores, scores of other DKAS subscales, and multiple choice questions. Participant compliance was significantly higher in the intervention group than in the control group (P<.001). The mean numbers of participants accessing the learning materials were 31.5 (SD 3.9) and 17.6 (SD 5.2) in the intervention and control group, respectively. Polls attracted the highest level of participant engagement, followed by videos. Intervention group participants scored significantly higher in favoring the use of Facebook for the continuing education program (P=.03). Overall, participants were satisfied with the interventions (mean score 4 of a total of 5, SD 0.6). Conclusions The significantly higher retention rate, together with the high levels of participant compliance and engagement, demonstrate that Facebook is a promising tool for professional education. Education delivered through Facebook was significantly more effective at improving participants’ knowledge of how people with dementia communicate and behave. Participants demonstrated positive attitudes toward utilizing Facebook for professional learning. These findings provide evidence for the feasibility of using Facebook as an intervention delivery tool in a manner that can be rolled out into practical settings.

Ninety female undergraduates participated in an experiment investigating whether composition of three fragrances (perfumes) influenced impressions of personality traits of people who would wear each fragrance. Analysis of covariance with the variance due to liking of the fragrance (a covariate) removed, revealed that fragrance composition influenced impressions of personality. Impressions made of affiliated fragrances (oriental and chypre) were more closely aligned than impression of the dissimilar (floral) fragrance for the multi-item Uninhibited and Traditional Male factors and single item traits such as aggressive, confident, and assertive according to Tukey's tests. The floral fragrance produced significantly (p<.05) lower ratings in these instances. The findings suggest that compositional components of fragrances (olfactory cues) were used in formation of impressions. This has implications for research of the role of olfactory cues in social and professional interactions.

Co-curricular programs are fundamental part in the educational process and are designed to support students’ holistic development. The Outcomes-Based Co-Curricular Program (OBCoP) was conceived by a state university in Manila as part of its advocacy for outcomes-based education (OBE). The OBCoP organizes and reviews outcomes-based co-curricular activities to facilitate the development of nonacademic and lifelong skills among university students. Henceforth, this study conducted formative assessment to examine the program delivery and the quality of its implementation using both quantitative through survey questionnaire and qualitative approaches through focus group discussions to gather data from students, student leaders, organization/ club advisers, and program implementers. Quantitative data were analyzed by examining the mean rating scores of the respondents in each item while qualitative data were analyzed through content analysis. Findings revealed that the OBCoP has a significant role in student outcomes encompassing both academic and non-academic domains. Across students’ assessment of the quality of their respective student organizations, their perception on co-curricular activities, and their perceived impact of co-curricular activities, the findings indicate a positive view of their experiences as student organization members or leaders within the OBCoP. In consonance with the quantitative findings, the role of OBCoP on student development as reflected in the identified themes of OBCoP as enabler of student outcomes and OBCoP as a bridge between student life and professional life, is also indicative of the positive view of students on OBCoP and its contribution to their lifelong learning and holistic development. This study recommends outcomes-based co-curricular programs for universities which adopted outcomes-based education framework. This study further suggests that there must be a more systematic approach in integrating academic and cocurricular learning experiences and that the outcomes-based co-curricular programs undergo internal quality assurance processes.

During the COVID-19 pandemic, there was a growing awareness about the importance of building a health and safety net based on digital healthcare systems, such as ICT-based local community online services and patient monitoring technology. This study was conducted with the aim of evaluating the formative usability of a three-way digital healthcare system, which had been developed to build a health and safety net for people with disabilities and deriving the directions for system improvement in order for them to be used as basic data for further system enhancement. A formative usability evaluation of a three-way digital healthcare system was performed with the participation of 43 healthcare professionals, using the 10-item System Usability Scale (SUS) and five items for satisfaction evaluation. Each item was rated on a five-point Likert scale, with the result converted to a scale of 100. Analysis was performed using the average score and the acceptable system usability level. The overall mean SUS score was 62.4, which corresponds to Grade D according to the SUS grading scale, and the below-average items were complexity (Q2), convenience (Q8), simplicity (Q3), professionalism (technician support, prior learning) (Q4, Q10), and learnability (Q7). The overall mean user satisfaction was 71.2 points, where overall satisfaction, system architecture and understandability, and continuous use intention were marked with below-average scores. The SUS D grade is interpreted as “fair” and the water solubility is “almost acceptable”. For the usability enhancement of the newly developed a three-way digital healthcare system, the overall direction for system architecture improvement was analyzed centering on complexity (Q2), convenience (Q8), professionalism (technician support, prior learning) (Q4, Q10), learnability (Q7), and simplicity (Q3). Efforts need to be directed at enhancing system satisfaction and continuance rate by deriving detailed system improvement strategies and achieving system enhancement to reflect the opinions of not only experts but also users.

Anna Evgenievna Gluskina (1904–1994) is known as an outstanding translator of Japanese poetry, teacher and educator, expert on Japanese culture, author of numerous academic articles and monographs. There are many well-known publications devoted to her life, her research and poetic work. However, her activities as a museum Japanologist, as well as her contribution to the formation and description of the Japanese collection of the Museum of Anthropology and Ethnography RAS (MAE), are still little known and underestimated. Meanwhile, Anna Evgenievna's debut as a professional Japanologist is connected with her work at the MAE; she spent almost 9 years of her life in the museum (1925–1933). During her academic trip to Japan in 1928, she acquired over 700 pieces that characterize various aspects of traditional Japanese culture, for the museum: Shinto cult objects, a variety of theatrical accessories including marionette puppets and kageboshi shadow theatre items, numerous traditional agricultural implements and fishing gear, peasants’ costumes and agricultural instruments as well as about 400 photographs and negatives. All these items were organized into 7 material and 6 photographic collections; the descriptions were made by Anna Evgenievna at a very high professional level and are distinguished by great accuracy; each item is provided with a detailed attribution and ethnic designation supplied with its Japanese character writing and indication of the circumstances of their acquisition. By the early 1930s, Anna Evgenievna had fully established herself not only as a professional Japanologist, but ethnographer and museum researcher, too; however, the dramatic circumstances intervening into the life of the MAE in 1933 had interrupted her activities in this field.

Objectives Limited literature exists on the practice of clinical supervision (CS) of professional physiotherapists despite current Australian safety and quality health standards stating that CS is to be provided to all physiotherapists. The aim of the present study was to evaluate the effectiveness of CS of physiotherapists working in an Australian public health service. Methods CS was measured using the allied health-specific 26-item modified Manchester Clinical Supervision Scale (MCSS-26). Subscales of the MCSS-26 were summed for three domain scores (normative, restorative and formative) and a total score was calculated, which was compared with the reported threshold score of 73 for effective supervision. Sixty registered physiotherapists (response rate 92%), working for a large metropolitan public health service, with six different site locations, completed the survey. Results The mean (± s.d.) total MCSS-26 score was 71.0 ± 14.3 (95% confidence interval (CI) 67.4–74.6). Hospital site was the only variable that had a significant effect on total MCSS-26 score (P = 0.005); there was no effect for supervisor or supervisee experience, or hospital setting (acute vs subacute). Physiotherapists scored a significantly lower mean percentage MCSS-26 score on the normative domain compared with the restorative domain (mean difference 7.8%; 95% CI 2.9–12.7; P = 0.002) and the formative domain (mean difference 9.6%; 95% CI 6.3–13.0; P < 0.001). Of the two subscales that form the normative domain, ‘finding time’ had a significantly lower mean percentage MCSS-26 score than ‘importance/value of CS’ (mean difference 35.4%; 95% CI 31.3–39.4; P < 0.001). Conclusions Within this publicly funded physiotherapy department there was uncertainty about the effectiveness of CS, with more than half the physiotherapists rating their supervision as less than effective, suggesting there is opportunity for improvement in the practice of physiotherapy CS. Physiotherapists scored lowest in the normative domain, indicating that they found it difficult to find time for CS. What is known about the topic? Previous research into CS for allied health professionals has shown that, on average, it is effective. However, these results cannot be generalised to specific allied health disciplines. Currently, the effectiveness of CS for physiotherapists is unknown. What does this paper add? This study is the first to investigate the effectiveness of CS in a large physiotherapy department of a publicly funded Australian healthcare service. What are the implications for practitioners? Requiring all physiotherapists to receive CS may not be useful if supervision is not effective. Finding time for CS appears to be the main barrier to effective CS. Focus should be directed towards developing a framework within which to practice CS that includes protected time for participation in CS.

