Sample records for competency-based training cbt

  1. Competency-Based Training: A Staff Development Perspective.

    ERIC Educational Resources Information Center

    Lowrie, Tom; Hill, Doug; Smith, Erica

    The impact of competency-based training (CBT)on the role and responsibilities of instructors across Australia's vocational education and training (VET) sector was examined. The study focused on the following: quality and nature of CBT instruction throughout Australia; ways VET instructors have adapted their practice to accommodate CBT; and staff…

  2. Competency-Based Training in International Perspective: Comparing the Implementation Processes Towards the Achievement of Employability

    ERIC Educational Resources Information Center

    Boahin, Peter; Eggink, Jose; Hofman, Adriaan

    2014-01-01

    This article undertakes a comparison of competency-based training (CBT) systems in a number of countries with the purpose of drawing lessons to support Ghana and other countries in the process of CBT implementation. The study focuses on recognition of prior learning and involvement of industry since these features seem crucial in achieving…

  3. Competency-Based Training, Global Skills Mobility and the Teaching of International Students in Vocational Education and Training

    ERIC Educational Resources Information Center

    Tran, Ly Thi; Nyland, Chris

    2013-01-01

    In Australia, all vocational education and training (VET) qualifications must be based on competency-based training (CBT) and training packages. Yet, since 2005, there has been a major expansion in the number of VET international students in Australia, 85% of whom are from Asia. Given this development, the teaching and learning contexts in which…

  4. Competence-Based Management Training. Report 302.

    ERIC Educational Resources Information Center

    Strebler, M. T.; Bevan, S.

    A research study examined what competence-based management training (CBMT) is, how organizations are using it and why, and what impact it has had. It drew on evidence from a survey and case studies conducted among large employers in Britain (United Kingdom). General findings from 377 respondents indicated that the use of competencies was…

  5. Competence and Competency-based Training: What the Literature Says

    ERIC Educational Resources Information Center

    Guthrie, Hugh

    2009-01-01

    This literature review, commissioned by the National Quality Council, provides a historical account of the development of competency-based training in Australia and summarises the issues arising from the range of reviews conducted on elements of the national training system. It also explores the variety of ways in which competence is conceived…

  6. Competency-Based Education Curriculum for Firefighter Training.

    ERIC Educational Resources Information Center

    West Virginia State Vocational Curriculum Lab., Cedar Lakes.

    This competency-based education curriculum, developed by firefighters and educators in West Virginia, is designed for use as a resource for the development of improved firefighter training programs. It consists of an introductory note to the instructor and 140 competency sheets. These sheets deal with tasks in the following areas: general…

  7. Competency-based training in nursing: limits and possibilities.

    PubMed

    Tonhom, Silvia Franco da Rocha; Costa, Maria Cristina Guimarães da; Hamamoto, Cássia Galli; Francisco, Anete Maria; Moreira, Haydée Maria; Gomes, Romeu

    2014-12-01

    Objective To analyze the possibilities and limits of competency-based training in nursing. Method An integrative review of the literature on the subject was carried out, and an analysis was made of the results of a survey evaluating a nursing course based on areas of competency. A dialog was then established between the review and the results of the research. Results On the question of which theoretical type of competency the articles from the literature relate to, there is a predominance of the constructivist perspective, followed by the functionalist approach and the dialog-based approach. In the dialog between the literature and the research, limits and possibilities were observed in the development of a training by areas of competency. Conclusion The dialog-based approach to competency is the proposition that most approximates to the profile defined by the National Curriculum Guidelines for training in nursing, and this was also identified in the evaluation survey that was studied. However, it is found that there are aspects on better work is needed, such as: partnership between school and the workplace, the role of the teacher, the role of the student, and the process of evaluation. PMID:25830758

  8. The Problem with CBT (and Why Constructivism Makes Things Worse)

    ERIC Educational Resources Information Center

    Wheelahan, Leesa

    2009-01-01

    This paper develops a social realist critique of competency-based training (CBT) by drawing on the philosophy of critical realism and the sociology of Basil Bernstein as complementary modes of analysis. CBT is the mandated model of curriculum in the vocational education and training (VET) sector in Australia. It results in an impoverished…

  9. The transition to competency-based pediatric training in the United Arab Emirates.

    PubMed

    Ibrahim, Halah; Al Tatari, Hossam; Holmboe, Eric S

    2015-01-01

    Although competency-based medical education has become the standard for physician training in the West, many developing countries have not yet adopted competency-based training. In 2009 in the United Arab Emirates, the government regulatory and operational authorities for healthcare in Abu Dhabi mandated a wide-scale reform of the emirate's postgraduate residency programs to the competency-based framework of the newly formed Accreditation Council for Graduate Medical Education-International (ACGME-I). This article briefly describes the rationale for competency-based medical education and provides an overview of the transition from traditional, time-based residency training to competency-based postgraduate medical education for the Pediatrics residency programs in Abu Dhabi. We will provide data on the initial impact of this transition on resident performance and patient outcomes in a Pediatrics residency program in an academic medical center in the United Arab Emirates. PMID:25889202

  10. Competence-Based Education and Training--About Frequently Asked Questions

    ERIC Educational Resources Information Center

    Mulder, Martin

    2012-01-01

    This article follows the author's previous piece on practical guidelines for the development of comprehensive competence-based education and training (Mulder, 2012). It is about the questions that have been and are still frequently asked in presentations, workshops and classes about the introduction of competence-based education. Here, the author…

  11. Competency-Based Geropsychology Training in Doctoral Internships and Postdoctoral Fellowships

    Microsoft Academic Search

    Gregory A. Hinrichsen; Antonette M. Zeiss; Michele J. Karel; Victor A. Molinari

    2010-01-01

    Opportunities for geropsychology training in doctoral internships and postdoctoral fellowships have slowly grown over the years. There will be a need for more geropsychology training programs as the U.S. population ages concurrent with increased demand for mental health services from older adults. This article provides recommendations for competency-based geropsychology training that derive from the Pikes Peak Model for Training in

  12. A Disciplinary Perspective of Competency-Based Training on the Acquisition of Employability Skills

    ERIC Educational Resources Information Center

    Boahin, Peter; Hofman, Adriaan

    2013-01-01

    In the changing global economy, employability skills increasingly are the focus of vocational education and training institutions. This paper explores the effect of academic disciplines, students' background characteristics and industry training on the acquisition of employability skills through competency-based training. A significant…

  13. An Innovative Child CBT Training Model for Community Mental Health Practitioners in Ontario

    ERIC Educational Resources Information Center

    Manassis, Katharina; Ickowicz, Abel; Picard, Erin; Antle, Beverley; McNeill, Ted; Chahauver, Anu; Mendlowitz, Sandra; Monga, Suneeta; Adler-Nevo, Gili

    2009-01-01

    Objective: Cognitive behavior therapy (CBT) for children has been shown efficacious, but community access to it is often limited by the lack of trained therapists. This study evaluated a child, CBT-focused, 20-session weekly group supervision seminar with a didactic component which was provided to community mental health practitioners by…

  14. The CBT Decade: Teaching for Flexibility and Adaptability.

    ERIC Educational Resources Information Center

    Billett, Stephen; McKavanagh, Charlie; Beven, Fred; Angus, Lawrence; Seddon, Terri; Gough, John; Hayes, Sharon; Robertson, Ian

    A 1998 study conducted by researchers from the Centre For Learning and Work Research at Griffith Univ. and The Studies of Work, Education and Training, at Monash Univ. sought to evaluate the contributions of competency-based training (CBT) and assessment to Australian vocational education and training. "Introduction" (Stephen Billet, Fred Beven)…

  15. A comparison of South Australia's driver licensing methods: competency-based training vs. practical examination

    E-print Network

    A comparison of South Australia's driver licensing methods: competency-based training vs. practical Australia, 5th Floor CDRC Building, The Queen Elizabeth Hospital, Woodville Road, Woodville SA 5011, Australia b Transport Systems Centre, School of Geoinformatics, Planning and Building, University of South

  16. A Competency-Based Technical Training Model That Embraces Learning Flexibility and Rewards Competency

    ERIC Educational Resources Information Center

    Yasinski, Lee

    2014-01-01

    Today's adult learners are continuously searching for successful programs with added learner flexibility, a positive learning experience, and the best education for their investment. Red Deer College's unique competency based welder apprenticeship training model fulfills this desire for many adult learners.

  17. The CBT Decade: Teaching for Flexibility and Adaptability. An Overview.

    ERIC Educational Resources Information Center

    Billett, Stephen; McKavanagh, Charlie; Beven, Fred; Angus, Lawrence; Seddon, Terri; Gough, John; Hayes, Sharon; Robertson, Ian

    The contribution of competency-based training (CBT) to the development of an adaptable and flexible workforce was examined by analyzing documents and gathering data from teachers, industry representatives, enterprises, and students in metropolitan and nonmetropolitan sites in two Australian states: Victoria and Queensland. The study focused on…

  18. Ensuring Successful Development of Multimedia Computer-Based Training (CBT)

    Microsoft Academic Search

    Carolyn Stein; Mark N. Frolick

    2001-01-01

    Error-free multimedia computer-based training must be produced quickly to respond to market demand. This presents a challenge to project managers who are under pressure to keep production costs low. Testing is the key to limiting risk and ensuring quality. This article describes how testing multimedia differs from standard application testing and shows how project managers can set up an effective

  19. Where does CBT (computer-based training) fit in, now that we know so much. A front end analysis study

    SciTech Connect

    Andrews, A.E.; Trainor, M.S.

    1987-01-01

    Computer-based training (CBT) has now been in existence for over two decades. It has been implemented in both the private sector and government organizations at an exponential rate. Nevertheless, many institutions, particularly educational institutions, have not yet introduced CBT. Our knowledge of what works and what does not, as well as hardware and software advances, has greatly increased in the past few years. This paper addresses many management considerations with respect to CBT. First, we consider the generic environment in which CBT might be used and then issues that affect costs and benefits, including lessons learned by the Cognitive Engineering Design and Research Team (CEDAR) of the Los Alamos National Laboratory in its assessments. The final section gives some ''how-to'' guidelines on increasing the probability of successfully introducing CBT into the training environment. The underlying theme of the paper is that management should be guided by what we now know about costs and benefits in its decisions regarding CBT and fight the lure of ''high tech'' glitter.

  20. CD-ROM (compact disc-read only memory): A delivery medium for CBT (computer-based training)

    SciTech Connect

    Luettgen, A.L.; Houghton, F.K.; Andrews, A.E.

    1991-01-01

    Computer-based training (CBT) development has evolved from electronic page turners to a sophisticated instructional environment. The use of numerous large image files, large digital audio files, and complex computer-generated graphics files places great demands on a system's capacity for binary storage (disk space). One solution is the use of compact disc-read only memory (CD-ROM). The explosive growth of CD-ROM players in the marketplace makes CD-ROM a viable delivery medium for CBT. Recently, a CBT package for radiation protection technicians at Los Alamos National Laboratory was produced on CD-ROM. The course is delivered on a multimedia system consisting of the following: MS DOS-based computer, CD-ROM player, high-resolution video graphics array monitor, scanned color images with graphic overlays, digital audio, and mouse interface. This paper will allow the reader to assess the appropriateness of CD-ROM for a specific project, report on lessons learned from the RPT project, demonstrate that CD-ROM is within reach of the average CBT developer, and provide guidelines for successfully developing CD-ROM based CBT. This paper can serve as a basic primer on how to adapt CD-ROM as a CBT medium. Some of the technical aspects that are discussed are listed here: CD-ROM basics for CBT development, availability of low-cost development environments, file organization, optimization of CD-ROM response times, effective use of digital audio and still frame graphics, and animation with CD-ROM.

  1. Randomized Trial of Web-based Training to Promote Counselor Use of CBT Skills in Client Sessions

    PubMed Central

    Larson, Mary Jo; Amodeo, Maryann; LoCastro, Joseph S.; Muroff, Jordana; Smith, Lauren; Gerstenberger, Eric

    2014-01-01

    With funding from the National Institute on Drug Abuse, we delivered a Web training program on cognitive behavioral therapy (CBT) to addiction counselors and supervisors in 54 U.S. addiction units and conducted a randomized controlled trial with 127 counselors in 2006–07. Adequate adherence to CBT practice at pre- and post-training was judged from audiotapes of client sessions using an adequacy rating guide of counseling skills. A web-administered questionnaire assessed demographics, prior training, attitudes, and self-report counseling practices. Logistic regression model findings are described with discussion of dissemination of evidence-based practices, study limitations, and future research needs for empirically-supported training programs. PMID:23577913

  2. Preparing a 21st century workforce: is it time to consider clinically based, competency-based training of health practitioners?

    PubMed

    Nancarrow, Susan A; Moran, Anna M; Graham, Iain

    2014-02-01

    Health workforce training in the 21st century is still based largely on 20th century healthcare paradigms that emphasise professionalisation at the expense of patient-focussed care. This is illustrated by the paradox of increased training times for health workers that have corresponded with workforce shortages, the limited career options and pathways for paraprofessional workers, and inefficient clinical training models that detract from, rather than add to, service capacity. We propose instead that a 21st century health workforce training model should be: situated in the clinical setting and supported by outsourced university training (not the other way around); based on the achievement of specific milestones rather than being time-defined; and incorporate para-professional career pathways that allow trainees to 'step-off' with a useable qualification following the achievement of specific competencies. Such a model could be facilitated by existing technology and clinical training infrastructure, with enormous potential for economies of scale in the provision of formal training. The benefits of a clinically based, competency-based model include an increase in clinical service capacity, and clinical training resources become a resource for the delivery of healthcare, not just education. Existing training models are unsustainable, and are not preparing a workforce with the flexibility the 21st century demands. PMID:24351806

  3. Designing a Competency-Based New County Extension Personnel Training Program: A Novel Approach

    ERIC Educational Resources Information Center

    Brodeur, Cheri Winton; Higgins, Cynthia; Galindo-Gonzalez, Sebastian; Craig, Diane D.; Haile, Tyann

    2011-01-01

    Voluntary county personnel turnover occurs for a multitude of reasons, including the lack of job satisfaction, organizational commitment, and job embeddedness and lack of proper training. Loss of personnel can be costly both economically and in terms of human capital. Retention of Extension professionals can be improved through proper training or…

  4. Creative Solution for Implementation of Experiential, Competency-Based Palliative Care Training for Internal Medicine Residents

    PubMed Central

    Shpritz, Deborah W.; Wolfsthal, Susan D.; Zimrin, Ann B.; Keay, Timothy J.; Fang, Hong-Bin; Schuetz, Carl A.; Stapleton, Laura M.; Weissman, David E.

    2011-01-01

    To graduate internal medicine residents with basic competency in palliative care, we employ a two-pronged strategy targeted at both residents and attending physicians as learners. The first prong provides a knowledge foundation using web-based learning programs designed specifically for residents and clinical faculty members. The second prong is assessment of resident competency in key palliative care domains by faculty members using direct observation during clinical rotations. The faculty training program contains Competency Assessment Tools addressing 19 topics distributed amongst four broad palliative care domains designed to assist faculty members in making the clinical competency assessments. Residents are required to complete their web-based training by the end of their internship year; they must demonstrate competency in one skill from each of the four broad palliative care domains prior to graduation. Resident and faculty evaluation of the training programs is favorable. Outcome-based measures are planned to evaluate long-term program effectiveness. PMID:21553329

  5. Creative solution for implementation of experiential, competency-based palliative care training for internal medicine residents.

    PubMed

    Ross, Douglas D; Shpritz, Deborah W; Wolfsthal, Susan D; Zimrin, Ann B; Keay, Timothy J; Fang, Hong-Bin; Schuetz, Carl A; Stapleton, Laura M; Weissman, David E

    2011-09-01

    To graduate internal medicine residents with basic competency in palliative care, we employ a two-pronged strategy targeted at both residents and attending physicians as learners. The first prong provides a knowledge foundation using web-based learning programs designed specifically for residents and clinical faculty members. The second prong is assessment of resident competency in key palliative care domains by faculty members using direct observation during clinical rotations. The faculty training program contains Competency Assessment Tools addressing 19 topics distributed amongst four broad palliative care domains designed to assist faculty members in making the clinical competency assessments. Residents are required to complete their web-based training by the end of their internship year; they must demonstrate competency in one skill from each of the four broad palliative care domains prior to graduation. Resident and faculty evaluation of the training programs is favorable. Outcome-based measures are planned to evaluate long-term program effectiveness. PMID:21553329

  6. Developing a Competence-Based Addiction Medicine Curriculum in Indonesia: The Training Needs Assessment

    ERIC Educational Resources Information Center

    Pinxten, W. J. L.; De Jong, C.; Hidayat, T.; Istiqomah, A. N.; Achmad, Y. M.; Raya, R. P.; Norviatin, D.; Siregar, I. M. P.

    2011-01-01

    Indonesia has one of the fastest growing, injecting drugs user-driven, human immunodeficiency virus (HIV) epidemics in Asia. Coverage of needle and syringe programs (NSPs), opioid substitution therapy (OST), and antiretroviral treatment (ART) is increasing, but is still low, whereas professional training in addiction medicine is not yet…

  7. Competency-Based Clinical Training: Teacher Education Blueprint for the '80s?

    ERIC Educational Resources Information Center

    Boger, David; Simms, Richard L.

    1980-01-01

    Describes a cooperative program between North Texas State University and the Dallas Independent School District that uses a clinical approach to train student teachers for employment in inner-city schools. Provides some data comparing the program and its graduates with standard programs and their graduates. (IRT)

  8. The Effect of Instructor-Student Interaction on Achievement in Computer-Based Training (CBT). Interim Technical Paper for Period April 1990-February 1991.

    ERIC Educational Resources Information Center

    Stephenson, Stanley D.

    The role of the instructor in computer-based training (CBT) has not been previously studied. However, the role of instructor in traditional instruction (TI) has been studied and has been shown to influence student achievement. A key finding from TI research is that instructor-student interaction is positively related to achievement. This…

  9. Project-Based Training PBT, an Addition to CBT and WBT

    Microsoft Academic Search

    Christian Breu; Norbert Meckl; Johannes Sametinger

    Computers and the World Wide Web have influenced many aspects of every-day-life. Especially in the field of doing business new ways of communication have emerged. Distance learning, eLearning, computer-based training, and web-based training are terms for new forms of learning based on modern technologies. In this paper we will introduce facets of electronic learn- ing and present our approach of

  10. Competency-based education for the molecular genetic pathology fellow: a report of the association for molecular pathology training and education committee.

    PubMed

    Talbert, Michael L; Dunn, S Terence; Hunt, Jennifer; Hillyard, David R; Mirza, Imran; Nowak, Jan A; Van Deerlin, Vivianna; Vnencak-Jones, Cindy L

    2009-11-01

    The following report represents guidelines for competency-based fellowship training in Molecular Genetic Pathology (MGP) developed by the Association for Molecular Pathology Training and Education Committee and Directors of MGP Programs in the United States. The goals of the effort were to describe each of the Accreditation Council for Graduate Medical Education competencies as they apply to MGP fellowship training, provide a summary of goals and objectives, and recommend assessment tools. These guidelines are particularly pertinent to MGP training, which is a relatively new specialty that operates within a rapidly changing scientific and technological arena. It is hoped that this document will provide additional material for directors of existing MGP programs to consider for improvement of program objectives and enhancement of evaluation tools already in place. In addition, the guidelines should provide a valuable framework for the development of new MGP programs. PMID:19797613

  11. Competence-Based Assessment in Professional Education Validation

    ERIC Educational Resources Information Center

    Thilakaratne, Ruffina; Kvan, Thomas

    2006-01-01

    This paper investigates the appropriateness of competence-based assessment in professional education validation, considering architectural education in Asia as a case study. Competence-based assessment originated in teacher training and vocational training settings in the USA and the UK. Competence-based assessment has been increasingly adopted by…

  12. Job Placement Program and Follow-Up System. Orange County Educational Consortium For Competency Based JTPA Vocational Training.

    ERIC Educational Resources Information Center

    Coad, Cynthia

    This guide is intended to assist vocational training placement personnel responsible for recruiting, counseling, or providing vocational services to disadvantaged or unemployed clients of a Job Training Partnership Act program. The manual is a compilation of verified vocational educational activities related to job placement and followup…

  13. Competence-Based Training, Vocational Qualifications and Learning Targets: Some Lessons for the Learning and Skills Council.

    ERIC Educational Resources Information Center

    Matlay, Harry; Addis, Mark

    2002-01-01

    Reviews the status of National and Scottish Vocational Qualifications in the United Kingdom in terms of employer acceptance, role in company training, employee participation, small business usage, and overall employer investment in training. Considers the implications of concerns about the system for the learning targets to be achieved by the new…

  14. Providing competency-based family medicine residency training in substance abuse in the new millennium: a model curriculum

    Microsoft Academic Search

    J Paul Seale; Sylvia Shellenberger; Denice Crowe Clark

    2010-01-01

    BACKGROUND: This article, developed for the Betty Ford Institute Consensus Conference on Graduate Medical Education (December, 2008), presents a model curriculum for Family Medicine residency training in substance abuse. METHODS: The authors reviewed reports of past Family Medicine curriculum development efforts, previously-identified barriers to education in high risk substance use, approaches to overcoming these barriers, and current training guidelines of

  15. The research rotation: competency-based structured and novel approach to research training of internal medicine residents

    Microsoft Academic Search

    Balavenkatesh Kanna; Changchun Deng; Savil N Erickson; Jose A Valerio; Vihren Dimitrov; Anita Soni

    2006-01-01

    BACKGROUND: In the United States, the Accreditation Council of graduate medical education (ACGME) requires all accredited Internal medicine residency training programs to facilitate resident scholarly activities. However, clinical experience and medical education still remain the main focus of graduate medical education in many Internal Medicine (IM) residency-training programs. Left to design the structure, process and outcome evaluation of the ACGME

  16. A Competency-Based Analysis of Required Skills and Training Needs of Counselors Serving Dually-Diagnosed Clients.

    ERIC Educational Resources Information Center

    Bihm, Elson

    Surveys (N=456) were mailed to professionals in the American Mental Health Counselors Association (AMHCA), the American Psychological Association, and the National Association of the Dually Diagnosed, and 169 surveys were returned. This study examined the skills and training needs of counselors who work with dually-diagnosed clients (in this case,…

  17. Competency Based Instruction: A Case Study.

    ERIC Educational Resources Information Center

    Hardinge, Neil

    1992-01-01

    At the heart of the Royal Air Force's revised basic engineering training is competency based assessment. Discusses the need for: new technologies, different skills, new competences, appropriate expectations, systems awareness, and skills integration. Examines training requirements; approach used (task analysis, final criterion test, interim tests,…

  18. Competency-Based Horticulture: Turfgrass Maintenance Worker.

    ERIC Educational Resources Information Center

    College of DuPage, Glen Ellyn, IL.

    This competency-based horticulture curriculum guide is designed to provide secondary and postsecondary horticulture teachers with a task-oriented program for training turfgrass maintenance workers. It contains a master resource list, a listing of turfgrass maintenance resources available from various states, and 59 competency task sheets organized…

  19. Development of Competency-Based Assessment Centers

    ERIC Educational Resources Information Center

    Chen, Hsin-Chih; Naquin, Sharon S.

    2005-01-01

    Construct validity has been an issue in assessment centers literature. This study developed a model for competency-based assessment centers by integrating competency modeling, training design, assessment centers, and multi-source feedback assessment. Several propositions in conjunction with the model were also developed to help resolve construct…

  20. Provide a Staff Development Program. Competency-Based Vocational Education Administrator Module Series. Leadership and Training Series No. 58B-12.

    ERIC Educational Resources Information Center

    Miller-Beach, Audni; And Others

    Designed to provide pre- and inservice vocational education administrators with the skills necessary to establish and/or facilitate implementation of a staff development program, this competency-based learning module consists of an introduction and three sequential learning experiences. Each learning experience contains an overview, required and…

  1. Competency-Based Achievement System

    PubMed Central

    Ross, Shelley; Poth, Cheryl N.; Donoff, Michel; Humphries, Paul; Steiner, Ivan; Schipper, Shirley; Janke, Fred; Nichols, Darren

    2011-01-01

    Abstract Problem addressed Family medicine residency programs require innovative means to assess residents’ competence in “soft” skills (eg, patient-centred care, communication, and professionalism) and to identify residents who are having difficulty early enough in their residency to provide remedial training. Objective of program To develop a method to assess residents’ competence in various skills and to identify residents who are having difficulty. Program description The Competency-Based Achievement System (CBAS) was designed to measure competence using 3 main principles: formative feedback, guided self-assessment, and regular face-to-face meetings. The CBAS is resident driven and provides a framework for meaningful interactions between residents and advisors. Residents use the CBAS to organize and review their feedback, to guide their own assessment of their progress, and to discern their future learning needs. Advisors use the CBAS to monitor, guide, and verify residents’ knowledge of and competence in important skills. Conclusion By focusing on specific skills and behaviour, the CBAS enables residents and advisors to make formative assessments and to communicate their findings. Feedback indicates that the CBAS is a user-friendly and helpful system to assess competence. PMID:21918129

  2. More Power to the Executive? A Preliminary Test of CBT plus Executive Skills Training for Treatment of Late-Life GAD

    ERIC Educational Resources Information Center

    Mohlman, Jan

    2008-01-01

    One hypothesized reason for the lower rates of cognitive behavior therapy (CBT) response among older as compared to younger anxiety patients is that they are more likely to show age-related deficits in executive skills, which are complex cognitive skills involved in the regulation of negative affect. Following an 8-week baseline period, this pilot…

  3. Disseminating and Implementing Trauma-focused CBT in community settings.

    PubMed

    Cohen, Judith; Mannarino, Anthony P

    2008-10-01

    Trauma-focused cognitive behavioral therapy (TF-CBT) is an evidence-based practice (EBP) for children. TF-CBT is being disseminated and implemented through a variety of strategies, including distance learning/ Internet training, live training + ongoing phone consultation, a learning collaborative model, and mixed models. Each dissemination and implementation model is described, examples are provided of how it has been used to spread the TF-CBT model among community clinicians treating traumatized children, and data regarding its use are presented. Quality and quantity of data from these dissemination/ implementation models varies, but overall they supports the effectiveness of both the TF-CBT model in treating traumatized children and a variety of dissemination and implementation models. More research is needed to learn about optimal strategies for disseminating and implementing EST for traumatized children, and to explore novel methodologies (e.g., including training in EST for traumatized children in graduate programs). PMID:18936280

  4. Twitter as a Potential Disaster Risk Reduction Tool. Part IV: Competency-based Education and Training Guidelines to Promote Community Resiliency

    PubMed Central

    Yeager, Violet; Cooper, Guy Paul; Burkle, Frederick M.; Subbarao, Italo

    2015-01-01

    Twitter can be an effective tool for disaster risk reduction but gaps in education and training exist in current public health and disaster management educational competency standards.  Eleven core public health and disaster management competencies are proposed that incorporate Twitter as a tool for effective disaster risk reduction.  Greater funding is required to promote the education and training of this tool for those in professional schools and in the current public health and disaster management workforce. 

  5. Competency-Based Behavioral Interviewing

    ERIC Educational Resources Information Center

    Garrigues, Sarah M.

    2012-01-01

    Directors too often rely primarily on their hunches to guide them in employee selection. But what if their hunches are only 30 percent correct? Potentially, one bad hire could be responsible for a noticeable decrease in enrollment and, as a result, the school's net revenue. In this article, the author discusses the Competency-Based Behavioral…

  6. Competency-Based Horticulture. Floriculture.

    ERIC Educational Resources Information Center

    College of DuPage, Glen Ellyn, IL.

    One of two competency-based horticulture curriculum guides developed by an Illinois project, this Floriculture guide provides the classroom teacher with specific tasks determined by state industry personnel to be necessary for entry-level job placement. It is intended for horticulture education at the senior high school and two year college level.…

  7. A Bermuda Triangle? A Case Study of the Disappearance of Competence-Based Vocational Training Policy in the Context of Practice.

    ERIC Educational Resources Information Center

    Bates, Inge; Dutson, Judith

    1995-01-01

    Observations of job training of special needs students were analyzed in terms of operational demands, staffing levels, resources, and trainee interaction. The competence approach often disappeared in the face of more pressing concerns; it serves to legitimate a political response rather than solve an educational problem. (SK)

  8. Competency Based Curriculum in Two Agribusiness Types. Final Report.

    ERIC Educational Resources Information Center

    Legacy, James

    A project was conducted to (1) validate meat processing and grain elevator operation tasks for Illinois by relevant agricultural businesses, (2) conduct a national review of teaching materials in the target agribusiness areas, and (3) provide inservice training and develop a self-instruction, competency-based curriculum guide for Illinois…

  9. MADE 2. Marketing and Distributive Education Competency Based Curriculum Guide.

    ERIC Educational Resources Information Center

    New Jersey State Dept. of Education, Trenton. Div. of Vocational Education.

    This curriculum guide is one in a series of three competency-based instructional materials dealing with marketing and distributive education (MADE). Covered in the individual sections of the guide are the following topics: job orientation (personal appearance, job opportunities, job interviews, basic skills, training plans, legal requirements, and…

  10. Model Competency-Based Instruction Project 1981-1982.

    ERIC Educational Resources Information Center

    Sade, Patricia A.

    As an illustration of competency-based instruction in action, this publication contains a curriculum guide, sample lesson plans, and an explanation of how these materials were derived and implemented in a public school district Comprehensive Employment and Training Act vocational education program in Springfield, Missouri. The model contains a…

  11. Towards Competence-Based VET: Dealing with the Pitfalls

    ERIC Educational Resources Information Center

    Biemans, Harm; Wesselink, Renate; Gulikers, Judith; Schaafsma, Sanne; Verstegen, Jos; Mulder, Martin

    2009-01-01

    This article builds on a previous 2004 "Journal of Vocational Education and Training" (JVET) contribution by Biemans et al., in which several possible pitfalls in designing and implementing competence-based education (CBE) were discussed. The present article reports on the results of an extensive research programme on competence development and…

  12. Effects of a Competency-Based Professional Development Training on Children's Physical Activity and Staff Physical Activity Promotion in Summer Day Camps

    PubMed Central

    Weaver, R. Glenn; Beets, Michael W.; Turner-Mcgrievy, Gabrielle; Webster, Collin A.; Moore, Justin

    2015-01-01

    Background The YMCA of USA adopted Physical Activity (PA) Standards for summer day camps (SDC) in 2011. Standards call for increasing children's PA, as well as, increasing staff behaviors related to creating an activity-friendly environment, such as role modeling and verbally promoting PA. The objective of this study was to evaluate strategies designed to meet the YMCA PA Standards. Methods Four YMCA SDCs participated in this pre/multiple-post test study. Strategies to increase staff PA promotion included ongoing professional development training, workshops, and technical support. Changes in staff behaviors and child PA were measured via the System for Observing Staff Promotion of Activity and Nutrition and the System for Observing Play and Leisure Time in Youth, respectively. Results Nine of 13 staff PA promotion behaviors demonstrated statistically significant changes in the desired direction. For example, staff engagement in PA with children increased by 11.4% (25.4% vs. 36.8%), while idle-time fell by 42.4% (53.1% vs. 10.7%) from baseline to final assessment. The percentage of girls and boys observed sedentary during scheduled PA decreased by 16.9% and 17.4%, while moderate-to-vigorous physical activity increased 3.3% and 3.5%, respectively. Changes in activity levels varied by grade level. Conclusions Strategies herein show promise for impacting staff behaviors and, in-turn, child PA. Continued support is likely required if changes are to be sustained. PMID:25530241

  13. The CBT (R)evolution and the Authoring Engines that Drive It.

    ERIC Educational Resources Information Center

    Hefner, Donna

    1996-01-01

    Provides an overview of developments in computer-based training (CBT) authoring software and reviews the following products: Macromedia's Authorware, Aimtech's CBT Express, Iprax CourseWorks, Intersystem Concepts' Everest, Aimtech's IconAuthor, Innovus Multimedia, Allen Communication's QuestNet+, and Asymetrix's ToolBook II Instructor. A sidebar…

  14. Competency-Based Teacher Education Materials: How Available? How Usable? How Effective?

    ERIC Educational Resources Information Center

    Gall, Meredith Damien

    1979-01-01

    Although competency-based teacher education (CBTE) materials are often instrumental in teacher training and improvement, the low availability of the materials, their complexity, and lack of evaluation data can prove serious impediments to widespread use of CBTE. (LH)

  15. Portable color multimedia training systems based on monochrome laptop computers (CBT-in-a-briefcase), with spinoff implications for video uplink and downlink in spaceflight operations

    NASA Technical Reports Server (NTRS)

    Scott, D. W.

    1994-01-01

    This report describes efforts to use digital motion video compression technology to develop a highly portable device that would convert 1990-91 era IBM-compatible and/or MacIntosh notebook computers into full-color, motion-video capable multimedia training systems. An architecture was conceived that would permit direct conversion of existing laser-disk-based multimedia courses with little or no reauthoring. The project did not physically demonstrate certain critical video keying techniques, but their implementation should be feasible. This investigation of digital motion video has spawned two significant spaceflight projects at MSFC: one to downlink multiple high-quality video signals from Spacelab, and the other to uplink videoconference-quality video in realtime and high quality video off-line, plus investigate interactive, multimedia-based techniques for enhancing onboard science operations. Other airborne or spaceborne spinoffs are possible.

  16. Competence-Based Blended Learning in Building Automation: Towards a EU Curriculum in "Domotica"

    ERIC Educational Resources Information Center

    Sommaruga, L.; De Angelis, E.

    2007-01-01

    A competence-based approach was applied to a blended learning on line distance training in the Euroinno EU project aimed at vocational training in building automation. The current paper describes the experience gathered during the learning process and the definition of the curriculum. A number of issues emerged during the sessions concerning…

  17. Not Just Falling over the Line? A Snapshot of Competency-Based Assessment.

    ERIC Educational Resources Information Center

    Dickson, Michelle; Bloch, Barbara

    The implementation of competency-based assessment (CBA) under Australia's National Training Framework was evaluated to provide indicators for improvement in CBA policy and practice. The evaluation included three data collection activities: a survey of 258 teachers, trainers, and assessors (response rate, 43%); a survey of 68 Industry Training

  18. DACUM: a versatile competency-based framework for staff development.

    PubMed

    DeOnna, Janetta

    2002-01-01

    The purpose of this article is to share a competency-based method of job analysis known as DACUM (Develop A CUrriculuM) that provides a credible and defensible framework for developing job descriptions, identifying training needs, and prioritizing staff development initiatives. The process capitalizes on the power of group synergy, interaction, and consensus and facilitates employer/employee buy-in. It is easily adapted for use in any occupational setting, and may be particularly appreciated during organizational restructuring efforts. PMID:11840017

  19. A Competency Based Teacher Certification System.

    ERIC Educational Resources Information Center

    Coker, Homer

    The development of a Competency Based Teacher Certification System is a cooperative effort of the Carroll County System and the School of Education, West Georgia College, supported by a grant from the Georgia State Department of Education. As a step toward solving the problem of recertifying teachers who possess basic credentials and have taught…

  20. Competency-Based Preservice Construction Trades Curriculum.

    ERIC Educational Resources Information Center

    Nelms, Howard F.

    Intended for use at Eastern Illinois University in a model curriculum designed to prepare secondary school teachers in the field of residential building, this curriculum guide provides a competency-based preservice construction trades program. The guide is divided into thirteen units as follows: (1) pre-construction planning; (2) structural…

  1. Featuring: It Works! Competency Based Instruction.

    ERIC Educational Resources Information Center

    Elston, Teri

    1979-01-01

    Describes a competency based curriculum approach for ornamental horticulture. A horticulture cluster core consisting of 18 tasks was developed with competency sheets for each task. The competency sheet contains six columns: skills to be attained, task list, materials required, student activities, evaluation methods, and a recommended time period.…

  2. Competency-Based Preservice Construction Trades Curriculum.

    ERIC Educational Resources Information Center

    Illinois State Office of Education, Springfield. Div. of Adult Vocational and Technical Education.

