Editorial 2 Pediatrics in Review

1979 ◽  
Vol 1 (1) ◽  
pp. 4-4
Author(s):  
Edwin L. Kendig
Keyword(s):  
Continuing Education ◽  
Interpersonal Communication ◽  
Communication Skills ◽  
Clinical Judgment ◽  
Professional Competence ◽  
Self Assessment ◽  
Professional Advancement ◽  
Work Habits ◽  
American Academy Of Pediatrics ◽  
Assessment Procedures

With this first issue of PEDIATRICS IN REVIEW the American Academy of Pediatrics' sponsored pediatric review and education program (PREP) has been launched. The program is multifaceted and will be coordinated with the American Board of Pediatrics program for recertification in pediatrics. Medical education (continuing education) has always been the Academy's highest priority and PREP is the most recent and most comprehensive of all Academy education programs. Maintaining professional competence is a responsibility of every pediatrician and PREP is a coordinated program of continuing education designed to help pediatricians maintain and assess their own competency. The objectives for PREP (and for the American Board of Pediatrics recertification program) are: (1) To help pediatricians acquire new abilities in the management of acute and chronic illness in infants, children and adolescents; these abilities include attitudes (work habits), knowledge and clinical judgment, interpersonal (communication) skills, and technical skills; (2) To help pediatricians, through a program of self-assessment procedures, set their own priorities for professional advancement and to determine when their goals have been met.

News and Announcements

PEDIATRICS ◽  
1975 ◽  
Vol 56 (4) ◽  
pp. 623-624
Keyword(s):  
American Academy ◽  
Continuing Education ◽  
Normative Data ◽  
Patient Management ◽  
Multiple Choice ◽  
Multiple Choice Questions ◽  
Self Assessment ◽  
American Academy Of Pediatrics ◽  
The Cost ◽  
Personal Assessment

PERSONAL ASSESSMENT FOR CONTINUING EDUCATION (PACE): Presented by the American Academy of Pediatrics, PACE is a series of six three-hour written selfscored, self-assessment examinations designed to keep physicians abreast of advances in the field of pediatrics. Each PACE packet contains multiple-choice questions and patient management problems along with answer keys, normative data, and bibliographic references. PACE packets will be mailed at three-month intervals over the next 18 months. The cost for the entire six-part series is $50 for nonmembers.

SELF-ASSESSMENT OF COMMUNICATION SKILLS OF HEALTHCARE PROFESSIONALS: A QUANTITATIVE STUDY

2019 ◽  
Vol 4 ◽  
pp. 277
Author(s):  
Aelita Skarbalienė ◽  
Egidijus Skarbalius ◽  
Lina Gedrimė ◽  
Lolita Rapolienė
Keyword(s):  
Interpersonal Communication ◽  
Communication Skills ◽  
Quantitative Study ◽  
Healthcare Professionals ◽  
The Other ◽  
Self Assessment ◽  
Emotional Interaction ◽  
Healthcare Practice ◽  
The Subject ◽  
Interaction Skills

Communication and social skills are becoming increasingly valuable in the 21st century. Despite increasing awareness of the importance of communication skills in modern healthcare practice, there is a lack of research that addresses this issue. The aim of this research is to assess the communication skills of healthcare professionals working in Lithuanian healthcare institutions. Respondents (n=1154) were asked to assess their own communication skills using the Interpersonal Communication Skills Inventory. The research revealed that sending clear message skills were the strongest and giving/getting feedback skills were the lowest for most of the respondents, including physicians, head nurses, nurse, nurse assistants, and other personnel. The strongest aspects were that respondents can talk to other people and others seemed to be interested and attentive when healthcare specialists were talking because in conversation they were trying to talk about things of interest to both them and the other persons. The respondents could recognize as well how others were reacting to what they were saying. However, they did not always care how other person feels about the point they try to make. Emotional interaction skills were the lowest for most of the respondents in this study. They saw a tendency to change the subject when other person’s feelings enter into the discussion and it was difficult for them to think when they were angry with someone. It was summarized that talking, listening, and emotional interaction skills of the respondents are the areas that need more consistent attention, and giving / getting feedback is the skill that needs much improvement. 