Competence is a popular research subject of foreign and domestic psychology, pedagogy, and sociology. Social, emotional, and socio-emotional competences are often considered as key ones. Although they usually associate with success in various spheres of human life, no tool for diagnosing socio-emotional competence has been developed yet. This article describes the problem of diagnosing social and emotional competence. It introduces new psychometric and psychodiagnostic tool that can be used to test socio-emotional competence and its structure. The questionnaire was based on the QSECP Item Response Theory (IRT) methodology that evaluates tests and their efficiency. The psychometric analysis made it possible to determine the validity and reliability of the new questionnaire, as well as to establish the main list of questions that reflect the structure of socio-emotional competence. The questionnaire can be used to study mental, pedagogical, and sociological phenomena of socio-emotional competence, as well as the structure of social and emotional reliability, their formation, professional performance, etc. Further research will feature of socio-emotional competence in various activities and personalities.

PurposeThe purpose of this research is to identify the cross-functional factors and their impact after exploratory factor analysis (EFA), especially in B2B context and constructing a model to interpret and quantify the influences (sales performance score) specifically to the IT/ITES companies.Design/methodology/approachGetting answer for a corporate that where its current stand in the industry is important for the strategy making, especially for the sales team. Few academic researches charted direction toward cross-functional sales factors, but getting answer whether we can quantify that sales performance and identify what is the numeric benchmark value, is difficult. For the companies to understand the need to focus on which cross-functional factors and when, is also difficult.FindingsAfter 1,079+ literature study, concluded with the 25 antecedents strongly used in previous studies and 8 more on after focused group study, pilot study and discussion with the industry leaders, 35 questions addressing 33 indicators collected in 10 months duration from 310 sales professionals, 90+ IT companies. Three samples were removed as outliers using “Mahalanobis Distance Test” for multivariate analysis, dropped two variables by “Missing value Not at Random” (MNAR). Final 15 determinants of cross-functional sales performance indicators forming four best factors with very high reliability after EFA to form a future formative model and sales performance score.Research limitations/implications(1) In this study no moderator and mediator effect are analyzed. (2) This study is the precursor to the final model construction. (3) Business down due to recession, global pandemic, terrorism, earthquake, war etc. are not considered during this analysis and study. Only the cross-functional reasons for natural business down have been considered and analyzed. (4) Exact “Sales Performance Score (SPS)” should be calculated after model forming, adjusting and confirmatory factor analysis.Practical implications(1) The major implication of this study would be for IT/ITES companies. It will be very easy for them to quantify the sales performance and measure that scientifically. (2) There will be a way to measure, predict and take measurable actions in case sales performance of the company downfalls. (3) Also the impact will be known to the top management of the company well in advance so that they can make the proper strategy. This will be very useful in current situation when measuring business outcome and make strategy well in advance is of any company's utmost priority.Originality/valueFocusing on these identified factors companies can improve its sales performance. The authors contribute in creating a statistical model and computing a sales performance score, based on the final factor loading values, would be unique and unprecedented to measure the current industry performance by quantifying its standard or benchmark value for better strategic support toward the achievement of targets.

The Student Evaluation of Teaching (SET), although controversial, is a common practice at the higher education level for faculty appraisals and promotions, but seldom at secondary school level. Concerns have been raised as to whether students are informed and experienced enough to evaluate teachers’ teaching practices in a reliable way and arrive at valid outcomes. The purpose of this research was to explore the reliability of students’ evaluations of mathematics teaching at secondary school level. This research involved eight teachers, and 194 Grade 11 students from eight secondary schools in Bojanala District, North West province in South Africa. A SET questionnaire was developed, validated and used for data collection. The data were analysed by calculating the average deviation index of the students’ evaluations of each teacher per item and the Intraclass Correlation Coefficient (ICC) with SPSS. This was done using one-way random effects, absolute agreement and a multiple raters/measurements model. Both the ADI and ICC values showed a high degree of reliability of the SET. Hence, SET at secondary school level may provide a reliable indication of teachers’ educational practices that might be used for the formative assessment of teachers’ instruction. It can also assist in designing teacher training programmes for pre-service teachers and professional development programmes for in-service teachers. Keywords: Average Deviation Index, Intraclass Correlation Coefficient, reliability of SET, secondary school, student evaluation of teaching (SET).

The research of construction machinery term system has been carried out in systematic functional and lexicographical aspect in the context of extra linguistic factors which influence the formation of any branch term system. Linguistic means of the terms nomination have been investigated in a complex way. The main paradigmatic characteristics of the construction machinery term system have been defined. It should be noted that a branch term system is the kind of a mirror. It reflects the character, the mentality and the activity of the community. It is the most adaptable and responsive to changes in a sphere of production. The rapid advances which are being made in construction, the appearance of new machines and tools create a continual demand for the formation of new terms to express new ideas and to name new objects. Terms are the necessary tools which help us to convey thoughts or a new name to an item. When a new product, new conception comes into the life of people it definitely finds a name in their language. To obtain better and more acute results different methods have been used. Combinatory methods of T. Lomtev along with some elements of generic and aspectual methods of T. Kandelaki were used to single out microsystems of different levels in the investigated term system. These methods have also contributed to the possibility to define differential and integral features of term meanings. Various reference books and manuals in construction machinery («Earth moving machines», «Hoisting machines and equipment» etc.) were used to conduct research of term definitions. The types of terminological thematic groups and the peculiarities of synonymic and antonymic relations have been determined and analyzed. Enriching the building terminology by the semantic method and by borrowing words from general language in the process of nominating a new item has been examined in the article. Taking into consideration our experience of compiling term dictionaries, we propose a special training dictionary containing an alphabetical and field arrangement of terms with their definitions and translation. It will be of great help for students and it can be considered as the main linguistic component in a process of professionally-oriented teaching of foreign languages.

