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Technology in workplace essay

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Technology in Workplace

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Technology in workplace essay

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Impact of Technology in the Workplace Essay - 1828 Words | Bartleby

argo bankpro resume Alex R. Jorgensen. Technology In Workplace! Perform various Analyst related tasks including: requirements gathering, writing proposals and writing and elks lodge scholarship essay teaching training material. Training and practical use on iReport, Jasper Assistant and Rational XDE Tester, Apache Jmeter, Photoshop CS and Visio. In depth testing and maintenance using built in administrative tools and/or editing HTML and JSP pages directly of airline client’s intranet and internet e-commerce website. Developed from design templates an HTML based vacation home rental website. Development using Argo Bankpro (ADS) versions 4.0 and 5.0.

Field length expansion initiative involving lengthening various field lengths to match larger dollar and rate values to keep up with client demand. Duties were to edit field lengths, then test in application then test in technology, end-to-end scenario, host call, processing, host send. Fixed various CRM defects including report pulling and printing. Coding and unit testing. Various Deposit changes including adding fields for Overdraft Protection limits, Added a field for Partial Pay to Safe Boxes, Adding Tax Exempt flag for Safe Box, added Business Phone extension, WIP save and retrieval (including basic SQL). All required development from a Statement of Work and unit testing. WIP changes included using DMBS SQL Writer to add/retrieve data to/from WIP tables. Developed from wanted SOW a new function to interface with a 3rd party (Euronet) system for ATM and Debit card setup/maintenance.

Required adding option for in workplace essay setup in Deposit and study wanted Customer Profile notebooks, various host interfaces to get/send customer account and card data and new GUI interfaces to enter and technology edit card data, and end-to-end testing. Created white paper design to essays king junior, migrate existing C-Tree Product Manager databases to relational database structure. Required resolving C-Tree variable datalists to relational tables, and linking with appropriate foreign keys. Goal is to make Product database more flexible and open. Implemented anti-money laundering initiative stemming from US Patriot Act. Coding using Argo BankPro version 2.4. Required integration of new functionality consisting of notebook pages and technology essay .Net communication into existing system and case writer host interaction.

Implemented U.S. Patriot Act rules to align business procedures with new federal requirements for customer information gathering and retention. Coordination was required between front end and host systems to determine how the data would be gathered and who would store the data. Implemented a server based web front end accessible through the BankPro application that collects applicant data for technology essay Credit Card applications and communicates this data to host system. New process allows for multiple front ends to communicate through a single point of entry to host system and eliminate maintenance and use of other existing front end systems. Developed Hispanic Checking product to gain greater market penetration into the Hispanic community. Created High Level Design (HLD) document for essay Rate Modification initiative. Responsibilities included attending workgroup meetings, defining processes to include in design document, and document preparation using a Standard Software Process (SSP) template. Implemented Customer Address Change and CheckCard Setup in ADS 4.0 to assist client in meeting rollout date. Both required GUI as well as Host communication changes to build a message to technology in workplace, send to EAI/Biztalk and communicate with the Host.

Personally developed a debugging tool using Visual Basic 6 to format raw host communication data piped to a trace (text) file. Tool allows the user to view each data field and its corresponding data from the trace. Functioned as Business Analyst to writing thesis in, create a detailed design document to implement an API function for Business Credit Card processing in a server environment. Function will be implemented with BankPro version 4.0. API will allow multiple channels (bank branch, Internet, 3rd party) to in workplace, communicate with the API function to process Business Credit Card applications. Study! AmSouth Bank Teller/Platform Project responsible for incidents and in workplace essay change controls. Essays On Martin Luther King! (7 Months). Promoted to Certified Programmer on 12/1/2000. Check ‘n Go Project functioned as Business Analyst to create design documents from requirements and essay initial coding of writing thesis Loan Repayment function. In Workplace! Bank of America Project On Site from May 2000 to August 2000; January 15, 2001 to May 31, 2001. Created functionality to interface front-end software with a third party vendor. Created and economic load dispatch thesis coded new functionality for in workplace essay Business Credit Card using a modular and reusable theme for loan setup including customer financial, business and personal information.

Software Support at Argo September 2000 to dispatch, January 2001. Answered calls from clients, logged problems, determined and provided solutions. Included support for BankPro releases 2.11 to technology essay, 3.0; host/server/workstation communication; and relational C-tree databases. Assured compatibility of PC Hardware and Software; determined and essays king corrected any problems with new sale computers. Hardware and software repair and maintenance for customers’ computers Part time sales of industry standard desktop computers, notebooks, parts peripherals. Used Peachtree software for invoices. B.B.A. Business Computer Systems with a minor in Accounting. Two semesters programming in COBOL and one class each in Pascal and Visual Basic 6. Training in RDBMS, SNA Server, coding practices procedures.

GUI 1 and GUI 2 training consisting of basic and technology essay advanced GUI and transaction functionality and workstation setup. Server training consisting of setting up and thesis installing a BankPro Server environment.

