Повышение уровня профессиональной подготовки студентов вуза культуры в условиях работы творческой лаборатории

İnsanlar var oldukları zamandan bu yana kadar hep iletişim halinde olmuşlardır. İletişim, birçok meslek grubu içinde çok önemlidir ve bu mesleklerden biri de kütüphaneciliktir. Kütüphanecilik mesleğine hazırlanan Bilgi ve Belge Yönetimi (BBY) bölümü öğrencilerinin etkin bir iletişim becerisine sahip olması beklenmektedir. Sahip olunacak bu iletişim becerileri, kütüphane kullanıcılarına yardımcı olmaları ve yapacakları işleri başarıyla tamamlamaları noktasında oldukça önemlidir. Zira etkin bir iletişim becerisine sahip bir kütüphaneci, kullanıcının gereksinimlerini tam olarak karşılamada etkin rol oynamaktadır. Çalışmanın amacı, üniversite öğrencilerinin iletişim becerilerini değerlendirmektir. Bu kapsamda Atatürk Üniversitesi BBY bölümünde öğrenim gören lisans öğrencilerinin tamamı değerlendirmeye alınmıştır. Üniversite öğrencilerinin iletişim becerilerini belirleyebilmek için anket yönteminden yararlanılmıştır. Öğrencilere, 34 madde ve 5 alt boyuttan (egoyu geliştirici dil, etkin dinleme, kendini tanıma-kendini açma, empati ve ben dilini kullanma) oluşan "İletişim Becerileri Ölçeği" uygulanmıştır. Verilerin analizinde t-testi ve ANOVA testi yapılmıştır. Elde edilen sonuçlara göre öğrencilerin iletişim becerilerinin kadınlarda erkeklere nazaran daha yüksek olduğu belirlenmiştir. Yaş ve sınıf düzeyi bakımından öğrencilerin iletişim becerilerinde anlamlı farklılık meydana gelmemiştir.

This paper describes what communication is, communication types in a university. Concept of good communication skills was discussed. The emphasis was on educator-student communication and their communication skills. To evaluate communication skills of educators and students of our university 684 Bachelor’s and Master’s Degree students and 196 academicians were surveyed. Questionnaire consisted of two parts. The first one was aimed at evaluating educator or student own communication skills, while second was devoted to evaluation of the second participant of communication. Students estimated communication skills of the educators lower than educators themselves did. Communication skills of the students were estimated by themselves and educators similarly predominantly as average. Suggestion on improvement of communication skills of educators and students were given.KeywordsCommunication skillsStudentEducator

Transforming communication skills in music education: A cross-cultural study of virtual reality training in the 21st century.

This research aims to describe the application of the Learning Management System (LMS), Google Meet, and PhET interactive simulations as an effort to develop student creativity and communication skills in Waves and Optics lectures. This research, which uses a one shot case study design, was carried out in the 2023 academic year (odd semester) at the Physics Education Study Program, FKIP, University of Mataram. The research subjects included all University of Jambi students who took Waves and Optics courses with code 133414. These students took part in the Independent Campus program, namely the Independent Student Exchange (ISE), with a total of 20 people. The instrument for creativity uses a product assessment sheet uploaded to the LMS, namely SPADA Unram, while the instrument for communication skills uses an observation sheet during product presentations via Google Meet. The product in question is a paper that discusses a particular topic accompanied by data from PhET interactive simulations. The assessment score for each indicator for both creativity and communication skills uses a scale of 4. The scores for creativity and communication skills are expressed in percentage form. The research results show that the average score for student creativity is 83.0 (B+ criteria), while student communication skills are 86.8 (A criteria). The lowest score in the creativity aspect is 75 (B criteria) with the highest score being 90 (A criteria). The lowest score in the communication skills aspect is 80 (B+ criteria) with the highest score being 90 (A criteria). Thus, implementing LMS, Google Meet, and PhET interactive simulations can be an alternative in developing creativity and communication skills. Optimizing learning media needs to be done to produce better creativity and communication skills

In this study, communication and problem solving skills of students of music teaching department and the relationship between this skill and sub-domains are examined. In the study, descriptive research model was used; study group was composed of 130 students who study at Marmara University Ataturk Education Faculty Academy of Fine Arts Department of Music Teaching. In the study, Communication Skills Inventory developed by Ersanli and Balci was used in order to determine the level of communication; Problem Solving Inventory which is adapted to Turkish by Sahin, Sahin and Heppner was used in order to determine problem solving skills. Results of study indicate that students have high level of communication skills but low level of problem solving skills. Moreover, there is a highly positive significant relationship between communication skill of students and its sub-domains.