Objetivo: Identificar relações entre formação universitária e as habilidades docentes necessárias para o êxito da inclusão de crianças com deficiência na Educação Física Escolar (EFE), mais especificamente no ensino básico (Ensino Fundamental e Médio) e compreender se os professores de EFE estão preparados para atuar com pessoas com deficiência (PCD’s). Métodos: A pesquisa foi desenvolvida a partir da aplicação de um questionário semiestruturado de sete questões (quatro fechadas e três abertas), respondido por 32 professores do Ensino Fundamental e Médio, de 15 escolas da Cidade de São Paulo. Resultados: Os resultados mostram que dentre os entrevistados, apenas 31,2% dos professores deixam o ensino superior sentindo-se preparados para enfrentar a realidade inclusiva, considerando a formação acadêmica suficiente para sua atuação. Os maiores desafios destacados pelos professores atuantes com alunos PCD´s foram: falta de conhecimento e conceitos; infraestrutura; frustração dos alunos; motivação do grupo de educadores e preconceito quanto a pessoa com deficiência (PCD). Esta informação e o primeiro item destacado trazem dados aparentemente contraditórios, pois 78% dos professores mencionaram ter tido aulas com o conteúdo de Educação Física Adaptada (EFA) e, mesmo assim, indicam não dominarem o conteúdo sobre a forma de se trabalhar a inclusão e aplicá-la efetivamente na atuação escolar. Conclusão: Os resultados levam a concluir acerca da necessidade de se repensar a formação dos profissionais de educação física atuantes na rede regular de ensino, para que esses, de forma vantajosa e positiva, trabalhem a inclusão e participação de alunos PCD´s efetivamente na EFE, desde a formação acadêmica adequada até estratégias de formação continuada e atualizações profissionais durante a carreira educacional. ABSTRACT. Handicapped people’s inclusion at physical education: a possible challenge or utopia? Objective: To identify relationships between university education and the teaching skills necessary for the successful inclusion of children with disabilities in Physical Education (EFE), specifically in elementary and middle schools, and to understand if teachers of EFE are prepared to work with people with disabilities (PCD’s). Methods: The research was developed from the application of a semi-structured questionnaire of seven questions (four closed and three open), answered by 32 teachers from Elementary and Middle School, from 15 schools in the City of São Paulo. Results: The results show that among the interviewees, only 31.2% of teachers leave higher education feeling prepared to face the inclusive reality, considering the academic formation sufficient for their performance. The major challenges highlighted by the teachers with PCD’s were: lack of knowledge and concepts; infrastructure; students frustration; motivation of the group of educators and prejudice regarding the public person with disabilities (PCD). This information and the first item highlighted bring seemingly contradictory data, since 78% of teachers mentioned having had classes with Adapted Physical Education (EFA) content and, even so, indicate not master the content on the way to work to include and apply it effectively in school activities. Conclusion: The results lead us to conclude about the need to rethink the training of physical education professionals working in the regular education network, so that these, in an advantageous and positive way, work the inclusion and participation of PCD students effectively in EFE, from the adequate academic training to continuing education strategies and professional updates during the educational career.

Responsive feeding is crucial to the formation of life-long healthy eating behavior. Few studies have examined maternal responsive feeding in early infancy among a Chinese population. This prospective study describes maternal responsive feeding and factors associated with maternal responsive feeding, with emphasis on infant growth and maternal depressive symptoms, during the first 3 months postpartum in Taiwan. From 2015 to 2017, 438 pregnant women were recruited and followed at 1 and 3 months postpartum. Maternal responsive feeding at 3 months was measured on a 10-item 5-point Likert-type scale. Maternal depressive symptoms were measured using the Edinburgh Postnatal Depression Scale with a cutoff score of 10. Infant growth was categorized into four groups based on weight-for-length Z scores from birth to 3 months: no change, increase but in the normal range, increase to overweight, and decrease to underweight. Multiple regression revealed that postpartum depressive symptoms, primipara, and decreased infant weight-for-length Z score were negatively associated with maternal responsive feeding, while exclusive breastfeeding and maternal age younger than 29 years were positively associated with maternal responsive feeding. Heath professionals should educate mothers on responsive feeding, with emphases on first-time and non-exclusive breastfeeding mothers, as well as those with depressive symptoms, advanced maternal age, and infants who are becoming underweight.

The article investigates and systematizes the theoretical aspects and the methodological approaches to estimating the value of enterprises in modern conditions. It is established that the priority subject of business evaluation is its potential, value, usefulness, objectively embodied in its value. The characteristics of the views of the classics of economic theory on the essence and processes of value formation are presented. It is established that the complexity and contradiction of the philosophical and economic understanding of value as a category, as well as the theoretical directions of its study, explains the lack of the unified interpretation. Most often, value is seen as a monetary value, or social labor spent on the production of goods and materialized in this product. It has been substantiated that the category of value should be considered and interpreted in a comprehensive manner – as a monetary equivalent that the buyer is ready to exchange for any item or object, as value in exchange and value in its use. It is investigated that the category of property finds priority application in appraisal activity where it is defined by means of the corresponding methodical approaches. It is proved that if an enterprise has a value and can be considered as a commodity that is bought or sold, then the pricing mechanism itself is at the heart of the value creation process itself. It is investigated that the concept of value is considered not only by economic theory, but also acts as a set of actions performed by a professional appraiser in order to provide a reasonable conclusion about the value of the object of evaluation at a certain date in monetary units. The result of the study is the systematization of options for assessing the value of business, as well as developing a mechanism for applying a system of theoretical and methodological approaches to determining the value of the enterprise, an example of calculating the value of the enterprise on the example of FE «Yavir». It is established that business evaluation becomes a support for the formation of enterprise development strategy, optimization of asset management policy, ensuring the sustainability of current activities, increasing investment attractiveness and competitiveness. The results of the evaluation lead to sound management decisions. No serious transaction, whether buying and selling property, insuring assets, resolving disputes or taking out a loan, can do without a professional view the owner.

In modern conditions, the formation, rational use and development of human resources are relevant for any agricultural enterprise. Personnel development should be based on an effective system of adaptation, certification and motivation of employees. Certification of personnel is a procedure in which systematically, using the methods of personnel assessment, assesses the compliance of the activities of a particular employee with a certain standard for performing work in this position and at this workplace. In addition, the certification process assesses the performance of employees and their personal and business qualities. The study substantiates the need to develop an effective certification system that will best meet the goals of the agricultural organization, its needs and the organizational culture that has developed in it. The article defines the purpose of certification, which is to assess the conformity of the effectiveness of personnel competence with the goals and requirements of the enterprise; rational use of human resources; increasing the responsibility and effectiveness of staff; strengthening corporate culture. The stages of certification of personnel are highlighted and characterized. In the article, as a methodological support for certification, the form “Form for evaluating managers, specialists, and competency workers” is proposed, which records information on his performance indicators, qualifications, professional experience, strengths and weaknesses, and the possibility of transferring to a more responsible and difficult job. According to the presented list of competencies, a quantitative assessment is made of the conformity of the attestant for each item with the requirements of the position. The methodological toolkit for personnel certification developed during the study will help establish the professional and personal potential of the employee, create a talent pool and improve the activities of the personnel recruitment company; will determine the degree of conformity of the level of knowledge of the post, the effectiveness of the personnel, the need for advanced training of employees, standards for encouraging employees to improve their skills.

Background Physician professionalism, including anaesthesiologists and intensive care doctors, should be continuously assessed during training and subsequent clinical practice. Multi-source feedback (MSF) is an assessment system in which healthcare professionals are assessed on several constructs (e.g., communication, professionalism, etc.) by multiple people (medical colleagues, coworkers, patients, self) in their sphere of influence. MSF has gained widespread acceptance for both formative and summative assessment of professionalism for reflecting on how to improve clinical practice. Methods Instrument development and psychometric analysis (feasibility, reliability, construct validity via exploratory factor analysis) for MSF questionnaires in a postgraduate specialty training in Anaesthesiology and intensive care in Italy. Sixty-four residents at the Università del Piemonte Orientale (Italy) Anesthesiology Residency Program. Main outcomes assessed were: development and psychometric testing of 4 questionnaires: self, medical colleague, coworker and patient assessment. Results Overall 605 medical colleague questionnaires (mean of 9.3 ±1.9) and 543 coworker surveys (mean 8.4 ±1.4) were collected providing high mean ratings for all items (> 4.0 /5.0). The self-assessment item mean score ranged from 3.1 to 4.3. Patient questionnaires (n = 308) were returned from 31 residents (40%; mean 9.9 ± 6.2). Three items had high percentages of “unable to assess” (> 15%) in coworker questionnaires. Factor analyses resulted in a two-factor solution: clinical management with leadership and accountability accounting for at least 75% of the total variance for the medical colleague and coworker’s survey with high internal consistency reliability (Cronbach’s α > 0.9). Patient’s questionnaires had a low return rate, a limited exploratory analysis was performed. Conclusions We provide a feasible and reliable Italian language MSF instrument with evidence of construct validity for the self, coworkers and medical colleague. Patient feedback was difficult to collect in our setting.