    This curriculum guide consists of a comprehensive list of competency-based performance objectives dealing with selected skill and knowledge competencies considered basic to the preparation of teacher-educators in residential building construction. Thirteen units of instruction subclassified into forty-one teaching sections are included with…

  3. Building Construction. Competency-Based Education Curriculum.

    ERIC Educational Resources Information Center

    West Virginia State Vocational Curriculum Lab., Cedar Lakes.

    Developed and field-tested over a 2-year period by vocational teachers in West Virginia, this competency-based building construction curriculum contains five units of study: Safety, form carpentry, carpentry, masonry, and plumbing. Each unit is subdivided into several competencies, and for each competency taught the performance objectives,…

  4. Competency-Based Horticulture. Gardening/Groundskeeping.

    ERIC Educational Resources Information Center

    College of DuPage, Glen Ellyn, IL.

    One of two competency-based horticulture curriculum guides developed by an Illinois project, this Gardening/Groundskeeping guide provides the classroom teacher with specific tasks determined by state industry personnel to be necessary for entry-level job placement. It is intended for horticulture education at the senior high school and two-year…

  5. Competency-Based Horticulture: Gardening--Groundskeeping.

    ERIC Educational Resources Information Center

    College of DuPage, Glen Ellyn, IL.

    This competency-based horticulture curriculum guide is designed to provide secondary and postsecondary horticulture teachers with a task-oriented program in gardening/groundskeeping. It contains a master resource list, a listing of gardening/groundskeeping resources available from various states, and 87 competency task sheets organized into 10…

  6. Competency Based Vocational Education Workshop Facilitators Guide.

    ERIC Educational Resources Information Center

    Michigan State Univ., East Lansing. Michigan Center for Career and Technical Education.

    This workshop facilitator's guide is designed to inform professional staff about competency-based vocational education (CBVE) to help eligible persons on public assistance acquire competencies necessary for gainful employment in the following occupational areas: airline reservations and travel services; computer applications; dental care;…

  7. Competency-Based Early Childhood Teacher Education.

    ERIC Educational Resources Information Center

    Rosberg, Merilee

    This paper describes the competency-based early childhood preservice program at Iowa's Mount Mercy College, which is for people working with children from birth through age 8, including children with special needs. Program content encompasses five competency areas: child growth and development; developmentally appropriate learning; health, safety,…

  8. Using the Internet in Competency Based Education.

    ERIC Educational Resources Information Center

    Seguin, Armand

    This introduction to the Internet explains what it is, how to use it, and how it can be useful to those with an interest in competency-based education. The Internet is a network of over 14,000 networks as of August 1993, with 1,000 being added per month, and at least 1 million machines and 20 million people connected to it. There are several…

  9. Evaluation of the sustainability and clinical outcome of Alternatives for Families: A Cognitive-Behavioral Therapy (AF-CBT) in a child protection center

    Microsoft Academic Search

    David J. Kolko; Anne-Marie R. Iselin; Kevin J. Gully

    2011-01-01

    This paper examines the sustainability and outcome of Alternatives for Families: A Cognitive-Behavioral Therapy (AF-CBT) as delivered by practitioners in a community-based child protection program who had received training in the model several years earlier. Formerly described as Abuse-Focused CBT, AF-CBT is an evidence-based treatment (EBT) for child physical abuse and family aggression\\/conflict that was included in the National Child

  10. Costs and Cost-Effectiveness of Family CBT Versus Individual CBT in Clinically Anxious Children

    Microsoft Academic Search

    Denise H. M. Bodden; Carmen D. Dirksen; Susan M. Bögels; Maaike H. Nauta; Else De Haan; Jaap Ringrose; Carla Appelboom; Andries G. Brinkman; Karen C. M. M. J. Appelboom-Geerts

    2008-01-01

    The objective of this study was to investigate the cost-effectiveness of family cognitive-behavioral therapy (CBT) compared with individual CBT in children with anxiety disorders. Clinically anxious children (aged 8—18 years) referred for treatment were randomly assigned to family or individual CBT and were assessed pre-treatment, post treatment, and at 3 months and 1 year after treatment. Cost-effectiveness ratios were calculated

  11. Competency-Based Education: A Framework for Measuring Quality Courses

    ERIC Educational Resources Information Center

    Krause, Jackie; Dias, Laura Portolese; Schedler, Chris

    2015-01-01

    The growth of competency-based education in an online environment requires the development and measurement of quality competency-based courses. While quality measures for online courses have been developed and standardized, they do not directly align with emerging best practices and principles in the design of quality competency-based online…

  12. Orient the School and Community to Competency-Based Instruction. Module K-1. Performance Element Nos. CBI 5, 6, 7, 8.

    ERIC Educational Resources Information Center

    Jones, Joan; Quinn, Karen

    Intended to be utilized as an instructional unit in preservice or inservice vocational teacher education or as a part of a total performance-based teacher education (PBTE) program, this module is one of two competency-based modules developed to train vocational personnel how to install and manage competency-based instructional (CBI) programs. The…

  13. Science: Ohio's Model Competency-Based Program. Model Assessments Supporting Implementation. Competency-Based Education Series.

    ERIC Educational Resources Information Center

    Ohio State Dept. of Education, Columbus. Div. of Curriculum, Instruction, and Professional Development.

    This document contains a set of model competency-based education (CBE) assessments that provide three types of assessment for students in grades 1-8 in science. Types of assessment include: traditional: multiple choice, short-answer, and open-ended items; performance-like: more authentic forms that involve students outside of the classroom; and…

  14. Transporting CBT for Childhood Anxiety Disorders into Inner-City School-Based Mental Health Clinics

    ERIC Educational Resources Information Center

    Ginsburg, Golda S.; Becker, Kimberly D.; Kingery, Julie Newman; Nichols, Tanya

    2008-01-01

    The systematic expansion of evidence-based cognitive behavioral (CBT) protocols into the schools provides an opportunity for training front-line service providers in the early identification of anxious children and in the delivery of evidence-based treatments to children who might otherwise go without such treatment [Weist, M. D., & Evans, S. W.…

  15. Considering CBT with Anxious Youth? Think Exposures

    ERIC Educational Resources Information Center

    Kendall, Philip C.; Robin, Joanna A.; Hedtke, Kristina A.; Suveg, Cynthia; Flannery-Schroeder, Ellen; Gosch, Elizabeth

    2005-01-01

    Following a historical precis regarding exposure and a brief description of a representative cognitive-behavioral therapy (CBT) program for anxiety disorders in youth, we discuss several factors related to conducting exposure tasks in youth. Topics include assessing anxious situations, creating a hierarchy, and using imaginal, as well as in vivo…

  16. Achieving Competence-Based Curriculum in Engineering Education in Spain

    Microsoft Academic Search

    MÓnica Edwards; Luis Manuel Sanchez-Ruiz; Carlos Sanchez-Diaz

    2009-01-01

    The fact of placing competences and outcomes learning at the heart of the academic activity means overhauling the curricular architecture of higher education in Europe. Some universities have undergone important transformations moving toward a competence-based learning environment, while others maintain traditional curriculum packaged formats. In the realm of the European Higher Education Area, this paper examines the use of competence-based

  17. Competency-Based Major for Nurse's Expanding Role.

    ERIC Educational Resources Information Center

    O'Neill, Noreen C.

    A three-year project was conducted to develop a competency-based college major aimed at preparing contemporary nurses, both basic preservice and degree completion R.N.'s to deliver family-centered care in acute settings or community health settings. The competency-based major was developed using a conceptual framework that introduces…

  18. Mandated Competency-Based Teacher Certification and the Public Interest.

    ERIC Educational Resources Information Center

    Spaulding, Robert L.

    Responding to the current lack of an empirical basis for competency-based teacher certification, Georgia has mandated studies leading to the establishment of empirical criteria. In the Carroll County Competency-Based Teacher Certification Project, the instructional behaviors of some 60 certified teachers and the classroom behaviors of the…

  19. Learning to Manage: Transformative Outcomes of Competency-Based Training

    ERIC Educational Resources Information Center

    Hodge, Steven

    2011-01-01

    Transformative learning theory is a dominant approach to understanding adult learning. The theory addresses the way our perspectives on the world, others and ourselves can be challenged and transformed in our ongoing efforts to make sense of the world. It is a conception of learning that does not focus on the measurable acquisition of knowledge…

  20. Competency Based Entrepreneurship Training for Fulton County. Final Report.

    ERIC Educational Resources Information Center

    Johnston, Cheryl

    This report describes a project that reviewed existing materials on all aspects of entrepreneurship likely to be encountered by independent business persons. In addition to the review of books, periodicals, and newspapers, the project interviewed successful Pennsylvania entrepreneurs. A curriculum guide was synthesized that was relevant to the…

  1. Acceptance of Competency-Based Workplace e-Learning Systems: Effects of Individual and Peer Learning Support

    ERIC Educational Resources Information Center

    Cheng, Bo; Wang, Minhong; Yang, Stephen J. H.; Kinshuk; Peng, Jun

    2011-01-01

    Current endeavors to integrate competency-based learning approaches with e-learning systems designed for delivery of training to adult learners in the workplace are growing. However, academic efforts in examining learners' perceptions of, and reactions toward, this technology-delivered pedagogical innovation are limited. Drawing together…

  2. Incorporating Competency-Based Blended Learning in a Chinese Language Classroom: A Web 2.0 Drupal Module Design

    ERIC Educational Resources Information Center

    Huang, Chung-Kai; Lin, Chun-Yu; Chiang, Yueh-Hui

    2010-01-01

    This study aims to create a blended learning environment, based on the concept of competency-based training, in a Chinese as a Foreign Language (CFL) classroom at an American university. Drupal platform and web 2.0 tools were used as supplements to traditional face-to-face classroom instruction. Students completed various selective tasks and…

  3. Parent directed CBT for young anxious children, a pilot study

    Microsoft Academic Search

    Cathy M. van der Sluis; Corine O. van der Bruggen; Margaret L. Brechman-Toussaint; Michèl A. P. Thissen; Susan M. Bögels

    Anxiety in children aged 8years and above has been successfully treated with Cognitive Behavioral Therapy (CBT). However, the efficacy of CBT for anxious children aged 4–7years has not, to date, been fully investigated. This paper piloted a CBT intervention targeting child anxiety that was delivered exclusively to parents of 26 children with anxiety symptoms aged 4–7years. The intervention consisted of

  4. CBT Pilot Program Instructional Guide. Basic Drafting Skills Curriculum Delivered through CAD Workstations and Artificial Intelligence Software.

    ERIC Educational Resources Information Center

    Smith, Richard J.; Sauer, Mardelle A.

    This guide is intended to assist teachers in using computer-aided design (CAD) workstations and artificial intelligence software to teach basic drafting skills. The guide outlines a 7-unit shell program that may also be used as a generic authoring system capable of supporting computer-based training (CBT) in other subject areas. The first section…

  5. Improving the Transportability of CBT for Internalizing Disorders in Children

    ERIC Educational Resources Information Center

    Elkins, R. Meredith; McHugh, R. Kathryn; Santucci, Lauren C.; Barlow, David H.

    2011-01-01

    Research provides strong support for the efficacy and effectiveness of cognitive behavioral therapy (CBT) for the treatment of childhood internalizing disorders. Given evidence for limited dissemination and implementation of CBT outside of academic settings, efforts are underway to improve its transportability so that more children with mental…

  6. Trauma-focused CBT for youth with complex trauma

    PubMed Central

    Mannarino, Anthony P.; Kliethermes, Matthew; Murray, Laura A.

    2013-01-01

    Objectives Many youth develop complex trauma, which includes regulation problems in the domains of affect, attachment, behavior, biology, cognition, and perception. Therapists often request strategies for using evidence-based treatments (EBTs) for this population. This article describes practical strategies for applying Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) for youth with complex trauma. Methods TF-CBT treatment phases are described and modifications of timing, proportionality and application are described for youth with complex trauma. Practical applications include a) dedicating proportionally more of the model to the TF-CBT coping skills phase; b) implementing the TF-CBT Safety component early and often as needed throughout treatment; c) titrating gradual exposure more slowly as needed by individual youth; d) incorporating unifying trauma themes throughout treatment; and e) when indicated, extending the TF-CBT treatment consolidation and closure phase to include traumatic grief components and to generalize ongoing safety and trust. Results Recent data from youth with complex trauma support the use of the above TF-CBT strategies to successfully treat these youth. Conclusions The above practical strategies can be incorporated into TF-CBT to effectively treat youth with complex trauma. Practice implications Practical strategies include providing a longer coping skills phase which incorporates safety and appropriate gradual exposure; including relevant unifying themes; and allowing for an adequate treatment closure phase to enhance ongoing trust and safety. Through these strategies therapists can successfully apply TF-CBT for youth with complex trauma. PMID:22749612

  7. Effectiveness of Modular CBT for Child Anxiety in Elementary Schools

    ERIC Educational Resources Information Center

    Chiu, Angela W.; Langer, David A.; McLeod, Bryce D.; Har, Kim; Drahota, Amy; Galla, Brian M.; Jacobs, Jeffrey; Ifekwunigwe, Muriel; Wood, Jeffrey J.

    2013-01-01

    Most randomized controlled trials of cognitive-behavioral therapy (CBT) for children with anxiety disorders have evaluated treatment efficacy using recruited samples treated in research settings. Clinical trials in school settings are needed to determine if CBT can be effective when delivered in real world settings. This study evaluated a modular…

  8. Computer Training and Individual Differences: When Method Matters.

    ERIC Educational Resources Information Center

    Harp, Candace G.; Taylor, Sandra C.; Satzinger, John W.

    1998-01-01

    Interviews were conducted with 263 licensed users of training software, 68 of whom had used computer-based training (CBT), instructor-led training, and video tutorials. Videos were deemed the least useful. Instructor-led training had the most feedback and media richness, but CBT was an effective low-cost alternative. (SK)

  9. Competency-Based Transfer Pilot Project--Final Report. Executive Summary [and] Competency-Based Transfer Pilot Project: Final Report on House Bill 1909

    ERIC Educational Resources Information Center

    Washington Higher Education Coordinating Board, 2006

    2006-01-01

    This publication contains the following: (1) Competency-Based Transfer Pilot Project--Final Report. Executive Summary (January 2006); and (2) Competency-Based Transfer Pilot Project: Final Report on House Bill 1909 (January 2005). In 2003, the legislature and governor enacted House Bill 1909 to create a pilot project on competency-based transfer…

  10. Effectiveness of modular CBT for child anxiety in elementary schools.

    PubMed

    Chiu, Angela W; Langer, David A; McLeod, Bryce D; Har, Kim; Drahota, Amy; Galla, Brian M; Jacobs, Jeffrey; Ifekwunigwe, Muriel; Wood, Jeffrey J

    2013-06-01

    Most randomized controlled trials of cognitive-behavioral therapy (CBT) for children with anxiety disorders have evaluated treatment efficacy using recruited samples treated in research settings. Clinical trials in school settings are needed to determine if CBT can be effective when delivered in real world settings. This study evaluated a modular CBT program for childhood anxiety disorders in two elementary schools. Forty children (5-12 years old) with anxiety disorders, referred by teachers and school staff, were randomly assigned to modular CBT or a 3-month waitlist. Clinicians worked with individual families as well as teachers and school staff. Evaluators blind to treatment condition conducted structured diagnostic interviews and caregivers and children completed symptom checklists at pre- and posttreatment. The primary study outcome, the Clinical Global Impressions-Improvement scale, yielded a positive treatment response at posttreatment for 95.0% of CBT participants, as compared with only 16.7% of the waitlist participants. CBT also outperformed the waitlist on diagnostic outcomes and caregiver-report measures of anxiety. Treatment effects did not extend beyond anxiety diagnoses and symptoms. Results suggest that modular CBT delivered within the elementary school setting may be effective for the treatment of child anxiety disorders. A replication of the study results with a larger sample is indicated. PMID:23750860

  11. Planting Turf. Competency Based Teaching Materials in Horticulture.

    ERIC Educational Resources Information Center

    Legacy, Jim; And Others

    This competency-based curriculum unit on planting turf is one of four developed for classroom use in teaching the turf and lawn services area of horticulture. The eight sections are each divided into teaching content (in a question-and-answer format) and student skills that outline steps and factors for consideration. Topics covered include…

  12. Gardener and Landscape Worker. Student Material. Competency Based Education Curriculum.

    ERIC Educational Resources Information Center

    Long, Diana

    This secondary-level, competency-based curriculum contains modules for Gardener and Landscape Worker. A companion teacher's guide is available separately--see note. Each module contains a number of West Virginia-validated Gardener and Landscape Worker tasks/competencies with a performance guide listing the steps needed to perform each task,…

  13. Competency-Based Teacher Education; Progress, Problems, and Prospects.

    ERIC Educational Resources Information Center

    Houston, W. Robert, Ed.; Howsam, Robert B., Ed.

    This volume is an outgrowth of the 1971 conference on competency-based teacher education at the University of Houston. The authors deal with topics which concern the conference participants. The topics include a) change and challenge in teacher education, b) explicit objectives, c) curriculum design, d) evaluation of teaching behavior, e)…

  14. A Competency-Based Teacher Education Program in Elementary Education.

    ERIC Educational Resources Information Center

    State Univ. of New York, Stony Brook.

    This document describes the elementary education program to be initiated at the State University of New York at Stony Brook. It is an individualized, modularized, personalized program consistent with the competency-based mode. Requirements for entrance into the program and the expected skills, knowledge, and attitudes required for program…

  15. Six-Sigma implementation through Competency Based Perspective (CBP)

    Microsoft Academic Search

    Ziaul Huq

    2006-01-01

    The popularity of six-sigma has given rise to the question: can any company adopt this rigid data driven approach to achieve higher levels of quality? This research suggests that a company must develop a unique combination of resources and competencies to realize the benefits of six-sigma. According to the competency based perspective (CBP), a company first needs to have the

  16. Competency-Based Inservice Instruction for Home Economics Teachers.

    ERIC Educational Resources Information Center

    Meszaros, Peggy S.; Baird, Joan

    1979-01-01

    A study investigated the effectiveness of two competency-based in-service workshops for home economics teachers in Maryland. Teachers who participated in the workshops spent more time individualizing instruction and were perceived by their students as being more concerned for them as individuals. (JH)

  17. SCID: A Competency-Based Curriculum Development Model.

    ERIC Educational Resources Information Center

    Norton, Robert E.

    To provide structure for developing curriculum for Competency Based Education (CBE), an effective and efficient model, Systematic Curriculum and Instructional Development (SCID), has been devised. SCID has five phases: analysis, design, development, implementation, and evaluation. Each of 23 components involves several steps, some optional. Phase…

  18. Prevocational Exploration Communications and Media. Competency-Based Curriculum.

    ERIC Educational Resources Information Center

    Marshall Univ., Huntington, WV. Dept. of Occupational, Adult, and Safety Education.

    This competency-based communications and media-cluster curriculum is designed for use by teachers and students at the early high school level during the exploration of a variety of occupations. The purpose of the materials is to assist students in assessing whether or not they would like to prepare for these kinds of occupations. The curriculum…

  19. Competency Based Curriculum for Prevocational Exploration Consumer and Homemaking.

    ERIC Educational Resources Information Center

    Reese, Clara; Chenoweth, Roberta

    This competency-based prevocational exploration curriculum is designed to provide occupational information and hands-on experiences pertaining to consumer and homemaking occupations to ninth- and tenth-grade students. The curriculum consists of 45 learning pacs, 43 of which cover one service occupation each. Information for each service occupation…

  20. Competency-Based Education Programs: A Library Perspective

    ERIC Educational Resources Information Center

    Sanders, Colleen

    2015-01-01

    Competency-based education (CBE) is an emerging model for higher education designed to reduce certain barriers to educational attainment. This essay describes CBE and the challenges and opportunities for academic librarians desiring to serve students and faculty in Library and Information Management Master of Library Science (MLS) programs. Every…

  1. Health. Nevada Competency-Based Adult High School Diploma Project.

    ERIC Educational Resources Information Center

    Nevada Univ., Las Vegas. Coll. of Education.

    This document is one of ten curriculum guides developed by the Nevada Competency-Based Adult High School Diploma (CBAHSD) Project. This curriculum guide on health is divided into ten topics. The topics included are Nutrition, Reproduction, Menstruation, Contraception, Alcohol Abuse, Tobacco, Immunization, Disease, Accident Prevention, and…

  2. Insects and Diseases. Competency Based Teaching Materials in Horticulture.

    ERIC Educational Resources Information Center

    Legacy, Jim; And Others

    This competency-based curriculum unit on insects and diseases is one of four developed for classroom use in teaching the turf and lawn services area of horticulture. The five sections are each divided into teaching content (in a question-and-answer format) and student skills that outline steps and factors for consideration. Topics covered include…

  3. Medical Assistant: Task Analyses. Competency-Based Education.

    ERIC Educational Resources Information Center

    Newport News Public Schools, VA.

    This task analysis guide is designed to be used in combination with the "Health Occupations Education Service Area Resource" in order to implement competency-based education in the Medical Assistant program in Virginia. The task analysis guide contains the task inventory, suggested task sequence lists, and content outlines for the specific courses…

  4. Resource Guide to Competency-Based Vocational Education: Health Occupations.

    ERIC Educational Resources Information Center

    Foster, Phillip R., Comp.

    This resource guide for classroom teachers contains annotations of resources representing recent instructional development in competency-based education for health occupations. It is also intended to assist curriculum specialists, administrators, and supervisors in development of performance-based instructional programs. The guide is divided into…

  5. Competency-Based Carpentry: Let's Hear It from the Teacher

    ERIC Educational Resources Information Center

    McKinney, Stephen A.

    1978-01-01

    The author, who assisted in developing Kentucky's 115 modules for carpentry instruction, describes his competency-based carpentry program in which students use sectional construction methods to build a house on school grounds which is later sold, dismantled, moved, and reassembled on the buyer's lot. (MF)

  6. CNC Turning Technician. A Competency-Based Instructional System.

    ERIC Educational Resources Information Center

    Sloan, Kelly; Hilley, Robert

    This competency-based curriculum guide for instructing students in using computer numerically controlled (CNC) turning machines is one of a series of instructional guides for the machinist field developed in Oklahoma. Although developed jointly with Baxter Technologies Corporation and oriented toward the Baxter Vo-Tec 2000 Future Builder CNC…

  7. Competency-Based Requirements: They Do Affect Catholic Schools.

    ERIC Educational Resources Information Center

    Olsen, John D.; Umphries, Joseph

    1979-01-01

    The National Catholic Educational Association (NCEA) polled all state and diocese-level Catholic school officials in the nation on their knowledge of and attitudes toward the competency-based education movement and its application to Catholic schools. Results, plus specific comments from Spokane, Charleston, Cleveland, and Baltimore…

  8. Nursery Propagation. Competency Based Teaching Materials in Horticulture.

    ERIC Educational Resources Information Center

    Legacy, Jim; And Others

    This competency-based curriculum unit on nursery propagation is one of five developed for classroom use in teaching the landscape/nursery area of horticulture. The four sections are each divided into teaching content (in a question-and-answer format) and student skills that outline steps and factors for consideration. Topics covered include…

  9. Competency Based Education: The Emerging Center of Leadership.

    ERIC Educational Resources Information Center

    Jones, Harry

    This document suggests ways in which competency based education (CBE) offers a productive direction for education in a society of rapid environmental change. Part one discusses as a primary mission of the teacher providing a positive and affectionate model for children who have experienced little personal interaction at home. It also definds the…

  10. Competency-Based Occupational Programs: Identification, Structuring, and Evaluation.

    ERIC Educational Resources Information Center

    Pensacola Junior Coll., FL.

    This publication presents results of the third phase of a Pensacola Junior College project to develop certain vocational programs as competency-based education. A brief narrative discusses the entire project--especially phase 3, which involved identification and definition of those competencies expected by an employer using input from an advisory…

  11. Resource Guide to Competency-Based Vocational Education: Distributive Education.

    ERIC Educational Resources Information Center

    Foster, Phillip R., Comp.

    This resource guide for classroom teachers contains annotations of resources representing recent instructional development in competency-based education for distributive education. It is also intended to assist curriculum specialists, administrators, and supervisors in development of performance-based instructional programs. The guide is divided…

  12. A Competency-Based Approach to Business Exploration.

    ERIC Educational Resources Information Center

    Demaio, Genene; Ackley, R. Jon

    1982-01-01

    The importance of active student involvement is stressed in this discussion of a competency-based approach to career exploration. Five steps used in developing a one-semester, eighth-grade business exploration course are presented and described. Methods of teaching such a unit and advantages to this approach are discussed. (CT)

  13. A Competency-Based Model for Developing Human Resource Professionals

    ERIC Educational Resources Information Center

    McEvoy, Glenn M.; Hayton, James C.; Warnick, Alan P.; Mumford, Troy V.; Hanks, Steven H.; Blahna, Mary Jo

    2005-01-01

    This article describes a framework for the design and implementation of a competency-based curriculum for graduate management education. The article also outlines how this model has been implemented at one university in the context of a graduate degree in human resource management. Among the significant challenges discussed are the identification…

  14. Teacher's Guide for Competency-Based Education Curriculum for Floriculture.

    ERIC Educational Resources Information Center

    Associated Educational Consultants, Inc., Pittsburgh, PA.

    This teacher's guide is designed to facilitate use of the West Virginia floriculture competency-based education (CBE) curriculum by instructors in floriculture programs. The curriculum is organized into 13 learning units, correlated with specific competencies. Each competency includes a learning checklist, learning activities, and evaluative…

  15. A Competency Based Curriculum Guide: Ethanol Spark Ignition Engine Conversion.

    ERIC Educational Resources Information Center

    Blair, Brittain A.

    This guide is a competency-based vocational curriculum designed to provide educators with viable ethanol (100 percent alcohol) engine conversion procedures stated in simple terms and set in a flexible educational environment. The curriculum is designed so that educators can form various combinations of instructional activities and resource…

  16. Competency-Based Adult Education: The Past, Present and Future.

    ERIC Educational Resources Information Center

    Shelton, Elaine

    Although competency-based adult education (CBAE) has been practiced by teachers for centuries, the term was defined more fully and formal programs were developed around 1971. One of the prime forces in the growth of CBAE was the Adult Performance Level (APL) project at the University of Texas, a project that defined CBAE and produced suggested…

  17. Competency-Based Transfer HECB Final Report on the Competency-Based Transfer Pilot Project ? House Bill 1909

    ERIC Educational Resources Information Center

    Washington Higher Education Coordinating Board, 2005

    2005-01-01

    In 2003, the legislature and governor enacted House Bill 1909 to create a pilot project on competency-based transfer between two--and four--year colleges and universities. The legislation directed the Higher Education Coordinating Board (HECB) to select institutions to define transfer requirements in several disciplines on the basis of students'…

  18. Improving the Transportability of CBT for Internalizing Disorders in Children

    Microsoft Academic Search

    R. Meredith Elkins; R. Kathryn McHugh; Lauren C. Santucci; David H. Barlow

    2011-01-01

    Research provides strong support for the efficacy and effectiveness of cognitive behavioral therapy (CBT) for the treatment\\u000a of childhood internalizing disorders. Given evidence for limited dissemination and implementation of CBT outside of academic\\u000a settings, efforts are underway to improve its transportability so that more children with mental health needs may benefit\\u000a from treatment. Creative modifications to existing treatments aim to

  19. Teaching and assessing clinical skills: a competency-based programme in China.

    PubMed

    Stillman, P L; Wang, Y; Ouyang, Q; Zhang, S; Yang, Y; Sawyer, W D

    1997-01-01

    The objective of this study was to develop a competency-based clinical skills teaching and assessment programme in China utilizing modern teaching techniques. Medical teachers from three schools agreed on items for inclusion in the complete physical examination of an asymptomatic adult, an outline for an adult and paediatric history, and important interviewing skills. Lesson plans, performance checklists, and written and videotape training materials were developed. Standardized patients were trained at one school to assist with the teaching at that school and with the assessment at all three schools. A national, a provincial, and a local medical school in China were used. Before beginning the new curriculum for students in their first year of clinical training, baseline data were collected on skills of students at various levels of training in the previous curriculum at all three schools. Although in the previous curriculum there was some improvement in clinical skills among advanced compared to more junior students, performance was lower than expected by staff. One year after implementation of the new curriculum, students were evaluated. These students significantly outperformed their counterparts as well as the more senior level students tested the previous year. This project has established a competency-based teaching and assessment programme in China that allows for rapid improvement in the clinical skills of students. Within a short time, a sophisticated group of medical educators has been formed, who now function as consultants to other educators in their own country. Many aspects of this programme are being adapted throughout China and are applicable to medical schools throughout the world. PMID:9231122

  20. Student monitoring procedures for competency-based programs

    Microsoft Academic Search

    Charles E. Feasley

    1978-01-01

    A diverse set of techniques for monitoring the progress of students within competency-based programs of a public community college are discussed and evaluated. Groupings of monitoring procedures are delineated for the entry, midcourse, and exit phases of several operational programs. Those specific approaches considered are placement testing, entry self-testing, computer-generated entry surveying and test generation, computer records management, student manuals,

  1. A machine learning approach to modeling and predicting training effectiveness

    E-print Network

    Stimpson, Alexander J. (Alexander James)

    2015-01-01

    Developments in online and computer-based training (CBT) technologies have enabled improvements in efficiency, efficacy, and scalability of modern training programs. The use of computer-based methods in training programs ...

  2. When Failure Is Not An Option: Designing Competency-Based Pathways for Next Generation Learning

    ERIC Educational Resources Information Center

    Sturgis, Chris; Patrick, Susan

    2010-01-01

    This exploration into competency-based innovation at the school, district, and state levels suggests that competency-based pathways are a re-engineering of this nation's education system around learning--a re-engineering designed for success in which failure is no longer an option. Competency-based approaches build upon standards reforms, offering…

  3. Competence-based teacher education: Illusion or reality? An assessment of the implementation status in Flanders from teachers’ and students’ points of view

    Microsoft Academic Search

    Katrien Struyven; Marijke De Meyst

    2010-01-01

    Since 1998, the Flanders’ educational government in Belgium has been urging teacher education institutions by decree to implement competences in teacher training programs. Since then, years have gone by, and institutions have acted in order to achieve the competence-based goals. However, have they succeeded in implementing them? This is the research question that is central to the current study. An

  4. Provide Career Guidance to Girls and Women. Module CG C-13 of Category C--Implementing. Competency-Based Career Guidance Modules.

    ERIC Educational Resources Information Center

    Birk, Janice M.; Colby, Pamela G.

    This learning module, one in a series of competency-based guidance program training packages focusing upon professional and paraprofessional competencies of guidance personnel, deals with providing career guidance to girls and women. Addressed in the module are the following topics: society's influence on shaping differential roles and behaviors…

  5. The New I.S.A.M. (Institutional Self-Assessment Measure): A Planning and Program Improvement Tool for Competency-Based Programs.

    ERIC Educational Resources Information Center

    Wise, John

    The Institutional Self-Assessment Measure (ISAM) is presented, which was designed to aid local agency program managers and staff members in planning and improving implementation of competency-based education (CBE) programs. It is a structured tool to be used with the support of a trained ISAM facilitator to enhance communication among staff…

  6. Manage School Personnel Affairs. Module LT-D-4 of Category D--Personnel Management. Competency-Based Vocational Education Administrator Module Series.

    ERIC Educational Resources Information Center

    Greer, David R.; And Others

    This module, one in a series of competency-based administrator instructional packages, focuses on a specific competency that vocational education administrators need to be successful in the area of personnel management. The purpose of the module is to help administrators develop skills for training staff about procedures, maintaining personnel…

  7. CBT for Adolescents With Anxiety: Mature Yet Still Developing.

    PubMed

    Kendall, Philip C; Peterman, Jeremy S

    2015-06-01

    Anxiety disorders are common in adolescents (ages 12 to 18) and contribute to a range of impairments. There has been speculation that adolescents with anxiety are at risk for being treatment nonresponders. In this review, the authors examine the efficacy of cognitive-behavioral therapy (CBT) for adolescents with anxiety. Outcomes from mixed child and adolescent samples and from adolescent-only samples indicate that approximately two-thirds of youths respond favorably to CBT. CBT produces moderate to large effects and shows superiority over control/comparison conditions. The literature does not support differential outcomes by age: adolescents do not consistently manifest poorer outcomes relative to children. Although extinction paradigms find prolonged fear extinction in adolescent samples, basic research does not fully align with the processes and goals of real-life exposure. Furthermore, CBT is flexible and allows for tailored application in adolescents, and it may be delivered in alternative formats (i.e., brief, computer/Internet, school-based, and transdiagnostic CBT). PMID:26029805

  8. Computer-Based Training: An Institutional Approach.

    ERIC Educational Resources Information Center

    Barker, Philip; Manji, Karim

    1992-01-01

    Discussion of issues related to computer-assisted learning (CAL) and computer-based training (CBT) describes approaches to electronic learning; principles underlying courseware development to support these approaches; and a plan for creation of a CAL/CBT development center, including its functional role, campus services, staffing, and equipment…

  9. Online self-administered training for post-traumatic stress disorder treatment providers: design and methods for a randomized, prospective intervention study.

    PubMed

    Ruzek, Josef I; Rosen, Raymond C; Marceau, Lisa; Larson, Mary Jo; Garvert, Donn W; Smith, Lauren; Stoddard, Anne

    2012-01-01

    This paper presents the rationale and methods for a randomized controlled evaluation of web-based training in motivational interviewing, goal setting, and behavioral task assignment. Web-based training may be a practical and cost-effective way to address the need for large-scale mental health training in evidence-based practice; however, there is a dearth of well-controlled outcome studies of these approaches. For the current trial, 168 mental health providers treating post-traumatic stress disorder (PTSD) were assigned to web-based training plus supervision, web-based training, or training-as-usual (control). A novel standardized patient (SP) assessment was developed and implemented for objective measurement of changes in clinical skills, while on-line self-report measures were used for assessing changes in knowledge, perceived self-efficacy, and practice related to cognitive behavioral therapy (CBT) techniques. Eligible participants were all actively involved in mental health treatment of veterans with PTSD. Study methodology illustrates ways of developing training content, recruiting participants, and assessing knowledge, perceived self-efficacy, and competency-based outcomes, and demonstrates the feasibility of conducting prospective studies of training efficacy or effectiveness in large healthcare systems. PMID:22583520

  10. Characteristics and Components of the TADS CBT Approach

    PubMed Central

    Rohde, Paul; Feeny, Norah C.; Robins, Michele

    2007-01-01

    In this paper, we describe the Acute phase of a cognitive-behavioral therapy (CBT) developed for and utilized in the Treatment for Adolescents with Depression Study (TADS). The Acute phase of TADS CBT consists of eight skills that were considered essential to any CBT intervention for adolescent depression (e.g., mood monitoring, increasing pleasant activities, identifying cognitive distortions and developing realistic counter-thoughts). In addition, five optional individual CBT skills (e.g., relaxation, affect regulation) can be incorporated into treatment, depending on the needs of the adolescent. We describe each of these individual skills by reviewing the rationale for their inclusion in the treatment protocol and describing the format that is used to teach the skill area. Recommendations are provided for dealing with common challenges that can occur in the teaching of each skill module. It is our hope that clinicians will find this a useful introduction to this particular form of treatment and a practical guide to dealing with clinical problems common to the delivery of any cognitive behavioral intervention with depressed teens. PMID:17581639

  11. Exploring Core Based Tree (CBT) in WDM Networks

    Microsoft Academic Search

    Jianping Wang; Xiangtong Qi; Mei Yang; Biao Chen

    2004-01-01

    In this paper, we explore the routing and wavelength assignment problem for the CBT service in a WDM network where k sources need to send data to a common core node. We formally model the problem as a problem of finding k shortest lightpaths from sources to the core subject to the constraint of wavelength collision free. We define and

  12. Processes of Change in CBT of Adolescent Depression: Review and Recommendations

    ERIC Educational Resources Information Center

    Webb, Christian A.; Auerbach, Randy P.; DeRubeis, Robert J.