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netstream resume NetStream ?? Flash Player ? AIR ????? Flash Media Server ???? Flash Player ? AIR ?????????????????????NetStream ??? NetConnection ????????? ??????? NetStream.publish() ???,????? ??????????????????????????????????????? NetStream ??????????????????(??? NetStream.send() ??)? ?? SWF ?????????,?????????????,??,?????????????????? SWF ???? Adobe AIR ? Flash Player _cn ?????????? MPEG-4 ????(?? F4V?MP4?M4A?MOV?MP4V?3GP ? 3G2)??????(?????? H.264 ???/? HEAAC v2 ????)?? Sorenson ? On2 ????????????,H.264 ????????????????????HE-AAC v2 ? AAC(? MPEG-4 ????????????????)???,??????? (SBR) ?????? (PS) ????????????????????????????????,??? ? Flash Media Server ??? ???? NetConnection ??? ?? NetConnection.connect() ????????????????? ???? NetStream ??,???????????? ?? NetStream.attachAudio() ???????????????,???? NetStream.attachCamera() ?????????? ?? NetStream.publish() ????????????,???????????????,????????????????????????????,??????????????? ??????????? play() ?????? publish() ???,?????????? NetConnection.connect() ????????? Video.attachNetStream() ?????????,???? ??????? ?????? Flash Media Server? ?? NetConnection ? NetStream ???,?????????????????????,?? NetStream.send() ????????? ??????????:??????????????????????? ???????,???????????? @setDataFrame ?? NetStream.send() ??????? ?????????????? onMetaData ??????,??????????;??????,??? NetStream.send() ??? ??????????????????????? bufferTime ??????,?????????????;??,????????????????????? ????????????????????????? ??,???????? 15 ??????,?? bufferTime ??? 15;??????? 15 ?????????????????? ???? 0.1(?????)? ???????????????,??? bufferLength ??? ??: ???????????(???)????????????,??? Netstream.bufferTime ? 0? ?????????,???????????????????????????????????????????,??????????????? ? Flash Player ??,??? NetStream.pause() ?,Flash Player ????????? Flash Player ??,?????? Flash Player ????????,????????? ??????, NetStream.bufferLength ?????? 60 ????? NetStream.bufferTime ?(?????????)???,?? bufferTime ? 20 ?,? NetStream.bufferLength ???? 20*2 (40) ? 60 ??,Flash Player ???????,??????,? bufferLength ? 60 ??,Flash Player ?????????? bufferTime ? 40 ?,? bufferLength ???? 40*2 (80) ? 60 ??,? Flash Player ???????,??????,? bufferLength ? 80 ???,Flash Player ???????? bufferLength ?????????????? pause() ??????? bufferLength ??? 600 ???? bufferTime * 2 ??(????????),Flash Player ???????? bufferLength ??? 0???,?? bufferTime ? 120 ?,? bufferLength ?? 600 ??,Flash Player ??????;?? bufferTime ? 360 ?,? bufferLength ?? 720 ??,Flash Player ??????? ?? :??,????????????,???????? NetStream.pause() ?????,???????????????? Flash Media Server ??????????????????????????? ?????, bufferTime ??????????????????????????????????,??????????;????????????????????????????????????,?????????????????????????????????? ?????, bufferTime ???????????????????????????? ??,????????? 15 ???????????,?? bufferTime ??? 15;Flash ?? 15 ?????????????????? ???????,?? bufferTime ? 0,Flash ??????????(??? 10 ??)??????????(??,??????),?????????????,?? bufferTime ??????? ????????????????????????? bytesTotal ??????,?????????????;??,????????????????????? ?????????????????,?????????????????????????????????????(?????)?? NetStream ??,?????????????? ????????,??????? ??? NetStream ???? RTMP ???,?????? ???????? ??????????????,?????? BitmapData.draw() ????????????,???????? true ? ?????? checkPolicyFile ????? true ????,???? BitmapData.draw() ,??????? SecurityError ??,?????????????? ????????????????????,???? checkPolicyFile ??? true ??????????????,????????????? ??? checkPolicyFile ??? true ,??? ???, Flash Player ? AIR ????????????????????,??????????????(?? ??????)??,??????????????????????, Flash Player ? AIR ??????????,??????: ???????????????? ????????? Security.loadPolicyFile() ??????????????????? ??????????? ? URL ??????????????,??? URL ??????????,?????? /crossdomain.xml ? ??????, Flash Player ? AIR ???????????????????????,??????????? play() ? URL ?(??????????)??????,??????????????????????? allow-access-from ???????? ??? checkPolicyFile ??? true ,??????????????????????????????????????(??? BitmapData.draw() ),??? NetStream ???? onMetaData ? NetStatus ??? ??? checkPolicyFile ??? true ,???????????,????????????????,???????,????????? SecurityError ??? ????????? HTTP ???? URL ?????,????? checkPolicyFile ? ??????????? ?????? URL ????????????????? HTTP ????????? URL,?????????????????????? URL,? URL ?????????? ???????????,??? ?ActionScript 3.0 ??? ??“Flash Player ???”??? ??????????????? ????? this ,??? NetStream ??? ??? client ??????????,????????????? ??????????(? Flash Media Server);??????,??????? ? NetStream ???????(AMF ??)?NetStream ?????? NetConnection ??????? objectEncoding ???? ActionScript 3.0 SWF ?????? Flash Player 9 ????????????,?????????????????,??? NetConnection ?? objectEncoding ?????? ??????????????????????? NetConnection.defaultObjectEncoding ????????, null ???? NetConnection.connect() ??????????????????????????????????? ?? NetStream ??????????????,??? SoundTransform ?? Flash Media Server ?????,???????????????,???????????????????;???? 1000 ???????????? ?????,???????????,??????,? time ??????? ?????????????,???????,???????????????????????? ????????????????????????, time ???????? ???? ?? reset ??? 1 ? true ,???? NetStream.close() ,????????? 0? ?????????? NetConnection ??????????? ?????? NetStream ????????,????????? Microphone ?????????????????? attachAudio ???? Flash Media Server?????????????????????????(??????????)??????? ?????? publish() ??????????????,????????????????????? ??? ???????? Microphone ??? soundTransform ??????????????? ??????????,??? theCamera ??? null ,????????????????????????? ????? Flash Media Server;??????,??????? ????????,???? NetStream.publish() ??????? ?????????????? ? Video.attachCamera() ??,??????????? ???? snapshotMilliseconds ??????????,?????????????????????????????(????? 0)??????(??????????)? ??????????????? ???????? snapshotMilliseconds ????? attachCamera() ,????????????????????? ??,?????????,??????????? ??????????,?????????????????,??????????? snapshotMilliseconds ??????????? Camera.setMode() ??? fps ?????? snapshotMilliseconds ?,???????????????????? Camera.setMode() ?? fps ?,?????????????? ??,?????? 5 ???????,???? 100 ??????????????????: ????? 5 ?????? NetStream.attachCamera(myCamera, 500) ??,???? 100 ??????????? 500 ??,????????? 50 ??????(100 ??,??????????? 500 ??)? ??????? fps ?? 1/300(? 300 ???,?? 5 ????)? Camera.setMode() ??,?????? NetStream.attachCamera(source) ??,???????? 500 ????????????? 500 ???????,???????????,????? 5 ??? ??????????? 500 ??,??????;????????,??????????????,???????,?????????????????,??????????? ???????????,? time ????? 0,????????????????????? HTTP ????????????? ?????????????????????,?????????????????????????????????????????,??? Flash Media Server? ???? Flash Media Server,???????? ???????? NetStream.publish() ??????????? ???: ????????? close() ,???????,???????????????????????????????????,?????????? ????????? close() ,???????????,??????????????????????????? ???????????,????? ??????????? ?????????????????,????????????????????????????,??? resume() ?????????????(?????,????),??? togglePause() ? ? Flash Player ??,??? NetStream.pause() ?,Flash Player ????????? Flash Player ??,?????? Flash Player ????????,????????? ??????, NetStream.bufferLength ?????? 60 ????? NetStream.bufferTime ?(?????????)???,?? bufferTime ? 20 ?,? NetStream.bufferLength ???? 20*2 (40) ? 60 ??,Flash Player ???????,??????,? bufferLength ? 60 ??,Flash Player ?????????? bufferTime ? 40 ?,? bufferLength ???? 40*2 (80) ? 60 ??,? Flash Player ???????,??????,? bufferLength ? 80 ???,Flash Player ???????? bufferLength ?????????????? pause() ??????? bufferLength ??? 600 ???? bufferTime * 2 ??(????????),Flash Player ???????? bufferLength ??? 0???,?? bufferTime ? 120 ?,? bufferLength ?? 600 ??,Flash Player ??????;?? bufferTime ? 360 ?,? bufferLength ?? 720 ??,Flash Player ??????? ?? :??,????????????,???????? NetStream.pause() ?????,???????????????? ????????,??????? Video ????? Video.attachNetStream() ??;?????????????????????????????????????????,??? NetStream.attachAudio() ??,??? Microphone ???????????? ??????????????,????? DisplayObjectContainer.addChild() ??????????????????;????? Sound ???????????????????,??? DisplayObjectContainer.addChild() ??? ??????????,???? netStatus ?????????????,??? close() ??? ???? Flash Media Server ??????????,????????????????????????????????? ???????????????????,?????????????????????,?????????????? ??,?????? SWF ??? HTML ???? object ? embed ??? allowNetworking ??,???? Flash Player ???? SWF ???????? Flash Media Server ??? Flash Media Server ???????,??????????????(? bolero )? ???? MP3 ??,????????? mp3: ????? MP3 ??? ID3 ??,????????? id3: ? ???? Flash Media Server, play() ???????: ????????????????????? Flash Media Server,?????????????????????????????? ????????????????????????????????? NetStream ??,??? play() ??: ?? Flash Media Server ????,??????????,??????????????????????????????????? NetConnection.connect() ????????????????????????????;???????????????????? ??,?????????????????????,???????????????? lectureSeries ??????? lecture.flv ???????? /yourAppsFolder/lectureSeries/streams/Monday ?????: ?????????????????????,??????????? ?? lecture.flv ???????? /yourAppsFolder/lectureSeries/streams/Tuesday ?????? ???????????,???????? name ???????,???????? /yourAppsFolder/appName/streams/_definst_(??“????”)?????? ?????????????,??? NetConnection.connect() ??? ???????????,??? ??? ? Flash Media Server ????????? publish() ?,??????? onPublish ??????????????????????? ?????????,??????? onUnpublish ??? ??????,??? Flash Media Server Server-Side ActionScript Language Reference (?Flash Media Server ???? ActionScript ?????)? ?????????????????? netStatus ?????,????????????????????,? netStatus ???? NetStream.Publish.BadName ????????????????,??? netStatus ??? ??????? Flash Media Server;??????,??????? ?????? ???????????????,?????? ??,????????????????,?????????????????????????? ?????????????,?? false ??????????? NetStream.time ?????? ??????? Flash Media Server;??????,??????? ?????? ???????????????,????????,????????????????,??????????????????????? ?????????????,?? false ??????????? NetStream.time ?????? ??????? Flash Media Server;??????,??????? ?????? ???????????????,????????,???????????????????????????? ????????,?? FPS ?? 0??????????,??? NetStream.currentFPS ? ??? FPS ????????????????,Flash Media Server ????????????????????????????????????????????????????????,?????? I ?(????);??,????????,???????????????????????????????,??????????????,?????????? ??????????????????? (DRM) ????? ??????????????(????????? I ?)???????????????????(?????)? ?????????????????????:???(? I ?)? P ???????????;? P ???????,?????????????????????,???? 10 ? 50 ????????? ? Flash Media Server ?, seek() ????? Application.xml ?????? EnhancedSeek ???????? ?? EnhancedSeek ? false ,?????????????????????,??????????????????? ??,?????? 0 ??? 10 ?????????,?? 4 ?????????? 0 ???????? 4 ??????? ?????????(?? 10 ??)??,???????? ???????????,???????????????????,?????????????????? ?? EnhancedSeek ? true (???),?????????????????? P ?? offset ??????????????,????????????????,?????????????????????????? On2,??????????????????????????? P ???????? ????????????????????????????????????,?? Flash Media Server ???????????????,?? NetStream ???????????,??, ns.HandlerName ? Flash Player ? AIR ???????????????????????????????????????, Flash Player ? AIR ????????????????? ????? send() ??,???????????? Flash Media Server ?????? ??????????????????????,???????????????????,??????????????????????????,???????????????????????????,??????????????????? ??????????????? Flash Media Server ?????,??? @setDataFrame ????????,????????,??: @setDataFrame ???? Flash Media Server ????????????? onMetaData ????????????? onMetaData ???????????????????? metaData ??????????????? Object ? Array ??????????????????????;????????????,??? Flash Media Server ??? ???? @clearDataFrame ???????????????: ?????????????? DRM ??????? AsyncErrorEvent.ASYNC_ERROR ???? asyncError ????? type ???? ? NetStream ?????????????? (DRM) ?????(????????????????)???? ?? NetStream ??? setDRMAuthenticationCredentials() ??????????????????????,???????????????? NetStream ???????? DRMAuthenticateEvent ??? DRMAuthenticateEvent.DRM_AUTHENTICATE ???? drmAuthenticate ????? type ???? ?? DRMErrorEvent.type = ? NetStream ???????????? (DRM) ???????????? DRM ???????????,?????????,??? DRMErrorEvent ?????????????????????????????????????????????? DRMErrorEvent.DRM_ERROR ???? drmError ????? type ???? ??????????? (DRM) ??????(????????????????????)??? DRMStatusEvent.DRM_STATUS ???? drmStatus ????? type ???? ?? ioError ????? type ???? ? NetStream ???????????????? netStatus ?????? info ??,????????????????(????????????)?????? ?? netStatus ????? type ???? ????????????????????? ?????????????,??????????????????,????????????????????????? ?? Flash Media Server ????????????,??? Flash Media Server ??? ????? Flash Media Server? ??? Flash Player ? AIR API ????,??????????????????????? addEventListener() ???????? EventDispatcher ???????????? ??,???????????,??????????????:

NetStream ??? client ????????? NetStream ???????? NetStream ??????,???????????????? NetStream ?????,????? NetStream ?????????????????,??????????????????????????? ?????,??????????????,??? time ??????????????????????????,????????????? ?????,??????,?????????????????????????????????????,???????????????????????????? ?????????????,??? Flash ???????“????”?????????,???????????????? onMetaData ???????????????????????, onMetaData ????????????,????????????? onCuePoint ????????????????????,???????????? ??,????????????????????,??? onCuePoint ?????????????? ???????? onMetaData ????????,?????????????????????????? time ??????? ??,???????????? ? Flash Player ??????????????????????????????????????? JPEG?PNG ? GIF ????? flash.display.Loader.loadBytes() ??????????????????? ??????? Flash Media Server;??????,??????? ???? addEventListener() ??????? EventDispatcher ???????????????????????,???????? imageData ??? ?????? ?????????????????? onImageData ???????? AMF0 ??????????????????? ????????????????????????????? Flash Media Server ????????????,??? Flash Media Server ??? ??????? Flash Media Server;??????,??????? ???????,??? Flash Player ? AIR API ????,??????????????????????? addEventListener() ???????? EventDispatcher ???????????? ??,???????????,??????????????: NetStream ??? client ????????? NetStream ????????NetStream ??????,???????????????? NetStream ?????,????? NetStream ?????????????????,??????????????????????????? Flash Video Exporter ????(1.1 ???????)??????????????????????????????????????????????????? ?????? ?????????????????? ??????,??????????????????????,?????? ???,?????????????,??????? NetStream.time ???????? ? NetStream ???????????? ????????????,???????? netStatus ??????????????? ???? NetStream ????????????????????(????? NetStream.Play.Switch ??),??? NetStream ????????(????? NetStream.Play.Complete ??),???????????????? ???????,??????????????????????? ????? Flash Media Server;??????,??????? ??? Flash Player ? AIR API ????,??????????????????????? addEventListener() ???????? EventDispatcher ???????????? ??,???????????,??????????????: NetStream ??? client ????????? NetStream ????????NetStream ??????,???????????????? NetStream ?????,????? NetStream ?????????????????,??????????????????????????? ? Flash Player ???????????????????????????? UTF-8 ??,???????? 3GP ???????????????????????? Flash Media Server;??????,??????? ???? addEventListener() ??????? EventDispatcher ???????????????????????,???????? textData ??? ?????? ?????????????????? ??????????? ??????????? (DRM) ??????????????????? “DRM.encryptedFLV” ? ?? status ????? type ???? 2004-2008 Adobe Systems Incorporated.

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Technology in the Workplace essays

12 Best Online Resume Builders Reviewed. Have you ever considered using an online resume builder to create your resume? They can save you the time, blood, sweat, and tears that come with laying out a resume solo. That’s why using a professional resume builder online is an excellent choice for anyone who wants a nice looking resume fast. But which online resume builder should you choose? Well, that’s harder than it sounds.

Some have amazing resume templates but cost an arm and a leg. Others take a hand-holding approach and will virtually write your resume for you. This article reviews 14 of the best resume builders online. You can check out the prices, functionality, and the number of templates and features. And that way, you can choose the one that best fits your needs. Technology Essay! Uptowork is our online resume builder (here) . So, we aren’t going to review ourselves as that would be self-promotional. We won’t tell you that we’re awesome because our quick resume builder is easy to use. Psychology Paper Outline! We will skip the part where we say we provide you with lots of tips and the best resume templates. No. Instead, we will just encourage you to see for yourself.

Go ahead. In Workplace! Try out our professional resume builder online. Here’s an example of economic, what our easy resume builder is capable of: Starter Version $4.99 for 30 days non-recurring payment Premium Version $9.99 for 30 days non-recurring payment. Technology! Number of Professional Resume Templates. Elks Scholarship Essay! Yes - can match your cover letter to every available resume builder template. You can make your resume on Resumonk’s online resume builder either for free or for in workplace essay a yearly fee of essays, $19. That makes it one of the cheapest CV makers at technology, just over $1.50 a month. You can move resume format sections around as you see fit and your in, use the writing tips inside the platform.

The premium plan comes with resume tracking, unlimited PDF downloads, and a cover letter builder. Free Version (4 branded templates) Premium Version $19 per year full features Lifetime Version $59 one time payment full features for life. Number of Professional Resume Templates. Pro: The professional CV builder has an easy-to-use interface. In Workplace! Resumonk has built tips into the platform so you don’t have to leave the psychology outline, page. Con: Using the resume builder for free means getting branded resume builder templates and the ability to download your resume format as a PDF. SlashCV is a free online resume builder with 28 basic, pre-designed PDF templates.

Once you’ve created your resume, you can export it to Dropbox so that it’s easy to save and send. The free resume builder is minimalistic with no fuss and no extras - you put in your information and it spits out a resume. Number of Professional Resume Templates. Pro: If you’re looking for a resume builder free download with no bells and whistles, this is technology in workplace, it. SlashCV is letter salary requirements, scaled-down and has slashed its online resume builder down to essay, the basics. Con: A lot of features don’t exist here. There is no cover letter builder, no tracking, no tips if you get stuck, and no fancy templates. Study! If you’re not sure how to technology in workplace, build a resume on your own, this platform might not be for you.

To start, you have the paper, option to import your Word or LinkedIn resume. Or you can choose a pre-written resume from your field. Technology In Workplace! Or maybe you’re feeling like a boss? Well, you can also import and essays luther junior, overwrite Richard Branson or Sheryl Sandberg’s resume. After working on the resume builder template, you can save, share, and track your resume to see how many views it gets. Number of Professional Resume Templates. Pro: There is an essay option to get free feedback on cover letter with salary requirements, your resume before you share it. You can also export your resume as a Google Doc or pay for personal domain name inside the platform.

Con: There are no tips inside this online resume maker. You can see full resume samples, but there is no guidance on in workplace, how to create a resume for yourself. Case Writer! Cvmaker gives you two choices. A basic text editor for free, giving you a printable resume template. Here you have the option to move sections, add sections, and in workplace, add your information with no fuss. Or a paid version that upgrades you to a more advanced rich text editor with more fonts and essays on martin luther, colors. Once you’re finished you can download your resume as a PDF, TXT, or HTML document. So, it’s a choice between color or ‘my resume woke up like this.’ Number of Professional Resume Templates. Pro: Cvmaker is a simple, free tool that saves you from choosing a resume format . If your sole reason for using an online CV builder is to avoid making margins in Word, Cvmaker has you covered.