ABSTRACT Aim This study aims to evaluate the impact of soft skills’ formal assessment on the students’ interpersonal competency as evaluated by their own patients. Materials and methods A validated eight-item questionnaire with a 5-point Likert rating scale addressing relevant soft skills and rated by patients was used for two different cohorts of final year dental undergraduate students at the Universiti Kebangsaan Malaysia, Kuala Lumpur, Malaysia. The first cohort (class of 2009) did not receive a formal daily assessment during their clinical work, while the second batch (class of 2011) did. The daily assessment was used as a formative evaluation and included aspects of professionalism, patient empathy and education, organization of work area, and time management. Results For all the eight items in the questionnaire, more than 97% (total = 340) of the patients responded positively for both batches (2009 and 2011) of dental students. As for the scores related to specific items, there was improvement in the proportions of patients who were satisfied with all the items for the batch of students who had the formal assessment for their clinical work. These improvements, however, did not demonstrate any statistical significance (p > 0.05). Conclusion Patients were equally satisfied with the soft skills among two groups of final year dental students during clinical encounters. The formal assessment of soft skills did not have any impact on the measured outcomes. Clinical significance Soft skills are a learning experience for every dental student, which is useful in personal and professional life. An increase in health service and competitive dental practices emphasizes the need for soft skills to understand the dynamics of workplace and use of soft skills. How to cite this article Mohamed AM, Abdullah D, Dom TNM. Soft Skills of Dental Students’ Competence: What is Important for Patients and How do Students Fare? World J Dent 2017;8(3):157-163.

In the context of a social and cultural situation of post-industrial society, and also in a social political situation of “the transformed society” the article examines the problem of an involvement and degree of the last in the processes happening in the organization. Authors suggest to look at system of relations from social and psychological interrelation between a corporate and organizational culture. Relevance of this consideration is caused by the fact that in cases of the small and growing organizations there is no side between organizational and corporate cultures owing to their formation. Using system approach, authors consider a corporate culture in the conditions of modern service that means from a line item of quality characteristics of the product received “at the exit”. On the example of activities of research university authors come to a conclusion that the corporate culture represents the system characteristic of the organization, creating service level as service qualities. In this sense transition on new education forms at the higher school predetermines new features and, in general, understanding of education as system of educational services. Improvement of training methods in view of a strong competition among higher education institutions for students are caused not by cynical conditions of crisis of education and culture, but by the real social and economic, and also demographic situation. All parameters of activity of the organization are connected among themselves and with the product, – in this case –with the result of training. So, fixed professional growth creates a favorable competitive environment in the organization for the staff of higher education institutions that promotes the fixed growth of advanced training (including defense of theses and getting degree etc.).

ABSTRACTThe teacher is a professional in the field of teaching and education, referring to the National Education Law No. 20of 2003 concerning the National Education System Article 1 Item 14. Effective action as a professional in the teaching fieldmust have knowledge and expertise, commitment and motivation as learning objectives. Knowledge and expertise in ateacher has an impact on personality in carrying out professionalism in addition to following technological developmentsappropriately in responding to current developments and from time to time. Internet technology in this case has helped alot in improving the quality of developing a teacher to adjust to the development of the technology. From the explanationit is necessary to examine the personality and professionalism of teachers in the teaching and learning process of studentsby focusing MTSN 02 Bogor research. The formation of a learning environment that ASRI (Safe, Healthy, Clean andBeautiful) can create an atmosphere of active student learning about self-potential, personality, intelligence, characterand skills for the progress of the nation and state. Besides that there are KKG (Teacher Working Groups) in the form ofFDG (Teacher Discussion Forum) in an effort to share knowledge with other school teachers, Promissory (SemesterProgram), Prota (Annual Program) and PTK (Class Level Research) conducted internally in each school. The need for qualityof teaching, intensity in learning both a teacher and in order to improve professionalism is very important for that theformulation given is in the form of research on teacher professionalism, teacher personality and student teaching andlearning process based on the results achieved in graduates and students who will take the final exam of learning at MTSN02 Bogor. Sources of data are taken through regular questions to the principal, vice principal in the field of curriculum,teachers who teach at the school. The procedure taken in data collection is by interview, observation and documentation.The data generated in the form of interviews, data on student achievement in the competition, the results of graduatesfrom 2013 to 2018 and the results of the graduates were accepted at the school desired by students as a form of secondaryschool that can accommodate them. In general the objectives of the learning and learning process by using refer toprofessionalism as personality maturity is very useful in developing the quality of student education.Keywords: Personality, Professionalism, Teachers in, Improving, Teaching and Learning Process

The article examines the didactic possibilities of the technology of processing textile materials when performing creative projects by students - future teachers of labor education and technology. In particular, the introduction defines the priorities of the educational policy in Ukraine, among which an important place belongs to environmentalization, which is aimed at achieving the goals of sustainable development and contributing to the prosperity and protection of life on the planet. The key to the implementation of this priority is the formation of the readiness of the participants in the educational process for ecological conservation activities since it is one of the main subject-transformative practices that are implemented in labor training lessons in basic school and technology lessons in high school. Ecodesign in general and upcycling technology in particular are determined to be relevant in the acquisition of professional competencies. The main part of the article outlines the essence of secondary use of materials, the history of its appearance, its importance for nature conservation, and compliance with the concept of the three R's: "consumption reduction - reuse - recycling". Active use by fashion designers is being updated. Emphasis is placed on the importance of using upcycling in educational projects. The experience of the Department of Technological and Vocational Education of the Central Ukrainian State Pedagogical University named after Volodymyr Vinnichenko in the implementation of individual projects on the "upcycling" technology in the educational process in the preparation of future teachers of labor training and technology is presented. It is about the methodology of project activity from the choice of the project topic to the final result, during which students have the opportunity to independently choose the design object according to their capabilities, develop the design and manufacture the product, and prove the necessity of the existence of the finished product in the real world. The results of the study are convincing that the implementation of educational projects by future teachers of work training and technology contributes to the development of creative abilities, creativity, the search for non-standard solutions, and the responsibility of students. Each manufactured item is unique, has an innovative design because an individual approach and design vision of each individual student is used to create it. In addition, the issue of ecological impact on the environment is raised - the recycled item will have a "second life" and will not be thrown into the trash. It is obvious that in the conditions of ecologically transformative activities, the development of the ecological culture of students takes place, and the implementation of such projects contributes to the ecological activity of future specialists. Keywords: project activity, creative project, upcycling, ecological culture, teachers of labor training, and technology

Today in the modern world the basic human need for the development of one's own body and keeping it healthy and fit is a topical issue. Health is one of the most important prerequisites for harmonious, full-fledged life and personal self-realization. And it is precisely physical education that is aimed at the formation of a healthy, physically complete personality and the functional improvement of the organism. Dance is an integral part of a human plastic culture. The danceplastic culture education begins with the knowledge and development of the musculoskeletal system of a dancer. First and foremost, students need to learn how to perform basic dance exercises and movements efficiently, anatomically competently and consciously. In our understanding, the contemporary dance technique (post-postmodern) is the technique based on the natural laws of the body functioning with regard to the organization of movement and breathing. Muscles’ release from excessive tension and the activation of the faction level in movement organization, the natural anatomical work of joints and their strengthening, the structure of the body interrelations - all of the abovementioned should precede the technical dance mastery as a high-quality physical training of a student for further mastering of professional disciplines. That is why, in our opinion, a modern student-dancer should be knowledgeable about the body by the following parameters: how human movement is organized, structural peculiarities of the skeletal mobile zones (joints), the understanding what makes the body move in space, what is the center of the body gravity, how the movement of a person from the lower tier to the upper tier in space is organized, what is primary for understanding and training your body and why breathing is acknowledged as the number one item in teaching contemporary dance, what are fasciae and why the experienced dancers-teachers talk so much about them during their classes, how the floor plays the role of a partner and allows you to feel the zones with excessive tension in your body during movement, what BF (Bartenieff Fundamentals) and LMA (Laban Мovement Аnalysis) are and more.