    2012-01-01

    A growing body of research supports the efficacy of cognitive-behavioral therapy (CBT) for adolescent depression. The mechanisms through which CBT exerts its beneficial effects on adolescent patients suffering from depression, however, remain unclear. The current article reviews the CBT for adolescent depression process literature. Our review…

  13. A competency-based longitudinal core curriculum in medical neuroscience.

    PubMed

    Merlin, Lisa R; Horak, Holli A; Milligan, Tracey A; Kraakevik, Jeff A; Ali, Imran I

    2014-07-29

    Current medical educational theory encourages the development of competency-based curricula. The Accreditation Council for Graduate Medical Education's 6 core competencies for resident education (medical knowledge, patient care, professionalism, interpersonal and communication skills, practice-based learning, and systems-based practice) have been embraced by medical schools as the building blocks necessary for becoming a competent licensed physician. Many medical schools are therefore changing their educational approach to an integrated model in which students demonstrate incremental acquisition and mastery of all competencies as they progress through medical school. Challenges to medical schools include integration of preclinical and clinical studies as well as development of learning objectives and assessment measures for each competency. The Undergraduate Education Subcommittee (UES) of the American Academy of Neurology (AAN) assembled a group of neuroscience educators to outline a longitudinal competency-based curriculum in medical neuroscience encompassing both preclinical and clinical coursework. In development of this curriculum, the committee reviewed United States Medical Licensing Examination content outlines, Liaison Committee on Medical Education requirements, prior AAN-mandated core curricula for basic neuroscience and clinical neurology, and survey responses from educators in US medical schools. The newly recommended curriculum provides an outline of learning objectives for each of the 6 competencies, listing each learning objective in active terms. Documentation of experiences is emphasized, and assessment measures are suggested to demonstrate adequate achievement in each competency. These guidelines, widely vetted and approved by the UES membership, aspire to be both useful as a stand-alone curriculum and also provide a framework for neuroscience educators who wish to develop a more detailed focus in certain areas of study. PMID:24975860

  14. Ultrasonography for rheumatologists: the development of specific competency based educational outcomes

    PubMed Central

    Brown, A K; O'Connor, P J; Roberts, T E; Wakefield, R J; Karim, Z; Emery, P

    2006-01-01

    Background A competency based approach to the education of rheumatologists in musculoskeletal ultrasonography (MSK US) ensures standards are documented, transparent, accountable, and defensible, with clear benefit to all stakeholders. Specific competency outcomes will facilitate informed development of a common curriculum and structured programme of training and assessment. Objective To determine explicit competency based learning outcomes for rheumatologists undertaking MSK US. Methods International experts in MSK US, satisfying specific selection criteria, were asked to define the minimum standards required by a rheumatologist to be judged competent in MSK US. They reviewed 115 MSK US skills, comprising bone and soft tissue pathology, in seven joints regions of the upper and lower limbs, and rated their relative importance according to specific criteria. These data are presented as specific educational outcomes within designated competency categories. Results 57 expert MSK US practitioners were identified and 35 took part in this study. Ten generic core competency outcomes were recognised including physics, anatomy, technique, and interpretation. Regarding specific regional competencies, 53% (61/115) were considered “must know” core learning outcomes, largely comprising inflammatory joint/tendon/bone pathology and guided procedures; 45% (52/115) were required at an intermediate/advanced level (18/115 “should know”, 34/115 “could know”), and 2% (2/115) were deemed inappropriate/unnecessary for rheumatologist ultrasonographers. Conclusions This is the first study to developing a competency model for the education of rheumatologists in MSK US based on the evidence of international experts. A specific set of learning outcomes has been defined, which will facilitate future informed education and practice development and provide a blueprint for a structured rheumatology MSK US curriculum and assessment process. PMID:16192291

  15. Competency-based medical education: the wave of the future.

    PubMed

    Caccia, Nicolette; Nakajima, Amy; Kent, Nancy

    2015-04-01

    Competency-based medical education (CBME) is a new educational paradigm that will enable the medical education community to meet societal, patient, and learner needs of the 21st century. CBME offers a renewed commitment to both clinical and educational outcomes, a new focus on assessment and developmental milestones, a mechanism to promote a true continuum of medical education, and a method to promote learner-centred curricula in the context of accountability. Accountability is central to CBME, ensuring that graduating practitioners are well-rounded and competent to provide safe and effective patient care. The structure of CBME in obstetrics and gynaecology must be rooted in, and reflect, Canadian practice. Its development and implementation require an understanding of the principles that are the foundation of CBME, along with the involvement of the entire community of obstetricians and gynaecologists and other maternity care providers. We provide here an overview of the basic principles of teaching and learning and the theories underpinning CBME. PMID:26001689

  16. Computer-Based Training at a Military Medical Center: Understanding Decreased Participation in Training among Staff and Ways to Improve Completion Rates

    ERIC Educational Resources Information Center

    Lavender, Julie

    2013-01-01

    Military health care facilities make extensive use of computer-based training (CBT) for both clinical and non-clinical staff. Despite evidence identifying various factors that may impact CBT, the problem is unclear as to what factors specifically influence employee participation in computer-based training. The purpose of this mixed method case…

  17. Competency-Based Education Curriculum for Prevocational Health Exploration. Teacher's Guide.

    ERIC Educational Resources Information Center

    West Virginia State Vocational Curriculum Lab., Cedar Lakes.

    This publication is the teacher's guide for the competency-based curriculum in prevocational health exploration for secondary students in West Virginia. After the introduction, which provides a rationale for competency-based instruction in the prevocational curriculum, the following sections are included in the guide: development and validation of…

  18. Facilitating Evaluations of Innovative, Competence-Based Assessments: Creating Understanding and Involving Multiple Stakeholders

    ERIC Educational Resources Information Center

    Gulikers, Judith T. M.; Baartman, Liesbeth K. J.; Biemans, Harm J. A.

    2010-01-01

    Schools are held more responsible for evaluating, quality assuring and improving their student assessments. Teachers' lack of understanding of new, competence-based assessments as well as the lack of key stakeholders' involvement, hamper effective and efficient self-evaluations by teachers of innovative, competence-based assessments (CBAs). While…

  19. A Report on the Region V Conference on Competency Based Teacher Education.

    ERIC Educational Resources Information Center

    Applegate, William K.; Weaver, Marita A.

    The conference report on competency based teacher education in Region 5 contains the full texts of 12 addresses by key conference participants: Personnel Development in Occupational Education in Illinois, Sherwood Dees; One State's (Illinois') Approach to Competency Based Teacher Education, William Reynolds; Planning for Personnel Development…

  20. A Competency-Based Guided-Learning Algorithm Applied on Adaptively Guiding E-Learning

    ERIC Educational Resources Information Center

    Hsu, Wei-Chih; Li, Cheng-Hsiu

    2015-01-01

    This paper presents a new algorithm called competency-based guided-learning algorithm (CBGLA), which can be applied on adaptively guiding e-learning. Computational process analysis and mathematical derivation of competency-based learning (CBL) were used to develop the CBGLA. The proposed algorithm could generate an effective adaptively guiding…

  1. Competence-based curriculum development for general practice in Germany: a stepwise peer-based approach instead of reinventing the wheel

    PubMed Central

    2013-01-01

    Background Improving postgraduate medical training is one important step to attract more medical students into general practice. Keeping pace with international developments moving to competence-based curricula for general practice training, the aim of this project was to develop and implement such a curriculum in Germany. Methods A five-step, peer-based method was used for the curriculum development process including panel testing and a “test version” of the curriculum for the pilot implementation phase. The CanMEDS framework served as a basis for a new German competence-based curriculum in general practice training. Four curricula from European countries and Canada were reviewed and, following required cultural adaptions, key strengths from these were integrated. For the CanMEDS “medical expertise” element of the curriculum, the WONCA ICPC-2 classification of patient’s “reason for encounters” was also integrated. Results Altogether, 37 participants were involved in the development process representing 12 different federal states in Germany, and including an expert advisor from Denmark. An official “test version” of the curriculum consisting of three parts: medical expertise, additional competencies and medical procedures was established. A system of self-assessment for trainees was integrated into the curriculum using a traffic light scale. Since March 2012, the curriculum has been made freely available online as a “test version”. In 2014, an evaluation is planned using feedback from users of the test model as a further stage of the implementation process. Conclusions The first German competence-based curriculum for general practice training has been developed using a pragmatic peer controlled approach and implementation is being trialed with a “test version” of the curriculum. This model project and its peer-based methodology may support competence-based curriculum development for other medical specialties both inside and outside Germany. PMID:23937795

  2. Learning Application Suite Creating and Playing SCORM Compatible Web and Computer Based Training

    Microsoft Academic Search

    Marco Nordmann; Jens Neumann

    2008-01-01

    In the process of developing Web Based Training (WBT) applications, the Sharable Content Object Reference Model (SCORM) has become the most common eLearning standard making it possible to integrate eLearning objects from different sources in a common environment, but it is not intended to deliver offline Computer Based Training (CBT) on CD or DVD. CBT should also profit from the

  3. Exploratory nondestructive evaluation (NDE) research for advanced materials and processes: Volume 3 -- Interactive multimedia computer based training (IMCBT) for nondestructive evaluation\\/inspection (NDE\\/I) personnel. Final report, 1 July 1995--30 April 1998

    Microsoft Academic Search

    Bossi; B. Knutson; R. Nerenberg; L. Deobald; J. Nelson

    1998-01-01

    Interactive Multimedia Computer Based Training (IMCBT) for Nondestructive Inspection (NDE\\/I) Personnel: Computer Based Training (CBT) is a highly effective method for industrial training that has been growing in popularity. Text, graphics, sound, movies and animation enhance the learning activity. Interactive Multimedia CBT (IMCBT) allows students to learn in an environment where the training material is presented on a computer workstation

  4. Maslow and Field Experiences in Competency-Based Teacher Education.

    ERIC Educational Resources Information Center

    Warner, Allen R.

    Student teaching is examined in relation to Maslow's theory of human motivation that proposes an inherent human tendency toward self-actualization. It is pointed out that the majority of student teachers operate in fear as they enter their final phase of teacher training, and according to Maslow, they are operating at the safety level, concerned…

  5. Improving the Validity of Competency-Based Assessment.

    ERIC Educational Resources Information Center

    Thomson, P.; Saunders, J.; Foyster, J.

    A study was conducted to review the concept of validity in the context of vocational education and training (VET) in Australia. The study included a review of literature, case studies, presentation of key findings, and recommendation of a tool to guide assessors. An eight-faceted approach to validity, based on Nitko, was developed, with each…

  6. A Competency-Based Program for Electronic Gaming Equipment Repair.

    ERIC Educational Resources Information Center

    Hardman, James R.

    This program is designed to provide entry-level training to individuals (especially workers displaced from industry) who desire employment as "slot technicians" in the casino industry. The 96-hour course includes both classroom instruction and hands-on experience. Sources for direct purchase of required manuals are provided. The 13 modules consist…

  7. Competency-Based Education and the Factors Influencing Its Implementation in Traditional Institutions.

    ERIC Educational Resources Information Center

    Joyner, Charles W.

    1994-01-01

    Discusses the implementation of competency-based education and the Developing a Curriculum process (DACUM) in Canada. Provides definitions of the processes and their impact on school administrators, faculty and staff, and students. (JOW)

  8. Career Guidance on the Cutting Edge of Competency-Based Assessment

    Microsoft Academic Search

    Mariane Gfroerer

    2000-01-01

    This article describes New Hampshire's efforts in developing and implementing a Competency-Based Transcript for secondary education. The Competency-Based Transcript is a method of recording the attainment of skills as well as traditional educational learning represented by grades, test scores, etc. The impact, on students' developing self-esteem, of the opportunity to demonstrate learned skills is discussed. The role of Career Guidance

  9. Multi-Cultural Competency-Based Vocational Curricula. Clerical Clusters. Multi-Cultural Competency-Based Vocational/Technical Curricula Series.

    ERIC Educational Resources Information Center

    Hepburn, Larry; Shin, Masako

    This document, one of eight in a multi-cultural competency-based vocational/technical curricula series, is on clerical occupations. This program is designed to run 36 weeks and cover 10 instructional areas: beginning typing, typing I, typing II, duplicating, receptionist activities, general office procedures, operation of electronic calculator,…

  10. Multi-Cultural Competency-Based Vocational Curricula. Machine Trades. Multi-Cultural Competency-Based Vocational/Technical Curricula Series.

    ERIC Educational Resources Information Center

    Hepburn, Larry; Shin, Masako

    This document, one of eight in a multi-cultural competency-based vocational/technical curricula series, is on machine trades. This program is designed to run 36 weeks and cover 6 instructional areas: use of measuring tools; benchwork/tool bit grinding; lathe work; milling work; precision grinding; and combination machine work. A duty-task index…

  11. Multi-Cultural Competency-Based Vocational Curricula. Maintenance Mechanics. Multi-Cultural Competency-Based Vocational/Technical Curricula Series.

    ERIC Educational Resources Information Center

    Hepburn, Larry; Shin, Masako

    This document, one of eight in a multi-cultural competency-based vocational/technical curricula series, is on maintenance mechanics. This program is designed to run 40 weeks and cover 5 instructional areas: basic electricity (14 weeks); maintenance and repair of heating (4 weeks); maintenance and repair of air conditioning (12 weeks); maintenance…

  12. Multi-Cultural Competency-Based Vocational Curricula. Fiberglass Technician. Multi-Cultural Competency-Based Vocational/Technical Curricula Series.

    ERIC Educational Resources Information Center

    Hepburn, Larry; Shin, Masako

    This document, one of eight in a multi-cultural competency-based vocational/technical curricula series, is on fiberglass technician. This program covers 12 instructional areas: orientation, safety, introduction to fiberglass-reinforced plastics, hand lay-up, introduction to equipment operation, chopper operation, gel-coat equipment, finish and…

  13. Train better by computer

    SciTech Connect

    Furgang, S.R.

    1989-01-01

    Computer-based training (CBT) is used in a new approach to training refinery operators. The system was developed at Mobil's U.S. headquarters, with field help. In the early 1980s the authors evaluated the mainframe Plato system from Control Data, considered by most the ''granddad'' of CBT systems. A couple of years later, when the CPM-based micro computers became popular, they traded in Plato for stand-alone desktop that offered most of the same features without the mainframe's cost and connectivity limitations. Their evaluation continued into the mid-1980s after IBM established its PC line which became the corporate hardware standard. CBT is both right for the times and particularly suited to the hydrocarbon processing industry's needs. Mobil has taken significant steps to benefit from all that CBT offers by developing two curricula for operator training. The first, the Fundamentals Series, provides the background needed for any operations assignment. The second curriculum, the Advanced Series, covers specific process unit job training.

  14. “Cost effectiveness of computer-assisted training in cognitive-behavioral therapy as an adjunct to standard care for addiction”

    PubMed Central

    Olmstead, Todd A.; Ostrow, Cary D.; Carroll, Kathleen M.

    2010-01-01

    Aim To determine the cost effectiveness, from clinic and patient perspectives, of a computer-based version of cognitive-behavioral therapy (CBT4CBT) as an addition to regular clinical practice for substance dependence. Participants, Design and Measurements This cost-effectiveness study is based on a randomized clinical trial in which 77 individuals seeking treatment for substance dependence at an outpatient community setting were randomly assigned to treatment as usual (TAU) or TAU plus biweekly access to computer-based training in CBT (TAU plus CBT4CBT). The primary patient outcome measure was the total number of drug-free specimens provided during treatment. Incremental cost-effectiveness ratios (ICERs) and cost-effectiveness acceptability curves (CEACs) were used to determine the cost-effectiveness of TAU plus CBT4CBT relative to TAU alone. Results are presented from both the clinic and patient perspectives and are shown to be robust to (i) sensitivity analyses and (ii) a secondary objective patient outcome measure. Findings The per patient cost of adding CBT4CBT to standard care was $39 ($27) from the clinic (patient) perspective. From the clinic (patient) perspective, TAU plus CBT4CBT is likely to be cost-effective when the threshold value to decision makers of an additional drug-free specimen is greater than approximately $21 ($15), and TAU alone is likely to be cost-effective when the threshold value is less than approximately $21 ($15). The ICERs for TAU plus CBT4CBT also compare favorably to ICERs reported elsewhere for other empirically-validated therapies, including contingency management. Conclusions TAU plus CBT4CBT appears to be a good value from both the clinic and patient perspectives. PMID:20392575

  15. Treatment Engagement and Response to CBT among Latinos with Anxiety Disorders in Primary Care

    PubMed Central

    Chavira, Denise A.; Golinelli, Daniela; Sherbourne, Cathy; Stein, Murray B.; Sullivan, Greer; Bystritsky, Alexander; Rose, Raphael D.; Lang, Ariel J.; Campbell-Sills, Laura; Welch, Stacy; Bumgardner, Kristin; Glenn, Daniel; Barrios, Velma; Roy-Byrne, Peter; Craske, Michelle

    2014-01-01

    Objective In the current study, we compare measures of treatment outcome and engagement for Latino and non-Latino White patients receiving a cognitive-behavioral therapy (CBT) program delivered in primary care. Method Participants were 18–65 years old and recruited from 17 clinics at four different sites to participate in a randomized controlled trial for anxiety disorders, which compared the CALM intervention (consisting of CBT, medication, or both) to usual care. Of those participants who were randomized to the intervention arm and selected CBT (either alone or in combination with medication), 85 were Latino and 251 were non-Latino White; the majority of the Latino participants received the CBT intervention in English (n = 77). Blinded assessments of clinical improvement and functioning were administered at baseline, and at 6, 12, and 18 months after baseline. Measures of engagement, including attendance, homework adherence, understanding of CBT principles, and commitment to treatment were assessed weekly during the CBT intervention. Results Findings from propensity weighted linear and logistic regression models revealed no statistically significant differences between Latinos and non-Latino Whites on symptom measures of clinical improvement and functioning at almost all time points. There were significant differences on two of seven engagement outcomes, namely number of sessions attended and patients’ understanding of CBT principles. Conclusions These findings suggest that CBT can be an effective treatment approach for Latinos who are primarily English speaking and likely more acculturated, although continued attention should be directed toward engaging Latinos in such interventions. PMID:24660674

  16. Computer-Assisted CBT for Child Anxiety: The Coping Cat CD-ROM

    ERIC Educational Resources Information Center

    Khanna, Muniya S.; Kendall, Philip C.

    2008-01-01

    Empirical data support the efficacy of cognitive-behavioral therapy (CBT) for child anxiety, but there is need and merit in the development and evaluation of cost-effective and transportable CBT approaches. Relatedly, a widely endorsed goal is the dissemination of evidence-based treatments from research clinics to community settings.…

  17. Can the difficulty level reached in computer-based training predict results in x-ray image interpretation tests?

    Microsoft Academic Search

    Stefan Michel; Marcia Mendes; Adrian Schwaninger

    2010-01-01

    As scientific studies have shown, the performance of airport security screening officers in x-ray image interpretation depends critically on individual abilities and visual knowledge acquired through class-room, computer-based (CBT) and on-the job training. The effectiveness of adaptive CBT in increasing the efficiency in x-ray image interpretation of screening officers could be verified in several studies. Individually adaptive CBT systems, like

  18. A Pilot Test of the Additive Benefits of Physical Exercise to CBT for OCD.

    PubMed

    Rector, Neil A; Richter, Margaret A; Lerman, Bethany; Regev, Rotem

    2015-06-01

    The majority of "responders" to first-line cognitive-behavioural therapy (CBT) and pharmacological treatments for obsessive-compulsive disorder (OCD) are left with residual symptoms that are clinically relevant and disabling. Therefore, there is pressing need for widely accessible efficacious alternative and/or adjunctive treatments for OCD. Accumulating evidence suggests that physical exercise may be one such intervention in the mood and anxiety disorders broadly, although we are aware of only two positive small-scale pilot studies that have tested its clinical benefits in OCD. This pilot study aimed to test the feasibility and preliminary efficacy of adding a structured physical exercise programme to CBT for OCD. A standard CBT group was delivered concurrently with a 12-week customized exercise programme to 11 participants. The exercise regimen was individualized for each participant based on peak heart rate measured using an incremental maximal exercise test. Reports of exercise adherence across the 12-week regimen exceeded 80%. A paired-samples t-test indicated very large treatment effects in Yale-Brown Obsessive-Compulsive Scale scores from pre- to post-treatment in CBT group cohorts led by expert CBT OCD specialists (d = 2.55) and junior CBT clinician non-OCD specialists (d = 2.12). These treatment effects are very large and exceed effects typically observed with individual and group-based CBT for OCD based on leading meta-analytic reviews, as well as previously obtained treatment effects for CBT using the same recruitment protocol without exercise. As such, this pilot work demonstrates the feasibility and significant potential clinical utility of a 12-week aerobic exercise programme delivered in conjunction with CBT for OCD. PMID:25738234

  19. Identifying the policy implications of competency-based education.

    PubMed

    Taber, Sarah; Frank, Jason R; Harris, Kenneth A; Glasgow, Nicholas J; Iobst, William; Talbot, Martin

    2010-01-01

    At their 2009 consensus conference, the International CBME Collaborators proposed a number of central tenets of CBME in order to advance the field of medical education. Although the proposed conceptualization of CBME offers several advantages and opportunities, including a greater emphasis on outcomes, a mechanism for the promotion of learner-centred curricula, and the potential to move away from time-based training and credentialing in medicine, it is also associated with several significant barriers to adoption. This paper examines the concepts of CBME through a broad educational policy lens, identifying considerations for medical education leaders, health care institutions, and policy-makers at both the meso (program, institutional) and macro (health care system, inter-jurisdictional, and international) levels. Through this analysis, it is clear that CBME is associated with a number of complex challenges and questions, and cannot be considered in isolation from the complex systems in which it functions. Much more work is needed to engage stakeholders in dialogue, to debate the issues, and to identify possible solutions. PMID:20662582

  20. Competency-Based Training for Severely Behaviorally Handicapped Children and Their Parents

    ERIC Educational Resources Information Center

    O'Dell, Stan L.; And Others

    1977-01-01

    Described are the major components of a treatment program designed to help severely behaviorally handicapped children (2 to 16 years old) develop the necessary skills to function in regular classrooms or special education classes. (Author/SBH)

  1. Identification, modification, and implementation of an evidence-based psychotherapy for children in a low-income country: the use of TF-CBT in Zambia

    PubMed Central

    2013-01-01

    Background The need to address the treatment gap in mental health services in low- and middle-income countries (LMIC) is well recognized and particularly neglected among children and adolescents. Recent literature with adult populations suggests that evidence-based mental health treatments are effective, feasible, and cross-culturally modifiable for use in LMIC. This paper addresses a gap in the literature documenting pre-trial processes. We describe the process of selecting an intervention to meet the needs of a particular population and the process of cross-cultural adaptation. Methods Community-based participatory research principles were implemented for intervention selection, including joint meetings with stakeholders, review of qualitative research, and review of the literature. Trauma-focused Cognitive Behavioral Therapy (TF-CBT) was chosen as the evidence-based practice for modification and feasibility testing. The TF-CBT adaptation process, rooted within an apprenticeship model of training and supervision, is presented. Clinical case notes were reviewed to document modifications. Results Choosing an intervention can work as a collaborative process with community involvement. Results also show that modifications were focused primarily on implementation techniques rather than changes in TF-CBT core elements. Conclusions Studies documenting implementation processes are critical to understanding why intervention choices are made and how the adaptations are generated in global mental health. More articles are needed on how to implement evidence-based treatments in LMIC. PMID:24148551

  2. A feasibility open trial of internet-delivered cognitive-behavioural therapy (iCBT) among consumers of a non-governmental mental health organisation with anxiety

    PubMed Central

    Kirkpatrick, Terry; Manoukian, Linda; Johnston, Luke; Titov, Nickolai

    2013-01-01

    Background. To date the efficacy and acceptability of internet-delivered cognitive behavioural treatments (iCBT) has been examined in clinical trials and specialist facilities. The present study reports the acceptability, feasibility and preliminary efficacy of an established iCBT treatment course (the Wellbeing Course) administered by a not-for-profit non-governmental organisation, the Mental Health Association (MHA) of New South Wales, to consumers with symptoms of anxiety. Methods. Ten individuals who contacted the MHA’s telephone support line or visited the MHA’s website and reported at least mild symptoms of anxiety (GAD-7 total scores ?5) were admitted to the study. Participants were provided access to the Wellbeing Course, which comprises five online lessons and homework assignments, and brief weekly support from an MHA staff member via telephone and email. The MHA staff member was an experienced mental health professional and received minimal training in administering the intervention. Results. All 10 participants completed the course within the 8 weeks. Post-treatment and two month follow-up questionnaires were completed by all participants. Mean within-group effect sizes (Cohen’s d) for the Generalized Anxiety Disorder 7 Item (GAD-7) and Patient Health Questionnaire 9 Item (PHQ-9) were large (i.e., > .80) and consistent with previous controlled research. The Course was also rated as highly acceptable with all 10 participants reporting it was worth their time and they would recommend it to a friend. Conclusions. These results provide support for the potential clinical utility of iCBT interventions and the acceptability and feasibility of employing non-governmental mental health organisations to deliver these treatments. However, further research is needed to examine the clinical efficacy and cost-effectiveness of delivering iCBT via such organisations. PMID:24349897

  3. LONGER-TERM EFFECTIVENESS OF CBT IN TREATMENT OF COMORBID AUD/MDD ADOLESCENTS

    PubMed Central

    Cornelius, Jack R.; Douaihy, Antoine B.; Kirisci, Levent; Daley, Dennis C.

    2013-01-01

    Cognitive Behavioral Therapy (CBT) is a commonly used therapy among persons with major depressive disorder (MDD) and also among those with alcohol use disorders (AUD). However, less is known regarding the efficacy of CBT for treating persons with co-occurring disorders involving both MDD and an AUD. Studies assessing the efficacy of CBT in adolescent populations with co-occurring disorders are particularly sparse, especially studies designed to assess the potential longer-term efficacy of an acute phase trial of CBT therapy in that youthful comorbid population. We recently conducted a first acute phase treatment study involving comorbid AUD/MDD adolescents, which involved the medication fluoxetine as well as manualized CBT therapy. The results of that acute phase study suggested efficacy for CBT therapy but not for fluoxetine for treating the depressive symptoms and the excessive alcohol use of study subjects (Cornelius et al., 2009). The current chapter provides an assessment of the long-term efficacy of CBT for treating comorbid AUD/MDD adolescents, based on results from our own long-term (four-year) follow-up study, which was conducted following the completion of our recent acute phase treatment study. The results of the study suggest long-term efficacy for acute phase CBT/MET therapy for treating both the depressive symptoms and the excessive alcohol use of comorbid AUD/MDD adolescents, but demonstrate no evidence of long-term efficacy for fluoxetine for treating either the depressive symptoms or the excessive alcohol use of that population. PMID:25339844

  4. Computer-Assisted CBT for Child Anxiety: The Coping Cat CD-ROM

    Microsoft Academic Search

    Muniya S. Khanna; Philip C. Kendall

    2008-01-01

    Empirical data support the efficacy of cognitive-behavioral therapy (CBT) for child anxiety, but there is need and merit in the development and evaluation of cost-effective and transportable CBT approaches. Relatedly, a widely endorsed goal is the dissemination of evidence-based treatments from research clinics to community settings. Computer-based and computer-assisted treatment programs may provide a cost-effective and efficient way to increase

  5. Preventing a Second Orthodoxy: A Formative Evaluation of a Competency-Based Teacher Education Program.

    ERIC Educational Resources Information Center

    Glick, I. David; And Others

    During the past year and a half, the University of Toledo has developed a competency-based model for teacher education, the basic elements of which are (a) the explicit statement of performance objectives, (b) one or more sets of instructional procedures specifically designed for attainment of each objective, and (c) criterion-referenced…

  6. Public Service Occupations. Practical Arts. Instructor's Manual. Competency-Based Vocational Education.

    ERIC Educational Resources Information Center

    Keeton, Martha; And Others

    This manual provides curriculum materials for implementing a career exploration class in public service occupations within a Practical Arts Education program for middle/junior high school students. Introductory materials include the program master sequence, a list of public service occupations, and an overview of the competency-based instructional…

  7. Earth and Physical Science. Nevada Competency-Based Adult High School Diploma Project.

    ERIC Educational Resources Information Center

    Nevada Univ., Las Vegas. Coll. of Education.

    This document is one of ten curriculum guides developed by the Nevada Competency-Based Adult High School Diploma (CBAHSD) Project. This curriculum guide on earth and physical science is divided into twelve topics. The topics included are Geology, Meteorology, Astronomy, Natural Disasters, Chemical Reaction, Laboratory, States of Matter, Force and…

  8. Personal Service Exploration. Practical Arts. Instructor's Manual. Competency-Based Education.

    ERIC Educational Resources Information Center

    Keeton, Martha; And Others

    This manual provides curriculum materials for implementing a career exploration class in personal service occupations within a Practical Arts Education program for middle/junior high school students. Introductory materials include the program master sequence, a list of personal service occupations, and an overview of the competency-based

  9. Competency-Based Vocational Education. A Case Study. FEU/PICKUP Project Report.

    ERIC Educational Resources Information Center

    Hermann, G. D.; Kenyon, R. J.

    This document describes a case study of a competency-based vocational education (CBVE) project. An introduction outlines the nature of CBVE and places it in the context of vocational competence. This section also describes a rationale for how CBVE relates to the individual, to access, and to the recognition of previous learning. The features and…

  10. Occupational Home Economics Education Series. Catering Services. Competency Based Teaching Module.

    ERIC Educational Resources Information Center

    Lowe, Phyllis; And Others

    This module, one of ten competency based modules developed for vocational home economics teachers, is based on a job cluster in the catering industry. It is designed for use with a variety of levels of learners (secondary, postsecondary, adult) in both school and non-school educational settings. Focusing on two levels of employment, food caterer…

  11. Social Learning Preferences of Adult Women Learners in a Competency-Based Online Learning Environment

    ERIC Educational Resources Information Center

    Lyman, Emily

    2013-01-01

    In this study a post-assessment survey was analyzed to seek for social learning preferences among women in a competency-based online learning environment. The survey asked what learning resources students used to prepare for the assessment. Each learning resource was given a relative sociability rating. This rating acts as the weighting for a…

  12. Health Services: Clinical. Pharmacy Aide. Instructor's Manual. Competency-Based Education.

    ERIC Educational Resources Information Center

    Cave, Julie; And Others

    This instructor's manual consists of materials for use in presenting a course in the occupational area of pharmacy aide. Included in the first part of the guide are a program master sequence; a master listing of instructional materials, equipment, and supplies; an overview of the competency-based vocational education (CBVE) system; and guidelines…

  13. Competency-Based Cooperative Office Education. Vocational Education Curriculum Guide. Revision. Bulletin 1246.

    ERIC Educational Resources Information Center

    Louisiana State Dept. of Education, Baton Rouge. Div. of Vocational Education.

    This curriculum guide, dealing with competency-based cooperative office education in the State of Louisiana, consists of 10 chapters on program implementation and 12 instructional units. Covered in the first part of the guide are cooperative office education programs; coordination, program management, and student placement; legal responsibilities;…

  14. Teacher Corps/Peace Corps Competency Based Elementary Physical Education Project.

    ERIC Educational Resources Information Center

    Enberg, Mary Lou

    The Teacher Corps/Peace Corps project in elementary school physical education at Washington State University provided a graduate program which was competency based, field based, and partially individualized. The program attempted to fulfill the organizational goals of the two sponsoring federal agencies (Teacher Corps and Peace Corps). Teacher…

  15. Cogenerating a Competency-based HRM Degree: A Model and Some Lessons from Experience.

    ERIC Educational Resources Information Center

    Wooten, Kevin C.; Elden, Max

    2001-01-01

    A competency-based degree program in human resource management was co-generated by six groups of stakeholders who synthesized competency models using group decision support software. The program focuses on core human resource processes, general business management, strategic decision making and problem solving, change management, and personal…

  16. Electrical Trades. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Cannone, Richard

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  17. Development of Student Knowledge in Competence-Based Pre-Vocational Secondary Education

    ERIC Educational Resources Information Center

    Koopman, Maaike; Teune, Peter; Beijaard, Douwe

    2011-01-01

    The purpose of this study was to gain insight into the development of student knowledge in pre-vocational secondary education schools which differ in the manner and extent to which they have implemented characteristics of competence-based education. The implementation of these characteristics was examined using a teacher questionnaire and the…

  18. Automotive Technician. A Competency-Based Curriculum Designed To Prepare Students for Entry-Level Employment.

    ERIC Educational Resources Information Center

    Vocational Curriculum Resource Center of Maine, Fairfield.

    This curriculum guide is designed to assist instructors in the development and implementation of a comprehensive, competency-based automotive curriculum. It contains an instructional unit for each task listed on the enclosed job analysis or DACUM (Developing a Curriculum) chart. These units include introduction, performance objectives, suggested…

  19. Automotive Mechanics. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Brown, Desmond

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  20. A Critical Time for Medical Education: The Perils of Competence-Based Reform of the Curriculum

    ERIC Educational Resources Information Center

    Malone, Karen; Supri, Salinder

    2012-01-01

    Rapid expansion in scientific knowledge, changes in medical practice, and greater demands from patients and society necessitate reform of the medical curriculum. In recognition of this, medical educators across the world have recommended the adoption of competence-based education. This is intended to increase the rigour and relevance of the…

  1. A Curriculum Guide for the Texas Competency Based High School Diploma Programs.

    ERIC Educational Resources Information Center

    Barrera, Adriana, Comp.

    This curriculum guide provides the essential elements and activities for competency-based high school diploma programs. Adult Performance Level (APL) goals and objectives are listed and correlated to appropriate curriculum content areas. The next section indicates which topics/lessons are covered in each unit or part of a unit. Lists that identify…

  2. Articulation of Competency Based Education for Nursing. Final Report, 1974-75.

    ERIC Educational Resources Information Center

    Mount Hood Community Coll., Gresham, OR.

    This project sought to develop a competency based curriculum for Associate Degree Nursing that would be a logical outgrowth of the principles on which student performance outcomes and measurable exit criteria were based. The report includes the products, processes, and evaluation of each of the following project objectives: identification of the…

  3. Competency-Based Adult Education/English as a Second Language Modules: Health.

    ERIC Educational Resources Information Center

    Marinelli, Diane, Ed.

    This packet contains four Competency-Based Adult Education/English as a Second Language (ESL) lessons in the health content area designed for beginning level students. Each lesson revolves around one central character who, in the course of the four lessons, successfully performs four life-coping skills: (1) calling for a doctor's appointment, (2)…

  4. Competency Based Education Curriculum for the Orientation and Safety Program of the Oil and Gas Industry.

    ERIC Educational Resources Information Center

    United Career Center, Clarksburg, WV.

    This competency-based education curriculum for teaching the orientation and safety program for the oil and gas industry in West Virginia is organized into seven units. These units cover the following topics: introduction to oil and gas, first aid, site preparation, drilling operations, equipment familiarity, well completion, and preparation for…

  5. A Competency-Based Approach to the Master's Degree Preparation of Higher Education Professionals

    ERIC Educational Resources Information Center

    Ott, Molly; Baca, Evelyn; Cisneros, Jesus; Bates, Evan

    2015-01-01

    The purpose of this manuscript is to describe a competency-based approach to designing and assessing master's level professional preparation programs in the field of higher education administration. Given the absence of a universal set of competencies defined for HEA master's degree programs, the authors draw from the CAHEP (2010) and Wright…

  6. Horticulture III, IV, and V. Task Analyses. Competency-Based Education.

    ERIC Educational Resources Information Center

    Henrico County Public Schools, Glen Allen, VA. Virginia Vocational Curriculum Center.