Con: There are no tips inside this online resume generator so you’re on your own. Cvmaker also adds a pre-packaged reference section that you can’t delete. It comes complete with the phrase “References available upon request.” (You can delete the phrase.) When it comes to what you should put on your resume , lose the reference section and this phrase. You can tell that a lot of design work has gone into Resumup’s templates. Using creative resume builder templates is a way of making your resume unique. Much like putting hobbies and technology, interests on your resume to show that your personality is a good fit for a company. The functionality of the essays on martin luther, online resume builder changes depending on which template you choose. Some templates allow you to fill in blanks and others don’t. With Resumup, it’s important to get attached to a resume builder template. After all, that’s what you’re buying here.

Free Version (2 templates Facebook and in workplace, Plain Text for Notepad) 1 Template for 1 Month $15 for 1 month access to salary requirements, 1 template 1 Template for in workplace 1 Year $6 per month ($72 per load thesis, year) Any Template for essay 1 Month $20 for 1 month for access to any template Any Template for a Year $8 per on martin king, month at ($96 per essay, year) Lifetime Plan $149 for lifetime access to writer wanted, any template. Number of Professional Resume Templates. Two templates are free. They include a Facebook ad and technology essay, an ATS-friendly plain text version of psychology, your resume for Notepad. In Workplace! There are no free resume builder templates that download as regular documents. Most templates make you upgrade to add basic sections like skills or achievements. Premium version only. Not for all resume builder templates.

Pro: The CV creator has a lot of fancy templates including an infographic template. A lot of them are also mobile friendly. So, if you want a resume that stands out, you’ve got options. Con: A lot of elks scholarship essay, these resumes have heavy design elements. Technology In Workplace! That means they are not all fill-in-the-blank deals like everything else on the Internet. It’s best if you’re savvy at manipulating graphics. Otherwise, you may find the functionality on lodge scholarship, this online CV builder a bit challenging.

7. Resume Genius and in workplace, Resume Companion. The Resume Genius and Resume Companion online resume builders are the same, with minor branding and template differences. Choose a resume builder template to get started. The easy resume builder will give you instructions on how to fill in each blank space. You pay at the end before downloading your resume. You’ll want to be careful. Resume Genius and writing your in, Resume Companion will charge you full price after the 14-day trial run. 14-day Access $1.95 for 14 days which self-renews to $39.95 per month ($479.40 a year) Annual Payment $95.40 a year ($7.95 per month) Number of Professional Resume Templates.

Pro: The easy resume builder gives you prompts and technology in workplace essay, tips as you go along so you know what to put in each space. It also gives you pre-written responsibilities matched with “job keywords” that you choose. Con: You can’t leave fields blank when you’re working on a section. The resume wizard will prompt you to fill them in letter with salary requirements before allowing you to move to technology, the next section. So, you shall not pass without filling in the blanks.

Resumebuilder will onboard you by asking for in your field, title, and level of technology in workplace essay, expertise. Much like the paper, Myperfectresume platform. Technology! Once you’ve done that, you have to log in using either your email, Facebook, or Google+ details. Yes, they’ve integrated Resumebuilder with Google+. This is another online resume builder where you can’t leave fields blank. The resume generator will prompt you to fill them in essays luther junior before allowing you to move to the next section. Number of Professional Resume Templates.

Free: None Paid: 28 paid templates in different colors (only 3 with text aligned left) Pro: The online resume maker includes tips. You can also find pre-written responsibilities if you do not want to write your resume on technology, your own. The resume generator is great for Google + enthusiasts, who can log in with their account. Con: The CV builder asks for psychology paper outline a lot of information. It does not let you move forward until you’ve filled in all blanks with information. So, if you get writer’s block, prepare yourself for a locked room experience. Resume Baking - “ a resume builder that’s easy as pie .” This is a free resume builder, and technology essay, it’s the only free online resume builder accompanied by case study a free cover letter builder. Technology! You can import information from LinkedIn and Facebook. The sections are easy to move around (drag and drop) and fill in, but there are no tips inside the CV creator.

Instead, there are lots of resume samples, objectives, and cover letters. You choose your template at the end. Psychology Paper Outline! You can share your resume across various social media (Facebook, Twitter, LinkedIn, and Google+). Technology In Workplace! The site will tell you how many views your resume has. Case Study Writer! Number of Professional Resume Templates. Pro: Resume Baking is the only free resume builder online that lets you write cover letters. In Workplace! It also lets you download your resume, track your resume, and conduct a job search.

The CV maker has examples for job seekers who struggle with how to write a resume objective or how to make a cover letter . Con: The resume builder templates use colors, fonts, and layouts that may not be appropriate. Try to match modern resume templates with the type of job. Dispatch Thesis! Pair more traditional resume builder templates with traditional jobs and in workplace essay, creative resume templates with creative jobs. Starting from the dashboard, you’ve got the option to create a cover letter or a new resume. The cover letter is already written for study writer you. All you have to do is fill in the blanks if you don’t want to try writing your own.

The easy resume builder is straightforward and provides you with tips. Once you’re ready to publish, you can pay for a proofreading service. You also need to pay to print, send, or export your resume as a PDF or Word document. Free Version Plain Text only in workplace essay, downloaded to Notepad 7-day Access $5.95 for 7 days access self-renews to $29.95 per month. Proofreading Service $38 and includes 7 day access to economic load dispatch thesis, download your resume. Number of Professional Resume Templates. Pro: The easy resume builder’s functionality is straightforward. Once you’re done, you can save your resume as a PDF and as a Word doc. Tou can request proofreading services if you want a real person to check your resume for technology in workplace essay you. Con: The trial period for access to the premium version is a week shorter than it is on other online resume builders. Essays King! That means you have less time to access your resume or create alternative versions.

Enhancv will assign you a resume builder template based on your field and experience. You can’t choose your own adventure here. It is in workplace essay, good about cover letter salary requirements showing you what’s locked until you upgrade. So, you can see what’s on offer and technology in workplace essay, not choose it by accident. The upgrade includes new colors, backgrounds, icons, and fonts. The idea is to let you can enhance your CV as much as you want. Free Version You can test drive unlocked features and essay, download resumes for one month for free. Essay! Premium Version $14.90 per month ($178.80 for a year) Annual Version $11.92 per study, month for a year ($143.04 for a year) Student Rates $2.90 per month annually ($34.80 for technology in workplace a year) Number of Professional Resume Templates. Elks Scholarship! One template with 2 unlocked layouts and one locked layout. Pro: Enhancv will soon add an option to customize your resume to individual jobs.

That way, you can tailor your resume to specific jobs inside the resume creator. Another nice touch is technology in workplace essay, a video that you can watch before buying a package that shows you premium perks. Enhancv is a good resume builder for students as it is the study writer wanted, only one on technology, this list that offers student rates. Luther King Junior! Con: You only essay, have one pre-assigned resume builder template. If you don’t upgrade your account, you get a branded version. Kickresume kicks out the registration information. It spares you by giving you immediate access to the online resume builder. Resume Cover Salary Requirements! You choose your resume builder template and in workplace essay, get started.

You have the resume with, ability to chat with assistants in in workplace essay real-time as you go. Elks Scholarship! Also, if you’re into details, notice the witty John Snow and Jane Vader template mockups. Number of Professional Resume Templates. Pro: One of the only resume creators on the list that has a proofreading service. It will cost you around 20 bucks but it’s always a good idea to have an in workplace essay actual person proofread your resume. Con: There are only five cover letter templates. So, choosing a fancier resume builder template means that you might not find a cover letter that matches. Choosing an online resume builder format is all about psychology paper finding one that feels comfortable. Technology In Workplace! The one thing to keep in mind is that not all CV templates are good for all jobs.

You may find lots of great resume templates, but you will need to decide if they’re going to help or hurt your chances of landing an psychology outline interview. But if you’re interested in saving yourself time and frustration an online resume builder is a handy tool. One that can provide you with a neat and presentable resume in no time flat. Not sure how to match the design of your template to technology essay, your profession? We can help! Let us know your most pressing template questions in essay the comments, and we will help you figure out how to technology in workplace essay, choose the best one. Natalie is economic load dispatch, a writer at Uptowork.

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Do coursework summative assessments predict clinical performance? A systematic review. © The Author(s). In Workplace Essay! 2017. Published: 16 February 2017. Two goals of summative assessment in health profession education programs are to ensure the robustness of high stakes decisions such as progression and licensing, and predict future performance. This systematic and critical review aims to investigate the ability of essay specific modes of summative assessment to predict the clinical performance of health profession education students. PubMed, CINAHL, SPORTDiscus, ERIC and EMBASE databases were searched using key terms with articles collected subjected to dedicated inclusion criteria. Rigorous exclusion criteria were applied to essay ensure a consistent interpretation of case study writer ‘summative assessment’ and ‘clinical performance’.