The article is devoted to the current topic of modern archival science – preserving the documentary heritage of mankind through information “cumulative” systems, in particular documents and archives. Particular attention is given to the role of the state, the individual, and the society in constituting memory. There are two types of memory: individual and collective, that is, culture. Memory, document, archive – concepts, and categories are polysemantic. Integral, broad-based importance belongs to culture (collective memory), which is seen as the interaction of the contemporary with the past in multifaceted socio-cultural manifestations. Collective memory, like individual memory, has its own traits of identification, serving as traces of the past. Memory is maintained through various forms of social existence (book, document, museum exhibit, antique item, etc.) and institutional cultural systems (museum, archive, library, etc.). The metadiscourse of the study was George Orwell’s “1984” novel Utopia, which uncovers the path of a free-spirited person with a distorted worldview to attempt to protect the memory space in the name of memory of the past and preserve it. The most important condition for an adequate examination of the social significance of documents in order to keep them permanently is to determine the degree of documentation of the reality of social relations, as well as the degree of representation and possible reconstruction, in addition to public memory focused on the life of an individual, and the memory of emotional. The author’s narrative in the form of diaries, memoirs, and letters allows revealing individual impressions of time, each specific epoch in the history of mankind. Everyday life forms an attitude towards documentary heritage at the domestic level, and the sphere of professional activity is an awareness of responsibility for the creation of history in the future on the basis of preserved data on a national, global scale. The influence of the form of government, the level of development of civil society, the degree of freedom, and the will of every citizen on the formation of world memory are also pointed out. Keywords: document, archive, memory, collective memory, individual memory, state, society, George Orwell, “1984”.

During the first year of the COVID-19 pandemic, dental faculties had to rethink their way of teaching and interacting with students and of delivering solid theoretical knowledge and practical skills to students. Background: The purpose of the study was to assess dentistry students’ opinions about the online activity, together with a self-evaluation of their mental and physical health, during the first wave of the pandemic. Methods: A cross-sectional study was conducted using an online survey. Three hundred and three students, enrolled across all six years of study, were included in the research. Socio-demographic and academic data were collected, along with a self-evaluation of physical and mental status. Some items investigated students’ opinions about distance learning and the impact of that online activity on their achievement. The answers were rated using a five-item Likert-like scale. Data were analyzed using SPSS (v.24). Results: statistical analyses showed that more than 20% of the students strongly agreed with the statement that they felt more anxious and depressed during the first months of the pandemic, and more than 30% were totally satisfied with their relationships with their family members. One-fifth of the respondents declared that they were totally dissatisfied with the relationships with their colleagues and friends. Overall, 50.60% of the students attended the courses/labs in their entirety when they were connected online. Two-thirds of the respondents considered that their practical training was affected due to the online activity, and that not all of the subjects could be taught online. More than half of the respondents agreed that the most objective evaluation method is that of the multiple-choice exams administered at school, and considered that exclusively utilizing online assessments of students encourages unethical behaviors. Age, involvement in online activity, and active participation using video cameras were strongly correlated with satisfaction with academic results. Conclusions: The results of the present study showed that online activity was a good alternative for dentistry students during the pandemic restrictions. The positive aspects, together with the negative consequences, of distance learning should also be taken into consideration by university teachers and academic institutions to improve teaching experiences and to ensure a solid professional formation for dentistry students.

Problem setting. Appointing the heads of commercial banks should carefully study the business reputation of candidates, using the same criteria for evaluation and understanding of this concept. The presence of different definitions, non-uniform application of norms can lead to negative consequences in the field of management. Ukrainian legislation does not contain a single standardized definition of "business reputation", and the legislator still has disputes over what criteria to evaluate and what decisions to make if the reputation is impeccable. Target research. To determine the essence of business reputation, to consider the need for legislative consolidation of such a concept. Consider the reasons for checking, assessing the business reputation and / or professional suitability of the head of a commercial bank. Analyze the Regulations on licensing of banks in terms of criteria and assessment of business reputation of individuals. Assess the changes proposed by the legislator on the types of decisions of the NBU after the recognition of the business reputation of the head is impeccable. Analysis of recent research and publication. The issue of business reputation of commercial bank executives has recently become the focus of many scholars and lawyers in this field. Thus, in recent years, many works have been devoted to the analysis of the provisions on the concept, criteria and assessment of business reputation, its importance for the effective functioning of the bank. Examples of authors who pay attention to this problem are M.K. Haliantych, L.O. Krasavchykova, R.O. Stefanchuk, O.V. Khortiuk, H.F. Shershenevich and others. Many works of foreign scientists, in particular: K. Rogoff, K. T. Jackson, C. J. Fombrun, H. Cleves, R. Vreshnok and others, are also devoted to the research of assessment and formation of business reputation. Article’s main body. There is no single standardized definition of business reputation in Ukrainian law. Scholars also interpret the concept of business reputation in different ways, some identify it with such categories as brand, image, brand, goodwill, reputational capital, others consider them as independent categories. We believe that regulatory consolidation is not a necessity and does not affect the level of protection of the right to business reputation and the right to compensation for non-pecuniary damage in connection with the humiliation of business reputation. When appointing managers, the NBU assesses the reputation of candidates. The law establishes the criteria of impeccable reputation. in case of impeccable reputation, the NBU may apply or not apply to a person signs of impeccable business reputation. Conclusions and prospect of development. We do not need to provide a definition of "business reputation" in the legislation. We also propose that the NBU create a register of persons with an impeccable reputation to expedite decision-making and to prevent the appointment of persons with an impeccable reputation to management positions. In addition, it is considered appropriate to improve the current legislation in the provisions on the types of decisions after the assessment of the NBU business reputation of an individual. In particular, in our opinion, it is necessary to add sub-item 3 to item 80 of the Regulation on banking licensing dated 22.12.2018 № 149 and to state it in the following wording: «when The National Bank assessing the business reputation of a natural or legal person for which a sign of impeccable business reputation is identified, as defined in paragraphs 63-65 of Chapter 6 or paragraphs 67-70 of Chapter 7 of Section II of this Regulation, has the right to decide on self-assessment owners of significant participation (if any) in the requirements for business reputation».