    This task analysis guide is intended to help teachers and administrators develop instructional materials and implement competency-based education in the horticulture program. Section 1 contains a validated task inventory for horticulture III, IV, and V. For each task, applicable information pertaining to performance and enabling objectives,…

  7. Entrepreneur Program. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    De Maria, Richard

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The document consists of matrices that describe the relationship of vocational skills to basic communication, mathematics, and science skills within the entrepreneur…

  8. Dental Assisting. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Mattia, Nancy

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  9. Task Listing for Piano Technology for the Visually Impaired. Competency-Based Education.

    ERIC Educational Resources Information Center

    Virginia State Dept. of Education, Richmond. Div. of Vocational and Adult Education.

    This task listing was developed for use in Piano Technology, a course offered to visually impaired students at the Virginia School for the Deaf and Blind. The listing is intended to be used with the "Trade and Industrial Education Service Area Resource Guide" in the implementation of competency-based education for this population. The major…

  10. Cosmetology/Hairstyling. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Romano, Marie

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  11. Evaluating Assessment Quality in Competence-Based Education: A Qualitative Comparison of Two Frameworks

    ERIC Educational Resources Information Center

    Baartman, Liesbeth K. J.; Bastiaens, Theo J.; Kirschner, Paul A.; van der Vleuten, Cees P. M.

    2007-01-01

    Because learning and instruction are increasingly competence-based, the call for assessment methods to adequately determine competence is growing. Using just one single assessment method is not sufficient to determine competence acquisition. This article argues for Competence Assessment Programmes (CAPs), consisting of a combination of different…

  12. Development, Implementation and Evaluation of a Competency Based Program in Counselor Education.

    ERIC Educational Resources Information Center

    Gavilan, Marisal R.; Ryan, Colleen

    This article describes the development, implementation, and evaluation of a competency based, criterion-referenced masters degree counselor education program. It delineates the program's philosophy; the procedures for establishing the exit competencies; task analyses for developing courses and field experiences; the assessment of students'…

  13. TNT: Nontraditional Occupations. Practical Arts. Instructor's Manual. Competency-Based Vocational Education.

    ERIC Educational Resources Information Center

    Sparks, Mavis C.; And Others

    Designed to be incorporated into career exploration programs in grades 6-9, this nontraditional occupations unit is a component in the Think Nontraditional Series curriculum and is prepared in a competency-based format. The reading level is approximately seventh grade. A course introduction section contains description and purpose of the…

  14. Competency Base for Curriculum Development in Preschool Education: Volume 1; Central Document.

    ERIC Educational Resources Information Center

    Troutt, George , Jr.

    Presented in the first of 4 related documents on the Home-Oriented Preschool Education (HOPE) Program is an overview of the procedures for developing a competency based curriculum for normal preschool Appalachian children up to 6-years-old. Discussed are the investigation's procedural components: rationale; philosophical framework (including…

  15. Introduction to MADE (Careers). Marketing and Distributive Education Competency Based Curriculum Guide.

    ERIC Educational Resources Information Center

    New Jersey State Dept. of Education, Trenton. Div. of Vocational Education.

    This curriculum guide is one in a series of competency-based instructional materials dealing with marketing and distributive education (MADE). It consists of some introductory remarks concerning the course, a lesson plan, a course outline, and four sections of lessons for use in implementing the course. Covered in the individual sections are the…

  16. Competency Based Competitive Events. Integrating DECA into the DE Instructional Program.

    ERIC Educational Resources Information Center

    Cosgrove, Glenna; Moore, Harold W.

    Designed to be integrated into a competency-based distributive education program, these competitive DECA (Distributive Education Clubs of America) events were developed, utilized, and evaluated by distributive education and cooperative education coordinators in Arkansas. These events are organized under the following occupational categories: food…

  17. A Competency-Based Program of Development of Community Relations in Educational Administration.

    ERIC Educational Resources Information Center

    Schmidt, Linda J.; Jacobson, Michael H.

    A competency-based educational administration program that focuses on the development of administrator/community relations is described in this paper, which is based on the premise that a cooperative relationship is necessary for effective school administration. The course is described in terms of objectives, competencies, methodology, structure,…

  18. Building Trades. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Gudzak, Raymond

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; a preface; a…

  19. Integrating Authentic Assessment with Competence-Based Learning in Vocational Education: The Protocol Portfolio Scoring

    ERIC Educational Resources Information Center

    Sluijsmans, Dominique M. A.; Straetmans, Gerard J. J. M.; van Merrienboer, Jeroen J. G.

    2008-01-01

    This article describes how competence-based learning (CBL) can be organised in vocational education by integrating elements from a holistic instructional design model with recent ideas on assessment. A curriculum based on this model is pre-eminently suitable for an assessment approach emphasising that proof of competence is gathered by having…

  20. Supporting Self-Regulated Personalised Learning through Competence-Based Knowledge Space Theory

    ERIC Educational Resources Information Center

    Steiner, Christina M.; Nussbaumer, Alexander; Albert, Dietrich

    2009-01-01

    This article presents two current research trends in e-learning that at first sight appear to compete. Competence-Based Knowledge Space Theory (CBKST) provides a knowledge representation framework which, since its invention by Doignon & Falmagne, has been successfully applied in various e-learning systems (for example, Adaptive Learning with…

  1. Gateway Technical Institute Competency Based Education: Case Study of College-wide Instructional Improvement.

    ERIC Educational Resources Information Center

    Kaprelian, Nancy; Perona, Jerry

    The curriculum revision project described in this paper was initiated by Gateway Technical Institute (Wisconsin) in 1976 in order to implement competency-based education (CBE) in Gateway's vocational/technical programs. The paper first defines the key elements of CBE as implemented at Gateway, which were developed on the basis of an analysis of…

  2. Analysis of the Second E-Forum on Competency-Based Approaches

    ERIC Educational Resources Information Center

    Perez, Leticia

    2007-01-01

    As its title suggests, this is an account of "the Second E-Forum on Competency-based Approaches" and summarises the opinions and experiences expressed by the participants. The forum was based on a discussion paper prepared by the Canadian Observatory of Educational Reforms and a series of questions raised by Philippe Jonnaert were used to…

  3. Custom Cabinetmaking. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Holmes, Kenneth

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  4. Marine Trades. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Abbott, Alan

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  5. Environmental Education. Nevada Competency-Based Adult High School Diploma Project.

    ERIC Educational Resources Information Center

    Nevada Univ., Las Vegas. Coll. of Education.

    This document is one of ten curriculum guides developed by the Nevada Competency-Based Adult High School Diploma (CBAHSD) Project. This curriculum guide on environmental education is divided into seven topics. The topics included are Human Carrying Capacity (The Ability to Foresee and Forestall), Human Population Growth, The Atmosphere, The…

  6. Lessons Learned from the Competency-Based Curriculum Initiative at Baylor College of Dentistry.

    ERIC Educational Resources Information Center

    McCann, Ann L.; Babler, William J.; Cohen, Peter A.

    1998-01-01

    Chronicles development of the Baylor College of Dentistry (Texas) competency-based curriculum and outlines 11 lessons learned concerning strategic planning, external accountability, value of significant and continuing faculty participation, administrative support structures, linking planning and assessment, using multiple assessment methods,…

  7. Illustrations for a Competency Based Curriculum Guide: Ethanol Spark Ignition Engine Conversion.

    ERIC Educational Resources Information Center

    Illinois State Board of Education, Springfield. Dept. of Adult, Vocational and Technical Education.

    This document contains 56 illustrations for use in an Illinois-developed competency-based course in ethanol spark ignition engine conversion. Each illustration is related to a specific competency in the course curriculum guide. Illustrations, which include photographs and line drawings, cover some of the following topics: carburetion, compression,…

  8. Fashion Merchandising. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Williams, Edwina

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  9. National Directory of Selected Competency-Based Adult Vocational Education Programs. Information Series No. 127.

    ERIC Educational Resources Information Center

    Russell, Earl, Comp.; And Others

    Intended for use by those attempting to initiate or improve competency-based instruction in adult vocational education programs, this directory contains demographic and descriptive information on sixty selected courses and programs operating in public education, other government agencies, business, industry, and labor. Introductory material…

  10. An Analysis of Change in a Competency Based Teacher Education Program at the University of Georgia.

    ERIC Educational Resources Information Center

    Elmore, Randy

    Thirty-four junior and senior majors in elementary education were the subjects in this study to determine the effects of a competency based teacher education (CBTE) program at the University of Georgia. Four measures were used to determine the effects of the CBTE program. These included (1) the Dimensions of Teachers Beliefs (DTB) instrument, (2)…

  11. A Clinical Trial of In-Home CBT for Depressed Mothers in Home Visitation

    PubMed Central

    Ammerman, Robert T.; Putnam, Frank W.; Altaye, Mekibib; Stevens, Jack; Teeters, Angelique R.; Van Ginkel, Judith B.

    2013-01-01

    Despite negative outcomes for depressed mothers and their children, no treatment specifically designed to address maternal depression in the context of home visitation has emerged. In-Home Cognitive Behavioral Therapy (IH-CBT) is an adapted treatment that is delivered in the home, focuses on the needs of new mothers, and leverages ongoing home visiting to optimize engagement and outcomes. This study examined the efficacy of IH-CBT using a randomized clinical trial. Subjects were 93 new mothers in a home visiting program. Mothers with major depressive disorder identified at 3 months postpartum were randomized into IH-CBT and ongoing home visitation (n=47) or standard home visitation (SHV; n=46) in which they received home visitation alone and could obtain treatment in the community. Depression was measured at pre- and posttreatment, and 3-month follow-up using interviews, clinician ratings, and self-report. Mothers receiving IH-CBT showed improvements in all indicators of depression relative to the SHV condition and these gains were maintained at follow-up. For example, 70.7% of mothers receiving IH-CBT were no longer depressed at posttreatment in terms of meeting criteria for major depressive disorder compared to 30.2% in the SHV group. These findings suggest that IH-CBT is an efficacious treatment for depressed mothers in home visitation programs. PMID:23768664

  12. A Randomized Controlled Trial of Cognitive Behavioral Therapy (CBT) for Adjusting to Multiple Sclerosis (The saMS Trial): Does CBT Work and for Whom Does It Work?

    ERIC Educational Resources Information Center

    Moss-Morris, Rona; Dennison, Laura; Landau, Sabine; Yardley, Lucy; Silber, Eli; Chalder, Trudie

    2013-01-01

    Objective: The aims were (a) to test the effectiveness of a nurse-led cognitive behavioral therapy (CBT) program to assist adjustment in the early stages of multiple sclerosis (MS) and (b) to determine moderators of treatment including baseline distress, social support (SS), and treatment preference. Method: Ninety-four ambulatory people with MS…

  13. Training

    Cancer.gov

    NCI offers training at laboratories and clinics in Maryland and at universities and institutions nationwide. These cancer training and career development opportunities cover a broad spectrum of disciplines for individuals at career stages ranging from high school and graduate students to scientists, clinicians, and health care professionals.

  14. A transdiagnostic comparison of enhanced cognitive behaviour therapy (CBT-E) and interpersonal psychotherapy in the treatment of eating disorders

    PubMed Central

    Fairburn, Christopher G.; Bailey-Straebler, Suzanne; Basden, Shawnee; Doll, Helen A.; Jones, Rebecca; Murphy, Rebecca; O'Connor, Marianne E.; Cooper, Zafra

    2015-01-01

    Eating disorders may be viewed from a transdiagnostic perspective and there is evidence supporting a transdiagnostic form of cognitive behaviour therapy (CBT-E). The aim of the present study was to compare CBT-E with interpersonal psychotherapy (IPT), a leading alternative treatment for adults with an eating disorder. One hundred and thirty patients with any form of eating disorder (body mass index >17.5 to <40.0) were randomized to either CBT-E or IPT. Both treatments involved 20 sessions over 20 weeks followed by a 60-week closed follow-up period. Outcome was measured by independent blinded assessors. Twenty-nine participants (22.3%) did not complete treatment or were withdrawn. At post-treatment 65.5% of the CBT-E participants met criteria for remission compared with 33.3% of the IPT participants (p < 0.001). Over follow-up the proportion of participants meeting criteria for remission increased, particularly in the IPT condition, but the CBT-E remission rate remained higher (CBT-E 69.4%, IPT 49.0%; p = 0.028). The response to CBT-E was very similar to that observed in an earlier study. The findings indicate that CBT-E is potent treatment for the majority of outpatients with an eating disorder. IPT remains an alternative to CBT-E, but the response is less pronounced and slower to be expressed. Current controlled trials ISRCTN 15562271. PMID:26000757

  15. A Competence-Based Approach to Examining Interpersonal ConflictTest of a Longitudinal Model

    Microsoft Academic Search

    DANIEL J. CANARY; WILLIAM R. CUPACH; RICHARD T. SERPE

    2001-01-01

    This article reports a test of a longitudinal model linking interpersonal conflict communication and relationship quality. The model stresses episodic factors that function to mediate the conflict-relationship link. In particular, the competence-based model specifies that assessments of competence and one's own communication satisfaction filter the effects of conflict on relational quality when measured concurrently at Time 1 (T1). In addition,

  16. Evaluation of competence-based teaching in higher education: From theory to practice.

    PubMed

    Bergsmann, Evelyn; Schultes, Marie-Therese; Winter, Petra; Schober, Barbara; Spiel, Christiane

    2015-10-01

    Competence-based teaching in higher education institutions and its evaluation have become a prevalent topic especially in the European Union. However, evaluation instruments are often limited, for example to single student competencies or specific elements of the teaching process. The present paper provides a more comprehensive evaluation concept that contributes to sustainable improvement of competence-based teaching in higher education institutions. The evaluation concept considers competence research developments as well as the participatory evaluation approach. The evaluation concept consists of three stages. The first stage evaluates whether the competencies students are supposed to acquire within the curriculum (ideal situation) are well defined. The second stage evaluates the teaching process and the competencies students have actually acquired (real situation). The third stage evaluates concrete aspects of the teaching process. Additionally, an implementation strategy is introduced to support the transfer from the theoretical evaluation concept to practice. The evaluation concept and its implementation strategy are designed for internal evaluations in higher education and primarily address higher education institutions that have already developed and conducted a competence-based curriculum. PMID:25847854

  17. The ABCs of CBT (Cognitive Behavior Therapy): Evidence-Based Approaches to Child Anxiety in Public School Settings

    ERIC Educational Resources Information Center

    Miller, Lynn D.; Short, Christina; Garland, E. Jane; Clark, Sandra

    2010-01-01

    This study evaluated a locally developed cognitive behavior therapy (CBT) intervention program in a public elementary school. In the prevention approach, 118 children were randomly assigned either to an 8-week intervention or to a wait-list control. Results of statistical analysis indicated that the manualized CBT intervention did not reduce…

  18. Parent Involvement in CBT Treatment of Adolescent Depression: Experiences in the Treatment for Adolescents with Depression Study (TADS)

    ERIC Educational Resources Information Center

    Wells, Karen C.; Albano, Anne Marie

    2005-01-01

    The Treatment for Adolescents With Depression Study (TADS) evaluated the short- and long-term effectiveness of cognitive behavior therapy (CBT) alone, fluoxetine alone, and their combination, relative to pill placebo, and the 12-week treatment effects were recently published (TADS Team, 2004). Results showed that treatment that combined CBT with…

  19. CDA Pilot Projects: Innovations in Training.

    ERIC Educational Resources Information Center

    Jones, Leroy; And Others

    This report is a description and summarization of the Child Development Associate (CDA) competency-based training approaches designed and implemented by 13 federally funded pilot training projects. Chapter I provides a historical narrative of the program design and implementations in the first seven years of the CDA program. Chapter II describes…

  20. Workplace Training at SBS Radio.

    ERIC Educational Resources Information Center

    Simons, Lynette

    2001-01-01

    Notes that at Australia's Special Broadcasting Services Radio, workplace training is an essential requirement for on-air staff but a degree in journalism or communications is an enormous advantage. Describes several in-house accredited competency-based modules in journalism and broadcasting. (RS)

  1. Toward an Integrative Model for CBT: Encompassing Behavior, Cognition, Affect, and Process

    ERIC Educational Resources Information Center

    Mischel, Walter

    2004-01-01

    Dramatic changes in our science in recent years have profound implications for how psychologists conceptualize, assess, and treat people. I comment on these developments and the contributions to this special series, focusing on how they speak to new directions and challenges for the future of CBT. Discoveries about mind, brain, and behavior that…

  2. Mother-Child Interactions and Childhood OCD: Effects of CBT on Mother and Child Observed Behaviors

    ERIC Educational Resources Information Center

    Schlup, Barbara; Farrell, Lara; Barrett, Paula

    2011-01-01

    This waitlist-controlled study investigates the impact of a group-based cognitive-behavioral therapy with family involvement (CBT-F) on observed mother and child behaviors in children with obsessive-compulsive disorder (OCD). Forty-four children and adolescents with OCD and their mothers were observed during family discussions before and after…

  3. Staff Expectations and Views of Cognitive Behaviour Therapy (CBT) for Adults with Intellectual Disabilities

    ERIC Educational Resources Information Center

    Kroese, Biza Stenfert; Jahoda, Andrew; Pert, Carol; Trower, Peter; Dagnan, Dave; Selkirk, Mhairi

    2014-01-01

    Background: The role of support workers and other professionals in the psychotherapeutic process has been commented upon but not as yet been systematically investigated. Method: To explore their views and expectations of cognitive behaviour therapy (CBT) for adults with intellectual disabilities, eleven paid support workers and professionals were…

  4. CBT: A Clinician's guide to using the five areas approach 100 Cases in Psychiatry

    E-print Network

    Paxton, Anthony T.

    CBT: A Clinician's guide to using the five areas approach 100 Cases in Psychiatry Culture Personality Disorder and Serious Offending Psychiatry: An Evidence Based Text Pocket Prescriber 2011 Psychiatry by Ten Teachers Self-Harm in Young People: A Therapeutic Assessment Manual Textbook of Clinical

  5. Community clinic treatment of depressed youth: Benchmarking usual care against CBT clinical trials

    Microsoft Academic Search

    V. Robin Weersing; John R. Weisz

    2002-01-01

    This study used a benchmarking strategy to evaluate the effectiveness of community psychotherapy for depressed youth relative to evidence-based treatment in clinical trials. Symptom trajectories of depressed youth treated in community mental health centers (CMHCs) were compared with trajectories of youth treated with cognitive- behavioral therapy (CBT) in clinical trials. Overall, outcomes of CMHC youth more closely resembled those of

  6. Trial of CBT for impulse control behaviors affecting Parkinson patients and their caregivers

    PubMed Central

    Okai, David; Askey-Jones, Sally; Samuel, Michael; O’Sullivan, Sean S.; Chaudhuri, K. Ray; Martin, Anne; Mack, Joel; Brown, Richard G.

    2013-01-01

    Objective: To test the effects of a novel cognitive-behavioral therapy (CBT)–based intervention delivered by a nurse therapist to patients with Parkinson disease (PD) with clinically significant impulse control behaviors (ICB). Methods: This was a randomized controlled trial comparing up to 12 sessions of a CBT-based intervention compared to a waiting list control condition with standard medical care (SMC). A total of 27 patients were randomized to the intervention and 17 to the waiting list. Patients with a Mini-Mental State Examination score of <24 were excluded. The coprimary outcomes were overall symptom severity and neuropsychiatric disturbances in the patients and carer burden and distress after 6 months. Secondary outcome measures included depression and anxiety, marital satisfaction, and work and social adjustment in patients plus general psychiatric morbidity and marital satisfaction in carers. Results: There was a significant improvement in global symptom severity in the CBT intervention group vs controls, from a mean score consistent with moderate to one of mild illness-related symptoms (?2 = 16.46, p < 0.001). Neuropsychiatric disturbances also improved significantly (p = 0.03), as did levels of anxiety and depression and adjustment. Measures of carer burden and distress showed changes in the desired direction in the intervention group but did not change significantly. General psychiatric morbidity did improve significantly in the carers of patients given CBT. Conclusions: This CBT-based intervention is the first to show efficacy in ICB related to PD in terms of patient outcomes. The hoped-for alleviation of carer burden was not observed. The study demonstrates the feasibility and potential benefit of a psychosocial treatment approach for these disturbances at least in the short term, and encourages further larger-scale clinical trials. Classification of evidence: The study provides Class IV evidence that CBT plus SMC is more effective than SMC alone in reducing the severity of ICB in PD, based upon Clinical Global Impression assessment (?2 = 16.46, p < 0.001): baseline to 6-month follow-up, reduction in symptom severity CBT group, 4.0–2.5; SMC alone group, 3.7–3.5. PMID:23325911

  7. Efficacy of technology-delivered cognitive behavioural therapy for OCD versus control conditions, and in comparison with therapist-administered CBT: meta-analysis of randomized controlled trials.

    PubMed

    Dèttore, Davide; Pozza, Andrea; Andersson, Gerhard

    2015-01-01

    Cognitive behavioural therapy (CBT) is a well-established treatment for obsessive-compulsive disorder (OCD). However, few patients receive CBT, due to factors such as geographic limitations, perceived stigmatization, and lack of CBT services. Technology-delivered cognitive behavioural therapy (T-CBT) could be an effective strategy to improve patients' access to CBT. To date, a meta-analysis on the effectiveness of T-CBT for OCD has not been conducted. This study used meta-analytic techniques to summarize evidence on the efficacy of T-CBT for OCD versus control conditions and therapist-administered CBT. A meta-analysis according to Prisma guidelines was conducted on randomized controlled trials (RCTs) of T-CBT for OCD. Treatment was classified as T-CBT if evidence-based CBT active ingredients for OCD were included (psychoeducation, ERP, and cognitive restructuring), delivered through health technologies (e.g. self-help books, leaflets, and other forms of bibliotherapy) or remote communication technologies (e.g. the Internet, web-cameras, telephones, telephone-interactive voice response systems, and CD-ROMS). Studies using validated outcomes for OCD or depression were included. Eight trials were included (N = 420). Two trials were classified as at high risk of bias. T-CBT seemed to be superior to control conditions on OCD symptom outcomes at post-treatment (d = 0.82, 99% CI = 0.55-1.08, p = 0.001), but not on comorbid depression (d = 0.33, 99% CI = - 0.01-0.67, p = 0.020). Difference in the efficacy on OCD symptoms between T-CBT and therapist-administered CBT was not significant, despite a trend favouring therapist-administered CBT emerged (d = 0.45, 95% CI = 0.03-0.87, p = 0.033). Directions for research are discussed. Further RCTs are warranted to examine the efficacy of T-CBT for OCD. PMID:25705787

  8. Development and Implementation of Health and Wellness CBT for Individuals with Depression and HIV.

    PubMed

    Kennard, B; Brown, L; Hawkins, L; Risi, A; Radcliffe, J; Emslie, G; Mayes, T; King, J; Foxwell, A; Buyukdura, J; Bethel, J; Naar-King, S; Xu, J; Lee, S; Garvie, P; London, C; Tanney, M; Thornton, S

    2014-05-01

    Rates of depression are reported to be between 22-33% in adults with HIV, which is double that of the general population. Depression negatively affects treatment adherence and health outcomes of those with medical illnesses. Further, it has been shown in adults that reducing depression may improve both adherence and health outcomes. To address the issues of depression and non-adherence, Health and Wellness (H&W) Cognitive Behavioral Therapy (CBT) and medication management (MM) treatment strategies have been developed specifically for youth living with both HIV and depression. H&W CBT is based on other studies with uninfected youth and upon research on adults with HIV. H&W CBT uses problem-solving, motivational interviewing, and cognitive-behavioral strategies to decrease adherence obstacles and increase wellness. The intervention is delivered in 14 planned sessions over a 6-month period, with three different stages of CBT. This paper summarizes the feasibility and acceptability data from an open depression trial with 8 participants, 16-24 years of age, diagnosed with HIV and with a Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) diagnosis of depression, conducted at two treatment sites in the Adolescent Trials Network (ATN). Both therapists and subjects completed a Session Evaluation Form (SEF) after each session, and results were strongly favorable. Results from The Quick Inventory of Depressive Symptomatology-Clinician (QIDS-C) also showed noteworthy improvement in depression severity. A clinical case vignette illustrates treatment response. Further research will examine the use of H&W CBT in a larger trial of youth diagnosed with both HIV and depression. PMID:24795524

  9. Paediatric Obsessive-Compulsive Disorder and Depressive Symptoms: Clinical Correlates and CBT Treatment Outcomes.

    PubMed

    Brown, H M; Lester, K J; Jassi, A; Heyman, I; Krebs, G

    2015-07-01

    Depression frequently co-occurs with paediatric obsessive-compulsive disorder (OCD), yet the clinical correlates and impact of depression on CBT outcomes remain unclear. The prevalence and clinical correlates of depression were examined in a paediatric specialist OCD-clinic sample (N?=?295; Mean?=?15 [7 - 18] years, 42 % female), using both dimensional (Beck Depression Inventory-youth; n?=?261) and diagnostic (Development and Wellbeing Assessment; n?=?127) measures of depression. The impact of depressive symptoms and suspected disorders on post-treatment OCD severity was examined in a sub-sample who received CBT, with or without SSRI medication (N?=?100). Fifty-one per-cent of patients reported moderately or extremely elevated depressive symptoms and 26 % (95 % CI: 18 - 34) met criteria for a suspected depressive disorder. Depressive symptoms and depressive disorders were associated with worse OCD symptom severity and global functioning prior to CBT. Individuals with depression were more likely to be female, have had a psychiatric inpatient admission and less likely to be attending school (ps?CBT. Depressive symptoms and depressive disorders predicted worse post-treatment OCD severity (?s?=?0.19 and 0.26, ps?CBT for OCD and is not independently associated with worse outcomes, supporting the recommendation for treatment as usual in the presence of depressive symptoms. PMID:25301176

  10. Development and Implementation of Health and Wellness CBT for Individuals with Depression and HIV

    PubMed Central

    Kennard, B.; Brown, L.; Hawkins, L.; Risi, A.; Radcliffe, J.; Emslie, G.; Mayes, T.; King, J.; Foxwell, A.; Buyukdura, J.; Bethel, J.; Naar-King, S.; Xu, J.; Lee, S.; Garvie, P.; London, C.; Tanney, M.; Thornton, S.

    2014-01-01

    Rates of depression are reported to be between 22–33% in adults with HIV, which is double that of the general population. Depression negatively affects treatment adherence and health outcomes of those with medical illnesses. Further, it has been shown in adults that reducing depression may improve both adherence and health outcomes. To address the issues of depression and non-adherence, Health and Wellness (H&W) Cognitive Behavioral Therapy (CBT) and medication management (MM) treatment strategies have been developed specifically for youth living with both HIV and depression. H&W CBT is based on other studies with uninfected youth and upon research on adults with HIV. H&W CBT uses problem-solving, motivational interviewing, and cognitive-behavioral strategies to decrease adherence obstacles and increase wellness. The intervention is delivered in 14 planned sessions over a 6-month period, with three different stages of CBT. This paper summarizes the feasibility and acceptability data from an open depression trial with 8 participants, 16–24 years of age, diagnosed with HIV and with a Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) diagnosis of depression, conducted at two treatment sites in the Adolescent Trials Network (ATN). Both therapists and subjects completed a Session Evaluation Form (SEF) after each session, and results were strongly favorable. Results from The Quick Inventory of Depressive Symptomatology-Clinician (QIDS-C) also showed noteworthy improvement in depression severity. A clinical case vignette illustrates treatment response. Further research will examine the use of H&W CBT in a larger trial of youth diagnosed with both HIV and depression. PMID:24795524

  11. A Qualitative Study to Explore Patients', Carers' and Health Professionals' Views to Culturally Adapt CBT for Psychosis (CBTp) in Pakistan.

    PubMed

    Naeem, Farooq; Habib, Nazish; Gul, Mirrat; Khalid, Mehwish; Saeed, Sofiya; Farooq, Saeed; Munshi, Tariq; Gobbi, Mary; Husain, Nusrat; Ayub, Muhammad; Kingdon, David

    2014-09-01

    Background: Cognitive Behaviour Therapy (CBT) has an established evidence base and is recommended by the national organizations in United Kingdom and the United States. CBT remains under utilized in low and middle income countries. CBT was developed in the west and it has been suggested that it is underpinned by western values. It therefore follows that to make CBT accessible for non western clients, it needs adapting into a given culture. Aims: Our aim was to develop guidelines for adapting CBT for psychosis in Pakistan by incorporating the views of the patients, their carers and mental health professionals. Method: We conducted a series of qualitative studies in Pakistan to adapt CBT for psychosis (a total of 92 interviews). The data were analyzed by systematic content and question analysis. Analysis started by identifying emerging themes and categories. Themes emerging from the analyses of interviews by each interviewer were compared and contrasted with others interviewers constantly. Triangulation of themes and concepts was undertaken to further compare and contrast the data from the different participating groups. Results: The results of these studies highlighted the barriers in therapy as well as strengths while working with this patient group. Patients and their carers in Pakistan use a bio-psycho-spiritual-social model of illness. They seek help from various sources. Therapists make minor adjustments in therapy. Conclusions: The findings from this study will help therapists working with this client group using CBT for psychosis in Pakistan. These results need to be tested through controlled trials. PMID:25180541

  12. Competence-Based Analysis of Needs in VET Teachers and Trainers: An Italian Experience

    ERIC Educational Resources Information Center

    Sartori, Riccardo; Tacconi, Giuseppe; Caputo, Beniamino

    2015-01-01

    Purpose: The aim of the research presented here was to detect, in line with the European Union's "Education and Training 2020" work program, the training needs of teachers and trainers working in the vocational education and training (VET) system in the Italian Region of Veneto to design courses, experiences and other training programs…

  13. Affect regulation training (ART) for alcohol use disorders: development of a novel intervention for negative affect drinkers.

    PubMed

    Stasiewicz, Paul R; Bradizza, Clara M; Schlauch, Robert C; Coffey, Scott F; Gulliver, Suzy B; Gudleski, Gregory D; Bole, Christopher W

    2013-01-01

    Although negative affect is a common precipitant of alcohol relapse, there are few interventions for alcohol dependence that specifically target negative affect. In this stage 1a/1b treatment development study, several affect regulation strategies (e.g., mindfulness, prolonged exposure, distress tolerance) were combined to create a new treatment supplement called affect regulation training (ART), which could be added to enhance cognitive-behavioral therapy (CBT) for alcohol dependence. A draft therapy manual was given to therapists and treatment experts before being administered to several patients who also provided input. After two rounds of manual development (stage 1a), a pilot randomized clinical trial (N=77) of alcohol-dependent outpatients who reported drinking often in negative affect situations was conducted (stage 1b). Participants received 12-weekly, 90-minute sessions of either CBT for alcohol dependence plus ART (CBT+ART) or CBT plus a healthy lifestyles control condition (CBT+HLS). Baseline, end-of-treatment, and 3- and 6-month posttreatment interviews were conducted. For both treatment conditions, participant ratings of treatment satisfaction were high, with CBT+ART rated significantly higher. Drinking outcome results indicated greater reductions in alcohol use for CBT+ART when compared to CBT+HLS, with moderate effect sizes for percent days abstinent, drinks per day, drinks per drinking day, and percent heavy drinking days. Overall, findings support further research on affect regulation interventions for negative affect drinkers. PMID:23876455

  14. Training Counselors to Work Competently with Individuals and Families with Health and Mental Health Issues

    ERIC Educational Resources Information Center

    Sperry, Len

    2012-01-01

    A paradigm shift is underway in the training of professional counselors. It involves a shift in orientation from an input-based or traditional model of training to an outcomes-based or competency-based model of training. This article provides a detailed description of both input-based and outcomes-based training and instructional methods. It…

  15. Spatter reduction in GMAW of stainless steel sheets using CBT process

    Microsoft Academic Search

    Tatsuo Era; Akinobu Ide; Toshiro Uezono; Tomoyuki Ueyama; Yoshinori Hirata

    2011-01-01

    In non-pulsed gas metal arc welding (GMAW), spatter can be reduced by lowering the short-circuit current to a low level just before the re-arcing. The controlled bridge transfer (CBT) process, which optimizes accuracy of predicting the re-arcing in real time in response to the molten metal transfer, realizes stable, low spatter level. In this paper, the methods for controlling short-circuit

  16. Controlled bridge transfer (CBT) gas metal arc process for steel sheets joining

    Microsoft Academic Search

    Tatsuo Era; Akinobu Ide; Toshiro Uezono; Tomoyuki Ueyama; Yoshinori Hirata

    2011-01-01

    In non-pulsed gas metal arc welding (GMAW), spatter can be reduced by lowering the short-circuit current to a low level just before the re-arcing. The reduction in spatter requires an improvement in the accuracy of predicting the re-arcing by stabilizing the metal transfer and improving the robustness of the accuracy against disturbances. The controlled bridge transfer (CBT) process optimizes the

  17. Adapting Manualized CBT for a Cognitively Delayed Child With Multiple Anxiety Disorders

    Microsoft Academic Search

    Cynthia Suveg; Jonathan S. Comer; Jami M. Furr; Philip C. Kendall

    2006-01-01

    This study examined the effectiveness of a modified cognitive-behavioral therapy (CBT) program for the treatment of a cognitively delayed 8-year-old girl presenting with social phobia, selective mutism, and generalized anxiety disorder (GAD). Multimethod assessment, at pretreatment and posttreatment, included a semistructured diagnostic interview, self-reports, and parent and teacher reports. Cognitive delays were apparent at the initial assessment and confirmed on

  18. Treating Anxiety Disorders in Inner City Schools: Results from a Pilot Randomized Controlled Trial Comparing CBT and Usual Care.

    PubMed

    Ginsburg, Golda S; Becker, Kimberly D; Drazdowski, Tess K; Tein, Jenn-Yun

    2012-02-01

    BACKGROUND: The effectiveness of cognitive-behavioral treatment (CBT) in inner city schools, when delivered by novice CBT clinicians, and compared to usual care (UC), is unknown. OBJECTIVE: This pilot study addressed this issue by comparing a modular CBT for anxiety disorders to UC in a sample of 32 volunteer youth (mean age 10.28 years, 63% female, 84% African American) seen in school-based mental health programs. METHODS: Youth were randomly assigned to CBT (n = 17) or UC (n = 15); independent evaluators conducted diagnostic interviews with children and parents at pre- and post-intervention, and at a one-month follow-up. RESULTS: Based on intent-to-treat analyses, no differences were found in response rates between groups with 50 and 42% of the children in CBT, compared to 46 and 57% in UC no longer meeting criteria for an anxiety disorder at post-treatment and follow-up respectively. Similar improvements in global functioning were also found in both treatment groups. Baseline predictors of a positive treatment response included lower anxiety, fewer maladaptive thoughts, less exposure to urban hassles, and lower levels of parenting stress. Therapist use of more CBT session structure elements and greater competence in implementing these elements was also related to a positive treatment response. CONCLUSIONS: Findings from this small pilot failed to show that CBT was superior to UC when delivered by school-based clinicians. Large scale comparative effectiveness trials are needed to determine whether CBT leads to superior clinical outcomes prior to dissemination. PMID:22701295

  19. Training School Mental Health Providers to Deliver Cognitive-Behavioral Therapy

    PubMed Central

    Mychailyszyn, Matthew P.; Edmunds, Julie M.; Khanna, Muniya S.; Downey, Margaret Mary; Kendall, Philip C.

    2012-01-01

    Anxiety disorders are among the most prevalent mental health difficulties experienced by youth. A well-established literature has identified cognitive-behavior therapy (CBT) as the gold-standard psychosocial treatment for youth anxiety disorders. Access to CBT in community clinics is limited, but a potential venue for the provision of CBT for child anxiety disorders is the school setting. The present study examined a subset of data from a larger study in which therapists from a variety of settings, including schools, were trained in CBT for child anxiety (N = 17). The study investigated the relationship between provider- and organizational-level variables associated with training and implementation among school mental health providers. The present findings indicate a positive relationship between provider attitudes and adherence to CBT. Self-reported barriers to implementation were also identified. Integrating CBT into school mental health providers’ repertoires through training and consultation is a critical step for dissemination and implementation of empirically supported psychosocial treatments. PMID:24817916

  20. Competency-Based Curriculum for Articulated Programs in Nursing Occupations. A Study for the Articulation of Competency-Based Curricula for the Coordination of Vocational-Technical Education Programs in Louisiana. Final Report. Volume V.