This study examined the overview of how individuals in their respective teams operated and contributed to their organization.This study also identified the salient characteristics of how the respondents made progress as leaders in their respective faculties or departments towards identifying directions for innovative future practice through levels of professional training and length of service in an organization.The significant finding of this study is that it identified the salient criteria of progress making among the Malaysian university staff.Therefore, in general, this study could strengthen the role and responsibilities of Malaysian university staff as leaders.In particular, it will enhance the awareness among university staff pertinent to the leadership role towards their contribution to innovative initiatives.Moreover, the results of this study will be useful to examine the strengths and weaknesses of the university staff when contributing to innovative initiatives.This study employed the survey method purported to explore university staffs' views pertinent to the criteria of making progress as leaders.The instrument used for this study was adopted and adapted from the questionnaire of 'Are We Making Progress as Leaders?' by the Baldrige Criteria for Performance Excellence.Stratified-random sampling was employed to determine the samples representing the population of lecturers in the study, involving 123 lecturers in one of the local universities in Malaysia.The main method employed to analyze the data is descriptive and inferential statistics.This study found that the respondents have the propensity in emphasizing customer focus criteria, followed by leadership.Thus, this indicates that customer focus criteria and leadership are the two areas which were perceived by the respondents to be of the greatest importance in making progress as leaders.Conversely, operational force criteria have the lowest mean.The findings of the study proved that significant difference at the p<.05 level occurred for four criteria namely Strategic Planning, Customer Focus, Result and Innovative category in terms of length of service.Likewise, in terms of levels of professional training, there was also a significant difference at the p<.05 level for Leadership, Customer Focus, Work Focus and Operational Force Criteria.Relatively, the actual difference in mean scores for levels of professional training was higher than mean scores for the length of service.In terms of relationship between the professional training level and the length of service among the university staff towards innovation, findings showed that there was only a significant relationship between the professional training level and the length of service of 4 -6 years among the university staff (Likelihood Ratio= 28.500, df=12, p< 0.5).The rest of the groups based on the length of service showed that there was no significant relationship with the professional training level towards innovation.Moreover, results of the study on directional measures depicted that the relationship for the length of service of 4-6 years with professional training level among the university staff is quite weak with eta=0.07.Leadership criteria were perceived as vital criteria in making progress as leaders.This stems from the fact that good organisation management lies on the shoulders of the key leaders who illuminate the path to be followed by the group members.

Design and Validation of Patient-Centered Communication Tools (PaCT) to Measure Students’ Communication Skills

The purpose of learning science in the KTSP is to develop process skills to investigate the environment, solve problems and make decisions. Students' ability in science process skills will affect students' abilities in learning. Research has been carried out on improving science process skills in learning through the application of group investigations of class VI students at MIN Rukoh Banda Aceh City. This research raises the issue of How to increase the ability of science process skills through the application of group investigations in class IVMIN Rukoh Banda Aceh. This study aims to improve process skills with group investigations including questioning skills, planning skills, observing skills, and students' communication skills in students' science learning. The subjects in this study were students of class VI MIN Rukoh Banda Aceh, totaling 34 students. This research is a classroom action research (CAR). The results of the study were obtained through worksheets and observations. The results showed that the percentage of classical completeness in the first cycle was 29.41%, and the second cycle was 38.23%. The difference in the percentage of completeness between cycle I and cycle II was 44.12%. Thus, the application of group investigations can improve science process skills in grade VI students at MIN Rukoh Banda Aceh City.

Classroom Environment Between Stimulation and Discouragement. Teacher's Contribution to Creating a New Socio-affective Environment Favoring the Teacher-Student Communication

Objectives: Communication and problem-solving skills are very important for health professionals as they are frequently used skills in professional practice. This study was planned to evaluate the relationship between the problem-solving and communication skills of final-year students studying in the field of health sciences. Materials and Methods: A total of 171 health sciences students (135 females, 36 males) with a mean age of 22.64 ± 1.60 years were included in the study. The communication skills of these individuals were evaluated with the Communication Skills Inventory, and their problem-solving skills were evaluated with the Problem Solving Inventory. The relationship between the two inventories was evaluated by Pearson correlation analysis. Results: A statistically significant relationship was found between the Problem Solving Inventory and Communication Skills Inventory cognitive subscale (r=-0.39, p&amp;lt;0.01), behavioral subscale (r=-0.32, p&amp;lt;0.01) scores and total score (r= -0.33, p&amp;lt;0.01). Conclusion: In light of these findings, it is thought that the problem-solving and communication skills that will be needed in the transition to professional life are associated with each other and should be considered together in the education of health sciences students. In future studies, we suggest that studies examine the factors that may affect the problem-solving and communication skills of health science students and their relationship with the curriculum.