Workplace bullying has shown a steep rise globally in the last three decades, reporting its pervasiveness among various sectors and industries. It is universally recognized as a significant work stressor causing severe health, well-being, and psychosocial problems for employees, the economy, and society. The claim comes as no surprise with the contemporary debate among organizations, especially MNCs HRSSC, striving to succeed globally and stay competitive through cost savings and increased productivity. However, SSC formation has swayed the HRD professions’ to strategic HR roles to focus on the organization’s profit-making goal, eventually at the expense of employees’ well-being by indirectly condoning workplace bullying. For these reasons, the present study investigates the prevalence of workplace bullying at MNC HRSSC in Malaysia to find out how the Western countries that pioneered the studies reveal the severity of workplace bullying manages organizations in Asian countries that are still at the early stage comparatively of recognizing the phenomenon. The study will examine the prevalence, the experience level of role stressors, namely role ambiguity and role conflict, which are relatable to the MNC HRSSC setup, and their consequent representation as antecedents to workplace bullying. A cross-sectional study was adopted to conduct descriptive and inferential statistical analysis with n=460. The descriptive statistical analysis used IBM SPSS (v24.0) to determine the prevalence of workplace bullying by adopting a two-step cluster analysis and the strict operational definition criterion and the role stressors experiences level. At the same time, Structural Equation Modeling (SEM) was used to determine the correlation and influence between the predetermined organizational antecedents (role ambiguity and role conflict) and workplace bullying. Data were collected using a 14-items Role Questionnaire (RQ) and 22-item Negative Act Questionnaires-Revised (22-items NAQ-R). Findings show a high prevalence rate of workplace bullying (66.7%), a high level of role ambiguity (72.6%), and role conflict (70.2%), resulting in a positive & significant relationship with workplace bullying. Thus, these results autonomously conclude that workplace bullying is prevalent among MNC HRSSC with a high level of role ambiguity and role conflict experience, which are significant antecedents based on the General Strain Theory (Agnew, 1992) underpinning theory. Therefore, the study recommends that local HRD professionals and policymakers review employees’ job descriptions to determine one’s role and set KPI accordingly. Global Business Services representing the MNC and the local HRSSC management team must develop and implement robust anti-bullying policies and programs and sustain them in practice to curtail the negative consequences.

The article considers the directions of changes in modern youth’s value orientations as they are detected in the associative-verbal network, a research product of a mass psycholinguistic associative experiment, carried out in Siberia and the Far East, Russia from 2008 to 2013 and accessible in the form of an electronic associative resource known as SIBAS. In the context of the current ethnocultural identification this process tends to become a topical issue. The study emphasizes the importance of an integrated interdisciplinary approach involving data collection from various social sciences and humanities. One popular trend of today’s cultural linguistic and anthropological paradigm consists in researching modern linguistic processes through linguistic personalities of individual native speakers. So, the article considers some theoretical aspects related to formation of the ethno-cultural identity on the basis of ethnic self-consciousness, represented by a series of images, which include a certain set of elements of ethnicity that differ for each ethnic group. In this regard, the paper considers new tools and methods to retrieve and interpret ethnic socio-cultural meanings, present in the sources of associative images in the form of linguistic reactions characterizing a given ethnic linguistic consciousness. The advantages of the modern electronic associative resources are being substantiated. Continuous addition of psycholinguistic data require an improvement of the search tools and development of ethnosemantic tagging. This may be very helpful to satisfy researchers’ or ordinary user needs. To meet this end, the paper proposes some tentative solutions of tagging which is tailored to the specific tasks of professional cultural linguistic electronic corpora in general, and is apt, in particular, to cope with the challenges of the psycholinguistic material of associative databases such as SIBAS. These are illustrated on the example of two thematic groups (associative fields), "Characteristics of man" and "Types of self-identification". Our main task was to exemplify the semantic taxonomy and the techniques of evaluative tagging meeting the needs of associative databases. The principles of analyzing dynamic characteristics of socio-cultural data related to ethnic selfidentification in youths are considered, too. The author emphasizes advantages of the data from associative sources rather than that found in explanatory dictionaries in order to know with certainty the meaningful cultural connotation of a linguistic item. Comparing semantics of diachronic data from SIBAS and RAS contained in their associative fields "nuzhno" (≈ you have to, you are to…), the author discovered some relevant quantitative and qualitative shifts in value meanings which reflect highly likely new representations of young Russians about life in the context of self-identification. Keywords: language personality, language consciousness, ethno-cultural identification, ethnicity, identification changes, value orientations, evaluation, associative experiment, associative database, semantic evaluation tagging, taxonomic tagging, diachronic analysis.

One of the most common benign hyperproliferative diseases of the female reproductive organs are uterine leiomyoma, the frequency of which, according to various literature in women of reproductive age is between 20% and 40%, and is the main indication for surgery, including removal of the organ. Long-term effects of surgical interventions for uterine fibroids have been the subject of numerous debates. In modern literature is not much research on the assessment of the quality of life both in organ treatment of uterine fibroids, and after surgical recovery. Quality of life have undoubtedly significant prognostic value and can be used in selecting the optimal treatment of uterine fibroids, as well as the development of individual approach to postoperative rehabilitation of patients. The objective: was the study of quality of life and the search for possible ways to improve in women after surgical healing uterine fibroids. Materials and methods. A survey of 80 women of reproductive age (study group), which was conducted without hysterectomy applications. Clinical and laboratory examination conducted in the dynamics of the postoperative period and at 6, 12 months and 3 years after surgical recovery. Assessment of comparative analysis require further formation of two groups comparing 20 patients with myoectomy and 20 women with no uterus amputation supravaginal applications. The control group consisted of 20 healthy patients. Assessment of quality of life survey conducted by using common clinical trials and monitoring at the individual questionnaire MOS 36- Item Short-Form Health Survey- MOS SF-36. Statistical analysis of the survey results was carried out using the software package Microsoft Office Excel and Statistica 6.0 for Windows. Results. In women, the main indicators of psycho-emotional and vegetative manifestations were most pronounced immediately after surgery and remained stable in three years with no significant deviations in the comparison group. Among the most frequently observed fatigue (76.25%), sleep disorders (88.75%), irritability and mood changes (76.25%) and emotional lability, anxiety and depressive symptoms. Of The results of evaluation of quality of life should be noted that first disturbed functioning role of women because of poor physical and emotional state, as evidenced by the significant differences obtained on the scale of General Health (GH) (overall health). Three years after the rapid improvement in women’s core group established stable condition posthisterektomy pronounced effect on quality of life. Thus, in total 33.75% of the principal groups characterized as low quality of life, compared with 5.0% of patients in the control group and 10,0% of women with myoectomy. Conclusions. The highest level of dissatisfaction with life studied patients presenting in health – 28.75% (23) cases, slightly less professional – 22.5% (18), emotional – 17.5% (17) and as in the sexual sphere – 13.75% (11) cases. That associated complications related symptoms posthisterektomy syndrome, increases the level of stress and hysterectomy as the body creates prerequisites for psychosomatic disorders. This action provides additional risk factors for the development of psychosocial distress in this group of patients. Key words: uterine fibroids, hysterectomy, posthisterektomy syndrome, psychosomatic disorders, quality of life.