    ERIC Educational Resources Information Center

    Louisiana State Dept. of Education, Baton Rouge. Div. of Vocational Education.

    The curriculum guide for nursing occupations is one of five guides written and field tested in a project to develop statewide articulated competency-based curricula in selected vocational education programs. Following an introductory section giving the philosophy, background, and recommendations for nursing education, the 82 study units are…

  1. Competency-Based Curriculum for Articulated Programs in Drafting. A Study for the Articulation of Competency-Based Curricula for the Coordination of Vocational-Technical Education Programs in Louisiana. Final Report. Volume III.

    ERIC Educational Resources Information Center

    Louisiana State Dept. of Education, Baton Rouge. Div. of Vocational Education.

    The curriculum guide for drafting occupations is one of five guides written and field tested in a project to develop statewide articulated competency-based curricula in selected vocational education programs. Contents of the guide are divided into eight curriculum levels, and students should be able to enter the program at the appropriate level of…

  2. Solar and Energy Conserving Food Technologies: A Training Manual. Training for Development. Peace Corps Information Collection & Exchange Training Manual No. T-17.

    ERIC Educational Resources Information Center

    Farallones Inst., Occidental, CA.

    Based on experience in the field, this training manual was developed to help Peace Corps trainers plan and implement inservice training programs in solar and other energy conserving food technologies for Peace Corps volunteers and community workers. Using a competency-based format, the manual contains 20 sessions (learning modules) that focus on…

  3. An Evaluation of the Cheektowaga-D'Youville-Medaille-Sloan Program in Competency-Based Teacher Education.

    ERIC Educational Resources Information Center

    Shuell, Thomas J.; And Others

    This report evaluates an ongoing competency-based teacher education project involving two local colleges and two school districts. Following indepth interviews with selected project personnel, 1 66-item questionnaire was constructed covering the following six basic areas of concern: (a) program orientation, (b) program objectives, (c)…

  4. Northwest Conference on Competency-Based Vocational Education (6th, Bend, Oregon, October 18-20, 1989).

    ERIC Educational Resources Information Center

    Central Oregon Community Coll., Bend.

    These proceedings contain presentations and materials, including transparency masters, used by presenters, that provide practical experiences in different components of competency-based vocational education (CBVE) curriculum. Introductory materials include the agenda, brief description of sessions, names and addresses of presenters, and evaluation…

  5. Military Student Attitudes Toward American Preparatory Institute and Competency-Based, Continuous-Progress Instruction. Research Study.

    ERIC Educational Resources Information Center

    Summers, Barbara Stodghill

    Based on surveys of military student attitudes toward American Preparatory Institute (API), the study provided information about competency-based, continuous-progress high school level instruction at API, a private high school for military adults. Students were predominantly male enlisted military personnel, the mean age was approximately 20…

  6. A Guide to Task Analysis for Competency Based Education. Health Occupations. Task Linkage Project Publication No. 4.

    ERIC Educational Resources Information Center

    Georgia State Univ., Atlanta. School of Education.

    Developed through synthesis and review of existing task analysis literature, this guide lists tasks expected to be performed by workers in ten health occupations and presents information for incorporating these tasks into articulated secondary and postsecondary competency based educational programs. Task listings are presented for the following…

  7. Continuing Professional Development Needs of Teachers in Schools for Competence-Based Vocational Education: A Case Study from The Netherlands

    ERIC Educational Resources Information Center

    Seezink, Audrey; Poell, Rob F.

    2010-01-01

    Purpose: The purpose of this article is to help schools for vocational education determine teachers' continuing professional development needs associated with implementing competence-based education programs, so that these schools can develop better attuned HR policies. It investigates which elements from the cognitive apprenticeship model and…

  8. Competency-Based Approaches: Linking Theory and Practice in Professional Education with Particular Reference to Health Education

    ERIC Educational Resources Information Center

    Gonczi, Andrew

    2013-01-01

    Paul Hager and I worked on a large number of research projects and publications throughout the 1990s. The focus of this work was on developing a competency-based approach to professional education and assessment. I review this work and its impact over the years. Notwithstanding the fact that most professional associations today have a competency…

  9. The Development of a Competency Based Food Preparations Curriculum for High School Special Needs Students in New Castle County, Delaware.

    ERIC Educational Resources Information Center

    Stewart, Richard Lee

    A competency-based culinary arts food preparation curriculum for Delaware high school students with special needs was developed during a project that included the following activities: review of the state's existing culinary arts curriculum for regular education students; incumbent worker survey administered to 24 restaurant…

  10. Automotive and Diesel Engine Rebuilding. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Salvatore, Gerald

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  11. Accounting Technology Associate Degree. Louisiana Technical Education Program and Course Standards. Competency-Based Postsecondary Curriculum Outline from Bulletin 1822.

    ERIC Educational Resources Information Center

    Louisiana State Dept. of Education, Baton Rouge. Div. of Vocational Education.

    This document outlines the curriculum of Louisiana's accounting technology associate degree program, which is a 6-term (77-credit hour) competency-based program designed to prepare students for employment as accounting technicians providing technical administrative support to professional accountants and other financial management personnel.…

  12. Development and Evaluation of Nutrition Education Competencies and a Competency-Based Resource Guide for Preschool-Aged Children

    ERIC Educational Resources Information Center

    Scherr, Rachel E.; Reed, Heather; Briggs, Marilyn; Zidenberg-Cherr, Sheri

    2011-01-01

    Purpose/Objectives: The purpose of this research was to develop and evaluate nutrition education competencies and a competency-based resource guide, Connecting the Dots...Healthy Foods, Healthy Choices, Healthy Kids (CTD), for preschool-aged children in California. Methods: Nutrition education experts and California Department of Education staff…

  13. VAE Pre-Certification Teacher Education Program: Competencies and Performance Objectives. Competency-Based Teacher Education Series No. 1.

    ERIC Educational Resources Information Center

    Wayne State Univ., Detroit, MI. Dept. of Vocational and Applied Arts Education.

    This booklet is one of a series which describes a competency-based teacher education program developed by the staff of the Department of Vocational and Applied Arts Education at Wayne State University. The program consists of competencies, performance objectives, needs assessment, delivery systems, and evaluation, and this booklet contains the…

  14. Competency-Based Teacher Education for Community College Instructors: A Partly Self-Instructional Staff Development Program.

    ERIC Educational Resources Information Center

    Nelson, Hilding E.

    This paper outlines the basic structure, content, and organization of the Competency-Based Teacher Education (CBTE) program developed for part-time community college instructors at Mount San Jacinto College. Trainees in the program meet in five to seven three-hour class sessions over a typical sixteen-week time span. Sessions are usually spaced…

  15. Landscaping and Greenhouse Technology. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Kucharewski, Dennis

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  16. Development of Competency-Based Articulated Automotive Program. Big Bend Community College and Area High Schools. Final Report.

    ERIC Educational Resources Information Center

    Buche, Fred; Cox, Charles

    A competency-based automotive mechanics curriculum was developed at Big Bend Community College (Washington) in order to provide the basis for an advanced placement procedure for high school graduates and experienced adults through a competency assessment. In order to create the curriculum, Big Bend Community College automotive mechanics…

  17. A Module for Understanding the Characteristics of Competency-Based Education. Teacher Corps Associates: Resources for CBTE, No. 1.

    ERIC Educational Resources Information Center

    Ochoa, Alberto

    This learning module has three terminal objectives, which state that the student will be able to: (a) define CBTE (Competency Based Teacher Education), explain its major characteristics and implications, and compare it with more traditional programs; (b) design an instructional module; and (c) show commitment to the concept of CBTE by engaging in…

  18. Computer-based training applied to nondestructive examination

    SciTech Connect

    Jackson, C.W. [Westinghouse Electric Corp., Orlando, FL (United States); Ragusa, J. Dr. [Univ. of Central Florida, Orlando, FL (United States)

    1993-12-31

    Innovation is placing greater demands on Nondestructive Examination (NDE) technicians. Along with increased demands on the technician`s skills comes increased demands on his time. The need to use technicians productively limits the time available for training. It is hypothesized that an interactive Computer Based Training System (CBT) could meet or support these needs. The results of a literature search and survey of available software are presented and a proposed CBT system for training and testing NDE Technicians is modeled. Areas for future investigation are also discussed. It is the purpose of this paper to address the following questions. Is CBT an effective tool for imparting technical knowledge and skills and can it provide meaningful measurements of the student`s proficiency? Does a CBT system exist at this time for training and testing NDE technicians for recertification? If a system is presently under development, what have been the experiences of the organizations that have attempted this development? If such a system exists, what is its nature and what have been the experiences of organizations that have attempted to incorporate the system into their training protocol?

  19. Program Design and Curriculum Development for Police Training.

    ERIC Educational Resources Information Center

    Beilin, Lois A.

    The project described focuses on working towards improving the quality of curriculum, instruction and evaluation procedures in the New York City Police Department. The problems facing competency-based training programs are reviewed, as are the specific problems of the New York City program. Attempts to improve the present training procedure…

  20. The promise of competency-based education in the health professions for improving global health

    PubMed Central

    2012-01-01

    Competency-based education (CBE) provides a useful alternative to time-based models for preparing health professionals and constructing educational programs. We describe the concept of ‘competence’ and ‘competencies’ as well as the critical curricular implications that derive from a focus on ‘competence’ rather than ‘time’. These implications include: defining educational outcomes, developing individualized learning pathways, setting standards, and the centrality of valid assessment so as to reflect stakeholder priorities. We also highlight four challenges to implementing CBE: identifying the health needs of the community, defining competencies, developing self-regulated and flexible learning options, and assessing learners for competence. While CBE has been a prominent focus of educational reform in resource-rich countries, we believe it has even more potential to align educational programs with health system priorities in more resource-limited settings. Because CBE begins with a careful consideration of the competencies desired in the health professional workforce to address health care priorities, it provides a vehicle for integrating the health needs of the country with the values of the profession. PMID:23157696

  1. Contradictions in the practices of training for and assessment of competency : A case study from the maritime domain

    Microsoft Academic Search

    Gholamreza Emad; Wolff Michael Roth

    2008-01-01

    Purpose – The purpose of this paper is to highlight the contradictions in the current maritime education and training system (MET), which is based on competency-based education, training and assessment, and to theorize the failure to make the training useful. Design\\/methodology\\/approach – A case study of education and training in the international maritime domain was conducted. Data sources include historical

  2. Short cognitive behavioral therapy and cognitive training for adults with ADHD – a randomized controlled pilot study

    PubMed Central

    Virta, Maarit; Salakari, Anita; Antila, Mervi; Chydenius, Esa; Partinen, Markku; Kaski, Markus; Vataja, Risto; Kalska, Hely; Iivanainen, Matti

    2010-01-01

    In clinical practice, a growing need exists for effective non-pharmacological treatments of adult attention-deficit/hyperactivity disorder (ADHD). Here, we present the results of a pilot study of 10 adults with ADHD participating in short-term individual cognitive- behavioral therapy (CBT), 9 adults participating in cognitive training (CT), and 10 controls. Self-report questionnaires, independent evaluations, and computerized neurocognitive testing were collected before and after the treatments to evaluate change. There were distinctive pre-hypotheses regarding the treatments, and therefore the statistical comparisons were conducted in pairs: CBT vs control, CT vs control, and CBT vs CT. In a combined ADHD symptom score based on self-reports, 6 participants in CBT, 2 in CT and 2 controls improved. Using independent evaluations, improvement was found in 7 of the CBT participants, 2 of CT participants and 3 controls. There was no treatment-related improvement in cognitive performance. Thus, in the CBT group, some encouraging improvement was seen, although not as clearly as in previous research with longer interventions. In the CT group, there was improvement in the trained tasks but no generalization of the improvement to the tasks of the neurocognitive testing, the self- report questionnaires, or the independent evaluations. These preliminary results warrant further studies with more participants and with more elaborate cognitive testing. PMID:20856608

  3. Managing a Performance on the Job. Implementing Competency Based Education in Community Colleges, 9.

    ERIC Educational Resources Information Center

    Trapnell, Gail; And Others

    There are ten easy steps to managing cooperative occupational education. (1) Establish cooperative occupational education as a major component within the total vocational program. (2) Make a careful assessment of the students' needs and readiness to participate in a cooperative training experience. (3) Select training stations on the basis of…

  4. Transdiagnostic versus Diagnosis-Specific CBT for Anxiety Disorders: A Preliminary Randomized Controlled Non-inferiority Trial

    PubMed Central

    Norton, Peter J.; Barrera, Terri L.

    2012-01-01

    BACKGROUND Transdiagnostic cognitive-behavioral treatments for anxiety disorders have been gaining increased attention and empirical study in recent years. Despite this, research on transdiagnostic anxiety treatments has, to date, relied on open trials, or comparisons to waitlist conditions, published benchmarks, or relaxation-based interventions. METHODS The current study was a randomized clinical trial examining the efficacy of a 12-week transdiagnostic cognitive-behavioral group treatment in comparison to 12-week diagnosis-specific group CBT protocols for panic disorder, social anxiety disorder and generalized anxiety disorder. RESULTS Results from 46 treatment initiators suggested significant improvement during treatment, strong evidence for treatment equivalence across transdiagnostic and diagnosis-specific CBT conditions, and no differences in treatment credibility. CONCLUSIONS This study provides evidence supporting the efficacy of transdiagnostic CBT by comparison to current gold-standard diagnosis-specific CBT for social anxiety disorder, generalized anxiety disorder, and panic disorder. Transdiagnostic group CBT has the benefit of potentially easing dissemination and increasing access to evidence based treatments for anxiety without sacrificing efficacy. PMID:22767410

  5. Internationalisation of Vocational Education and Training: An Adapting Curve for Teachers and Learners

    ERIC Educational Resources Information Center

    Tran, Ly Thi

    2013-01-01

    Competency-based training and training packages are mandatory for Australian vocational education and training (VET). VET qualifications are designed to provide learners with skills, knowledge, and attributes required for Australian workplaces. Yet, toward the end of December 2011, there were 171,237 international student enrolments in the…

  6. Project to Train Paraprofessionals to Work with Preschool Handicapped Children. Program Performance Report.

    ERIC Educational Resources Information Center

    Irany, James

    Presented is the program performance report of a project to train paraprofessionals in working with preschool handicapped children in Alaska. Accomplishments and attainments as well as slippages are reviewed for each of the program's three objectives: development of competency based training materials for paraprofessionals, training of…

  7. Employer Engagement with the Vocational Education and Training System in Australia. Occasional Paper

    ERIC Educational Resources Information Center

    Stanwick, John

    2009-01-01

    This paper is a review of literature on employer engagement with vocational education and training (VET). The main conclusion is that the major form of engagement is through the competency-based training system, which is manifested through training packages. Another way employers are encouraged to engage with VET is through competition amongst…

  8. Homemaker-Home Health Aide Program. A Challenge to Vocational Education. A Modified Competency Based Pilot Training Program.

    ERIC Educational Resources Information Center

    Holton, Hazel S.

    This curriculum guide is designed to be used by vocational educators in planning, developing, coordinating, and implementing homemaker-health aide programs. It is divided into three parts. Covered first are various aspects of program planning, including planning and organization, the role of the adult educator and the adult learner, and…

  9. Computer-based training versus traditional lecture: Effect on learning and retention

    Microsoft Academic Search

    T. Craig Williams; Hyder Zahed

    1996-01-01

    This study investigated the effectiveness of computer-based training (CBT) versus the standard or traditional lecture method. The study was conducted at a large pharmaceutical manufacturing site located in Eastern North Carolina. Subjects were chemical processors in the bulk chemical production division (N=54). All subjects completed a comprehensive hazardous chemicals safety training program, with one treatment group completing the course via

  10. Beyond NAVMEC: competency-based veterinary education and assessment of the professional competencies.

    PubMed

    Hodgson, Jennifer L; Pelzer, Jacquelyn M; Inzana, Karen D

    2013-01-01

    The implementation of competency-based curricula within the health sciences has been an important paradigm shift over the past 30 years. As a result, one of the five strategic goals recommended by the North American Veterinary Medical Education Consortium (NAVMEC) report was to graduate career-ready veterinarians who are proficient in, and have the confidence to use, an agreed-upon set of core competencies. Of the nine competencies identified as essential for veterinary graduates, seven could be classified as professional or non-technical competencies: communication; collaboration; management (self, team, system); lifelong learning, scholarship, value of research; leadership; diversity and multicultural awareness; and adaptation to changing environments. Traditionally, the professional competencies have received less attention in veterinary curricula and their assessment is often sporadic or inconsistent. In contrast, the same or similar competencies are being increasingly recognized in other health professions as essential skills and abilities, and their assessment is being undertaken with enhanced scrutiny and critical appraisal. Several challenges have been associated with the assessment of professional competencies, including agreement as to their definition and therefore their evaluation, the fact that they are frequently complex and require multiple integrative assessments, and the ability and/or desire of faculty to teach and assess these competencies. To provide an improved context for assessment of the seven professional competencies identified in the NAVMEC report, this article describes a broad framework for their evaluation as well as specific examples of how these or similar competencies are currently being measured in medical and veterinary curricula. PMID:23709107

  11. Interactive, Computer-Based Training Program for Radiological Workers

    SciTech Connect

    Trinoskey, P.A.; Camacho, P.I.; Wells, L.

    2000-01-18

    Lawrence Livermore National Laboratory (LLNL) is redesigning its Computer-Based Training (CBT) program for radiological workers. The redesign represents a major effort to produce a single, highly interactive and flexible CBT program that will meet the training needs of a wide range of radiological workers--from researchers and x-ray operators to individuals working in tritium, uranium, plutonium, and accelerator facilities. The new CBT program addresses the broad diversity of backgrounds found at a national laboratory. When a training audience is homogeneous in terms of education level and type of work performed, it is difficult to duplicate the effectiveness of a flexible, technically competent instructor who can tailor a course to the express needs and concerns of a course's participants. Unfortunately, such homogeneity is rare. At LLNL, they have a diverse workforce engaged in a wide range of radiological activities, from the fairly common to the quite exotic. As a result, the Laboratory must offer a wide variety of radiological worker courses. These include a general contamination-control course in addition to radioactive-material-handling courses for both low-level laboratory (i.e., bench-top) activities as well as high-level work in tritium, uranium, and plutonium facilities. They also offer training courses for employees who work with radiation-generating devices--x-ray, accelerator, and E-beam operators, for instance. However, even with the number and variety of courses the Laboratory offers, they are constrained by the diversity of backgrounds (i.e., knowledge and experience) of those to be trained. Moreover, time constraints often preclude in-depth coverage of site- and/or task-specific details. In response to this situation, several years ago LLNL began moving toward computer-based training for radiological workers. Today, that CBT effort includes a general radiological safety course developed by the Department of Energy's Hanford facility and a contamination-control program developed by LLNL. A comprehensive study guide and a post-training practical exam supplement the CBT effort. The ''hands-on'' practical is particularly important in that it gives participants not only the opportunity to demonstrate what they've learned, but to ask questions about their individual work situations. The challenge is how to make the CBT program more facility- and task-specific while, at the same time, making the program more in tune with the education and/or experience levels of individual trainees. To that end, they have designed a CBT program, which they refer to as an ''onion''. That is, the course is layered, going from the general to the more and more specific.

  12. Purpose, Value and Competence: Contextualising Competence-Based Assessment in the Civil Aviation Sector.

    ERIC Educational Resources Information Center

    Fuller, Alison

    1995-01-01

    A study of the training and assessment of air traffic controllers illustrated how context, especially of specific occupations, affects the purpose and design of qualifications as well as the value attached to them by recipients and employers. (SK)

  13. Mindfulness Training and Stress Reactivity in Substance Abuse: Results from A Randomized, Controlled Stage I Pilot Study

    PubMed Central

    Brewer, Judson A.; Sinha, Rajita; Chen, Justin A.; Michalsen, Ravenna N.; Babuscio, Theresa A.; Nich, Charla; Grier, Aleesha; Bergquist, Keri L.; Reis, Deidre L.; Potenza, Marc N.; Carroll, Kathleen M.; Rounsaville, Bruce J.

    2011-01-01

    Background Stress is important in substance use disorders (SUDs). Mindfulness training (MT) has shown promise for stress-related maladies. No studies have compared MT to empirically-validated treatments for SUDs. Goals to assess MT compared to cognitive behavioral therapy (CBT) in substance use and treatment acceptability, and specificity of MT compared to CBT in targeting stress reactivity. Methods 36 individuals with alcohol and/or cocaine use disorders were randomly assigned to receive group MT or CBT in an outpatient setting. Drug use was assessed weekly. After treatment, responses to personalized stress provocation were measured. Results Fourteen individuals completed treatment. There were no differences in treatment satisfaction, or drug use between groups. The laboratory paradigm suggested reduced psychological and physiological indices of stress during provocation in MT compared to CBT. Conclusions This pilot study provides evidence of the feasibility of MT in treating SUDs and suggests that MT may be efficacious in targeting stress. PMID:19904666

  14. The role of perceived partner alliance on the efficacy of CBT-I: Preliminary findings from the Partner Alliance in Insomnia Research Study (PAIRS)

    PubMed Central

    Ellis, Jason G.; Deary, Vincent; Troxel, Wendy

    2015-01-01

    Despite Cognitive Behavioural Therapy for Insomnia (CBT-I) being effective, barriers to adherence have been documented. Perceived partner alliance has been shown to influence adherence and treatment outcome across a range of other health conditions. The present study examined patients’ perceptions regarding the role of their partner in CBT-I and the impact of perceived partner alliance on treatment outcome. Twenty-one patients were interviewed, following CBT-I, to examine the areas where partners were thought to influence the process of CBT-I. The majority of statements made during interviews explicitly mentioned a partner’s influence (65%). Additionally, the production of more positive partner statements was associated with better treatment outcome (using the Insomnia Severity Index). The integration of perceived partner alliance, into CBT-I, is discussed. PMID:24527869

  15. Replication of a cognitive behavioral therapy for chronic pain group protocol by therapists in training.

    PubMed

    Cosio, David

    2015-02-01

    Abstract According to the American Psychological Association (Division 12), there is strong, long-standing research support for cognitive behavioral therapy (CBT) to treat chronic pain. Furthermore, meta-analytic comparisons have shown CBT to be highly efficacious. However, not all researchers agree with this conclusion. The purpose of the current pilot study was to determine whether a CBT outpatient, group-based treatment facilitated by junior therapists benefited veterans who suffer from mixed idiopathic, chronic, noncancer pain, thus replicating results from effective CBT programs from the past. A sample of 46 veterans aged 33 to 81 years with chronic, noncancer pain who participated in an outpatient CBT pain group therapy protocol at a Midwestern Veterans Affairs Medical Center between November 3, 2009, and September 2, 2010 was evaluated. All participants completed a pre- and postintervention assessment. Paired-samples t tests were conducted to evaluate the impact of the program on veterans' scores on assessment measures. No significant difference was found between the pre- and posttest primary outcome measures of pain intensity. A significant difference was established between the pre- and posttest secondary outcome measure of catastrophizing. However, there were no other significant differences found among the remaining pre- and posttest secondary outcome measures of pain interference, disability, and psychological distress. Training junior therapists on how to use CBT protocols may be enhanced by paying greater attention to what mechanisms are responsible for the desired outcomes among veterans with chronic pain. PMID:25597391

  16. Inhibition of P-glycoprotein (ABCB1)- and multidrug resistance-associated protein 1 (ABCC1)-mediated transport by the orally administered inhibitor, CBT-1((R)).

    PubMed

    Robey, Robert W; Shukla, Suneet; Finley, Elizabeth M; Oldham, Robert K; Barnett, Daryl; Ambudkar, Suresh V; Fojo, Tito; Bates, Susan E

    2008-03-15

    Cellular expression of ATP-binding cassette (ABC) transport proteins, such as P-glycoprotein (Pgp), multidrug resistance-associated protein (MRP1), or ABCG2, is known to confer a drug-resistant phenotype. Thus, the development of effective transporter inhibitors could be of value to cancer treatment. CBT-1 is a bisbenzylisoquinoline plant alkyloid currently in development as a Pgp inhibitor. We characterized its interactions with the three major ABC transporters associated with drug resistance - Pgp, MRP1 and ABCG2 - and compared it to other known inhibitors. CBT-1 completely inhibited rhodamine 123 transport from Pgp-overexpressing cells at a concentration of 1muM. Additionally, 1 microM completely reversed Pgp-mediated resistance to vinblastine, paclitaxel and depsipeptide in SW620 Ad20 cells. CBT-1 was found to compete [(125)I]-IAAP labeling of Pgp with an IC(50) of 0.14 microM, and low concentrations of CBT-1 (<1 microM) stimulated Pgp-mediated ATP hydrolysis. In MRP1-overexpressing cells, 10 microM CBT-1 was found to completely inhibit MRP1-mediated calcein transport. CBT-1 at 25 microM did not have a significant effect on ABCG2-mediated pheophorbide a transport. Serum levels of CBT-1 in samples obtained from eight patients receiving CBT-1 increased intracellular rhodamine 123 levels in CD56+ cells 2.1- to 5.7-fold in an ex vivo assay. CBT-1 is able to inhibit the ABC transporters Pgp and MRP1, making it an attractive candidate for clinical trials in cancers where Pgp and/or MRP1 might be overexpressed. Further clinical studies with CBT-1 are warranted. PMID:18234154

  17. CBT for Childhood Anxiety Disorders: Differential Changes in Selective Attention between Treatment Responders and Non-Responders

    ERIC Educational Resources Information Center

    Legerstee, Jeroen S.; Tulen, Joke H. M.; Dierckx, Bram; Treffers, Philip D. A.; Verhulst, Frank C.; Utens, Elisabeth M. W. J.

    2010-01-01

    Background: This study examined whether treatment response to stepped-care cognitive-behavioural treatment (CBT) is associated with changes in threat-related selective attention and its specific components in a large clinical sample of anxiety-disordered children. Methods: Ninety-one children with an anxiety disorder were included in the present…

  18. Disorder-Specific Effects of CBT for Anxious and Depressed Youth: A Meta-Analysis of Candidate Mediators of Change

    ERIC Educational Resources Information Center

    Chu, Brian C.; Harrison, Tara L.

    2007-01-01

    The commonalities between anxiety and depression have been discussed before, but few have delineated the potentially different mechanisms through which treatments work for these populations. The current study conducted a comprehensive review of child and adolescent randomized clinical trials that tested cognitive-behavioral therapy (CBT) for…

  19. Using a CBT-Based Therapeutic Community Program to Facilitate Healthy Relationships among Military Veterans and Their Families

    ERIC Educational Resources Information Center

    Rush-Ossenbeck, Marilyn; West-Olatunji, Cirecie

    2014-01-01

    The authors propose a CBT-based Therapeutic Community (TC) program designed to facilitate healthy relationships between military veterans and their families. In many military veteran families, there is a struggle to maintain a healthy and balanced life both outside and inside the household. This struggle affects both spouses and children and is…

  20. Internet-Based CBT for Depression with and without Telephone Tracking in a National Helpline: Randomised Controlled Trial

    PubMed Central

    Farrer, Louise; Christensen, Helen; Griffiths, Kathleen M.; Mackinnon, Andrew

    2011-01-01

    Background Telephone helplines are frequently and repeatedly used by individuals with chronic mental health problems and web interventions may be an effective tool for reducing depression in this population. Aim To evaluate the effectiveness of a 6 week, web-based cognitive behaviour therapy (CBT) intervention with and without proactive weekly telephone tracking in the reduction of depression in callers to a helpline service. Method 155 callers to a national helpline service with moderate to high psychological distress were recruited and randomised to receive either Internet CBT plus weekly telephone follow-up; Internet CBT only; weekly telephone follow-up only; or treatment as usual. Results Depression was lower in participants in the web intervention conditions both with and without telephone tracking compared to the treatment as usual condition both at post intervention and at 6 month follow-up. Telephone tracking provided by a lay telephone counsellor did not confer any additional advantage in terms of symptom reduction or adherence. Conclusions A web-based CBT program is effective both with and without telephone tracking for reducing depression in callers to a national helpline. Trial Registration Controlled-Trials.com ISRCTN93903959 PMID:22140514

  1. A Field Based Model for Delivery of Preservice and Inservice Training for International School District Personnel in Remote Areas.

    ERIC Educational Resources Information Center

    Duncan, Dvenna A.; And Others

    The University of Portland (Oregon) School of Education has proposed a "Field Based Model for Delivery of Preservice and Inservice Training for International School District Personnel in Remote Areas." This model provides competency based, on-site preservice and inservice training designed to meet the unique training needs of international…

  2. Le francais fonde sur la competence, Superieur (Competency Based French, Superior).

    ERIC Educational Resources Information Center

    Dimanche, Maurice

    This instructional guide in French is intended for training Peace Corps volunteers serving in the Central African Republic. It includes 35 topical units at the superior level, each consisting of briefly stated competency objectives and a number of brief, related situational texts. Unit topics include: explaining how to do something; explaining…

  3. Using Rubrics to Support Graded Assessment in a Competency Based Environment. Occasional Paper

    ERIC Educational Resources Information Center

    Maxwell, Sherridan

    2010-01-01

    Rubrics are a tool that can be used to provide graded assessment for articulation from vocational education and training (VET) into higher education. By mentoring teachers to use rubrics and interviewing them to determine their experiences in using them, the author explored the potential of rubrics as an assessment tool. Overall, teachers found…

  4. Le francais fonde sur la competence, Novice (Competency Based French, Novice).

    ERIC Educational Resources Information Center

    Dimanche, Maurice

    This instructional guide in French is intended for training Peace Corps volunteers serving in the Central African Republic. The guide includes 21 topical lessons at the introductory level, each consisting of briefly stated competency objectives and a number of brief, related situational dialogues. Lesson topics include: greetings; introducing…

  5. Competency-Based Common-Core Curriculum for Emergency Medical Technician Education.

    ERIC Educational Resources Information Center

    Arizona State Board of Directors for Community Colleges, Phoenix.

    This curriculum guide contains a listing of all common-core competencies that should be taught in Arizona community colleges in order to prepare students to meet the requirements of basic and refresher emergency medical technician training. Identified through a statewide project, the competencies cover the following topics: introduction to…

  6. Development of a Competency-Based Curriculum for Upgrading Water Treatment Technicians. Final Report.

    ERIC Educational Resources Information Center

    Ross-Harrington, Melinda

    The major purpose of a project has been to develop an instructional program for training water treatment technicians through the cooperative efforts of industry, the regulatory agency (West Virginia State Department of Health), and vocational education. After the appropriate job competencies were identified, a program was developed combining a…

  7. Counselor training in several evidence-based psychosocial addiction treatments in private US substance abuse treatment centers

    Microsoft Academic Search

    Todd A. Olmstead; Amanda J. Abraham; Steve Martino; Paul M. Roman

    BackgroundGiven that most addiction counselors enter the field unprepared to implement psychosocial evidence-based practices (EBPs), surprisingly little is known about the extent to which substance abuse treatment centers provide their counselors with formal training in these treatments. This study examines the extent of formal training that treatment centers provide their counselors in cognitive behavioral therapy (CBT), motivational interviewing (MI), contingency

  8. Advanced Job Skills Training Project. Annual Report: Innovations in Protective Services.

    ERIC Educational Resources Information Center

    Dennis-Small, Lucretia

    This annual report of the Advanced Job Skills Training (AJST) Project describes the methodology used to develop competency-based training for child protective services (CPS) specialists who are in their first 24 months of employment. The project's steering committee determined that AJST was an inappropriate point to begin developing CPS…

  9. An Internal Evaluation of a Field-Based Training Component for School Administrators.

    ERIC Educational Resources Information Center

    Licata, Joseph W.

    Project ROME-FOCUS (Field-Oriented Competency Utilization System), a competency-based, field-oriented, training program for school administrators was field tested at Valdosta State College, Valdosta, Georgia, January - May, 1976. An internal evaluation conducted by the instructional staff suggested that principals preferred ROME-FOCUS training to…

  10. The treatment of childhood social phobia: the effectiveness of a social skills training-based, cognitive-behavioural intervention, with and without parental involvement.

    PubMed

    Spence, S H; Donovan, C; Brechman-Toussaint, M

    2000-09-01

    Fifty children aged 7-14 years with a principal diagnosis of social phobia were randomly assigned to either child-focused cognitive-behaviour therapy (CBT), CBT plus parent involvement, or a wait list control (WLC). The integrated CBT program involved intensive social skills training combined with graded exposure and cognitive challenging. At posttreatment, significantly fewer children in the treatment conditions retained a clinical diagnosis of social phobia compared to the WLC condition. In comparison to the WLC, children in both CBT interventions showed significantly greater reductions in children's social and general anxiety and a significant increase in parental ratings of child social skills performance. At 12-month follow-up, both treatment groups retained their improvement. There was a trend towards superior results when parents were involved in treatment, but this effect was not statistically significant. PMID:11039684

  11. Computer-aided CBT self-help for anxiety and depressive disorders: experience of a London clinic and future directions.