Data were extracted using a pre-determined format and papers were critically appraised by two independent reviewers using a modified Downs and technology essay, Black checklist with level of agreement between reviewers determined through a Kappa analysis. Of the 4783 studies retrieved from the search strategy, 18 studies were included in the final review. Twelve were from the medical profession and there was one from case study writer each of physiotherapy, pharmacy, dietetics, speech pathology, dentistry and dental hygiene. Technology In Workplace Essay! Objective Structured Clinical Examinations featured in 15 papers, written assessments in four and elks lodge scholarship essay, problem based learning evaluations, case based learning evaluations and student portfolios each featured in one paper. Sixteen different measures of clinical performance were used. Two papers were identified as ‘poor’ quality and the remainder categorised as ‘fair’ with an almost perfect (k = 0.852) level of in workplace agreement between raters. Objective Structured Clinical Examination scores accounted for 1.4–39.7% of the variance in student performance; multiple choice/extended matching questions and short answer written examinations accounted for 3.2–29.2%; problem based or case based learning evaluations accounted for lodge scholarship, 4.4–16.6%; and student portfolios accounted for 12.1%. Objective structured clinical examinations and written examinations consisting of multiple choice/extended matching questions and short answer questions do have significant relationships with the clinical performance of technology essay health professional students. However, caution should be applied if using these assessments as predictive measures for dispatch, clinical performance due to technology a small body of evidence and study writer, large variations in the predictive strength of the relationships identified.

Based on the current evidence, the Objective Structured Clinical Examination may be the most appropriate summative assessment for technology essay, educators to use to case study wanted identify students that may be at technology in workplace essay risk of your thesis in poor performance in a clinical workplace environment. Further research on in workplace essay, this topic is elks scholarship needed to improve the strength of the predictive relationship. Health profession education programs require students to develop and essay, demonstrate competence across diverse and essays luther, complex domains of practice. The curriculums delivered across the medical, nursing and allied health professions vary in essay, the attitudes, knowledge and skills required of their graduates. However, there are many similarities in psychology, the domains of competence required by the registration bodies of these professions. To be a licenced medical, nursing or allied health professional, graduates must demonstrate competence across domains of practice such as: professional and ethical behaviour, communication and technology in workplace, interpersonal skills, knowledge, safety and lodge essay, quality, leadership and in workplace essay, management, and collaborative practice [ 1 – 3 ]. Educators must ensure that only students meeting the required standards of competence become eligible for licensing [ 4 ].

As the domains of practice required by the different health professions share similarities, so to do the assessment frameworks used by paper outline their education programs [ 5 ]. No single mode of assessment can adequately measure performance across all domains of practice, but a well-considered program of assessment may [ 4 ]. Formative assessment plays an important role in the promotion of learning, but it is summative assessment that provides a final measure of student performance [ 6 , 7 ]. Technology Essay! Summative assessment in health profession education has three main goals: (i) the promotion of future learning, (ii) to ensure that high-stakes decisions such as progression, graduation and licensing are robust so the public is protected from incompetent practitioners, (iii) and to cover provide a basis for choosing applicants for advanced training [ 8 ]. Essay! To achieve the goals of providing robust evidence of writing in competence, and the identification of appropriateness for advance training, summative assessments scores must necessarily be predictive of student’s future performance. Technology In Workplace! However, there is limited evidence to support this assumption. A systematic review by Hamdy et al. Psychology Paper! [ 9 ] of essay predictors of future clinical performance in medical students found OSCEs and writing in, pre-clinical grade point average (GPA) to be significant predictor variables for technology essay, clinical performance, however the predictive relationships were limited. Salary! Additionally, a compilation and review of technology essay correlative studies by Harfmann and Zirwas [ 10 ] looked to answer whether performance in medical school could predict performance in residency. In their review, medical student pre-clinical GPA scores were one of the indicators that correlated most strongly with performance on examinations in residency. While the reviews by Hamdy [ 9 ] and Harfmann and Zirwas [ 10 ] looked at load thesis a range of technology predictor variables, the only specific mode of summative assessment common to all health professions evaluated was the writing in Objective Structured Clinical Examination (OSCE) and this was limited only to medical education programs. The reviews did not comment on technology, other modes of summative assessment, nor did they explore beyond the paper medical profession. On this basis, the ability of a variety of modes of assessment to predict future clinical performance has yet to be investigated in detail.

The aim of this review was to critically appraise and technology, discuss the findings of existing research investigating modes of summative assessment, and their ability to on martin king predict future clinical performance. In Workplace Essay! The review will encompass the psychology paper breadth of in workplace essay health professional education programs and focus on wanted, modes of in workplace essay assessment eligible for use across all health profession programs. Systematic review databases and search terms. clinical performance OR. clinical practice OR. work* performance OR. summative assess* OR. objective structured clinical examination OR. practical exam* OR. practical assess* OR. written exam* OR.

written assess* OR. theory assess* OR. oral presentation OR. clinical exam* OR. clinical assess* OR. The paper reported on the relationship between assessment results and case, the future clinical performance of students in health professional programs; and. The paper was published in the English language; and. The paper was published after 1996. The year 1996 was chosen as a lower publishing limit in recognition of the progression of technology essay educational theory over time. This date allows for the capture of 20 years of resume cover letter requirements literature following on technology, from the seminal papers by Harden [ 11 ] regarding the development of the OSCE and Miller’s framework for dispatch thesis, the assessment of clinical competence [ 12 ].

The independent variable was a formative assessment; Individual modes of summative assessment were not specified (e.g. used overall GPA); The independent variable was a standardised assessment limited to use by in workplace a single health profession (e.g. National Board of Medical Examiners subject examinations); The independent variables were health profession education program admission criteria, applicant screening measures or entry measures; Clinical performance was not measured in either a clinical workplace setting or in a clinical examination conducted externally to the education program utilizing authentic or standardized patients; or. The paper was an abstract, review, dissertation or discussion. Preferred reporting items for systematic reviews and meta-analyses (PRISMA) Critical appraisal of methodological quality.

Studies included in this review were critically appraised using a modified Downs and Black checklist [ 13 ]. Load Dispatch! The Downs and in workplace, Black checklist consists of economic dispatch thesis 27 items used to essay appraise methodological quality. The checklist was originally devised to assess the methodological quality of health care interventions, however it was appropriate to your use in this review as it provided a structured format for critically appraising the papers selected for review. Essay! The protocol contains five major categories for psychology paper, appraisal: reporting quality, external validity, internal validity - bias and confounding and statistical power. The original Downs and Black checklist is scored out of 32. Essay! All items excepting Items 5 and 27 are scored on a two-point scale. A classification as ‘yes’ is scored as ‘1’ point and resume cover letter with salary, a classification of ‘no’ or ‘unable to determine’ is scored as ‘0’ points. Item 5, which appraises the description of confounders is scored out of in workplace ‘2’ points, with ‘yes’ scoring ‘2’ points, a ‘partial description’ scoring ‘1’ point and ‘no’ scoring ‘0’ points. Item 27 concerning the statistical power of the sample size was originally scored out of ‘5’ points. For the purposes of cover with salary this review Item 27 was adjusted to be scored out of either ‘1’ point where power is reported and ‘0’ points where power was not reported.

As a result of these adjustments, the technology modified total possible score was 28. Thesis! This modification has been previously applied and reported in the literature [ 14 ]. To allow for a quality grading of the in workplace studies, the total score for each study was converted into a percentage by dividing the study’s raw score by 28 and multiplying by 100. The total critical appraisal percentage was then categorised as either of ‘good’, ‘fair’ or ‘poor’ quality using the ranking described by J Kennelly [ 15 ]. When applied to the modified Downs and writing thesis, Black scoring Kennelly’s model categorises papers with critcal appraisal scores of 71% or greater as good quality, 54-70% as fair quality and technology in workplace, 53% or less as poor quality. Each paper was individually rated by two assessors (RT and NM) with the level of agreement determined by a Kappa analysis conducted by a third person (RO). Cover Salary Requirements! Following the Kappa analysis any discrepancies in technology, scores between the elks lodge scholarship two scoring authors (RT and NM) was settled by consensus. Where consensus could not be reached, the raw scores were adjudicated by a third person (RO) to finalise the Critical Appraisal Score (CAS). Data from each paper included in the review were extracted by technology in workplace a single author (RT) and confirmed by the fellow authors. Data were assessed using a pre-determined format as follows: clinical education program, number of outline students, student year of study, summative assessments used, clinical setting in which performance was measured and in workplace essay, statistics used to establish relationships. Where clinical performance measures were referenced, the references were retrieved and reviewed for evidence of elks validity or reliability. In the case of externally developed clinical performance measures the available literature was searched to determine if psychometric data had been published.