scholarly journals Professional competences of mediators with varying degree of success in conduct of conciliation procedures

2020 ◽  
pp. 53-77
Author(s):  
Yana Aleksandrovna Korneeva ◽  
Lyudmila Ivanovna Shakhova ◽  
Anna Konstantinovna Sorvanova
Keyword(s):  
Communication Skills ◽  
Professional Competence ◽  
Factor Model ◽  
Five Factor Model ◽  
Statistical Processing ◽  
Self Control ◽  
Successful Outcome ◽  
Self Assessment ◽  
Study Planning ◽  
Management Case Study

Mediation has become an increasingly popular reconciliation procedure that allows increasing the psychological security of parties to the conflict in educational and social environment, as well as legal practice. The profession of mediator is highly demanded; however, the questions of professional competence of the specialists and requirements to their personality did not receive due coverage in the scientific literature. The goal of this research consist in development of the model of professional competence and assessment of the level of professional competences of mediators with varying degree of success in conduct of reconciliation procedures. A list of professional competences and their indicators mediators, considering the professional standard – “Specialist in the Field of Mediation (mediator)”. The research involved 42 mediators from Arkhangelsk Region. The following methods were applied: questionnaire (the author developed an original questionnaire for self-assessment of professional competences of the mediator), and psychological testing based on the Five-Factor Model of Personality of Costa and McCrae's in adaptation of M. V. Bodunov and S. D. Biryukov. Statistical processing was carried out via the method of descriptive statistics, correlation and step-type multivariate regression analyses (Pearson's chi-squared test) using the software SPSS 23.00 (license agreement No.Z125-3301-14). The following conclusion was made: the model of professional competences of mediator includes communication skills, conflict management, case study, planning, and self-control. The author developed and tested the questionnaire for self-assessment of professional competences of mediators that can be implemented via 360-degree feedback method. It is established that the successful outcome of reconciliation procedure is affected by such professional competences as self-control and communication skills. Out of the list of professionally important qualities of mediator, the author highlights activity, concreteness, openness, self-restraint, self-discipline, responsibility and sociability as directly related to the success of reconciliation procedures.

scholarly journals Perceptions of student paramedic interpersonal communication competence: A cross-sectional study

2014 ◽  
Vol 11 (4) ◽  
Author(s):  
Linda Ross ◽  
Malcolm Boyle ◽  
Brett Williams ◽  
Christopher Fielder ◽  
Rebecca Veenstra
Keyword(s):  
Interpersonal Communication ◽  
Communication Skills ◽  
Communication Competence ◽  
Cross Sectional Study ◽  
Positive Influence ◽  
Self Report ◽  
Listening Skills ◽  
Self Assessment ◽  
Cross Sectional ◽  
Curriculum Renewal

AbstractIntroductionInterpersonal communication skills are essential to the healthcare practitioner aiding in high quality, effective and safe clinical practice. Effective communication exerts a positive influence on the patient’s physical and emotional status resulting in better patient outcomes and satisfaction. By identifying strengths and weaknesses, self-assessment of interpersonal communication skills can be used as an intervention tool to inform future curriculum renewal. The objective of this study was to identify paramedic students’ perceptions of their interpersonal communication competence.MethodsSecond year paramedic students from Monash University (Victoria) were invited to participate in a survey that asked them to record perceptions of their interpersonal communication skills using the Interpersonal Communication Competence Scale (ICCS). The ICCS is a 30-item unipolar questionnaire using a Likert scale ranging from 1 (almost never) to 5 (almost always). Mean and standard deviations (SD) were used to report results.ResultsFifty-six second year paramedic students participated in the study. Participants were predominantly aged less than 25 years (85.7%) and male n=36 (64.3%). Students reported ‘often’ or ‘almost always’ for the items: ‘I put myself in others’ shoes’, n=46 (82%), mean=3.98 (SD 0.59); and, ‘I let others know that I understand what they say’, n=45 (80%), mean=3.96 (SD 0.66). Students reported ‘sometimes’, ‘often’ or ‘almost always’, for the items: ‘I have trouble convincing others to do what I want them to do’, n=55 (98%), mean=3.5 (SD 0.63); and, ‘My mind wanders during conversations’, n=41 (73%), mean=3.05 (SD 0.88).ConclusionPreliminary results suggest that student paramedics self-report their interpersonal communication skills highly apart from areas related to assertiveness and listening skills. These results could be indicative of student age, personality or experience level and warrant further research with larger sample sizes.