    PubMed

    Gega, Lina; Marks, Isaac; Mataix-Cols, David

    2004-02-01

    This article describes a broad-spectrum, computer-aided self-help clinic that raised the throughput of anxious/depressed patients per clinician and lowered per-patient time with a clinician without impairing effectiveness. Many sufferers improved by using one of four computer-aided systems of cognitive behavior therapy (CBT) self-help for phobia/panic, depression, obsessive-compulsive disorder, and general anxiety. The systems are accessible at home, two by phone and two by the Web. Initial brief screening by a clinician can be done by phone, and if patients get stuck they can obtain brief live advice from a therapist on a phone helpline. Such clinician-extender systems offer hope for enhancing the convenience and confidentiality of guided self-help, reducing the per-patient cost of CBT, and lessening stigma. The case examples illustrate the clinical process and outcomes of the computer-aided system. PMID:14724922

  12. Positive imagery cognitive bias modification (CBM) and internet-based cognitive behavioral therapy (iCBT): A randomized controlled trial

    PubMed Central

    Williams, Alishia D.; O’Moore, Kathleen; Blackwell, Simon E.; Smith, Jessica; Holmes, Emily A.; Andrews, Gavin

    2015-01-01

    Background Accruing evidence suggests that positive imagery-based cognitive bias modification (CBM) could have potential as a standalone targeted intervention for depressive symptoms or as an adjunct to existing treatments. We sought to establish the benefit of this form of CBM when delivered prior to Internet cognitive behavioral therapy (iCBT) for depression Methods A randomized controlled trial (RCT) of a 1-week Internet-delivered positive CBM vs. an active control condition for participants (N=75, 69% female, mean age=42) meeting diagnostic criteria for major depression; followed by a 10-week iCBT program for both groups. Results Modified intent-to-treat marginal and mixed effect models demonstrated no significant difference between conditions following the CBM intervention or the iCBT program. In both conditions there were significant reductions (Cohen?s d .57–1.58, 95% CI=.12–2.07) in primary measures of depression and interpretation bias (PHQ9, BDI-II, AST-D). Large effect size reductions (Cohen?s d .81–1.32, 95% CI=.31–1.79) were observed for secondary measures of distress, disability, anxiety and repetitive negative thinking (K10, WHODAS, STAI, RTQ). Per protocol analyses conducted in the sample of participants who completed all seven sessions of CBM indicated between-group superiority of the positive over control group on depression symptoms (PHQ9, BDI-II) and psychological distress (K10) following CBM (Hedges g .55–.88, 95% CI=?.03–1.46) and following iCBT (PHQ9, K10). The majority (>70%) no longer met diagnostic criteria for depression at 3-month follow-up. Limitations The control condition contained many active components and therefore may have represented a smaller ‘dose’ of the positive condition. Conclusions Results provide preliminary support for the successful integration of imagery-based CBM into an existing Internet-based treatment for depression. PMID:25805405

  13. Cognitive-Behavior Therapy (CBT) for Panic Disorder: Relationship of Anxiety and Depression Comorbidity with Treatment Outcome

    Microsoft Academic Search

    Laura B. Allen; Kamila S. White; David H. Barlow; M. Katherine Shear; Jack M. Gorman; Scott W. Woods

    2010-01-01

    Research evaluating the relationship of comorbidity to treatment outcome for panic disorder has produced mixed results. The\\u000a current study examined the relationship of comorbid depression and anxiety to treatment outcome in a large-scale, multi-site\\u000a clinical trial for cognitive-behavior therapy (CBT) for panic disorder. Comorbidity was associated with more severe panic\\u000a disorder symptoms, although comorbid diagnoses were not associated with treatment

  14. Internet-Based CBT for Depression with and without Telephone Tracking in a National Helpline: Randomised Controlled Trial

    Microsoft Academic Search

    Louise Farrer; Helen Christensen; Kathleen M. Griffiths; Andrew Mackinnon

    2011-01-01

    BackgroundTelephone helplines are frequently and repeatedly used by individuals with chronic mental health problems and web interventions may be an effective tool for reducing depression in this population.AimTo evaluate the effectiveness of a 6 week, web-based cognitive behaviour therapy (CBT) intervention with and without proactive weekly telephone tracking in the reduction of depression in callers to a helpline service.Method155 callers

  15. Use of skills learned in CBT for fear of flying: Managing flying anxiety after September 11th

    PubMed Central

    Kim, Simon; Palin, Frances; Anderson, Page; Edwards, Shannan; Lindner, Gretchen

    2009-01-01

    Although there is evidence that cognitive behavioral therapy (CBT) is effective in the treatment for fear of flying (FOF), there are no studies that specifically examine which skills taught in treatment are being used by clients after treatment is completed. This study examines whether participants report using skills taught in treatment for FOF after treatment is completed and whether the reported use of these skills is associated with reduced flying anxiety in the face of fear-relevant event, the September 11th terrorist attacks, and over the long-term. One hundred fifteen participants were randomly assigned to and completed eight sessions of individual CBT treatment for FOF. Fifty-five participants were reassessed in June 2002, an average of 2.3 years after treatment. Surveys were also collected from thirty-three individuals who did not receive treatment for FOF. Results indicated that treatment completers were more likely to report using skills taught in treatment than individuals who had not received treatment. In addition, self-reported use of skills among previously treated individuals was associated with lower levels of flying anxiety. These findings suggest that use of skills taught in CBT treatment is associated with reduced flying anxiety in the face of a fear-relevant event and over the long term. PMID:17391911

  16. Reduction of subjective distress in CBT for childhood OCD: nature of change, predictors, and relation to treatment outcome.

    PubMed

    Kircanski, Katharina; Wu, Monica; Piacentini, John

    2014-03-01

    Little research has investigated changes in subjective distress during cognitive-behavioral therapy (CBT) for anxiety disorders in youth. In the current study, 40 youth diagnosed with primary obsessive-compulsive disorder (OCD; M age = 11.9 years, 60% male, 80% Caucasian) and 36 parent informants completed separate weekly ratings of child distress for each OC symptom during a 12-session course of CBT. Between-session changes in distress were calculated at the start of, on average throughout, and at the end of treatment. On average throughout treatment, child- and parent-reported decreases in child distress were significant. Baseline OCD severity, functional impairment, and internalizing symptoms predicted degree of change in child distress. Additionally, greater decreases in child distress were predictive of more improved clinical outcomes. Findings advance our understanding of the strengths and limitations of this clinical tool. Future studies should examine youth distress change between and within CBT sessions across both subjective and psychophysiological levels of analysis. PMID:23774008

  17. Embedding Cognitive Behavioural Therapy Training in Practice: Facilitators and Barriers for Trainee Educational Psychologists (TEPs)

    ERIC Educational Resources Information Center

    Squires, Garry; Dunsmuir, Sandra

    2011-01-01

    At the national level there has been a call for more therapeutic interventions and Cognitive Behavioural Therapy (CBT) has been identified as one approach that can be used. The training of educational psychologists (EPs) has been extended to three years and this provides an opportunity to increase the depth of knowledge of particular therapeutic…

  18. Simulation of Operational Equipment with a Computer-based Instructional System: A Low Cost Training Technology

    Microsoft Academic Search

    Alice M. Crawford; Kent S. Crawford

    1978-01-01

    The feasibility and effectiveness of teaching performance skills using a computer-based training (CBT) methodology were investigated. Graphic simulations of the appearance and functions of a system in an anti-submarine aircraft were presented to students within an instructional framework. Programmed logics controlled the dynamic representations of the equipment in response to student input made through a touch panel. The objective was

  19. Exploring the Role of Parent Training in the Treatment of Childhood Anxiety

    ERIC Educational Resources Information Center

    Khanna, Muniya S.; Kendall, Philip C.

    2009-01-01

    Data from a randomized clinical trial comparing the relative efficacy of individual cognitive-behavioral therapy (ICBT), family CBT (FCBT), and a family-based education/support/attention control (FESA) condition were used to examine associations between in-session therapeutic techniques related to parent training (PT) and treatment outcomes. This…

  20. A randomized trial of CBT or SSRI or both combined for panic disorder with or without agoraphobia: treatment results through 1-year follow-up

    Microsoft Academic Search

    Apeldoorn van F. J; M. E. Timmerman; P. P. A. Mersch; W. J. P. J. Hout; S. Visser; Dyck van R; Boer den J. A

    2010-01-01

    Objective: To establish the long-term effectiveness of 3 treatments for DSM-IV panic disorder with or without agoraphobia: cognitive-behavioral therapy (CBT), pharmacotherapy using a selective serotonin reuptake inhibitor (SSRI), or the combination of both (CBT + SSRI). As a secondary objective, the relationship between treatment outcome and 7 predictor variables was investigated. Method: Patients were enrolled between April 2001 and September

  1. Development and evaluation of a questionnaire to measure the perceived implementation of the mission statement of a competency based curriculum

    PubMed Central

    2012-01-01

    Background A mission statement (MS) sets out the long-term goals of an institution and is supposed to be suited for studying learning environments. Yet, hardly any study has tested this issue so far. The aim of the present study was the development and psychometric evaluation of an MS-Questionnaire (MSQ) focusing on explicit competencies. We investigated to what extent the MSQ captures the construct of learning environment and how well a faculty is following - in its perception - a competency orientation in a competency-based curriculum. Methods A questionnaire was derived from the MS “teaching” (Medical Faculty, Heinrich-Heine University Düsseldorf) which was based on (inter-) nationally accepted goals and recommendations for a competency based medical education. The MSQ was administered together with the Dundee Ready Education Environment Measure (DREEM) to 1119 students and 258 teachers. Cronbach’s alpha was used to analyze the internal consistency of the items. Explorative factor analyses were performed to analyze homogeneity of the items within subscales and factorial validity of the MSQ. Item discrimination was assessed by means of part-whole corrected discrimination indices, and convergent validity was analyzed with respect to DREEM. Demographic variations of the respondents were used to analyze the inter-group variations in their responses. Results Students and teachers perceived the MS implementation as “moderate” and on average, students differed significantly in their perception of the MS. They thought implementation of the MS was less successful than faculty did. Women had a more positive perception of educational climate than their male colleagues and clinical students perceived the implementation of the MS on all dimensions significantly worse than preclinical students. The psychometric properties of the MSQ were very satisfactory: Item discrimination was high. Similarly to DREEM, the MSQ was highly reliable among students (? = 0.92) and teachers (? = 0.93). In both groups, the MSQ correlated highly positively with DREEM (r = 0.79 and 0.80, p < 0.001 each). Factor analyses did not reproduce the three areas of the MS perfectly. The subscales, however, could be identified as such both among teachers and students. Conclusions The perceived implementation of faculty-specific goals can be measured in an institution to some considerable extent by means of a questionnaire developed on the basis of the institution’s MS. Our MSQ provides a reliable instrument to measure the learning climate with a strong focus on competencies which are increasingly considered crucial in medical education. The questionnaire thus offers additional information beyond the DREEM. Our site-specific results imply that our own faculty is not yet fully living up to its competency-based MS. In general, the MSQ might prove useful for faculty development to the increasing number of faculties seeking to measure their perceived competency orientation in a competency-based curriculum. PMID:23134815

  2. A Competency-Based Clinical Chemistry Course for the Associate Degree Medical Laboratory Technician Graduate in a Medical Technology Baccalaureate Program.

    ERIC Educational Resources Information Center

    Buccelli, Pamela

    Presented is a project that developed a competency-based clinical chemistry course for associate degree medical laboratory technicians (MLT) in a medical technology (MT) baccalaureate program. Content of the course was based upon competencies expected of medical technologists at career-entry as defined in the statements adopted in 1976 by the…

  3. An Analysis of Secondary Teacher Attitudes towards Competency Based Education: Vocational Instructors versus Non-Vocational Instructors. Societal Factors Affecting Education.

    ERIC Educational Resources Information Center

    MacFarland, Thomas W.

    This investigation was conducted to determine whether or not a difference in attitude towards competency-based education exists between vocational instructors and non-vocational instructors. The investigation was conducted by distributing a 15-statement survey to the 140 faculty members at Coconut Creek High School, Coconut Creek, Florida.…

  4. Combination Welding Technical Terms. English-Thai Lexicon. Introduction to Combination Welding. Thai Version. Multi-Cultural Competency-Based Vocational/Technical Curricula Series.

    ERIC Educational Resources Information Center

    Shin, Masako T.

    This English-Thai lexicon and program introduction for combination welding is one of eight documents in the Multicultural Competency-Based Vocational/Technical Curricula Series. It is intended for use in postsecondary, adult, and preservice teacher and administrator education. The first two sections provide Thai equivalencies of English…

  5. Adult Competency Education Kit. Basic Skills in Speaking, Math, and Reading for Employment. Part G. ACE Competency Based Job Descriptions: #22--Refrigerator Mechanic; #24--Motorcycle Repairperson.

    ERIC Educational Resources Information Center

    San Mateo County Office of Education, Redwood City, CA. Career Preparation Centers.

    This fourth of fifteen sets of Adult Competency Education (ACE) Competency Based Job Descriptions in the ACE kit contains job descriptions for Refrigerator Mechanic and Motorcycle Repairperson. Each begins with a fact sheet that includes this information: occupational title, D.O.T. code, ACE number, career ladder, D.O.T. general educational…

  6. Leading and Managing the Competence-Based Curriculum: Conscripts, Volunteers and Champions at Work within the Departmentalised Environment of the Secondary School

    ERIC Educational Resources Information Center

    Downey, Christopher; Byrne, Jenny; Souza, Ana

    2013-01-01

    This article presents a sub-set of findings from a research project describing the experience of four case study schools which have implemented a competence-based curriculum (CBC) for students in their first year of secondary education. Secondary schools are highly departmentalised environments with organisational structures based primarily around…

  7. NCME Debate--Resolved: That Measurement Issues in Competency-Based Educational Programs Are Not Different From Those in Other Kinds of Testing.

    ERIC Educational Resources Information Center

    Merwin, Jack C.

    The proposition, "That measurement issues in competency-based educational programs (CBE) are not different from those in other kinds of testing (NCBE)" must be declared false. (1) Measurement in CBE focuses on the present while NCBE measurement focuses on information needed for future planning. (2) CBE measurement starts with definitive statements…

  8. The effect of implementing undergraduate competency-based medical education on students’ knowledge acquisition, clinical performance and perceived preparedness for practice: a comparative study

    PubMed Central

    2013-01-01

    Background Little is known about the gains and losses associated with the implementation of undergraduate competency-based medical education. Therefore, we compared knowledge acquisition, clinical performance and perceived preparedness for practice of students from a competency-based active learning (CBAL) curriculum and a prior active learning (AL) curriculum. Methods We included two cohorts of both the AL curriculum (n?=?453) and the CBAL curriculum (n?=?372). Knowledge acquisition was determined by benchmarking each cohort on 24 interuniversity progress tests against parallel cohorts of two other medical schools. Differences in knowledge acquisition were determined comparing the number of times CBAL and AL cohorts scored significantly higher or lower on progress tests. Clinical performance was operationalized as students’ mean clerkship grade. Perceived preparedness for practice was assessed using a survey. Results The CBAL cohorts demonstrated relatively lower knowledge acquisition than the AL cohorts during the first study years, but not at the end of their studies. We found no significant differences in clinical performance. Concerning perceived preparedness for practice we found no significant differences except that students from the CBAL curriculum felt better prepared for ‘putting a patient problem in a broad context of political, sociological, cultural and economic factors’ than students from the AL curriculum. Conclusions Our data do not support the assumption that competency-based education results in graduates who are better prepared for medical practice. More research is needed before we can draw generalizable conclusions on the potential of undergraduate competency-based medical education. PMID:23711403

  9. Competency-Based Curriculum Guide for Horticulture Using the V-TECS Catalogues. Final Report, Period Covered: September 17, 1979-June 30, 1980.

    ERIC Educational Resources Information Center

    College of DuPage, Glen Ellyn, IL.

    An Illinois project developed competency-based curriculum guides for Gardening/Groundskeeping and Floriculture using the V-TECS (Vocational Technical Education Consortium of States) catalogues. The programs were designed to provide students at the senior high school and two-year college level with entry-level and higher job skills and to provide…

  10. Fiberglass Technician Technical Terms. English-Thai Lexicon. Introduction to Fiberglass Technician. Thai Version. Multi-Cultural Competency-Based Vocational/Technical Curricula Series.

    ERIC Educational Resources Information Center

    Shin, Masako T.

    This English-Thai lexicon and program introduction for fiberglass technician is one of eight documents in the Multicultural Competency-Based Vocational/Technical Curricula Series. It is intended for use in postsecondary, adult, and preservice teacher and administrator education. The first two sections provide Thai equivalencies of English…

  11. A Process Analysis Approach to the Development of a Competency-Based Curriculum in Therapeutic Recreation at the Masters Degree Level.

    ERIC Educational Resources Information Center

    Jordan, Jerry; And Others

    The purpose of the project was to develop and design a competency based curriculum in therapeutic recreation at the masters degree level, both for application and implementation at Temple University, and as a model that has the potential for adoption and/or adaptation by other colleges and universities involved in the provision of a graduate…

  12. An Empirical Evaluation of Sonar Courseware Developed with Intelligent Tutoring Software (InTrain[TM]) at Naval Submarine School.

    ERIC Educational Resources Information Center

    Birchard, Marcy; Dye, Charles; Gordon, John

    With limits on both personnel and time available to conduct effective instruction, the decision is being made increasingly to enhance instructor-led courses with Computer-Based Training (CBT). The effectiveness of this conversion is often unknown and in many cases empirical evaluations are never conducted. This paper describes and discusses the…

  13. Training and Dissemination of Cognitive Behavior Therapy for Depression in Adults: A Preliminary Examination of Therapist Competence and Client Outcomes

    ERIC Educational Resources Information Center

    Simons, Anne D.; Padesky, Christine A.; Montemarano, Jeremy; Lewis, Cara C.; Murakami, Jessica; Lamb, Kristen; DeVinney, Sharon; Reid, Mark; Smith, David A.; Beck, Aaron T.

    2010-01-01

    Objective: In this study, the authors examined the feasibility and effectiveness of training community therapists to deliver cognitive behavior therapy (CBT) for depression. Method: Participants were therapists (n = 12) and clients (n = 116; mean age = 41 years, 63% women) presenting for treatment of depression at a not-for-profit and designated…

  14. The Effects of Cognitive Behavior Therapy Delivered by Students in a Psychologist Training Program: An Effectiveness Study

    ERIC Educational Resources Information Center

    Ost, Lars-Goran; Karlstedt, Anna; Widen, Sara

    2012-01-01

    Relatively little is known about the efficacy of clinically inexperienced student therapists carrying out cognitive behavior therapy (CBT) under supervision during a professional, psychologist training program. The current study evaluated this by collecting pre- and post-treatment data on 591 consecutive patients receiving treatment at the…

  15. Computer Based Training - A Report of a NATO Study Visit to America. A.P. Report 91.

    ERIC Educational Resources Information Center

    Patrick, J.

    This report describes some of the research projects encountered on a 1979 study visit which investigated the nature and availability of computer-based training (CBT) systems in the United States and Canada, particularly within industrial, occupational and military contexts. An overview of the trip itinerary includes the names of the organizations…

  16. Controlled Comparison of Family Cognitive Behavioral Therapy and Psychoeducation/Relaxation Training for Child Obsessive-Compulsive Disorder

    ERIC Educational Resources Information Center

    Piacentini, John; Bergman, R. Lindsey; Chang, Susanna; Langley, Audra; Peris, Tara; Wood, Jeffrey J.; McCracken, James

    2011-01-01

    Objective: To examine the efficacy of exposure-based cognitive-behavioral therapy (CBT) plus a structured family intervention (FCBT) versus psychoeducation plus relaxation training (PRT) for reducing symptom severity, functional impairment, and family accommodation in youths with obsessive-compulsive disorder (OCD). Method: A total of 71…

  17. Training Guide for Foodservice Personnel in Programs for Young Children. A Manual for Nutritionists, Dietitians, and Foodservice Specialists Who Are Developing and Conducting Training Programs.

    ERIC Educational Resources Information Center

    Development Associates, Inc., Arlington, VA.

    This manual is a competency-based curriculum planning guide for nutritionists, dietitians, and foodservice specialists to use in conducting preservice and inservice training programs for foodservice personnel in Head Start, day care, and other preschool programs. After an introductory chapter, which states the purpose of the manual, defines…

  18. An investigator-blinded, randomized study to compare the efficacy of combined CBT for alcohol use disorders and social anxiety disorder versus CBT focused on alcohol alone in adults with comorbid disorders: the Combined Alcohol Social Phobia (CASP) trial protocol

    PubMed Central

    2013-01-01

    Background Alcohol use disorders and social anxiety disorder are common and disabling conditions that frequently co-exist. Although there are efficacious treatments for each disorder, only two randomized controlled trials of interventions for these combined problems have been published. We developed a new integrated treatment for comorbid Social Anxiety Disorder and Alcohol Use Disorder based on established Motivational Interviewing (MI) and Cognitive Behaviour Therapy (CBT) interventions for the separate disorders. Compared to established MI/CBT for alcohol use disorders this new intervention is hypothesised to lead to greater reductions in symptoms of social anxiety and alcohol use disorder and to produce greater improvements in quality of life. Higher levels of alcohol dependence will result in relatively poorer outcomes for the new integrated treatment. Methods/design A randomised controlled trial comparing 9 sessions of individual integrated treatment for alcohol and social phobia with 9 sessions of treatment for alcohol use problems alone is proposed. Randomisation will be stratified for stable antidepressant use. Post treatment clinical assessments of alcohol consumption and diagnostic status at 3 and 6 month follow-up will be blind to allocation. Discussion The proposed trial addresses a serious gap in treatment evidence and could potentially define the appropriate treatment for a large proportion of adults affected by these problems. Trial registration Australian New Zealand Clinical Trials Registry: ACTRN12608000228381. PMID:23895258

  19. Guide to Competency-Based Education for Business and Office Occupations. A Catalog of Bookkeeping/Accounting, Clerical/Secretarial, and Data Processing Skills Which Your Students Need to Get a Job and to Keep It.

    ERIC Educational Resources Information Center

    New Mexico State Dept. of Education; Santa Fe. Div. of Vocational Education.

    This curriculum guide was developed to help administrators develop a competency-based postsecondary curriculum to prepare students for employment in business and office occupations. The content is in five sections. The first one introduces the concepts and techniques of competency-based education and includes some sample forms, such as student…

  20. Competence-based Management Development in Small and Medium-Sized Enterprises: A Multi-Stakeholder Analysis.

    ERIC Educational Resources Information Center

    Loan-Clarke, John; Boocock, Grahame; Smith, Alison; Whittaker, John

    2000-01-01

    Survey data from 551 small businesses and interviews with 12 small businesses, 6 Training and Enterprise Councils, and 29 management training providers in Britain showed that provision of management National Vocational Qualifications to small businesses is too resource intensive, time consuming, and possibly inappropriate. Benefits accrue…

  1. A comparison of branched tetraethers in soils and lake sediments from the Rwenzori Mountains, Uganda: Potential for MBT/CBT paleothermometry

    NASA Astrophysics Data System (ADS)

    Loomis, S. E.; Russell, J. M.; Tierney, J. E.; Eggermont, H.

    2009-12-01

    Over the last few years, a novel group of branched glycerol dialkyl glycerol tetraether (GDGT) bacterial membrane lipids have been found in peatlands, soils, and lake sediments across the globe. The relative abundances of methyl branches and cyclopentyl moieties, expressed as the methylation ratio of branched tetraethers (MBT) and the cyclisation ratio of branched tetraethers (CBT), respectively, have been found to correlate to mean annual air temperature (MAAT) and soil pH on a global scale. Although the bacteria producing these compounds are still unknown, this new tool could develop into a continental paleothermometer applicable to lake basins. First, however, we must identify the primary sources of branched GDGTs to lake sediments and their environmental controls. Recent work demonstrates that there are more complex relationships between MBT/CBT and MAAT and soil pH in lake sediments. Yet the correlation between the branched GDGT distributions in soils and lake sediments has been relatively unexplored. Here we present a comparison of MBT and CBT ratios in soils in western Uganda along an elevation transect that includes the Rwenzori Mountains and MBT/CBT values in lake sediment samples to better understand the sources of branched tetraethers in lake sediments. Furthermore, to test the applicability of this paleothermometer in tropical lake sediments, we present MBT/CBT-based temperature reconstructions over the last millennium from gravity cores from Rwenzori lakes. Our data show pre-industrial temperature variability of ~2°C at lower elevations and ~3°C at higher elevations along with sharp temperature increases into the present. These records compare favorably with chironomid-based air temperature reconstructions from the same lakes as well as instrumental data from the area, suggesting that the MBT/CBT proxy is a viable method for continental paleotemperature reconstruction.

  2. Task simulation in computer-based training

    SciTech Connect

    Gardner, P.R.

    1988-02-01

    Westinghouse Hanford Company (WHC) makes extensive use of job-task simulations in company-developed computer-based training (CBT) courseware. This courseware is different from most others because it does not simulate process control machinery or other computer programs, instead the WHC Excerises model day-to-day tasks such as physical work preparations, progress, and incident handling. These Exercises provide a higher level of motivation and enable the testing of more complex patterns of behavior than those typically measured by multiple-choice and short questions. Examples from the WHC Radiation Safety and Crane Safety courses will be used as illustrations. 3 refs.

  3. Altering the Athletic Training Curriculum: A Unique Perspective on Learning over Time

    ERIC Educational Resources Information Center

    Potteiger, Kelly; Brown, Christopher David; Kahanov, Leamor

    2012-01-01

    Context: The cohort athletic training curriculum features a competency-based approach that allows the student to matriculate through the program in a systematic fashion. This method is desired as it allows for efficient delivery and mastery of the educational content and associated clinical skills. The result may be an inflexible curriculum that…

  4. Epidemiology Competency Development and Application to Training for Local and Regional Public Health Practitioners

    Microsoft Academic Search

    Janet G. Baseman; Nicola Marsden-Haug; Marcia Goldoft; James L. Gale

    a SYNOPSIS In 2002, the Northwest Center for Public Health Practice (NWCPHP) at the Uni- versity of Washington initiated the Epidemiology Competencies Project, with the goal of developing competency-based epidemiology training for non-epi- demiologist public health practitioners in the northwestern United States. An advisory committee consisting of epidemiology faculty and experienced public health practitioners developed the epidemiology competencies. NWCPHP used

  5. Caring for Infants and Toddlers with Disabilities: A Curriculum for Training Physicians in Early Intervention.

    ERIC Educational Resources Information Center

    Garland, Corinne Welt; And Others

    1997-01-01

    Describes a continuing medical education program designed to provide physicians with the information and skills necessary for early intervention. The model provides competency-based training through an introductory seminar and a program of independent study in the areas of child-find, assessment, Individualized Family Service Plan development, and…

  6. Developing a Comprehensive and Articulated Nuclear Training Curriculum--The Westinghouse Model.

    ERIC Educational Resources Information Center

    Widen, William C.

    After conducting a comprehensive evaluation of its curriculum, staff at the Westinghouse Nuclear Training Center in Zion, Illinois, undertook a research and development project aimed at upgrading the center's curriculum to the competency-based format. Included among the main activities of the curriculum development process were the following:…

  7. One-Year Follow-up of Family versus Child CBT for Anxiety Disorders: Exploring the Rolesof Child Age and Parental Intrusiveness

    Microsoft Academic Search

    Jeffrey J. Wood; Bryce D. McLeod; John C. Piacentini; Marian Sigman

    2009-01-01

    Objective To compare the relative long-term benefit of family-focused cognitive behavioral therapy (FCBT) and child-focused cognitive\\u000a behavioral therapy (CCBT) for child anxiety disorders at a 1-year follow-up. Method Thirty-five children (6–3 years old) randomly assigned to 12–16 sessions of family-focused CBT (FCBT) or child-focused CBT\\u000a (CCBT) participated in a 1-year follow-up assessment. Independent evaluators, parents, and children rated anxiety and parental

  8. Effectiveness of cognitive behavioral therapy: An evaluation of therapies provided by trainees at a university psychotherapy training center

    PubMed Central

    Hiltunen, Arto J; Kocys, Elo; Perrin-Wallqvist, Renée

    2013-01-01

    At the psychotherapy training center at Karlstad University, a study was carried out to examine the levels of symptom change and satisfaction with therapy in a heterogeneous population of clients treated using cognitive behavioral therapy (CBT) by less experienced trainee therapists with limited theoretical education. The clients received an average of 11 therapy sessions. The results suggested that CBT performed by less experienced trainee therapists can be effective. According to client estimations, a statistically significant reduction in symptoms, measured using the Symptoms Checklist, was achieved for seven of nine variables (p???.006), as well as a significant increase in satisfaction with life (p???.001). Also, the pre- and posttherapy measurements using the Montgomery–Åsberg Depression Rating Scale showed a statistically significant improvement in the clients’ condition. According to the therapists’ estimations, 64% (SD?=?32.01) of the clients experienced a significant improvement in their condition. In addition, the results of a survey of client satisfaction demonstrated that the clients were very pleased with the therapy received. Also the therapists were, to a great extent, satisfied with the treatment process itself, including the supervision received, and very satisfied with the client alliance. A correlation analysis between the clients’ perceived level of improvement and therapist satisfaction showed a strong correlation between the two variables (r?=?.50, p?training site was more strongly CBT than psychodynamic interpersonal treatment (p???.001). The CBT subscale score indicated that the therapy was characteristic of CBT, confirming that the interventions used in the therapy belong to the CBT genre. PMID:24436779

  9. A randomized controlled trial of Internet-based self-help training for recurrent headache in childhood and adolescence

    Microsoft Academic Search

    Ellen Trautmann; Birgit Kröner-Herwig

    2010-01-01

    Two different self-help training programs (multimodal cognitive-behavioral training (CBT) and applied relaxation (AR)) presented via the Internet were compared with an educational intervention (EDU) in an RCT. Sixty-five children and adolescents (mean age: 12.7 years) with recurrent headache (at least 2 attacks per month) were each assigned to one of the three treatment conditions. The main outcome variables related to

  10. On your time: online training for the public health workforce.

    PubMed

    Kenefick, Hope Worden; Ravid, Sharon; MacVarish, Kathleen; Tsoi, Jennifer; Weill, Kenny; Faye, Elizabeth; Fidler, Anne

    2014-03-01

    The need for competency-based training for the public health workforce is well documented. However, human and financial resource limitations within public health agencies often make it difficult for public health practitioners to attend classroom-based training programs. The Internet is an increasingly popular way of extending training beyond the workforce. Although research describes attributes of effective online learning modules, much of the available training delivered via the Internet does not incorporate such attributes. The authors describe the On Your Time training series, an effective distance education program and training model for public health practitioners, which includes a standardized process for development, review, evaluation, and continuous quality improvement. On Your Time is a series of awareness-level (i.e., addressing what practitioners should know), competency-based training modules that address topics related to regulatory responsibilities of public health practitioners (e.g., assuring compliance with codes and regulations governing housing, retail food safety, private water supplies, hazardous and solid waste, on-site wastewater systems, etc.), public health surveillance, case investigation, disease prevention, health promotion, and emergency preparedness. The replicable model incorporates what is known about best practices for online training and maximizes available resources in the interests of sustainability. PMID:24578365

  11. Successful treatment of OCD with a micronutrient formula following partial response to Cognitive Behavioral Therapy (CBT): a case study.

    PubMed

    Rucklidge, Julia J

    2009-08-01

    Obsessive Compulsive Disorder (OCD) affects 0.5-2% of young people many of whom are resistant to conventional treatments. This case study describes an 18-year-old male with OCD who first underwent cognitive behavioral therapy (CBT) for a 1-year period with a modest response (his OCD had shifted from severe to moderate). Within a year, his anxiety had deteriorated back to the severe range and he now had major depression. He then entered an ABAB design trial using a nutritional formula consisting mainly of minerals and vitamins (together, known as micronutrients). After 8 weeks on the formula, his mood was stabilized, his anxiety reduced, and his obsessions were in remission. The treatment was then discontinued for 8 weeks, during which time his obsessions and anxiety worsened and his mood dropped. Reintroduction of the formula again improved the symptoms. This case illustrates the importance of considering the effect micronutrients have on mental illness. PMID:19329277

  12. The changing face of psychiatric training in the UK.

    PubMed

    Javed, M Afzal; Ramji, M A; Jackson, Robert

    2010-01-01

    With the introduction of many reforms and changes in medical training in the UK, postgraduate training has undergone significant transformation. The establishment of Postgraduate Medical Education and Training Board (PMETB), Modernizing Medical Careers (MMC), new recruitment processes and changes in the curriculum and examination structure are all having a major impact on the future training and teaching programs in psychiatry in the UK. Entry into psychiatry is becoming increasingly competitive and progression in career is now competency based in addition to the examination requirements subject to an annual review and regular appraisal. A structured portfolio is also vital in order to present evidence of competencies and ensure smooth progression through the training grades. This paper gives a general outline of these changes and describes the new training and examination requirements of the new system in place in the Psychiatric training in United Kingdom. PMID:20174520

  13. An Analysis of TOEFL CBT Writing Prompt Difficulty and Comparability for Different Gender Groups. Research Reports. Report 76. RR-04-05

    ERIC Educational Resources Information Center

    Breland, Hunter; Lee, Yong-Won; Najarian, Michelle; Muraki, Eiji

    2004-01-01

    This investigation of the comparability of writing assessment prompts was conducted in two phases. In an exploratory Phase I, 47 writing prompts administered in the computer-based Test of English as a Foreign Language[TM] (TOEFL[R] CBT) from July through December 1998 were examined. Logistic regression procedures were used to estimate prompt…

  14. Does Maintenance CBT Contribute to Long-Term Treatment Response of Panic Disorder with or without Agoraphobia? A Randomized Controlled Clinical Trial

    ERIC Educational Resources Information Center

    White, Kamila S.; Payne, Laura A.; Gorman, Jack M.; Shear, M. Katherine; Woods, Scott W.; Saksa, John R.; Barlow, David H.

    2013-01-01

    Objective: We examined the possibility that maintenance cognitive behavior therapy (M-CBT) may improve the likelihood of sustained improvement and reduced relapse in a multi-site randomized controlled clinical trial of patients who met criteria for panic disorder with or without agoraphobia. Method: Participants were all patients (N = 379) who…

  15. Evaluating Continuous Assessment Quality in Competence-Based Education Online: The Case of the E-Folio

    ERIC Educational Resources Information Center

    Pereira, Alda; Oliveira, Isolina; Tinoca, Luis; Amante, Lucia; Relvas, Maria de Jesus; Pinto, Maria do Carmo Teixeira; Moreira, Darlinda

    2009-01-01

    Universidade Aberta (UAb), being a distance teaching university, is particularly suited to tackle some of the recommendations concerning the assurance of accessibility to education expressed in the "Education and Training 2010" goals. Meanwhile, the University's strategic plan for 2006/2010 decided to implement a fully virtual innovative teaching…

  16. Settling In. A Competency-Based Curriculum for U.S. Cultural Orientation. A Teacher's Handbook 2.

    ERIC Educational Resources Information Center

    Shapiro, Toni, Comp.; Ligon, Fred, Ed.

    This handbook is intended to assist teachers involved in helping Southeast Asian refugees with little or no formal education to gain an understanding of U.S. culture. The guide is divided into the following four parts: an introduction describing the refugee training program that led to the development of the handbook, seven units of core…

  17. Getting the Knowledge-Skills Mix Right in High-Level Vocational Education and Training Qualifications. Occasional Paper

    ERIC Educational Resources Information Center

    Priest, Annie

    2009-01-01

    This paper aims to contribute to the discussion on the quality and accessibility of underpinning knowledge in competency-based training. It uses the Vocational Graduate Certificate and the Vocational Graduate Diploma in Education Design in a Queensland TAFE [technical and further education] institute to examine how the "traditional" knowledge and…

  18. A Randomized Controlled Trial of Cognitive Behavioral Therapy for Adherence and Depression (CBT-AD) in Patients With Uncontrolled Type 2 Diabetes

    PubMed Central

    Safren, Steven A.; Gonzalez, Jeffrey S.; Wexler, Deborah J.; Psaros, Christina; Delahanty, Linda M.; Blashill, Aaron J.; Margolina, Aleksandra I.; Cagliero, Enrico

    2014-01-01

    OBJECTIVE To test cognitive behavioral therapy for adherence and depression (CBT-AD) in type 2 diabetes. We hypothesized that CBT-AD would improve adherence; depression; and, secondarily, hemoglobin A1c (A1C). RESEARCH DESIGN AND METHODS Eighty-seven adults with unipolar depression and uncontrolled type 2 diabetes received enhanced treatment as usual (ETAU), including medication adherence, self-monitoring of blood glucose (SMBG), and lifestyle counseling; a provider letter documented psychiatric diagnoses. Those randomized to the intervention arm also received 9–11 sessions of CBT-AD. RESULTS Immediately after acute treatment (4 months), adjusting for baseline, CBT-AD had 20.7 percentage points greater oral medication adherence on electronic pill cap (95% CI ?31.14 to ?10.22, P = 0.000); 30.2 percentage points greater SMBG adherence through glucometer downloads (95% CI ?42.95 to ?17.37, P = 0.000); 6.44 points lower depression scores on the Montgomery-Asberg Depression Rating Scale (95% CI 2.33–10.56, P = 0.002); 0.74 points lower on the Clinical Global Impression (95% CI 0.16–1.32, P = 0.01); and 0.72 units lower A1C (95% CI 0.29–1.15, P = 0.001) relative to ETAU. Analyses of 4-, 8-, and 12-month follow-up time points indicated that CBT-AD maintained 24.3 percentage points higher medication adherence (95% CI ?38.2 to ?10.3, P = 0.001); 16.9 percentage points greater SMBG adherence (95% CI ?33.3 to ?0.5, P = 0.043); and 0.63 units lower A1C (95% CI 0.06–1.2, P = 0.03) after acute treatment ended. For depression, there was some evidence of continued improvement posttreatment, but no between-group differences. CONCLUSIONS CBT-AD is an effective intervention for adherence, depression, and glycemic control, with enduring and clinically meaningful benefits for diabetes self-management and glycemic control in adults with type 2 diabetes and depression. PMID:24170758

  19. Robotic surgery basic skills training: Evaluation of a pilot multidisciplinary simulation-based curriculum

    PubMed Central

    Foell, Kirsten; Finelli, Antonio; Yasufuku, Kazuhiro; Bernardini, Marcus Q.; Waddell, Thomas K.; Pace, Kenneth T.; Honey, R. John D.’A.; Lee, Jason Y.