There are different apprehensions regarding the contemporary assessment system. Often, I listen to my colleagues saying that multiple-choice questions are seen as easier to score. Why can’t all assessments be multiple-choice tests? Some others would say, whether the tests given reflect what students will need to know as competent professionals? What evidence can be collected to make sure that test content is relevant? Others come up with concerns that there is a perception amongst students that some examiners are harsher than others and some tasks are easier than others. What can be done to evaluate whether this is the case? Sometimes, the students come up with queries that they are concerned about being observed when interacting with patients. They are not sure why this is needed. What rationale is there for using workplace-based assessment? Some of the students worry if the pass marks for the assessments are ‘correct’, and what is the evidence for the cut-off scores? All these questions are important, and I would deliberate upon them with evidence from the literature. Deliberating on the first query of using multiple-choice questions for everything, we know that assessment of a medical student is a complex process as there are multiple domains of learning such as cognition, skills, and behaviors (Norcini and McKinley, 2007)(Boulet and Raymond, 2018). Each of the domains further has multiple levels from simple to complex tasks (Norcini and McKinley, 2007). For example, the cognition is further divided into six levels, starting from recall (Cognition level 1 or C1) up to creativity (Cognition level 6 or C6) (Norcini and McKinley, 2007). Similarly, the skills and behaviors also have levels starting from observation up to performance and practice (Norcini and McKinley, 2007). Moreover, there are different competencies within each domain that further complicates our task as an assessor to appropriately assess a student (Boulet and Raymond, 2018). For instance, within the cognitive domain, it is not just making the learning objectives based on Bloom’s Taxonomy that would simplify our task because the literature suggests that individuals have different thinking mechanisms, such as fast and slow thinking to perform a task (Kahneman, 2011). We as educationalists do not know what sort of cognitive mechanism have we triggered through our exam items (Swanson and Case, 1998). Multiple Choice Questions is one of the assessment instruments to measure competencies related to the cognitive domain. This means that we cannot use multiple-choice questions to measure the skills and behaviors domains, so clearly multiple-choice questions cannot assess all domains of learning (Vleuten et al, 2010). Within the cognitive domain, there are multiple levels and different ways of thinking mechanisms (Kahneman, 2011). Each assessment instrument has its strength and limitations. Multiple-choice questions may be able to assess a few of the competencies, also with some added benefits in terms of marking but there always are limitations. The multiple-choice question is no different when it comes to the strengths and limitations profile of an assessment instrument (Swanson and Case, 1998). There are certain competencies that can be easily assessed using multiple-choice questions (Swanson and Case, 1998). For example, content that requires recall, application, and analysis can be assessed with the help of multiple-choice questions. However, creativity or synthesis which is cognition level six (C6) as per Blooms’ Taxonomy, cannot be assessed with closed-ended questions such as a multiple-choice question. This means that we need some additional assessment instruments to measure the higher levels of cognition within the cognitive domain. For example, asking students to explore an open-ended question as a research project can assess the higher levels of cognition because the students would be gathering information from different sources of literature, and then synthesizing it to answer the question. It is reported that marking and reading the essay questions would be time-consuming for the teachers (McLean and Gale, 2018). Hence, the teacher to student’s ratio in assessing the higher levels of cognition needs to be monitored so that teachers or assessors can give appropriate time to assess the higher levels of cognition of their students. Hence, we have to use other forms of assessment instruments along with multiple-choice questions to assess the cognitive domain. This will help to assess the different levels of cognition and will also incite the different thinking mechanisms. Regarding the concerns, whether the tests given reflect what students will need to know as competent professionals? What evidence can be collected to make sure that test content is relevant? It is one of an important issue for medical education and assessment directors whether the tests that they are taking are reflective of the students being competent practitioners? It is also quite challenging as some of the competencies such as professionalism or professional identity formation are difficult to be measured quantitatively with the traditional assessment instruments (Cruess, Cruess, & Steinert, 2016). Moreover, there is also a question if all the competencies that are required for a medical graduate can be assessed with the assessment instruments presently available? Hence, we as educationalists have to provide evidence for the assessment of required competencies and relevant content. One of the ways that we can opt is to carefully align the required content with their relevant assessment instruments. This can be done with the help of assessment blueprints, or also known as the table of specifications in some of the literature (Norcini and McKinley, 2013). An assessment blueprint enables us to demonstrate our planned curriculum, that is, what are our planned objectives, and how are we going to teach and assess them (Boulet and Raymond, 2018). We can also use the validity construct in addition to the assessment blueprints to provide evidence for testing the relevant content. Validity means that the test is able to measure what it is supposed to measure (Boulet and Raymond, 2018). There are different types of validity but one of the validity that is required in this situation to establish the appropriateness of the content is the Content Validity. Content validity is established by a number of subject experts who comment on the appropriateness and relevance of the content (Lawshe, 1975). The third method by which the relevance of content can be established is through standard-setting. A standard is a single cut-off score to qualitatively declare a student competent or incompetent based on the judgment of subject experts (Norcini and McKinley, 2013). There are different ways of standard-setting for example Angoff, Ebel, Borderline method, etc. (Norcini and McKinley, 2013). Although the main purpose is the establishment and decides the cut-off score during the process, the experts also debate on the appropriateness and relevance of the content. This means that the standard-setting methods also have validity procedures that are in-built in their process of establishing the cut-off score. These are some of the methods by which we can provide evidence of the relevance of the content that is required to produce a competent practitioner. The next issue is the perception amongst students that some examiners are harsher than others and some tasks are easier than others. Both these observations have quite a lot of truth in them and can be evaluated following the contemporary medical education evaluation techniques. The first issue reported is that some examiners are harsher than others. In terms of assessment, it has been reported in the literature as ‘hawk dove effect’ (McManus et al, 2006, Murphy et al, 2009). There are different reasons identified in the literature for some of the examiners to be more stringent than others such as age, ethnic background, behavioral reasons, educational background, and experience in a number of years (McManus et al, 2006). Specifically, those examiners who are from ethnic minorities and have more experience show more stringency (McManus et al, 2006). Interestingly, it has been reported elsewhere how the glucose levels affect the decision making of the pass-fail judgments (Kahneman, 2011). There are psychometric methods reported in the literature, such as Rasch modeling that can help determine the ‘hawk dove effect’ of different examiners, and whether it is too extreme or within a zone of normal deviation (McManus et al, 2006, Murphy, et al, 2009). Moreover, the literature also suggests ways to minimize the hawk-dove effect by identifying and paring such examiners so the strictness of one can be compensated by the leniency of the other examiner (McManus et al, 2006). The other issue in this situation is that the students find some tasks easier than others. This is dependent on the complexity of tasks and also on the competence level of students. For example, a medical student may achieve independent measuring of blood pressure in his/her first year but even a consultant surgeon may not be able to perform complex surgery such as a Whipple procedure. This means that while developing tasks we as educationalists have to consider both the competence level of our students and the complexity of the tasks. One way to theoretically understand it is by taking help from the cognitive load theory (Merrienboer 2013). The cognitive load theory suggests that there are three types of cognitive loads; namely, the Intrinsic, Extraneous, and Germane loads (Merrienboer 2013). The intrinsic load is associated with the complexity of the task. The extraneous load is added to the working memory of students due to a teacher who does not plan his/her teaching session as per students' needs (Merrienboer 2013). The third load is the germane or the good load that helps the student to understand the task and is added by using teaching methods that helps students understand the task (Merrienboer 2013). The teachers can use different instructional designs such as the 4CID model to plan their teaching session of the complex tasks (Merrienboer 2013). One of the ways to understand the difficulty of the task can be to pilot test the task with few students or junior colleagues. Another way to determine the complexity of the task can be through standard-setting methods where a cut-off score is established after the experts discuss each task and determine its cut-off score based on their judgments (Norcini and McKinley, 2013). However, it is important that the experts who have been called for setting standards have relevant experience so as to make credible judgments (Norcini and McKinley, 2013). A third way to evaluate the complexity of tasks is by applying the post-exam item analysis techniques. The difficulty of the task is evaluated after the performance of students in the exam. Each item’s difficulty in the exam can be measured. The items can be placed from extremely easy (100% students correctly answered the item) to extremely difficult (100% students failed on that specific item). The item analysis enables the teachers to determine which tasks were easier in exams as compared to more difficult tasks. Another concern that comes from students is about their observation when