scholarly journals CERTIFIED PROFESSIONALS IN HORTICULTURE

HortScience ◽  
1992 ◽  
Vol 27 (6) ◽  
pp. 648c-648
Author(s):  
Tamara Angle ◽  
Jamie M. Arnold ◽  
J. Benton Storey
Keyword(s):  
Plant Physiology ◽  
Continuing Education ◽  
Communication Skills ◽  
Professional Competence ◽  
Well Being ◽  
Soil Science ◽  
Horticultural Crop ◽  
Core Courses ◽  
Eligibility Requirements ◽  
Core Requirements

Evidence of professional competence is needed for those whose activities affect the well-being of the general public. Graduates of BS and MS programs in horticulture are not distinguishable from self styled individuals who assume the title of “Horticulturist” without earning it. Certification of horticultural graduates is the first step in gaining a recognition for the Horticultural Profession. ASHS has established a Certified Professional Horticultural Sub-Board of the American Registry of Certified Professionals in Agronomy, Crops and Soils (ARCPACS). Professional core requirements include courses horticultural crop management, pest management, soil science, plant physiology, botany, chemistry, and genetics. Supporting core courses include math, communication skills, and horticultural specialization courses. Applications from individual horticultural graduates will soon be accepted. Details of the curriculum, continuing education, ethics, and other eligibility requirements will be detailed.

scholarly journals Validation of the self-assessment of communication skills and professionalism for nurses

2017 ◽  
Vol 70 (3) ◽  
pp. 588-594 ◽  
Author(s):  
Thaís Josgrilberg Pereira ◽  
Ana Claudia Puggina
Keyword(s):  
Marital Status ◽  
Interpersonal Communication ◽  
Communication Skills ◽  
Interpersonal Skills ◽  
Personal Characteristics ◽  
The Self ◽  
Self Assessment ◽  
Study Results ◽  
And Performance ◽  
Brazilian Culture

ABSTRACT Objectives: to translate, adapt cross-culturally and validate into Brazilian Portuguese the following instrument: "Self-assessment of communication skills and professionalism in residents" for the nursing professional, and to determine if personal characteristics and performance of the nurse interfere in the self-assessment about professionalism and interpersonal communication. Method: quantitative study. Results: the sample consisted of 110 nurses with mean age of 32 years old (± 7.3), most of them were women (n = 80; 72.7%). The internal consistency of the scale "Autoavaliação sobre profissionalismo e comunicação interpessoal entre enfermeiro e paciente" presented moderate and satisfactory reliability (α=0,712). Factorial analysis identified four factors: Interpersonal Skills, Exchange of Information, Honesty in the Relationship and Professionalism. Conclusion: the instrument is valid and reliable in Portuguese and for Brazilian culture. Interpersonal Skills changed with gender and marital status. Ability to exchange information was influenced by gender and working sector. Self-assessment of professionalism changed with marital status.

The Pediatrics Review and Education Program (PREP)

1990 ◽  
Vol 11 (7) ◽  
pp. 195-196
Keyword(s):  
American Academy ◽  
Continuing Education ◽  
Education Program ◽  
Advisory Group ◽  
Self Assessment ◽  
New Era ◽  
Roles And Responsibilities ◽  
Self Evaluation ◽  
American Academy Of Pediatrics ◽  
Pediatric Education

PREP Advisory Group In 1979, the American Academy of Pediatrics entered a new era in continuing pediatric education with the introduction of the Pediatrics Review and Education Program (PREP), a coordinated program of continuing education and self-evaluation designed for the practicing pediatrician. Since then, enrollment in PREP has tripled and members have come to rely on Pediatrics in Review and the PREP Self-Assessment examination as valuable and convenient tools for their continuing education. The PREP Advisory Group, established in 1984, is responsible for providing oversight and direction for the PREP program. The major roles and responsibilities of the PREP Advisory Group are: (1) to meet twice annually and report to the Advisory Committee to the Board on Education (ACBOE) on the Academy's PREP Program;

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