    2013-01-01

    Purpose: Simulation-based training improves clinical skills, while minimizing the impact of the educational process on patient care. We present results of a pilot multidisciplinary, simulation-based robotic surgery basic skills training curriculum (BSTC) for robotic novices. Methods: A 4-week, simulation-based, robotic surgery BSTC was offered to the Departments of Surgery and Obstetrics & Gynecology (ObGyn) at the University of Toronto. The course consisted of various instructional strategies: didactic lecture, self-directed online-training modules, introductory hands-on training with the da Vinci robot (dVR) (Intuitive Surgical Inc., Sunnyvale, CA), and dedicated training on the da Vinci Skills Simulator (Intuitive Surgical Inc., Sunnyvale, CA) (dVSS). A third of trainees participated in competency-based dVSS training, all others engaged in traditional time-based training. Pre- and post-course skill testing was conducted on the dVR using 2 standardized skill tasks: ring transfer (RT) and needle passing (NP). Retention of skills was assessed at 5 months post-BSTC. Results: A total of 37 participants completed training. The mean task completion time and number of errors improved significantly post-course on both RT (180.6 vs. 107.4 sec, p < 0.01 and 3.5 vs. 1.3 sec, p < 0.01, respectively) and NP (197.1 vs. 154.1 sec, p < 0.01 and 4.5 vs. 1.8 sec, p = 0.04, respectively) tasks. No significant difference in performance was seen between specialties. Competency-based training was associated with significantly better post-course performance. The dVSS demonstrated excellent face validity. Conclusions: The implementation of a pilot multidisciplinary, simulation-based robotic surgery BSTC revealed significantly improved basic robotic skills among novice trainees, regardless of specialty or level of training. Competency-based training was associated with significantly better acquisition of basic robotic skills. PMID:24381662

  20. The contribution of social science to international health training.

    PubMed

    Giovannini, M J; Brownlee, A T

    1982-01-01

    Today the comprehensive scope of many international health programs calls for personnel--planners, educators, researchers, and practitioners--trained in a wide range of health related areas. This article explores the contributions which social science knowledge and skills can make to such training. First, it documents the growing importance of social science in international health and delineates several topical areas--ecological, political-economic, socio-cultural, and organizational--where a social science perspective can be particularly useful. Next, it discusses strategies for developing a curriculum that will integrate relevant social science material into health care training. These include the selection of appropriate training staff and the development of competency-based curricula based upon actual work situations. Finally, the article describes specific 'experiential' training techniques which can be employed in the classroom as well as in the field to achieve program objectives. PMID:7112173

  1. A review on cognitive behavorial therapy (CBT) and graded exercise therapy (GET) in myalgic encephalomyelitis (ME) / chronic fatigue syndrome (CFS): CBT/GET is not only ineffective and not evidence-based, but also potentially harmful for many patients with ME/CFS.

    PubMed

    Twisk, Frank N M; Maes, Michael

    2009-01-01

    Benign Myalgic Encephalomyelitis (ME) / Chronic Fatigue Syndrome (CFS) is a debilitating disease which, despite numerous biological abnormalities has remained highly controversial. Notwithstanding the medical pathogenesis of ME/CFS, the (bio)psychosocial model is adopted by many governmental organizations and medical profes-sio-nals to legitimize the combination of Cognitive Behavioral Therapy (CBT) and Graded Exercise Therapy (GET) for ME/CFS. Justified by this model CBT and GET aim at eliminating presumed psychogenic and socially induced maintaining factors and reversing deconditioning, respectively. In this review we invalidate the (bio)psychosocial model for ME/CFS and demonstrate that the success claim for CBT/GET to treat ME/CFS is unjust. CBT/GET is not only hardly more effective than non-interventions or standard medical care, but many patients report that the therapy had affected them adversely, the majority of them even reporting substantial deterioration. Moreover, this review shows that exertion and thus GET most likely have a negative impact on many ME/CFS patients. Exertion induces post-exertional malaise with a decreased physical performan-ce/aerobic capacity, increased muscoskeletal pain, neurocognitive impairment, "fatigue", and weakness, and a long lasting "recovery" time. This can be explained by findings that exertion may amplify pre-existing pa-thophysiological abnormalities underpinning ME/CFS, such as inflammation, immune dysfunction, oxidative and nitrosative stress, channelopathy, defec-tive stress response mechanisms and a hypoactive hypothalamic-pituitary-adrenal axis. We conclude that it is unethical to treat patients with ME/CFS with ineffective, non-evidence-based and potentially harmful "rehabilitation therapies", such as CBT/GET. PMID:19855350

  2. Inservice Training for Related Service Personnel Serving Medically Fragile Children Ages 0-8. The Medically Fragile Inservice for Related Services Teams Project (M-FIRST). Final Report.

    ERIC Educational Resources Information Center

    Smith, Gerald M.; And Others

    The Medically Fragile Inservice for Related Services Teams (M-FIRST) project developed, evaluated, and disseminated model inservice practices centering on the provision of competency-based training to school and community personnel working with young medically fragile children in school settings. The M-FIRST goals focused on developing an…

  3. Use of competency-based self-assessments and the MCH navigator for MCH workforce development: three states' experiences.

    PubMed

    Warren, Michael D; Dooley, Suzanna D; Pyle, Meredith J; Miller, Angela M

    2015-02-01

    Workforce development is a priority across many state Maternal and Child Health (MCH) Title V programs. Three case studies were conducted to explore varied state implementations of MCH workforce development initiatives. Three states utilized the online MCH Navigator resource to support orientation and ongoing professional development for staff and other partners. Key informant interviews and surveys were utilized to gather staff feedback on practical aspects of the project and to ascertain lessons learned by state MCH leadership during project implementation. Staff impressions of the MCH Navigator were generally positive. Staff reported that Navigator modules were useful to their current work and that completion of the modules resulted in expanded knowledge in key MCH competency areas and contributed to their professional development. Many indicated that they would recommend use of the Navigator to colleagues. State leaders found that utilization of introductory training sessions or the Navigator's online orientation modules were helpful in acclimating staff to the Navigator, although some staff still experienced minor technical challenges. State leaders across all three sites reported the value of pre-existing tools on the Navigator site, including core competency self-assessments and orientation bundles; the leaders also noted that the Navigator represents a useful and thorough resource that can be integrated into state efforts to enhance professional development for MCH staff. The significant variation between the three states' implementations demonstrates the flexibility of the Navigator, highlighting its utility to meet state-specific needs. PMID:25008405

  4. Models for intensive care training. A European perspective.

    PubMed

    Bion, Julian; Rothen, Hans U

    2014-02-01

    The diversity of European culture is reflected in its healthcare training programs. In intensive care medicine (ICM), the differences in national training programs were so marked that it was unlikely that they could produce specialists of equivalent skills. The Competency-Based Training in Intensive Care Medicine in Europe (CoBaTrICE) program was established in 2003 as a Europe-based worldwide collaboration of national training organizations to create core competencies for ICM using consensus methodologies to establish common ground. The group's professional and research ethos created a social identity that facilitated change. The program was easily adaptable to different training structures and incorporated the voice of patients and relatives. The CoBaTrICE program has now been adopted by 15 European countries, with another 12 countries planning to adopt the training program, and is currently available in nine languages, including English. ICM is now recognized as a primary specialty in Spain, Switzerland, and the UK. There are still wide variations in structures and processes of training in ICM across Europe, although there has been agreement on a set of common program standards. The combination of a common "product specification" for an intensivist, combined with persisting variation in the educational context in which competencies are delivered, provides a rich source of research inquiry. Pedagogic research in ICM could usefully focus on the interplay between educational interventions, healthcare systems and delivery, and patient outcomes, such as including whether competency-based program are associated with lower error rates, whether communication skills training is associated with greater patient and family satisfaction, how multisource feedback might best be used to improve reflective learning and teamworking, or whether increasing the proportion of specialists trained in acute care in the hospital at weekends results in better patient outcomes. PMID:24351076

  5. Core Based Trees (CBT)

    Microsoft Academic Search

    Tony Ballardie; Paul Francis; Jon Crowcroft

    1993-01-01

    One of the central problems in one-to-many wide-area communications is forming the delivery tree - the collection of nodes and links that a multicast packet traverses. Significant problems remain to be solved in the area of multicast tree formation, the problem of scaling being paramount among these.In this paper we show how the current IP multicast architecture scales poorly (by

  6. Adult Competency Education Kit. Basic Skills in Speaking, Math, and Reading for Employment. Part J. ACE Competency Based Job Descriptions: Sales Core Job Description; #36--Sales, Automotive Parts; #37--Sales, Retail; #38--Salesperson, Garden & Housewares; #39--Salesperson, Women's Garments.

    ERIC Educational Resources Information Center

    San Mateo County Office of Education, Redwood City, CA. Career Preparation Centers.

    This seventh of fifteen sets of Adult Competency Education (ACE) Competency Based Job Descriptions in the ACE kit contains job descriptions for Salesperson, Automotive Parts; Sales Clerk, Retail; Salesperson, Garden and Housewares; and Salesperson, Women's Garments. Each begins with a fact sheet that includes this information: occupational title,…

  7. Personnel Development. A Plan to Produce and Distribute an Instructional Package for Teaching the Concepts of Competency-Based Instruction in Home Economics Pre-service Teacher Education Programs. Final Report.

    ERIC Educational Resources Information Center

    Virginia Polytechnic Inst. and State Univ., Blacksburg.

    Described in this final report is the development of a plan to produce and distribute an instructional package for teaching the concepts of competency-based instruction in home economics pre-service education programs in the state of Virginia. Nine Virginia Universities (Virginia Polytechnic Institution and State University, Radford College, James…

  8. Web-Based Training for an Evidence-Supported Treatment: Training Completion and Knowledge Acquisition in a Global Sample of Learners.

    PubMed

    Heck, Nicholas C; Saunders, Benjamin E; Smith, Daniel W

    2015-08-01

    The purpose of this investigation is to describe the characteristics of professional and preprofessional learners who registered for and completed TF-CBTWeb, a modular, web-based training program designed to promote the dissemination of Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) and to demonstrate the feasibility of this method of dissemination. Between October 1, 2005, and October 1, 2012, a total of 123,848 learners registered for TF-CBTWeb, of whom 98,646 (79.7%) initiated the learning activities by beginning the first module pretest. Of those, 67,201 (68.1%) completed the full training. Registrants hailed from 130 countries worldwide, and they had varied educational backgrounds, professional identities (both professional and preprofessional), and a range of experience working with child trauma victims. Learners who were from the United States, students, those with master's degrees, and those with fewer years of experience working with child trauma victims tended to have the highest course completion rates. Learners displayed significant increases in knowledge about each component of TF-CBT, based on module pretest and posttest scores. The advantages and limitations of this web-based training program evaluation are discussed, while important implications for the use of web-based trainings are reviewed. PMID:26092441

  9. Outdoor Training.

    ERIC Educational Resources Information Center

    Wagner, Richard J.; And Others

    1991-01-01

    Includes "Outdoor Training: Revolution or Fad?" (Wagner, Baldwin, Roland); "Getting the Most out of Outdoor Training" (Buller, Cragun, McEvoy); and "Outdoor Training Companies" (a directory of more than 100 firms). (JOW)

  10. Instructional Modules for Training Special Education Teachers: A Final Report on the Development and Field Testing of the CUNY-CBTEP Special Education Modules. Case 30-76. Toward Competence Instructional Materials for Teacher Education.

    ERIC Educational Resources Information Center

    City Univ. of New York, NY. Center for Advanced Study in Education.

    The City University of New York Competency Based Teacher Education Project (CUNY-CBTEP) in Special Education studied Modularization, focusing on the variables in the instructional setting that facilitate learning from modular materials for a wide range of students. Four of the five modules for the training of special education teachers developed…

  11. Using virtual reality to improve the efficacy of cognitive-behavioral therapy (CBT) in the treatment of late-life anxiety: preliminary recommendations for future research.

    PubMed

    Grenier, Sébastien; Forget, Hélène; Bouchard, Stéphane; Isere, Sébastien; Belleville, Sylvie; Potvin, Olivier; Rioux, Marie-Ève; Talbot, Mélissa

    2015-07-01

    Cognitive-behavioral therapy (CBT) using traditional exposure techniques (i.e. imaginal and in vivo) seems less effective to treat anxiety in older adults than in younger ones. This is particularly true when imaginal exposure is used to confront the older patient to inaccessible (e.g. fear of flying) or less tangible/controllable anxiety triggers (e.g. fear of illness). Indeed, imaginal exposure may become less effective as the person gets older since normal aging is characterized by the decline in cognitive functions involved in the creation of vivid/detailed mental images. One way to circumvent this difficulty is to expose the older patient to a virtual environment that does not require the ability to imagine the frightening situation. In virtuo exposure has proven to be efficient to treat anxiety in working-age people. In virtuo exposure could be employed to improve the efficacy of CBT with exposure sessions in the treatment of late-life anxiety? The current paper explores this question and suggests new research avenues. PMID:25381697

  12. Surgical education and training in Australia and New Zealand.

    PubMed

    Collins, John P; Civil, Ian D; Sugrue, Michael; Balogh, Zsolt; Chehade, Mellick J

    2008-10-01

    Surgical education for medical students in Australia and New Zealand is provided by 19 universities in Australia and 2 in New Zealand. One surgical college is responsible for managing the education, training, assessment, and professional development programs for surgeons throughout both countries. The specialist surgical associations and societies act as agents of the college in the delivery of these programs, the extent of which varies among specialties. Historically, surgical training was divided into basic and specialist components with selection required for each part. In response to a number of factors, a new surgical education and training program has been developed. The new program incorporates a single merit-based national selection directly into the candidate's specialty of choice. The existing curriculum for each of the nine specialties has been remodeled to a competence-based format in line with the competence required to undertake the essential roles of a surgeon. New standards and criteria have been produced for accreditation of health care facilities used for training. A new basic surgical skills education and training course has been developed, with simulation playing an increasing role in all courses. Trainees' progress is assessed by workplace-based assessment and formal examinations, including an exit examination. The sustained production of sufficient competent surgeons to meet societal needs encompasses many challenges including the recruitment of appropriate graduates and the availability of adequate educational and clinical resources to train them. Competence-based training is an attractive educational philosophy, but its implementation has brought its own set of issues, many of which have yet to be resolved. PMID:18668286

  13. Sociocultural Learning Theory in Practice: Implications for Athletic Training Educators

    PubMed Central

    Peer, Kimberly S.; McClendon, Ronald C.

    2002-01-01

    Objective: To discuss cognitive and sociocultural learning theory literature related to athletic training instructional and evaluation strategies while providing support for the application of these practices in the didactic and clinical components of athletic training education programs. Data Sources: We searched Educational Resources Information Center (ERIC) and Education Abstracts from 1975–2001 using the key words social cognitive, sociocultural learning theory, constructivism, and athletic training education. Current literature in the fields of educational psychology and athletic training education provides the foundation for applying theory to practice with specific emphasis on the theoretic framework and application of sociocultural learning theory strategies in athletic training education. Data Synthesis: Athletic training educators must have a strong fundamental knowledge of learning theory and a commitment to incorporate theory into educational practice. We integrate literature from both fields to generate practical strategies for using sociocultural learning theory in athletic training education. Conclusions/Recommendations: Social cognitive and sociocultural learning theory advocates a constructive, self-regulated, and goal-oriented environment with the student at the center of the educational process. Although a shift exists in athletic training education toward more active instructional strategies with the implementation of competency-based education, many educational environments are still dominated by traditional didactic instructional methods promoting student passivity. As athletic training education programs strive to increase accountability, educators in the field must critically analyze teaching and evaluation methods and integrate new material to ensure that learning is maximized. PMID:12937534

  14. Increasing leadership capacity for HIV\\/AIDS programmes by strengthening public health epidemiology and management training in Zimbabwe

    Microsoft Academic Search

    Donna S Jones; Mufuta Tshimanga; Godfrey Woelk; Peter Nsubuga; Nadine L Sunderland; Shannon L Hader; Michael E St Louis

    2009-01-01

    BACKGROUND: Increased funding for global human immunodeficiency virus prevention and control in developing countries has created both a challenge and an opportunity for achieving long-term global health goals. This paper describes a programme in Zimbabwe aimed at responding more effectively to the HIV\\/AIDS epidemic by reinforcing a critical competence-based training institution and producing public health leaders. METHODS: The programme used

  15. South Carolina Area Health Education Consortium Disaster Preparedness and Response Training Network: an emerging partner in preparedness training.

    PubMed

    Kennedy, Beth; Carson, Deborah Stier; Garr, David

    2009-03-01

    The South Carolina Area Health Education Consortium (SC AHEC) was funded in 2003 to train healthcare professionals in disaster preparedness and response. During the 5 years of funding, its Disaster Preparedness and Response Training Network evolved from disaster awareness training to competency-based instruction and performance assessment. With funding from the assistant secretary for preparedness and response (ASPR), a project with implications for national dissemination was developed to evaluate 2 aspects of preparedness training for community-based healthcare professionals. The SC AHEC designed disaster preparedness curricula and lesson plans, using a consensus-building technique, and then (1) distributed sample curricula and resources through the national Area Health Education Center system to assess an approach for providing preparedness training and (2) delivered a standardized preparedness curriculum to key influential thought leaders from 4 states to evaluate the effectiveness and acceptability of the curriculum. As a result of this project, the SC AHEC recommends that preparedness training for community-based practitioners needs to be concise and professionally relevant. It should be integrated into existing healthcare professions education programs and continuing education offerings. The project also demonstrated that although AHECs may be interested and well suited to incorporate preparedness training as part of their mission, more work needs to be done if they are to assume a prominent role in disaster preparedness training. PMID:19202395

  16. Transport of branched tetraether lipids from the Tagus River basin to the coastal ocean of the Portuguese margin: consequences for the interpretation of the MBT'/CBT paleothermometer

    NASA Astrophysics Data System (ADS)

    Zell, C.; Kim, J.-H.; Balsinha, M.; Dorhout, D.; Fernandes, C.; Baas, M.; Sinninghe Damsté, J. S.

    2014-03-01

    Branched glycerol dialkyl glycerol tetraethers (brGDGTs), which are transported from soil to marine sediment by rivers, have been used to reconstruct the mean annual air temperature (MAAT) and soil pH of the drainage basin using the methylation index of branched tetraethers (MBT, recently refined as MBT') and cyclization index of branched tetraethers (CBT) from coastal marine sediment records. In this study we are tracing the brGDGTs from source to sink in the Tagus River basin, the longest river system on the Iberian Peninsula, by determining their concentration and distribution in soils, river suspended particulate matter (SPM), riverbank sediments, marine SPM, and marine surface sediments. The concentrations of brGDGTs in river SPM were substantially higher and their distributions were different compared to those of the drainage basin soils. This indicates that brGDGTs are mainly produced in the river itself. In the marine environment, the brGDGT concentrations rapidly decreased with increasing distance from the Tagus estuary. At the same time, the brGDGT distributions in marine sediments also changed, indicating that marine in-situ production also takes place. These results show that there are various problems that complicate the use of the MBT'/CBT for paleoreconstructions using coastal marine sediments in the vicinity of a river. However, if the majority of brGDGTs are produced in the river, it might be possible to reconstruct the environmental (temperature and pH) conditions of the river water using appropriate aquatic calibrations, provided that marine core locations are chosen in such a way that the brGDGTs in their sediments are predominantly derived from riverine in-situ production.

  17. Transport of branched tetraether lipids from the Tagus River basin to the coastal ocean of the Portuguese margin: Consequences for the interpretation of the MBT'/CBT paleothermometer

    NASA Astrophysics Data System (ADS)

    Zell, Claudia; Kim, Jung-Hyun; Balinsha, Maria; Dorhout, Denise; Santos Fernandez, Cten; Baas, Marianne; Sinninghe Damsté, Jaap S.

    2014-05-01

    Branched glycerol dialkyl glycerol tetraethers (brGDGTs), which are transported from soil to marine sediment by rivers, have been used to reconstruct the mean annual air temperature(MAAT) and soil pH of the drainage basin using the methylation index of branched tetraethers(MBT, recently refined as MBT') and cyclization index of branched tetraethers (CBT) from coastal marine sediment records. In this study we are tracing the brGDGTs from source to sink in the Tagus River basin, the longest river system on the Iberian Peninsula, by determining their concentration and distribution in soils, river suspended particulate matter (SPM), riverbank sediments, marine SPM, and marine surface sediments. The concentrations of brGDGTs in river SPM were substantially higher and their distributions were different compared to those of the drainage basin soils. This indicates that brGDGTs are mainly produced in the river itself. In the marine environment, the brGDGT concentrations rapidly decreased with increasing distance from the Tagus estuary. At the same time, the brGDGT distributions in marine sediments also changed,indicating that marine in-situ production also takes place. These results show that there are various problems that complicate the use of the MBT'/CBT for paleoreconstructions using coastal marine sediments in the vicinity of a river. However, if the majority of brGDGTs are produced in the river, it might be possible to reconstruct the environmental (temperature and pH) conditions of the river water using appropriate aquatic calibrations, provided that marine core locations are chosen in such a way that the brGDGTs in their sediments are predominantly derived from riverine in-situ production.

  18. Professional Competencies: Perspectives and Challenges for the Tertiary Sector

    Microsoft Academic Search

    Shirley M. Yates

    \\u000a This chapter discusses the perspectives and challenges of professional competencies for the tertiary sector with examples\\u000a drawn from studies of speech pathology and paramedic university professional degree programmes in Australia. While attempts\\u000a to describe work performance in terms of competencies date from the behavioural objectives movement in the United States in\\u000a the 1950s (Bowden and Masters 1993), competency-based training (CBT)

  19. Strength Training

    MedlinePLUS

    Strength training is a vital part of a balanced exercise routine that includes aerobic activity and flexibility exercises. Regular ... sit-ups, or body weight squats) for strength training. Many people tend to lump all types of ...

  20. Training Visions

    ERIC Educational Resources Information Center

    Training, 2011

    2011-01-01

    In this article, "Training" asks the 2011 winners to give their predictions for what training--either in general or specifically at their companies--will look like in the next five to 10 years. Perhaps their "training visions" will spark some ideas in one's organization--or at least help prepare for what might be coming in the next decade or so.

  1. Toilet training.

    PubMed

    Choby, Beth A; George, Shefaa

    2008-11-01

    Toilet training is a developmental task that impacts families with small children. All healthy children are eventually toilet trained, and most complete the task without medical intervention. Most research on toilet training is descriptive, although some is evidence based. In the United States, the average age at which training begins has increased over the past four decades from earlier than 18 months of age to between 21 and 36 months of age. Newer studies suggest no benefit of intensive training before 27 months of age. Mastery of the developmental skills required for toilet training occurs after 24 months of age. Girls usually complete training earlier than boys. Numerous toilet-training methods are available. The Brazelton child-oriented approach uses physiologic maturity, ability to understand and respond to external feedback, and internal motivation to assess readiness. Dr. Spock's toilet-training approach is another popular method used by parents. The American Academy of Pediatrics incorporates components of the child-oriented approach into its guidelines for toilet training. "Toilet training in a day," a method by Azrin and Foxx, emphasizes operant conditioning and teaches specific toileting components. Because each family and child are unique, recommendations about the ideal time or optimal method must be customized. Family physicians should provide guidance about toilet-training methods and identify children who have difficulty reaching developmental milestones. PMID:19007052

  2. Improving Transportability of a CBT Intervention for Anxiety in Youth with ASD: Results from a US-Canada Collaboration

    PubMed Central

    Reaven, Judy; Blakeley-Smith, Audrey; Beattie, Tricia L.; Sullivan, April; Moody, Eric J.; Stern, Jessica A.; Hepburn, Susan L.; Smith, Isabel M.

    2015-01-01

    Anxiety disorders frequently co-occur in youth with autism spectrum disorders (ASD). In addition to developing efficacious treatments for anxiety in children with ASD, it is important to examine the transportability of these treatments to real-world settings. Study aims were to: a) train clinicians to deliver Facing Your Fears: Group Therapy for Managing Anxiety in Children with High-Functioning ASD (FYF) to fidelity; and b) examine feasibility of the program for novel settings. A secondary aim was to examine preliminary youth treatment outcome. Results indicated that clinicians obtained excellent fidelity following a workshop and ongoing consultation. Acceptability ratings indicated that FYF was viewed favorably, and critiques were incorporated into program revisions. Meaningful reductions in anxiety were reported post-treatment for 54% of children. Results support the initial effectiveness and transportability of FYF in new clinical settings. PMID:24463434

  3. A systems approach to computer-based training

    NASA Technical Reports Server (NTRS)

    Drape, Gaylen W.

    1994-01-01

    This paper describes the hardware and software systems approach used in the Automated Recertification Training System (ARTS), a Phase 2 Small Business Innovation Research (SBIR) project for NASA Kennedy Space Center (KSC). The goal of this project is to optimize recertification training of technicians who process the Space Shuttle before launch by providing computer-based training courseware. The objectives of ARTS are to implement more effective CBT applications identified through a need assessment process and to provide an ehanced courseware production system. The system's capabilities are demonstrated by using five different pilot applications to convert existing classroom courses into interactive courseware. When the system is fully implemented at NASA/KSC, trainee job performance will improve and the cost of courseware development will be lower. Commercialization of the technology developed as part of this SBIR project is planned for Phase 3. Anticipated spin-off products include custom courseware for technical skills training and courseware production software for use by corporate training organizations of aerospace and other industrial companies.

  4. Neuropsychology Training

    Microsoft Academic Search

    Wilfred G. Gorp; Hector F. Myers; Evan B. Drake

    \\u000a Education and training in clinical neuropsychology have experienced a rapid development and crystallization over the past\\u000a decade and a half, paralleling the explosive growth of the specialty. However, while there has been substantial growth in\\u000a the specification of training requirements and competency guidelines in the specialty of clinical neuropsychology, meaningful\\u000a integration of ethnocultural issues into the training curricula must be

  5. Southern Ductile Training Manual.

    ERIC Educational Resources Information Center

    Alabama State Dept. of Education, Montgomery.

    This instructor's manual contains the materials required to conduct the competency-based workplace literacy program that was developed to help employees at a foundry that has evolved from a small, family-owned business into a major foundry group with several automated production systems. The workplace literacy program consists of 24 lessons in…

  6. Work-related CBT versus vocational services as usual for unemployed persons with social anxiety disorder: A randomized controlled pilot trial.

    PubMed

    Himle, Joseph A; Bybee, Deborah; Steinberger, Edward; Laviolette, Wayne T; Weaver, Addie; Vlnka, Sarah; Golenberg, Zipora; Levine, Debra Siegel; Heimberg, Richard G; O'Donnell, Lisa A

    2014-10-30

    We designed and pilot-tested a group-based, work-related cognitive-behavioral therapy (WCBT) for unemployed individuals with social anxiety disorder (SAD). WCBT, delivered in a vocational service setting by vocational service professionals, aims to reduce social anxiety and enable individuals to seek, obtain, and retain employment. We compared WCBT to a vocational services as usual control condition (VSAU). Participants were unemployed, homeless, largely African American, vocational service-seeking adults with SAD (N = 58), randomized to receive either eight sessions of WCBT plus VSAU or VSAU alone and followed three months post-treatment. Multilevel modeling revealed significantly greater reductions in social anxiety, general anxiety, depression, and functional impairment for WCBT compared to VSAU. Coefficients for job search activity and self-efficacy indicated greater increases for WCBT. Hours worked per week in the follow-up period did not differ between the groups, but small sample size and challenges associated with measuring work hours may have contributed to this finding. Overall, the results of this study suggest that unemployed persons with SAD can be effectively treated with specialized work-related CBT administered by vocational service professionals. Future testing of WCBT with a larger sample, a longer follow-up period, and adequate power to assess employment outcomes is warranted. PMID:25461793

  7. Need for a global obstetric fistula training strategy.

    PubMed

    Rushwan, Hamid; Khaddaj, Sinan; Knight, Louise; Scott, Rachel

    2012-10-01

    Obstetric fistula is a complication of childbirth that often follows obstructed labor and is almost exclusive to low-resource countries. The original Global Burden of Disease Study (GBD 1990 Study) reported an incidence of 8.68 per 100000 and a prevalence of 51.35 per 100,000 for women aged 15-44 years in low-resource regions. The most cited global prevalence estimate is 2 million women. Although the global burden of obstetric fistula remains unclear, the number of women suffering from the condition is increasing, while surgical treatment remains limited. There are few experienced fistula surgeons and past surgical training approaches have been inconsistent. The Global Competency-Based Fistula Surgery Training Manual developed by FIGO and partners contains a set curriculum and, to ensure its implementation, a global strategy and training program have been developed. This paper describes key elements of the training program and its implementation. The anticipated impact of the training program is a reduction in global morbidity caused by obstetric fistula. PMID:22884819

  8. OBJECTIVES OF TRAINING CLINICAL MICROBIOLOGY TRAINING

    E-print Network

    MacMillan, Andrew

    OBJECTIVES OF TRAINING CLINICAL MICROBIOLOGY TRAINING PROGRAM DEPARTMENT OF LABORATORY MEDICINE AND PATHOLOGY FACULTY OF MEDICINE AND DENTISTRY #12;University of Alberta, Clinical Microbiology Training Program 2014 Clinical Microbiology Training Program Objectives: 2014 Property of: Clinical Microbiology

  9. Trains Magazine

    NSDL National Science Digital Library

    Trains magazine is billed as "THE magazine of railroading," covering short line and Class I railroads, along with details on the business side of operations, and details on equipment, policy news, and information on tourist railroads. New users will note that some of the materials here are for subscribers only, but much of the site is available to the general public. The News Wire area is a great place to get caught up with regulatory changes, services modifications, and information about intergovernmental affairs affecting railroad operations. Moving along, the Railroad Reference area features great maps like "Top Intermodal Lines in North America, 2004" and "Norfolk Southern's Predecessors." The Interactive area contains interviews with railroad insiders, a 24-hour train webcam from Rochelle, Illinois, and web exclusives. The site is rounded out by the Tourist Train Guidebook area, which offers up-to-date information on the operations of tourist trains around the United States and Canada.

  10. Effects of Dietary Fermented Chlorella vulgaris (CBT(®)) on Growth Performance, Relative Organ Weights, Cecal Microflora, Tibia Bone Characteristics, and Meat Qualities in Pekin Ducks.

    PubMed

    Oh, S T; Zheng, L; Kwon, H J; Choo, Y K; Lee, K W; Kang, C W; An, B K

    2015-01-01

    Fermented Chlorella vulgaris was examined for its effects on growth performance, cecal microflora, tibia bone strength, and meat qualities in commercial Pekin ducks. A total of three hundred, day-old male Pekin ducks were divided into three groups with five replicates (n = 20 ducklings per replicate) and offered diets supplemented with commercial fermented C. vulgaris (CBT(®)) at the level of 0, 1,000 or 2,000 mg/kg, respectively for 6 wks. The final body weight was linearly (p = 0.001) increased as the addition of fermented C. vulgaris into diets increased. Similarly, dietary C. vulgaris linearly increased body weight gain (p = 0.001) and feed intake (p = 0.001) especially at the later days of the feeding trial. However, there was no C. vulgaris effect on feed efficiency. Relative weights of liver were significantly lowered by dietary fermented C. vulgaris (linear effect at p = 0.044). Dietary fermented C. vulgaris did not affect total microbes, lactic acid bacteria, and coliforms in cecal contents. Finally, meat quality parameters such as meat color (i.e., yellowness), shear force, pH, or water holding capacity were altered by adding fermented C. vulgaris into the diet. In our knowledge, this is the first report to show that dietary fermented C. vulgaris enhanced meat qualities of duck meats. In conclusion, our study indicates that dietary fermented C. vulgaris exerted benefits on productivity and can be employed as a novel, nutrition-based strategy to produce value-added duck meats. PMID:25557680

  11. Train Trouble

    NSDL National Science Digital Library

    The Math Forum

    1999-01-01

    This Technology Problem of the Week (tPoW) challenges students to use proportional reasoning to determine the speed of a train that two children in a tunnel evade by running in opposite directions, given only the kids' relative starting position and speed as they run out of the tunnel. It links to the Geometer's Sketchpad sketch "Train Tunnel." Solve and explain your solution; download hints and answer checks. Free registration is required.

  12. Academic affiliated training centers in humanitarian health, Part I: program characteristics and professionalization preferences of centers in North America.

    PubMed

    Burkle, Frederick M; Walls, Alexa E; Heck, Joan P; Sorensen, Brian S; Cranmer, Hilarie H; Johnson, Kirsten; Levine, Adam C; Kayden, Stephanie; Cahill, Brendan; VanRooyen, Michael J

    2013-04-01

    The collaborative London based non-governmental organization network ELRHA (Enhancing Learning and Research for Humanitarian Assistance) supports partnerships between higher education institutions and humanitarian organizations worldwide with the objective to enhance the professionalization of the humanitarian sector. While coordination and control of the humanitarian sector has plagued the response to every major crisis, concerns highlighted by the 2010 Haitian earthquake response further catalyzed and accelerated the need to ensure competency-based professionalization of the humanitarian health care work force. The Harvard Humanitarian Initiative sponsored an independent survey of established academically affiliated training centers in North America that train humanitarian health care workers to determine their individual training center characteristics and preferences in the potential professionalization process. The survey revealed that a common thread of profession-specific skills and core humanitarian competencies were being offered in both residential and online programs with additional programs offering opportunities for field simulation experiences and more advanced degree programs. This study supports the potential for the development of like-minded academic affiliated and competency-based humanitarian health programs to organize themselves under ELRHA's regional "consultation hubs" worldwide that can assist and advocate for improved education and training opportunities in less served developing countries. PMID:23351967

  13. Training and Service in Public Health, Nigeria Field Epidemiology and Laboratory Training, 2008 – 2014

    PubMed Central

    Nguku, Patrick; Oyemakinde, Akin; Sabitu, Kabir; Olayinka, Adebola; Ajayi, Ikeoluwapo; Fawole, Olufunmilayo; Babirye, Rebecca; Gitta, Sheba; Mukanga, David; Waziri, Ndadilnasiya; Gidado, Saheed; Biya, Oladayo; Gana, Chinyere; Ajumobi, Olufemi; Abubakar, Aisha; Sani-Gwarzo, Nasir; Ngobua, Samuel; Oleribe, Obinna; Poggensee, Gabriele; Nsubuga, Peter; Nyager, Joseph; Nasidi, Abdulsalami

    2014-01-01

    The health workforce is one of the key building blocks for strengthening health systems. There is an alarming shortage of curative and preventive health care workers in developing countries many of which are in Africa. Africa resultantly records appalling health indices as a consequence of endemic and emerging health issues that are exacerbated by a lack of a public health workforce. In low-income countries, efforts to build public health surveillance and response systems have stalled, due in part, to the lack of epidemiologists and well-trained laboratorians. To strengthen public health systems in Africa, especially for disease surveillance and response, a number of countries have adopted a competency-based approach of training - Field Epidemiology and Laboratory Training Program (FELTP). The Nigeria FELTP was established in October 2008 as an inservice training program in field epidemiology, veterinary epidemiology and public health laboratory epidemiology and management. The first cohort of NFELTP residents began their training on 20th October 2008 and completed their training in December 2010. The program was scaled up in 2011 and it admitted 39 residents in its third cohort. The program has admitted residents in six annual cohorts since its inception admitting a total of 207 residents as of 2014 covering all the States. In addition the program has trained 595 health care workers in short courses. Since its inception, the program has responded to 133 suspected outbreaks ranging from environmental related outbreaks, vaccine preventable diseases, water and food borne, zoonoses, (including suspected viral hemorrhagic fevers) as well as neglected tropical diseases. With its emphasis on one health approach of solving public health issues the program has recruited physicians, veterinarians and laboratorians to work jointly on human, animal and environmental health issues. Residents have worked to identify risk factors of disease at the human animal interface for influenza, brucellosis, tick-borne relapsing fever, rabies, leptospirosis and zoonotic helminthic infections. The program has been involved in polio eradication efforts through its National Stop Transmission of Polio (NSTOP). The commencement of NFELTP was a novel approach to building sustainable epidemiological capacity to strengthen public health systems especially surveillance and response systems in Nigeria. Training and capacity building efforts should be tied to specific system strengthening and not viewed as an end to them. The approach of linking training and service provision may be an innovative approach towards addressing the numerous health challenges. PMID:25328621

  14. Distribution of tetraether lipids in the 25-ka sedimentary record of Lake Challa: extracting reliable TEX86 and MBT/CBT palaeotemperatures from an equatorial African lake

    NASA Astrophysics Data System (ADS)

    Sinninghe Damsté, Jaap S.; Ossebaar, Jort; Schouten, Stefan; Verschuren, Dirk

    2012-09-01

    The distribution of isoprenoid and branched glycerol dialkyl glycerol tetraether (GDGT) lipids was studied in the sedimentary record of Lake Challa, a permanently stratified, partly anoxic crater lake on the southeastern slope of Mt. Kilimanjaro (Kenya/Tanzania), to examine if the GDGTs could be used to reconstruct past variation in regional temperature. The study material comprised 230 samples from a continuous sediment sequence spanning the last 25 ka with excellent age control based on high-resolution AMS 14C dating. The distribution of GDGTs showed large variation through time. In some time intervals (i.e., from 20.4 to 15.9 ka BP and during the Younger Dryas, 12.9-11.7 ka BP) crenarchaeol was the most abundant GDGT, whereas at other times (i.e., during the Early Holocene) branched GDGTs and GDGT-0 were the major GDGT constituents. In some intervals of the sequence the relative abundance of GDGT-0 and GDGT-2 was too high to be derived exclusively from lacustrine Thaumarchaeota, suggesting a sizable contribution from methanogens and other archaea. This severely complicated application of TEX86 palaeothermometry in this lake, and limited reliable reconstruction of lake water temperature to the time interval 25-13 ka BP, i.e. the Last Glacial Maximum and the period of post-glacial warming. The TEX86-inferred timing of this warming is similar to that recorded previously in two of the large African rift lakes, while its magnitude is slightly or much higher than that recorded at these other sites, depending on which lake-based TEX86 calibration is used. Application of calibration models based on distributions of branched GDGTs developed for lakes inferred temperatures of 15-18 °C for the Last Glacial Maximum and 19-22 °C for the Holocene. However, the MBT/CBT palaeothermometer reconstructs temperatures as low as 12 °C for a Lateglacial period centred on 15 ka BP. Variation in down-core values of the BIT index are mainly determined by the varying production rate of crenarchaeol relative to in-situ produced branched GDGTs. The apparent relationship of the BIT index with climatic moisture balance can be explained either by the direct influence of lake level and wind strength on nutrient recycling, or by influx of soil nutrients promoting aquatic productivity and nitrification. This study shows that GDGTs can aid in obtaining climatic information from lake records but that the obtained data should be interpreted with care.