Undergraduate STEM (science, technology, engineering, and math) students are graduating with insufficient communication skills, thereby diminishing their employability and upward socio-economic mobility. The purpose of this action research study was to explore ways of improving the alignment between academic outcomes and employer needs related to communication skills for undergraduate STEM students at a large, private university in the northeastern United States. Participants for Cycle 1 of this study included academic advisors and career services/cooperative education (CS/CE) staff members experienced in assisting undergraduate computer science and information technology (CSIT) students at the research site. Based on Cycle 1 findings and a review of the extant literature, an action step was designed, implemented, and evaluated in Cycle 2 to explore potential changes to a required first-year experience (RFE). A Recommendations Working Group (RWG) comprising students, alumni, staff, and faculty convened to achieve these outcomes. Evaluation of the study's results was based on RWG members' feedback on the efficacy of the group's constitution, facilitation, and process as well as College101 administration assessments of the RWG's co-created recommendations. The study concluded that peer modeling and interaction are valuable for strengthening undergraduate student communication skills, high-quality facilitation and instruction are critical for effective cultivation of undergraduate communication skills, and holistic institutional commitment to developing undergraduate student communication skills may improve outcomes. Implications for higher education institutions include that undergraduate STEM student communication skills development can be supported by leveraging peer modeling and interaction; attending to the qualifications, training, and support of associated facilitators and instructors; and ensuring that existing programming and units charged with cultivating these skills are aligned and sufficiently supported.--Author's abstract

Differences in expectations of passing standards in communication skills for pre-clinical and clinical medical students

Although communication skills are important for a good physician-patient relationship, Indian medical curricula give very little emphasis on training medical students in this aspect. To determine the change in communication skills of final-year medical students following focused training. This was an educational interventional study done at Pondicherry Institute of Medical Sciences, a tertiary care teaching hospital in South India, to assess communication skills among final-year MBBS students. Fifty-two students (24 males and 28 females) participated in the study. A pre-test was conducted in the form of an objectively structured clinical examination (OSCE), followed by focused training for four hours. The same OSCE was administered as post-test. A comparison between the pre-test and post-test scores was done using Wilcoxon Signed Ranks Test. Ninety-six per cent of participants (50 out of 52) showed improvement in their performance after the focused training. The mean marks of the pre-test and post-test were 10.77± 3 and 18.04±2, respectively, out of a maximum mark of 20 (p<0.05). One out of 52 participants did not show any improvement, and one participant scored less in the post-test compared to the pre-test. There was no significant difference in the performance between male and female students. Focused training can enhance the communication skills of medical students. Hence, it may be included in the curriculum of undergraduate medical teaching programmes in India.

The Project to Integrate Technical Communication Habits (PITCH) is being implemented in the Tagliatela College of Engineering at the University of New Haven across seven engineering and computer science undergraduate programs. PITCH develops written, oral and visual communication skills in students starting in the very first semester and continuing through all four years of each program. Communication instruments encompass technical memoranda, poster presentations, oral presentations, laboratory reports, proposals, and senior design reports, including the use of tables and graphics in each. Advice tables, annotated sample assignments and grading rubrics are being developed for each instrument to assist students in their work and facilitate consistency in instruction and assessment across multiple instructors teaching different course sections. Within each of the seven programs, specific courses that span all four years are targeted for implementation and assessment of technical communication skills. The different communication instruments are distributed across courses as appropriate, and the skills are developed at deeper and deeper levels as students progress through the years. A critical feature of the project is that technical communication skills are integrated into the content of regular engineering courses and are taught by regular engineering faculty.

The aim of this study are to, know the effect of Think Talk Write learning model with Batak Toba culture context toward student mathematical communication skill significantly, know the effect of beginning mathematical skill (High, Medium, Low) toward student mathematical communication skill, know whether there is interaction between (TTW, Conventional) learning model and beginning mathematical skill (High, Medium, Low) toward student mathematical communication skill significantly. The data analysis is done by two way of analysis variance (ANAVA). The result of study shows, there is effect of Think Talk Write learning model with Batak Toba culture context toward student mathematical communication skill significantly, there is effect of mathematical beginning skill (High, Medium, Low) toward student mathematical communication skill, there is no interaction between (TTW, Conventional) learning model and mathematical beginning skill (High, Medium, Low) toward student mathematical communication skill significantly. The test instrument of this study is student mathematical communication skill.