To allow for comparison across data, the square ( r 2 ) of each correlation (r) was calculated. Squaring the correlation gives the variance which measures the proportion of variability in technology in workplace essay, one variable that is explained by psychology paper outline the relationship with the other variable [ 16 ]. In this review, the technology variance describes the proportion of variability in student’s clinical performance explained by summative assessment scores. The results of the search are reported in Fig. 1 . After the load dispatch application of inclusion and exclusion criteria 18 papers were retained for final analysis. Excluded papers and in workplace, the reasons for elks, their exclusion are listed in Additional file 1 . Summary of critical review papers. Author and Population.

Clinical Performance Measure ( CPM ) Evidence CPM has Validity or Reliability. • Year 3 OSCE - Data Gathering , Documentation and Communication / Interpersonal Skills subsets. USMLE Step 2 CS - Data Gathering , Documentation Communication / Interpersonal skills subsets. First year of residency training – environment not specified. Residency director ratings. • Year 5 Written Examination – 5 Essay and 5 SAQ. • Year 6 Written Examination – 100 EMQ and 10 SAQ.

Junior Doctor Assessment Tool ( JDAT ) Clinical rotations – environment not specified. Clinical Education Grade Form. USMLE Step 2 CS – Integrated Clinical Encounter ( ICE ) and Communication and technology essay, Interpersonal Skills ( CIS ) component. • Year 2 MCQ Examination. • Second semester case based learning evaluations. Third year clerkships. Clinical evaluation form. Central Region Dental Testing Service ( CRTDS ) CRTDS clinical licensure examination.

Third year clinical training – environment not specified. Clinical productivity value – combined score for successfully completed clinical procedures. • Clinical Performance Examination. Internship – Chonnam National University Hospital. Intern performance scores – 5 - pt Likert scale.

7 week clinical placements – environment not specified. Clinical teacher assessments with standardised rubric. 0 Tutorial process assessments. Year 3 – Hospitals and community rehabilitation centers. Hong Kong University Clinical Forms. First year of residency training – environment not specified. Residency program director overall evaluations – 5 - pt Likert Scale. • Written examinations – ? 2 MCQ and economic thesis, ?1 cumulative essay. First year of residency training – environment not specified. Program director evaluation form ( PGY - 1 PD ) Year 4 Advanced Pharmacy Practice Experiences. Online evaluation form.

Hospitals 1 year after graduation. Senior doctor assessments – 5 - pt Likert scale. 6 - week clinical practicum – environment not specified. Physiotherapy Clinical Performance Instrument ( PT CPI ) Trainee internship year. Global rating instrument.

COMLEX - USA Level 2 - PE Comprehensive Osteopathic Medical Licensing Examination of the United States Level 2-Performance Evaluation, CPM Clinical performance measure, CRDTS Central Region Dental Testing Service, OSCE Objective Structured Clinical Examination, SAQ short answer question, MCQ multiple choice question, EMQ extended matching question, PBL problem based learning, USMLE Step 2 CS United States Medical Licensing Examination Step 2 Clinical Skills. The mode of coursework summative assessment investigated most commonly was the OSCE, with only three papers not featuring an OSCE as a summative assessment [ 17 – 19 ]. Written examinations featured in essay, four papers [ 19 – 22 ] and problem-based learning (PBL) evaluations [ 17 ], case-based learning evaluations [ 19 ] and student portfolios [ 18 ] each featured in your, one paper. Measures of clinical performance used in the medical programs were: the United States Medical Licensing Examination Step 2 Clinical Skills (USMLE Step 2 CS) [ 23 , 24 ]; the Comprehensive Osteopathic Medical Licensing Examination of the United States Level 2-Performance Evaluation (COMLEX-USA Level 2-PE) [ 25 ]; a Clinical Education Grade Form [ 26 ]; a standardised Clinical Evaluation Form [ 19 ]; intern performance scores [ 27 ]; senior doctor assessments [ 28 ]; the Junior Doctor Assessment Tool (JDAT) [ 20 ]; a global rating instrument [ 21 ]; program director evaluations [ 22 ] and residency program director assessments [ 29 , 30 ]. A variety of clinical performance measures were used amongst the allied health programs: the Physiotherapy Clinical Performance Instrument (PT CPI) [ 31 ]; the National Dental Hygiene Examination (NDHE) [ 18 ]; the Hong Kong University (HKU) speech pathology clinical evaluation form and COMPASS®: Competency Based Assessment in Speech Pathology [ 17 ]; a standardized dietetics clinical teacher evaluation rubric [ 32 ]; an online evaluation form of pharmacy student performance [ 33 ] and technology in workplace, a dental clinical productivity value [ 34 ]. Critical appraisal of methodological quality. Percentage scores based on elks lodge scholarship essay, the modified Downs and Black [ 13 ] checklist ranged from 29% [ 19 ] to 68% [ 21 ] with a mean percentage of 56.15% (±8.29%). The level of agreement between raters was considered as ‘almost perfect’ [ 35 ] (k = 0.852). When graded against the criteria established by technology Kennelly [ 15 ], two papers were categorised as ‘poor’ quality with a critical percentage scores of 29% [ 19 ] and 50% [ 29 ], the remainder were categorized as ‘fair’ quality (54–68%). All of the studies included in psychology, the review were descriptive cohort studies. Analysis of the mean and in workplace, standard deviations of the categories of the modified Downs and Black checklist were conducted and showed the elks mean score achieved in the ‘ reporting ’ category to be 5.94 points (±1.35 points) out of a possible 11 points.

Most of the technology studies appraised had good ‘ external validity ’ with a mean score in writing your thesis in, this category of 2.5/3 points. Technology Essay! The mean score in the ‘ internal validity – bias ’ category was 4.33 points (±0.69 points) out of a possible 7 points. Writing Your Thesis! Similarly, the mean score for the ‘ internal validity – confounding ’ category was 2.94 points (±0.85 points) out of a possible 6 points. Critical Review Findings. Author and Population. • Point biseral correlations. Significant ( p 0.01 ) correlation between pass / failure of technology essay COMLEX - USA Level 2 - PE and OSCE : • Physical examination subscore r = 0.40.

Significant ( p 0.05 ) correlations between the lodge scholarship essay same subsets across tests . Significant ( p 0.01 ) correlations between residency director ratings and OSCE : • Linear regression with Bonferroni adjustment. Significant correlations between the overall JDAT Score and technology in workplace, the : Linear regression model found individual summative assessments did not demonstrate a significant influence on elks, overall JDAT score ( p - values of 0.141 – 0.859 ). Significant ( p 0.05 *; p 0.01 **) correlations between subscores of the Clinical Evaluation Grade Form and OSCE measures : Significant correlations between USMLE Step 2 CS components and OSCEs . Year 2 OSCE and Integrated Clinical Encounter Component r = 0.25. Year 2 OSCE and Communication and Interpersonal Skills Component r = 0.26. Year 3 OSCE and Integrated Clinical Encounter Component r = 0.16. Year 3 OSCE and Communication and Interpersonal Skills Component r = 0.27. Significant correlations between clinical evaluation form and in workplace essay, : Case based learning reports. Significant ( p 0.05 ) correlation between Portfolio total score and CRDTS score. A prediction model using two factors predicted 13.9 % of the variance in Central Region Dental Service Testing scores. Significant ( p 0.001 ) correlation between OSCE and clinical productivity value.

Significant correlation between mean intern performance scores and OSCE. Significant correlation between mean intern performance and CPX subsets. Identified a ? coefficient of thesis 0.66 ( p 0.0001 ) between individual OSCE scores and placement scores. treatment skills and interpersonal skill subsets of the HKU clinical form and. COMPASS ® generic competencies and tutorial process r = 0.315 – 0.407 **

COMPASS ® overall occupational competency scores and. No significant correlations between OSCE and program director overall evaluations . • Multiple linear regression. The OSCE was a significant predictor of PGY1 - PD Medical Expertise scores in technology essay, a model containing multiple independent variables (? = 0.134 , p = 0.013 ). Luther King Junior! The written examination were not significant predictors of PGY1 - PD scores , although approached statistical significance (? = 0.266 , p = 0.07 ). The OSCE was the only significant predictor of PGYI - PD Professionalism scores in a model containing multiple independent variables (? = 0.124 , p 0.026 ) Significant ( p 0.05 *; p 0.01 **) correlations between OSCEs and specific APPEs : acute care , ambulatory care , clinical specialty and community. Year 2 Fall OSCE and technology in workplace, all four APPEs r = 0.13 *– 0.14 * Year 2 Spring OSCE and essays on martin luther king junior, acute care APPE r = 0.12 * Year 3 Fall OSCE and : clinical specialty APPE r = 0.13 * No statistically significant results . OSCE showed trend of positive association with senior doctor assessments . No significant correlations between OSCE average score and Physiotherapy Clinical Performance Instrument average score . APPE Advanced Pharmacy Practice Experiences, CAP Critical appraisal percentage, COMLEX ?USA Level 2-PE Comprehensive Osteopathic Medical Licensing Examination of the United States Level 2-Performance Evaluation, CPX clinical performance examination, HKU Hong Kong University, JDAT Junior Doctor Assessment Tool, OSCE objective structured clinical examination, PGY - 1 PD program director evaluation form, USMLE Step 2 CS United States Medical Licensing Examination Step 2 Clinical Skills. Proportion of essay variability accounted for by the elks lodge essay relationship between summative assessment and clinical performance. OSCE measures and COMLEX - USA Level 2 - PE Pass or Failure. OSCE Physical Examination subscore. OSCE and USMLE Step 2 CS Data Gathering.

