The standards for professional education found in the t.ssemials and CUidelinesfor an Accrediled Educational Program for Ihe Occupational Therapisl (American Occupational Therapy Association [AOTA]. 1991) constitute an outline of the substantive learning thaI pracritioners consider important (the essentials) as well as suggested methods for fostering that learning (the gUidelines). One of the e...

To succeed within the increasingly global context of their work environment, today’s IT professional needs to be equipped with both cutting-edge technical skills and a strong repertoire of “soft” skills. An important and often unrecognized soft skill is an appreciation of how various IT issues impact upon different peoples and what constitutes an acceptable professional practice in different so...

This study utilized the activity competency model to investigate the perceived importance of critical professional activities and skills/knowledge required by three levels of information system (IS) managers. Our findings indicated that the perceived importance of critical IS professional activities were significantly different among the management levels, but not significantly different for va...

In India, structured continuous professional development modules are not available to update the knowledge and skills of the practicing community pharmacists. A prospective study was designed to develop, validate and implement continuous professional development modules and to assess the impact of training programme on knowledge and skills of community pharmacists. Modules were developed by ref...

BACKGROUND Healthcare professionals' person-centered communication skills are pivotal for successful group-based diabetes education. However, healthcare professionals are often insufficiently equipped to facilitate person-centeredness and many have never received post-graduate training. Currently, assessing professionals' skills in conducting group-based, person-centered diabetes education prim...

Proficiency in professional skills related to teamwork, ethical responsibility, oral communication, impact of engineering solutions, life-long learning, and contemporary issues is critical for success in the multidisciplinary, intercultural team interactions that characterize 21 st century engineering careers. Yet, programs across the nation have struggled to define, teach, and measure professi...

As a secondary analysis of the SITES 2006 data, the present paper focused on the exploration of the factors associated with the impact of ICT-use on students’ 21st-century skills as perceived by teachers, in which students’ 21st-century skills included information-handling skills, problem-solving skills, self-directed learning skills, collaborative skills, communication skills, ICT skills, and ...