interacting with patients. Health professions training programs require the interaction of students with patients. The student-patient interaction is not very often in initial years of student’s training due to the issues of patient safety, and due to the heavy workload on clinical faculty. However, with the passage of time in the training program, these student patient interactions increase. There is also a strong theoretical basis for better learning when the students are put in a context or a given situation (Wenger, 1998). For example, infection control can be taught through a lecture however the learning can be more effective if the students practically learn it in an operation theatre. Moreover, the undergraduate students or foundation year house job doctors are yet not competent enough to practice independently and require supervision for the obvious reasons of patient safety. Although, some of the students may not like being observed it is one of the requirements for their training. The examiners observing them can give them constructive feedback to further improve their performance (Etheridge and Boursicot, 2013). Feedback is one of the essential components of workplace-based assessments, and it is suggested in the literature that the time for feedback to the student should be almost equal to one-third of the procedure or task time (Etheridge and Boursicot, 2013), that is, for a fifteen minutes tasks, there should be at least five minutes for the feedback hence having a total of twenty minutes time on the whole. Further, it is important for the examiners and senior colleagues to establish trust in the competence of their students or trainees. The ‘trust’ is one of the behavioral constructs that also starts initially with an observation (Etheridge and Boursicot, 2013). Hence, observation of students or house officers by senior colleagues or teachers during clinical encounters is important to establish trust in student’s competence levels. Additionally, in the workplace, there are different skills that are required by the students to demonstrate, and each skill is quite different to others. There are different workplace-based assessment instruments and each of them assesses only certain aspects of student’s performance during clinical practice. For instance, the Mini Clinical Evaluation Exercise (Mini-CEX) can primarily assess the history taking and physical examination skills of students (Etheridge and Boursicot, 2013). Similarly, the Directly Observed Procedural Skills (DOPS) is required to assess the technical and procedural skills of students (Etheridge and Boursicot, 2013). More so, the Case-based Discussion (CBD) is required to assess clinical reasoning skills, decision-making skills, ethics, and professionalism (Etheridge and Boursicot, 2013). Further, multi-source feedback (MSF) or 360-degree assessment collects feedback about a student on their performance from multiple sources such as patients, senior and junior colleagues, nursing staff, and administrative staff (Etheridge and Boursicot, 2013). All these workplace-based assessments require observation of students so they can be given appropriate feedback on their technical and nontechnical skills (Etheridge and Boursicot, 2013). Hence, clinical encounters at the workplace are quite complex and require training of students from different aspects to fully train them that cannot be accomplished without observation. Some students also worry whether the pass marks for the assessments are ‘correct’, and what is the evidence for the cut-off score in their exams? A standard is a single cut-off score that determines the competence of a student in a particular exam (Norcini and McKinley, 2013). The cut-off score is decided by experts who make a qualitative judgment (Norcini and McKinley, 2013). The purpose is not to establish an absolute truth but to demonstrate the creditability of pass-fail decisions in an exam (Norcini and McKinley, 2013). There are certain variables related to standard setters that may affect the creditability of the standard-setting process; such as age, gender, ethnicity, their understanding of the learners, their educational qualification, and their place of work. Moreover, the definition of competence varies with time, place and person (Norcini and McKinley, 2013). Hence, it is important that the standard setters must know the learners and the competence level expected from them and the standard setters must be called from different places. This is one of the first requirements to have the profile of the standard setters to establish their credibility. Moreover, the selection of the method of standard setting is important, and how familiar are the standard setters with the method of standard-setting. There are many standard-setting methods for different assessment instruments and types of exams (Norcini and McKinley, 2013). It is essential to use the appropriate standard-setting method, and also to train the standard setters on that method of standard setting so they know the procedure. The training can be done by providing them certain data to solve it following the steps of the standard-setting procedure. The record of these exercises is important and can be required at later stages to show the experience of the standard setters. Further, every standard-setter writes a cut-off score for each item (Norcini and McKinley, 2013). The mean score of all the standard setters is calculated to determine the cut-off score for each item (Norcini and McKinley, 2013). The total cut-off score is calculated by adding the pass marks of each individual item (Norcini and McKinley, 2013). The cut-off scores for items would also help in differentiating the hawks from doves, that is, those examiners who are quite strict from those who are lenient (McManus et al, 2006). Hence, it is important to keep the record of these cut-off scores of each item for future records and to have a balanced standard-setting team for future exams (Norcini and McKinley, 2013). Additionally, the meeting minutes is an important document to keep the record for the decisions made during the meeting. Lastly, the exam results and post-exam item analysis is an important document to see the performance of students on each item and to make comparisons with the standard-setting meeting (Norcini and McKinley, 2013). It would be important to document the items that behaved as predicted by the standard setters and those items that would show unexpected responses; for example, the majority of the borderline students either secured quite high marks than the cut-off score or vice versa (Norcini and McKinley, 2013). All the documents mentioned above would ensure the creditability of the standard-setting process and would also improve the quality of exam items. There are many other aspects that could not be discussed in this debate on the contemporary assessment system in medical education. Another area that needs deliberations is the futuristic assessment system and how it would address the limitations of the current system? Disclaimer: This work is derived from one of the assignments of the author submitted for his certificate from Keele University. -------------------------------------------------------------------------- References Boulet, J. and Raymond, M. 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The determining characteristic for understanding the student's educational activity is independence. Understanding the problem of autonomy of students in the educational process is the basis of a responsible attitude to the professional training of future specialists. Reforming higher education causes an increase in interest in finding ofthe effective pedagogical conditions for the formation of students' autonomy which is capable of mastering the content of educational material qualitatively, intentionally planning self-development of intellectual, moral and physical abilities. The introduction of a credit-module training system makes the student's individual work more organized, since each practical lesson is conducted as a micro-module and each student is under the systematic control of the teacher. The results of current and modular control give fora teacher the opportunity to receive prompt educational and didactic measures that will improve the quality of students'at the department of therapeutic dentistry training aimed for further independent work and develop autonomy in obtaining new knowledge. According to A. Furman, the development of skills of independent work in the conditions of a credit-module system promotes the use in the educational process of problem-modular lectures of three types: scientific information, scientific-designed and ideological-reflexive.Problem-modular lectures are known as an organized communication between a lecturer and an audience, in which there is a coordinated decision to a scientific problem, realization of business, informational and psychological exchange of knowledge, skills and values between students and the teacher.In the scientistsopinion all this is a kind of motivation of educational activityand the basis of interaction development. Other forms of organization of the educational process can be significant for the development of students' organization of educational process: seminars, scientific conferences, disputes, etc. Participation of students is a real opportunity not only to acquire new knowledge and skills, expand experience, but also to determine the level of competence on certain issues, express their own vision and simply to establish themselves in their own self-sufficiency. We determined the independence of students based on the communicative principle proposed by A. Schukin. Communicativeness is manifested by communicatively-motivated behavior of the teacher and student in the course of educational activity, as well as in the objectivity of the communication process which is expressed in the careful selection of linguistic intentions and thus communication situations that reflect the practical interests and needs of students. Communicativeness is necessary item for a successful and active work with pedagogical information. Such information is aimed at educating and students. Therefore, the teacher's ability to express their opinion is correct, clear and understandable way and this is a guarantee of success in their work. Thus, it is possible to make moreinteresting even the most difficult topic of the class. The process of the study isto create a sincere atmosphere of communication in the audience, establish contact with students, achieve mutual understanding and form a sense of confidence in the student. Verbal assessment of the academic activity of students by the teacher plays a great significance which is one of the most operational forms of evaluation.It is necessary to use various, systematic assessments that should be based on the ideas ofeducative humanization and should also be a point that involves people's attitudes toward each other. Such assessments should include an analysis of learning activities rather than criticism of the student's personality. The above-mentioned conditions for the development of independence in the conditions of a credit-module system together with pedagogical means, forms and methods of teaching provide a developing personality function during educational activities.