OSCE and USMLE Step 2 CS Documentation. OSCE and USMLE Step 2 CS and Communication / Personal. OSCE total score and residency director ratings. Year 5 Written exam ( 5 modified essay questions + 5 SAQ ) and JDAT overall score. Year 6 Written exam ( 100 EMQ + 10 SAQ ) and JDAT overall score. Year 4 OSCE and JDAT overall score.

Year 5 OSCE and JDAT overall score. OSCE measures and Clinical Evaluation Grade Form subscores. OSCE Total and Subscore 2. OSCE - Physical Examination score and Subscores 1 , 3 , 5. OSCE - SOAP Note Form score and Subscore 1 , 3. OSCE - SOAP Note Form score and essay, Subscores 2 , 5. Year 2 OSCE and USMLE Step 2 CS ICE Component. Year 2 OSCE and USMLE Step 2 CS CIS Component.

Year 3 OSCE and USMLE Step 2 CS ICE Component. Year 3 OSCE and USMLE Step 2 CS CIS Component. MCQ Written Examination and essays on martin king junior, Clinical Evaluation Form. Case based learning measures and technology, Clinical Evaluation Form. Case based learning group participation. Case based learning written reports. Portfolio and outline, CRDTS clinical licensure examination. OSCE and Clinical Productivity Value. OSCE and Intern performance score. CPX clinical skills subset and technology in workplace, intern performance score.

CPX patient - physician interaction subset and intern performance score. PBL Evaluation Reflective Journal and HKU clinical form. - Treatment skill subset. - Interpersonal skill subset. PBL Evaluation Tutorial Process and HKU clinical form. - Treatment skill subset. - Interpersonal skill subset. PBL Evaluation Tutorial Process and case study, COMPASS ® generic competencies. PBL Evaluation Reflective Journal and COMPASS ® Occupational competencies overall score.

PBL Evaluation Tutorial Process and technology in workplace essay, COMPASS ® Occupational competencies overall score. OSCE and king, Program director evaluations. McLaughlin et al. In Workplace Essay! [ 33 ] Year 2 Fall OSCE and APPE online evaluations. Year 2 Spring OSCE and Acute Care APPE. - ambulatory care APPE. - clinical specialty APPE. OSCE and Physiotherapy Clinical Performance Instrument. Reported as not significant.

OSCE and Global rating instrument. - clinical skills subscale. Written 1 ( 3 ? 3 h short and your thesis in, long essay questions ) and in workplace, Global rating instrument. - clinical skills subscale. Written 2 ( 1 ? 3 h short essay and 2 ? 3 h EMQ ) and salary requirements, Global rating instrument. - clinical skills subscale. APPE advanced pharmacy practice experiences, CIS communication and Interpersonal Skills, COMLEX - USA Level 2 - PE Comprehensive Osteopathic Medical Licensing Examination of the United States Level 2-Performance Evaluation, CPX Clinical Performance examination, CRDTS Central Region Dental Testing Service, EMQ Extended Matching Question, HKU Hong Kong University, ICE integrated clinical encounter; JDAT Junior Doctor Assessment Tool, MCQ multiple choice question, OSCE objective Structured Clinical Examination, PBL problem based learning, PT CPI physiotherapy clinical performance instrument, SAQ short answer question, USMLE Step 2 CS United States Medical Licensing Examination Step 2 Clinical Skills. Objective structured clinical examination. Three of the technology essay studies (20%) investigating the predictive ability of the OSCE found no significant relationship [ 28 , 29 , 31 ]. OSCE did not predict physiotherapy student clinical performance on the PT CPI [ 31 ], or medical student performance measured by either program director evaluations [ 29 ] or senior doctor evaluations [ 28 ]. Nine of economic twelve studies in the medical profession (75%) identified a significant positive relationship between medical student OSCE scores and clinical performance [ 19 – 27 , 30 ], with OSCE scores explaining between 1.9 and 39.7% of the variability in medical student clinical performance.

The OSCE had a significant correlation with pharmacy students’ clinical performance with variances of 1.4–6.3% [ 33 ]. OSCEs were also found to be a significant predictor of dental students’ clinical performance explaining 29.2–37.7% of the variability in clinical productivity values [ 34 ]. A significant relationship was reported between pre-clinical OSCE scores and the clinical performance of in workplace dietetic students (? = 0.66; 95% CI 0.46–0.86; P 0.0001) [ 32 ]. Four of the studies evaluating medical student performance reported on case study, the predictive ability of written examinations [ 19 – 22 ]. In Workplace Essay! Two papers reported on written examinations containing long essay questions and in both cases they did not predict student clinical performance [ 21 , 22 ]. In all three relevant papers significant predictive relationships were found between written assessments consisting of multiple choice questions (MCQs), extended matching questions (EMQs) and short answer questions (SAQs), with variances of 3.2, 7.3 and 29.2% [ 19 – 21 ]. One paper [ 18 ] reported on the use of a portfolio assessment and found it predicted 7.3% of the variability in dental hygiene student clinical performance. Paper Outline! A PBL evaluation consisting of three assessment items predicted 5.9–16.6% of speech pathology student clinical performance on in workplace, treatment skill and paper outline, interpersonal skill subsets [ 17 ]. In Workplace! Case-based learning assessments in a medical program that measured group participation and quality of written reports explained 7.3 and 4.8% of the variance students clinical performance respectively [ 19 ]. A prediction model for medical student clinical performance incorporating Year 4 and dispatch, 5 OSCEs, Year 5 and 6 written examinations, scores from Year 6 clinical attachments and overall GPA identified that no individual summative assessment significantly influenced the clinical performance score; the best overall predictor of clinical performance measured by the JDAT was overall GPA [ 20 ]. A second paper [ 21 ] combined the OSCE and written examination results of essay medical students in a multiple regression model and scholarship essay, found that the OSCE added significantly to the correlation with clinical performance scores. The written examination did not have a significant independent contribution.

The aim of this review was to critically appraise and discuss the findings of existing research investigating the ability of summative assessments used within the non-clinical components of an academic curriculum to predict clinical performance across the breadth of technology in workplace health profession education. Eighteen studies that met inclusion and exclusion criteria were critically reviewed. Luther Junior! The overall methodological quality of the technology in workplace literature that was investigated to inform this review was considered to be ‘fair’. None of the studies included in paper, the review were found to technology essay report on: (i) the principle confounders, (ii) the power of the research and writing your thesis in, (iii) attempts to blind either participants or those measuring clinical performance. Technology In Workplace Essay! The studies that scored more highly clearly described the summative assessment being investigated and lodge scholarship, the main findings, as well as reported actual probability values and the characteristics of students lost to follow up. The OSCE is well established in technology essay, health education programs worldwide.

It is a mode of assessment specifically designed to provide a valid and reliable measure of psychology paper students’ clinical competence in a simulated environment [ 11 ]. In Workplace Essay! Twelve of the case study writer 15 papers reviewed that reported on the relationships between OSCE scores and clinical performance demonstrated a significant positive relationship. In these instances, a significant relationship was present regardless of whether psychometric data was available for the clinical performance measure or not. Technology Essay! Of note, the three studies [ 28 , 29 , 31 ] that did not identify a significant relationship had the smallest sample sizes of load dispatch thesis all the papers in the review. This may have affected the power of the studies and their ability to achieve statistical significance. This is supported by two [ 28 , 29 ] of the three papers which identified that there was a positive trend towards the OSCE predicting student performance and that statistical significance may have been reached with a larger sample size. The clinical performance measures used by technology essay studies included in this review assessed similar domains of competency to OSCEs, although in more complex and often less structured environments. OSCEs assess student performance at the ‘shows how’ level of Miller’s pyramid [ 36 ]; it is likely that the clinical performance measures also evaluate students at the ‘shows how’ level as there is economic thesis a strong argument that ‘does’ can only be measured when the in workplace candidate is unaware of being observed or assessed [ 37 ]. The similarities between both the domains of competence and load dispatch thesis, the levels of performance measured provides some explanation for the consistent positive relationship reported between students OSCE scores and their future clinical performance. While this review suggests that a significant relationship exists between OSCE scores and clinical performance, there is wide variation in the strength of the relationship. In Workplace Essay! With the OSCE explaining between 1.9% [ 20 ] and 39.7% [ 21 ] of the variation in student clinical performance, the psychology paper outline strength of the essay relationships may have been influenced by other factors that in elks, turn may vary between programs. One such factor is the technology in workplace structure of the thesis OSCE itself. The wide variations in OSCE structure pose a challenge when comparing this measure between studies.

For example, the dietetic OSCE had only 3 stations [ 32 ] whereas the dentistry OSCE had 35 stations [ 34 ]. The OSCEs described in studies on medical students ranged from technology in workplace 5 [ 24 ] to 18 [ 21 ] stations. The papers with the two strongest predictive relationships between OSCE and case writer, student clinical performance described OSCEs with 18 ? 5 min stations [ 21 ] and 35 ? 2 min stations [ 34 ] which suggests that longer OSCE assessments may be better predictors of technology in workplace essay performance. This finding is load dispatch thesis supported by a systematic review [ 38 ] of the reliability of the OSCE in medical education programs which identified that while scores on in workplace essay, OSCEs are not always very reliable, better reliability was associated with a greater number of stations. This is attributed to a wider sampling of cases across the increased number of stations. Load Dispatch Thesis! Unfortunately, not all papers meeting the criteria for review in this study reported on station structure and evaluation methodologies used within the OSCEs. This limited the technology in workplace essay ability to further discuss the impact of OSCE structure on the predictive ability of the assessment but may explain the large differences in variance. The differences in the strength of the predictive relationships may also be explained by the difference in measures of clinical performance. This concern has been previously reported in the literature with Hamdy et al. [ 9 ] noting that a limitation of their systematic review was the lack of a widely-used measure of clinical performance. The findings of the present review also need to on martin be considered in light of the essay limitations imposed by the variety of clinical performance measures used. A variance of economic dispatch thesis 1.9% is of extremely limited predictive value given that OSCE performance would then explain less than 2% of student’s performance in the clinical workplace setting. However, a variance of 37.7% indicates a strong predictive relationship.

A predictive relationship of this strength would be valuable for assisting to essay identify students at risk of poor performance in the clinical setting. On this basis, the predictive relationship between OSCE scores and study wanted, student clinical performance must be viewed with caution. However, these scores could be used by educators as a method of identifying students that may be at risk of low performance in a clinical practice setting until a more robust measure is available. As only one paper was identified for technology in workplace essay, each of the portfolio, case-based and resume cover with, problem-based learning assessments there is inadequate data to draw conclusions about technology essay, these modes of economic load thesis assessment. Technology Essay! Four papers in the review did investigate written assessments. Both papers investigating written assessment batteries containing long essay questions [ 21 , 22 ] found no significant correlation with clinical performance scores, however all four papers investigating written assessments consisting of EMQ, MCQ and SAQs did identify a significant positive relationship.

This supports literature advocating the use of EMQs or MCQs in written examinations rather than essay questions [ 39 ]. Like the your thesis in findings for in workplace essay, the OSCE, there was a large difference in the strength of the relationship between papers reviewed. An EMQ/MCQ written assessment explained 29.2% [ 21 ] of the variation in cover, students overall clinical performance measured by a global rating instrument, but only 3.2% [ 20 ] when clinical performance was measured by technology the JDAT. While other program factors other than the psychology outline choice of clinical performance measure may also influence these relationships, there is a large difference in technology essay, the ability of the psychology paper MCE/EMQ written assessments to predict clinical performance. This highlights the need for research to occur where a standard measure of clinical performance is used to allow for comparison between studies. The findings of this review suggest that there is limited evidence to technology in workplace support the use of SMQ, MCQ and EMQ written assessments to predict student’s clinical performance and that the written examinations should be used as a predictive measure with caution.

In traditional curricula, summative assessments may have a gate-keeping role for progression on to clinical placement. However, even in resume cover, curricula where students commence learning in the clinical environment early in their program there is still great merit in predicting future clinical performance. The early identification of students at risk of poor performance allows for in workplace essay, targeted remediation prior to scholarship clinical experiences, as well as the implementation of in workplace essay focused support whilst the on martin luther king junior student is embedded in technology in workplace essay, the clinical environment. However, until further research adds to the body of evidence, the use of summative assessments to predict student clinical performance should be approached with caution. If educators choose to use summative assessment results to attempt to study writer predict clinical performance then this review suggests that the OSCE, which has a weak predictive value, may be the technology in workplace most appropriate choice. Economic Load Dispatch Thesis! This review also implies that individual modes of summative assessment should not be the gatekeepers into the clinical practice environment as there is insufficient evidence to base high-stakes decisions (such as a student’s ability to in workplace progress on to clinical placement) on the predictive ability of these assessments.

In addition to the differences in the structure of writing summative assessments investigated and clinical performance measures used that this review has already discussed, a potential limitation of the research reviewed is that only students who completed their program of study were included. Students who did not complete their program were typically excluded from data analysis. The resulting datasets would therefore not include students that had failed to meet minimum assessment standards in either the in workplace essay non-clinical curriculum or in clinical placements and thus been prevented from progressing. This creates a floor effect which could potentially skew the luther junior reported correlations and reduce data sensitivity. Limitations of the technology in workplace present review include the use of the Downs and elks scholarship essay, Black as a critical appraisal tool. This tool was originally designed to appraise health intervention studies.

While it has enabled a standardised critique of the studies in this review, it may be that the papers have been appraised more harshly when applied to the same critique as an interventional study. Considering this, all studies were appraised by technology in workplace the same tool and as such the methodological quality of papers could be appropriately compared. There was also a language bias in with salary, this review, as papers were limited to those published in the English language. There may be papers on this topic published in languages other than English that have not been captured in this review. Future research on essay, this topic should aim to recruit larger sample sizes to increase statistical power.

There should also be an emphasis on outline, research within allied health student populations using measures of clinical performance that have been shown to be valid, reliable and are widely used. Technology Essay! This approach would allow for a more rigorous comparison between programs and even professions to paper outline be conducted, aiding in the generalisation of findings across the in workplace allied health professions. The findings of this review suggest that assessments used within an academic curriculum do have significant positive relationships with the clinical performance of psychology outline health professional students. To use these assessments as predictive measures caution is required due to a small body of evidence and large variations in the predictive strength of the relationships identified. The OSCE may be the most appropriate choice at this time for educators planning to use summative assessment scores to identify students that may be at risk of poor performance in technology in workplace, a clinical workplace environment. Further research, with larger sample sizes, is load dispatch required to determine the ability of technology summative assessments to cover letter requirements predict the future clinical performance of health profession students particularly in allied health student populations. Advanced Pharmacy Practice Experiences. COMLEX-USA Level 2-PE: Comprehensive Osteopathic Medical Licensing Examination of the United States Level 2 Performance Evaluation. Clinical performance examination.

Central Region Dental Testing Service. Extended matching question. Grade point average. Hong Kong University. Junior Doctor Assessment Tool. Multiple choice question. National Dental Hygiene Examination. Objective structured clinical examination. Physiotherapy Clinical Performance Instrument.

Short answer questions. Competency Based Assessment in Speech Pathology. USMLE Step 2 CS: United States Medical Licensing Examination Step 2 Clinical Skills. No funding was received. Availability of data and technology in workplace essay, materials. All data generated or analysed during this study are included in this published article (and its Additional file 1 ).

All authors contributed to the conceptualisation and case study writer wanted, planning of the review and to the development of the search strategy. In Workplace! RT carried out the cover salary systematic search, study selection, data extraction, critical appraisal and drafted the technology in workplace essay manuscript. NM carried out the critical appraisal and contributed to the drafting of the manuscript. Economic Thesis! RO performed the technology in workplace essay kappa analysis and contributed to essay the drafting the manuscript. In Workplace! WH settled any disagreements in critical appraisal and contributed to drafting the manuscript. Resume Letter With Salary Requirements! All authors read and approved the in workplace essay final manuscript. The authors declare they have no competing interests. Ethics approval and consent to participate. Open Access This article is distributed under the terms of the writing in Creative Commons Attribution 4.0 International License ( ), which permits unrestricted use, distribution, and technology in workplace essay, reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.

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