  15. Abstract of Training and Training Research.

    ERIC Educational Resources Information Center

    Glaser, Robert; Glanzer, Murray

    The report discusses four steps in the systematic development of human resources through training--specifications of training objectives, input control (trainee selection), training procedures, and output control (proficiency measurement). It then considers their implications for conducting training programs and training research. A primary…

  16. Field Epidemiology Training Programmes in Africa - Where are the Graduates?

    PubMed Central

    2010-01-01

    Background The current shortage of human resources for health threatens the attainment of the Millennium Development Goals. There is currently limited published evidence of health-related training programmes in Africa that have produced graduates, who remain and work in their countries after graduation. However, anecdotal evidence suggests that the majority of graduates of field epidemiology training programmes (FETPs) in Africa stay on to work in their home countries--many as valuable resources to overstretched health systems. Methods Alumni data from African FETPs were reviewed in order to establish graduate retention. Retention was defined as a graduate staying and working in their home country for at least 3 years after graduation. African FETPs are located in Burkina Faso, Ethiopia, Ghana, Kenya, Nigeria, Rwanda, South Africa, the United Republic of Tanzania, Uganda and Zimbabwe. However, this paper only includes the Uganda and Zimbabwe FETPs, as all the others are recent programmes. Results This review shows that enrolment increased over the years, and that there is high graduate retention, with 85.1% (223/261) of graduates working within country of training; most working with Ministries of Health (46.2%; 105/261) and non-governmental organizations (17.5%; 40/261). Retention of graduates with a medical undergraduate degree was higher (Zimbabwe 80% [36/83]; Uganda 90.6% [125/178]) than for those with other undergraduate qualifications (Zimbabwe 71.1% [27/83]; Uganda 87.5% [35/178]). Conclusions African FETPs have unique features which may explain their high retention of graduates. These include: programme ownership by ministries of health and local universities; well defined career paths; competence-based training coupled with a focus on field practice during training; awarding degrees upon completion; extensive training and research opportunities made available to graduates; and the social capital acquired during training. PMID:20696029

  17. Training Unpolluters

    ERIC Educational Resources Information Center

    Manpower, 1970

    1970-01-01

    The shortage of trained manpower remains a troublesome problem that must be overcome if the national attack on water pollution succeeds. The total number of persons treating waste water in 1967 was 11,300 professionals, 10,300 technicians, 23,500 sewage treatment plant operators, and 50,000 maintenance workers. (BC)

  18. Interval Training.

    ERIC Educational Resources Information Center

    President's Council on Physical Fitness and Sports, Washington, DC.

    Regardless of the type of physical activity used, interval training is simply repeated periods of physical stress interspersed with recovery periods during which activity of a reduced intensity is performed. During the recovery periods, the individual usually keeps moving and does not completely recover before the next exercise interval (e.g.,…

  19. Power Trains.

    ERIC Educational Resources Information Center

    Kukuk, Marvin; Mathis, Joe

    This curriculum guide is part of a series designed to teach students about diesel engines. The materials in this power trains guide apply to both on-road and off-road vehicles and include information about chain and belt drives used in tractors and combines. These instructional materials, containing nine units, are written in terms of student…

  20. Evaluating Training.

    ERIC Educational Resources Information Center

    Brethower, Karen S.; Rummler, Geary A.

    1979-01-01

    Presents general systems models (ballistic system, guided system, and adaptive system) and an evaluation matrix to help in examining training evaluation alternatives and in deciding what evaluation is appropriate. Includes some guidelines for conducting evaluation studies using four designs (control group, reversal, multiple baseline, and "before…

  1. Sports Training

    NASA Technical Reports Server (NTRS)

    1988-01-01

    Practitioners of martial arts have long seen a need for a precise method of measuring the power of a karate kick or a boxer's punch in training and competition. Impax sensor is a piezoelectric film less than one thousandth of an inch thick, yet extremely durable. They give out a voltage impulse when struck, the greater the force of impact, the higher the voltage. The impulse is transmitted to a compact electronics package where voltage is translated into a force-pounds reading shown on a digital display. Impax, manufactured by Impulse Technology, Inc. is used by martial arts instructors, practitioners, U.S. Olympic Committee Training Center, football blocking sleds, and boxers as well as police defensive tactics, providing a means of evaluating the performance of recruits.

  2. Train Analysis

    NASA Technical Reports Server (NTRS)

    1985-01-01

    Running resistance, the combined resistance induced by aerodynamic drag and mechanical friction, absorbs about 16 percent of railroad budget and maintenance costs. In order to study these losses, AT&SF Railroad entered into a joint research project with the Jet Propulsion Laboratory. Various train configurations were tested when the resulting data was computer analyzed. The Coast-Down Technique was estimated at one percent accuracy. AT&SF is evaluating the data further.

  3. Training Internists to Meet Critical Care Needs in the United States: A Consensus Statement from the Critical Care Societies Collaborative (CCSC)

    PubMed Central

    Pastores, Stephen M.; Martin, Greg S.; Baumann, Michael H.; Curtis, J. Randall; Farmer, J. Christopher; Fessler, Henry E.; Gupta, Rakesh; Hill, Nicholas S.; Hyzy, Robert C.; Kvetan, Vladimir; MacGregor, Drew A.; O’Grady, Naomi P.; Ognibene, Frederick P.; Rubenfeld, Gordon D.; Sessler, Curtis N.; Siegal, Eric; Simpson, Steven Q.; Spevetz, Antoinette; Ward, Nicholas S.; Zimmerman, Janice L.

    2014-01-01

    Objectives Multiple training pathways are recognized by the Accreditation Council for Graduate Medical Education (ACGME) for internal medicine (IM) physicians to certify in critical care medicine (CCM) via the American Board of Internal Medicine. While each involves 1 year of clinical fellowship training in CCM, substantive differences in training requirements exist among the various pathways. The Critical Care Societies Collaborative convened a task force to review these CCM pathways and to provide recommendations for unified and coordinated training requirements for IM-based physicians. Participants A group of CCM professionals certified in pulmonary-CCM and/or IM-CCM from ACGME-accredited training programs who have expertise in education, administration, research, and clinical practice. Data Sources and Synthesis Relevant published literature was accessed through a MEDLINE search and references provided by all task force members. Material published by the ACGME, American Board of Internal Medicine, and other specialty organizations was also reviewed. Collaboratively and iteratively, the task force reached consensus using a roundtable meeting, electronic mail, and conference calls. Main Results Internal medicine-CCM–based fellowships have disparate program requirements compared to other internal medicine subspecialties and adult CCM fellowships. Differences between IM-CCM and pulmonary-CCM programs include the ratio of key clinical faculty to fellows and a requirement to perform 50 therapeutic bronchoscopies. Competency-based training was considered uniformly desirable for all CCM training pathways. Conclusions The task force concluded that requesting competency-based training and minimizing variations in the requirements for IM-based CCM fellowship programs will facilitate effective CCM training for both programs and trainees. PMID:24637881

  4. Use of the operative logbook to monitor trainee progress, and evaluate operative supervision provided by accredited training posts.

    PubMed

    Beasley, Spencer W; McBride, Craig; Pearson, Mei Ling

    2011-01-01

    The Surgical Education and Training (SET) program of the Royal Australasian College of Surgeons (RACS) represents a change from a time-based program to a competency-based program and much greater emphasis is placed on formative assessment and timely feedback (to Surgical Training Boards - STBs - as well as to the trainee). It demands early recognition of the trainee who is struggling to progress, the so-called "marginal trainee". Many of these are simply failing to acquire the desired competencies at the desired or expected rate, although some have more profound underlying deficiencies. SET also places a demand on training posts--with the expectation that they are providing an environment that is conducive to learning and that the trainees are getting adequate learning opportunities. In the domain of operative skills, this largely implies that levels of operative teaching and supervision should be appropriate to the trainee's stage and ability. PMID:21549984

  5. Media Training

    ScienceCinema

    None

    2011-10-06

    With the LHC starting up soon, the world's media are again turning their attention to CERN. We're all likely to be called upon to explain what is happening at CERN to media, friends and neighbours. The seminar will be given by BBC television news journalists Liz Pike and Nadia Marchant, and will deal with the kind of questions we're likely to be confronted with through the restart period. The training is open for everybody. Make sure you arrive early enough to get a seat - there are only 200 seats in the Globe. The session will also be webcast: http://webcast.cern.ch/

  6. Advanced training systems

    NASA Technical Reports Server (NTRS)

    Savely, Robert T.; Loftin, R. Bowen

    1990-01-01

    Training is a major endeavor in all modern societies. Common training methods include training manuals, formal classes, procedural computer programs, simulations, and on-the-job training. NASA's training approach has focussed primarily on on-the-job training in a simulation environment for both crew and ground based personnel. NASA must explore new approaches to training for the 1990's and beyond. Specific autonomous training systems are described which are based on artificial intelligence technology for use by NASA astronauts, flight controllers, and ground based support personnel that show an alternative to current training systems. In addition to these specific systems, the evolution of a general architecture for autonomous intelligent training systems that integrates many of the features of traditional training programs with artificial intelligence techniques is presented. These Intelligent Computer Aided Training (ICAT) systems would provide much of the same experience that could be gained from the best on-the-job training.

  7. 2011 Training Industry Report

    ERIC Educational Resources Information Center

    Training, 2011

    2011-01-01

    This article presents "Training" magazine's exclusive analysis of the U.S. training industry, featuring 2011 training expenditures, budgetary allocations, delivery methods, and training priorities. Now in its 30th year, The Industry Report is recognized as the training industry's most trusted source of data on budgets, staffing, and programs. This…

  8. Spaced cognitive training promotes training transfer.

    PubMed

    Wang, Zuowei; Zhou, Renlai; Shah, Priti

    2014-01-01

    Cognitive training studies yield wildly inconsistent results. One dimension on which studies vary is the scheduling of training sessions (Morrison and Chein, 2011). In this study, we systematically address whether or not spacing of practice influences training and transfer. We randomly assigned 115 fifth grade children to an active control group or one of four training groups who received working memory training based on a "running span" task (Zhao et al., 2011). All groups received the same total amount of training: 20 sessions of training with 60 trials for an average of 20 min per session. The training was spread across 2, 5, 10, or 20 days. The active control group received 20-min sessions of math instruction for 20 sessions. Before and after training participants in all five groups performed a single transfer test that assessed fluid intelligence, the Raven's Progressive Matrices Test. Overall, participants in all four training groups improved significantly on the training task (at least partially), as reflected by increased speed. More importantly, the only training group to show significant improvement on the Raven's was the group who had the greatest amount of spacing (20 days group) during training and improvement in this group was significantly higher than that of the control group. PMID:24782744

  9. A randomized controlled trial comparing cognitive behavior therapy, cognitive adaptation training, their combination and treatment as usual in chronic schizophrenia.

    PubMed

    Velligan, Dawn I; Tai, Sara; Roberts, David L; Maples-Aguilar, Natalie; Brown, Matt; Mintz, Jim; Turkington, Douglas

    2015-05-01

    Following baseline assessment, 166 patients in medication maintenance at a community mental health center who were experiencing both persistent positive symptoms of schizophrenia and impairments in functioning were randomized to 1 of 4 treatments for 9 months: (1) Cognitive Behavior Therapy for psychosis (CBTp)-a therapy designed to identify and alter reasoning and appraisal biases that contribute to the formation and maintenance of positive symptoms, (2) Cognitive Adaptation Training (CAT)-a treatment using environmental supports including signs, alarms, checklists and the organization of belongings established at weekly home visits to compensate for impairments in cognitive functioning and improve everyday functional outcomes, (3) Multi-modal Cognitive treatment-a combination of CBTp and CAT, and (4) Treatment as Usual. Data on symptoms and functional outcomes were obtained every 3 months. A mixed effects regression model with repeated measures using a 2 (CAT/no CAT) × 2 (CBT/no CBT) design indicated that functioning as measured by the Multnomah Community Ability Scale improved more in groups receiving CAT than other treatment groups. Auditory hallucinations and associated distress improved slightly more in groups receiving CAT. In this study, CBTp did not improve outcomes. Combining CAT with CBTp did not improve outcomes more than CAT alone. PMID:25193976

  10. Competency-based learning in traumatology

    Microsoft Academic Search

    David Hill; Paul Stalley; David Pennington; Michael Besser; William McCarthy

    1997-01-01

    BackgroundA multidisciplinary, competencybased trauma teaching program was introduced for final year medical students (n = 67) at Royal Prince Alfred Hospital (RPAH) in 1994 to complement the surgical clerkship.

  11. Moving beyond a Competency-Based Internship

    ERIC Educational Resources Information Center

    Gruenert, Stephen W.; Balch, Bradley V.

    2004-01-01

    The internship, a culminating program experience for aspiring building-level administrators, affords university faculty and mentors rich insight into the transition that occurs when interns pedagogically shift from teacher to building administrator; a transition that intimately connects classroom learning with authentic experience. Grounded in…

  12. Competency Based Education Curriculum for Data Processing.

    ERIC Educational Resources Information Center

    West Virginia State Vocational Curriculum Lab., Cedar Lakes.

    This curriculum for data processing is organized into four learning modules. Each module is comprised of four to seven competencies. A student competency sheet provided for each competency is organized into this format: module and competency number and name, performance guide, learning activities, and an evaluation. Where appropriate, student…

  13. Competency Based Exams and Older Students.

    ERIC Educational Resources Information Center

    McConatha, Jasmin T.; And Others

    College seniors--129 who were 25 years of age or older, and 734 younger students were administered the objective portion of the American College Testing (ACT) College Outcomes Measures Project (COMP) test. The total COMP scores and subscores were compared for the two groups, as well as their entering ACT scores and grade-point averages using…

  14. Competency Based Curriculum for Real Estate Agent.

    ERIC Educational Resources Information Center

    McCloy, Robert J.

    This publication is a curriculum and teaching guide for preparing real estate agents in the state of West Virginia. The guide contains 30 units, or lessons. Each lesson is designed to cover three to five hours of instruction time. Competencies provided for each lesson are stated in terms of what the student should be able to do as a result of the…

  15. Arkansas' Curriculum Guide. Competency Based Computerized Accounting.

    ERIC Educational Resources Information Center

    Arkansas State Dept. of Education, Little Rock. Div. of Vocational, Technical and Adult Education.

    This guide contains the essential parts of a total curriculum for a one-year secondary-level course in computerized accounting. Addressed in the individual sections of the guide are the following topics: the complete accounting cycle, computer operations for accounting, computerized accounting and general ledgers, computerized accounts payable,…

  16. Competency-Based Recordkeeping. Bulletin 1781.

    ERIC Educational Resources Information Center

    Nicholls State Univ., Thibodaux, LA.

    This model instructional unit was developed to aid business teachers in Louisiana to prepare students in grades 10-12 for business and office employment, further educational experiences, and responsible consumer activity. It provides guidance on model performance objectives, current technology content, sources, and supplemental materials.…

  17. Why Strength Training?

    MedlinePLUS

    ... Physical Activity Physical Activity Share Compartir Why strength training? Research has shown that strengthening exercises are both ... person's mental and emotional health. Benefits of Strength Training There are numerous benefits to strength training regularly, ...

  18. Budapest Training Technology Centre.

    ERIC Educational Resources Information Center

    Budapest Training Technology Centre (Hungary).

    The Budapest Training Technology Centre (BTTC) grew out of a 1990 agreement calling for Great Britain to help Hungary develop and implement open and flexible training methods and technology-based training to support the labor force development and vocational training needs resulting from Hungary's transition to a market economy. The BTTC would be…

  19. Creating Training Miracles.

    ERIC Educational Resources Information Center

    Rylatt, Alastair; Lohan, Kevin

    This book, which is intended as a comprehensive practical reference source for training professionals, consultants, and managers, examines emerging trends in training and explains how to get training results in the workplace by using various educational strategies and advanced training methods. The following are among the topics discussed:…

  20. A Volunteer Training Framework

    ERIC Educational Resources Information Center

    Deslandes, Moira; Rogers, Louise

    2008-01-01

    Volunteering SA (VSA) has responded to the need to revise and expand the training offered to volunteers. It has developed a volunteer training framework to provide structure and guidance for the sector in making policy and financial decisions about directions and type of training that volunteers require and desire, where the training can lead and…

  1. Training Management Information System

    Microsoft Academic Search

    Rackley

    1989-01-01

    The Training Management Information System (TMIS) is an integrated information system for all training related activities. TMIS is at the leading edge of training information systems used in the nuclear industry. The database contains all the necessary records to confirm the department's adherence to accreditation criteria and houses all test questions, student records and information needed to evaluate the training

  2. A Vocational Training Directory.

    ERIC Educational Resources Information Center

    Heymans, Susan; Hirschowitz, Ros

    This directory describes the training that is taking place in the private sector in the various industries in South Africa, excluding agriculture and domestic service, at a macro level. It focuses on training given or coordinated by industry training boards, regional training centers, certain employer organizations, and certain large employers, as…

  3. Training evaluation final report

    NASA Technical Reports Server (NTRS)

    Sepulveda, Jose A.

    1992-01-01

    In the area of management training, 'evaluation' refers both to the specific evaluation instrument used to determine whether a training effort was considered effective, and to the procedures followed to evaluate specific training requests. This report recommends to evaluate new training requests in the same way new procurement or new projects are evaluated. This includes examining training requests from the perspective of KSC goals and objectives, and determining expected ROI of proposed training program (does training result in improved productivity, through savings of time, improved outputs, and/or personnel reduction?). To determine whether a specific training course is effective, a statement of what constitutes 'good performance' is required. The user (NOT the Training Branch) must define what is 'required level of performance'. This 'model' will be the basis for the design and development of an objective, performance-based, training evaluation instrument.

  4. Strengthening field epidemiology in Africa: The Zimbabwe Field Epidemiology Training Program

    PubMed Central

    Tshimanga, Mufuta; Gombe, Notion; Shambira, Gerald; Nqobile, Ndlovu

    2011-01-01

    The Zimbabwe Masters in Public Health Program is a 2-year competency based training that consists of classroom teaching (30%) and on the job field training (70%). The MPH program was created in 1993 with the aim of assisting the Ministry of Health and Child Welfare create a permanent capacity to recruit, train, and employ public health practitioners to sustain the public health infrastructure. The MPH program is operated from two sites: the DCM at the College of Health Sciences, of University of Zimbabwe (UZ) and the Health Studies Office (HSO) in MOHCW. The HSO in the MOHCW oversees the operation of field training in collaboration with approved Field Supervisors at the training sites. MOHCW provides field training sites through its eight provincial medical directorates. In addition the health directorates of the major cities in the country are designated field training sites. Since 1993, the program has had 18 Cohorts trained of which three are part-time. The part-time program was initiated in 2008 with an intake of 10 trainees. Since 2003, the full time program has experienced an increase in intake with the highest intake recorded being 16 trainees in 2003. The average intake from 2003 - 2011 has been 12 trainees. A total of 169 trainees have been enrolled in the last 19 years. Of the 143 trainees enrolled by 2009, 136 (95%) have graduated. The part-time program has had one cohort graduating with 5 out 10 successfully completing the course. Since the launch of the program, the majority of the graduates have filled most of the key public health positions and even so the positions in most of the nongovernmental organisations. PMID:22359700

  5. Strengthening field epidemiology in Africa: the Zimbabwe Field Epidemiology Training Program.

    PubMed

    Tshimanga, Mufuta; Gombe, Notion; Shambira, Gerald; Nqobile, Ndlovu

    2011-01-01

    The Zimbabwe Masters in Public Health Program is a 2-year competency based training that consists of classroom teaching (30%) and on the job field training (70%). The MPH program was created in 1993 with the aim of assisting the Ministry of Health and Child Welfare create a permanent capacity to recruit, train, and employ public health practitioners to sustain the public health infrastructure. The MPH program is operated from two sites: the DCM at the College of Health Sciences, of University of Zimbabwe (UZ) and the Health Studies Office (HSO) in MOHCW. The HSO in the MOHCW oversees the operation of field training in collaboration with approved Field Supervisors at the training sites. MOHCW provides field training sites through its eight provincial medical directorates. In addition the health directorates of the major cities in the country are designated field training sites. Since 1993, the program has had 18 Cohorts trained of which three are part-time. The part-time program was initiated in 2008 with an intake of 10 trainees. Since 2003, the full time program has experienced an increase in intake with the highest intake recorded being 16 trainees in 2003. The average intake from 2003 - 2011 has been 12 trainees. A total of 169 trainees have been enrolled in the last 19 years. Of the 143 trainees enrolled by 2009, 136 (95%) have graduated. The part-time program has had one cohort graduating with 5 out 10 successfully completing the course. Since the launch of the program, the majority of the graduates have filled most of the key public health positions and even so the positions in most of the nongovernmental organisations. PMID:22359700

  6. [Reinventing specialty training of physicians? Principles and challenges].

    PubMed

    Morán-Barrios, J; Ruiz de Gauna Bahillo, P

    2010-01-01

    In a world undergoing constant change, in the era of globalisation, the training of medical professionals should be under constant review so that it can be tailored to meet the needs of this society in transition. This is all the more true at times of economic uncertainty, such as the current conditions, which have a direct impact on health services. Professionals need new Competencies for new times. Over the last decade initiatives have emerged in various Anglo-Saxon countries which have defined a framework of basic Competencies that all medical specialists should demonstrate in their professional practice. In addition to this, we must respond to the creation of the European Higher Education Area which has implications for specialised training. In Spain, training for medical specialists was in need of an overhaul and the recently passed law (Real Decreto 183/2008) will allow us to move forward and implement, in medical education, initiatives and innovations required in our medical centres, to respond to the new society and bring us in line with international professional education and practice. The way forward is a Competency-based model for medical education with assessment of these Competencies using simple instruments, validated and accepted by all the stakeholders. The institutions involved (hospitals, medical centres and other health care services) should trial different approaches within the general framework established by the current legislation and be conscious of the duty they have to society as accredited training organisations. Accordingly, they should consolidate their teaching and learning structures and the various different educational roles (Director of Studies, Tutors, and other teaching positions), showing the leadership necessary to allow proper implementation of their training programmes. For this, the Spanish Autonomous Regions must develop their own legislation regulating Medical Specialty Training. So, medical professionals should receive training, based on ethical values, behaviours and attitudes that considers humanistic, scientific and technical factors, developing an understanding of the scientific method; ability to put it into practice; skills to manage complexity and uncertainty; a command of scientific, technical and IT terminology to facilitate independent learning; and a capacity for initiative and teamwork, as well as skills for dealing with people and for making an effective, democratic contribution both within health organisations and in the wider society. PMID:21113208

  7. Quantitative training system assessments using General Systems Performance Theory

    E-print Network

    Kashyap, Sujatha

    2000-01-01

    provides an overview of the concept of situational awareness and identifies the characteristics that are usually associated ivith a situationally aivare person. A. CBT Systems As ivas mentioned in Chapter I, there is considerable evidence [3, 4...

  8. FERPA Training Guide FERPA Training Steps

    E-print Network

    for funding (tuition waivers, assistantships, fellowships, etc.); 2) evaluate student progress to degree; 3FERPA Training Guide 1 FERPA Training Steps Graduate committee chairs and co-chairs are encouraged to run regular degree evaluations on their student advisees in order to 1) verify student eligibility

  9. National Conservation Training Center - USFWS

    Science.gov Websites

    Green Meetings Federally Approved Library Resources Conservation Library Digital Media Literature Search Publications Training Resources Training References Training Roadmaps...

  10. Training European Trade Unionists.

    ERIC Educational Resources Information Center

    Miller, Doug; Stirling, John

    1998-01-01

    A study of trade union education in Germany, Italy, Sweden, and the United Kingdom finds training is being adapted to meet new political and economic conditions. Significant national differences appeared in terms of legislation, funding, training, and accreditation. (SK)

  11. People + Media = Training Flexibility

    ERIC Educational Resources Information Center

    Wildberger, August M.; Hendershot, Patricia

    1976-01-01

    To eliminate expensive outside training, the Naval Material Command Support Activity created an in-house training program which was presented in three parts: contract courses, employee instructed classes, and packaged purchased audiovisual courses. (Author/HB)

  12. Importance of Gait Training

    MedlinePLUS

    ... all lower-limb amputees will bene?t from gait training at some point in their recovery to help ... the supervision of a physical therapist, the initial training is provided by the prosthetist as part of ...

  13. Genetic Counseling Training

    MedlinePLUS

    Genetic Counseling Training Find out the answers the questions you may have about becoming a genetic counselor with these Frequently Asked ... Graduate School Simulated Genetic Counseling Sessions Genetic Counseling Training Programs Applying Interviewing Acceptance Learn More about Genetic ...

  14. Training Earns Its Keep.

    ERIC Educational Resources Information Center

    Krell, Eric

    2001-01-01

    Training centers are now developing and marketing profitable external learning initiatives. Training programs are strengthening customer satisfaction, contributing to partnership development, enhancing research and development activities, and bolstering the bottom line. (JOW)

  15. National Wildland Fire Training

    NSDL National Science Digital Library

    This site enables access to local area, geographic area, national, and other related Interagency Wildland Fire Training information. The home page also contains current training news and a comment section.

  16. Foal imprint training

    E-print Network

    Williams, Jennifer Lee

    2001-01-01

    procedure included exposing the foal to each stimulus encountered during the imprint training procedure plus a novel stimulus. Percentage change from baseline heart rate, time required to complete each training stimulus (foals that were more reactive took...

  17. Interprofessional Training Course

    E-print Network

    Walker, Lawrence R.

    Geriatric Interprofessional Training Course ATTN: NURSES, MDs, SOCIAL WORKERS, PSYCHIATRISTS, OTs communication and collaboration.1 Evidence Based Practice There is not enough current research/alzheimers disease Training Includes: An overview of diabetes mellitus, and alzheimers/dementia Evaluate

  18. Overview of Training Programmes Autumn 2013 Project/ Training programme Description

    E-print Network

    Grant, P. W.

    the need for increasing higher level ICT skills across all industry sectors. Steel Training ResearchOverview of Training Programmes Autumn 2013 Project/ Training programme Description Advanced Professional Training Biosciences (APT) Part time modular learning programmes delivered across Swansea, Neath

  19. Train-the-Trainer Program Pesticide Safety Training for

    E-print Network

    Ishida, Yuko

    Train-the-Trainer Program Pesticide Safety Training for Fieldworkers and Pesticide Handlers Two classes are being offered in Coalinga, CA West complete this training will become certified to provide pesticide safety training

  20. Northampton Community College Adult Learner Competencies Implementation. Final Report, 1998-1999 [and] Adult Learner Competencies Implementation Manual for Workshops #1 and #2 and NCC Competencies-Based Lesson Plan "Mini-Bank".

    ERIC Educational Resources Information Center

    Sullivan, Judy

    A project provided training and guidance to Northampton Community College (NCC) staff in implementing the "new" adult learner skill competencies. Two workshops were held to serve 29 staff in Monroe, Wayne, and Pike counties in Pennsylvania. Among the topics covered were defining and introducing portfolios to adult learners, individualizing…

  1. Protocol for the Cognitive Interventions and Nutritional Supplements (CINS) trial: A randomized controlled multicenter trial of a brief intervention (BI) versus a BI plus cognitive behavioral treatment (CBT) versus nutritional supplements for patients with long-lasting muscle and back pain

    Microsoft Academic Search

    Silje E Reme; Torill H Tveito; Trudie Chalder; Tormod Bjørkkjær; Aage Indahl; Jens I Brox; Egil Fors; Eli M Hagen; Hege R Eriksen

    2011-01-01

    Background  Brief intervention programs are clinically beneficial, and cost efficient treatments for low back pain, when offered at 8-12\\u000a weeks, compared with treatment as usual. However, about 30% of the patients do not return to work. The European Guidelines\\u000a for treatment of chronic low back pain recommends Cognitive Behavioral Therapy (CBT), but conclude that further research is\\u000a needed to evaluate the

  2. Providing Continuing Instructor Training.

    ERIC Educational Resources Information Center

    Bean, Dennis

    Management should provide continuing instructor training to maintain and improve both the technical competence and instructional skills of instructors. Continuing training programs should address both instructional skills and technical skills. Training organizations must be both proactive and reactive in the development of instructor continuing…

  3. Training Alaska Pipeline Workers

    ERIC Educational Resources Information Center

    Grace, Michael

    1975-01-01

    The Government, unions, and employers in Alaska are walking a thin line between training enough pipeline workers to meet current demands, and training too many for jobs that may not exist four or five years from now. The article surveys training programs which stress job opportunities for the State's natives. (Author/AJ)

  4. Radon Training for Professionals

    E-print Network

    Netoff, Theoden

    Radon Training for Professionals 2008-2009 www.cce.umn.edu/radon Regional Radon Training Center of Continuing Education, Kansas State University #12;WHAT IS THE MIDWEST UNIVERSITIES RADON CONSORTIUM (MURC)? MURC is a University-based world leader in radon training for professionals with a focus on North

  5. FITNESS INSTRUCTOR -Personal Training -

    E-print Network

    Walker, Lawrence R.

    FITNESS INSTRUCTOR TRAINING - Personal Training - Joseph Agnew, Fitness Coordinator Website: joseph.agnew@unlv.edu srwc.unlv.edu 702-774-7126 702-774-7100 UNLV Campus Recreational Services Fitness Instructor Training (F.I.T.) course combines lecture & practical appli- cation to cover the basics of personal fitness

  6. Unsupervised acoustic model training

    Microsoft Academic Search

    Lori Lamel; Jean-Luc Gauvain; Gilles Adda

    2002-01-01

    This paper describes some recent experiments using unsupervised techniques for acoustic model training in order to reduce the system development cost. The approach uses a speech recognizer to transcribe unannotated raw broadcast news data. The hypothesized transcription is used to create labels for the training data. Experiments providing supervision only via the language model training materials show that including texts

  7. Open focus attention training.

    PubMed

    Fehmi, Lester G; Shor, Susan B

    2013-03-01

    This article describes the role of attention training and brainwave synchrony training in the resolution of stress- and pain-related symptoms. It describes the origin of Open Focus attention training as it was distilled from observations of space-generated brain wave activity. It provides a map of the various attentional styles and associated EEG activity. PMID:23538084

  8. Human Factors in Training

    NASA Technical Reports Server (NTRS)

    Barshi, Immanuel; Byrne, Vicky; Arsintescu, Lucia; Connell, Erin; Sandor, Aniko

    2009-01-01

    Future space missions will be significantly longer than current shuttle missions and new systems will be more complex than current systems. Increasing communication delays between crews and Earth-based support means that astronauts need to be prepared to handle the unexpected on their own. As crews become more autonomous, their potential span of control and required expertise must grow to match their autonomy. It is not possible to train for every eventuality ahead of time on the ground, or to maintain trained skills across long intervals of disuse. To adequately prepare NASA personnel for these challenges, new training approaches, methodologies, and tools are required. This research project aims at developing these training capabilities. By researching established training principles, examining future needs, and by using current practices in space flight training as test beds, both in Flight Controller and Crew Medical domains, this research project is mitigating program risks and generating templates and requirements to meet future training needs. Training efforts in Fiscal Year 08 (FY08) strongly focused on crew medical training, but also began exploring how Space Flight Resource Management training for Mission Operations Directorate (MOD) Flight Controllers could be integrated with systems training for optimal Mission Control Center (MCC) operations. The Training Task addresses Program risks that lie at the intersection of the following three risks identified by the Project: (1) Risk associated with poor task design (2) Risk of error due to inadequate information (3) Risk associated with reduced safety and efficiency due to poor human factors design

  9. Apprenticeship Training: Gasfitter Program.

    ERIC Educational Resources Information Center

    Alberta Learning, Edmonton. Apprenticeship and Industry Training.

    This document presents information about the apprenticeship training program of Alberta, Canada, in general and the gasfitter program in particular. The first part of the document discusses the following items: Alberta's apprenticeship and industry training system; the apprenticeship and industry training committee structure; local apprenticeship…

  10. Education and Training.

    ERIC Educational Resources Information Center

    Social and Labour Bulletin, 1980

    1980-01-01

    This special section on education and training includes reports on government involvement in training in Burundi and the USSR, activities of the African Centre for the Development of Vocational Training, and the status of paid educational leave in Canada and Finland. (SK)

  11. Strategic Issues for Training.

    ERIC Educational Resources Information Center

    Pollitt, David, Ed.

    1998-01-01

    Includes 21 short articles on a variety of subjects: Internet for management development, lifelong learning in virtual universities, high performance organizations, National Vocational Qualifications, cost effectiveness and training effectiveness, mind maps, Generation X training, Japanese vocational training, management development in Libya, and…

  12. Expanded Training Sets

    Microsoft Academic Search

    George N. Karystinos; Dimitris A. Pados

    An algorithmic procedure is developed for the random expansion of a given training set to combat overfitting and improve the generalization ability of backpropagation trained multilayer perceptrons (MLPs). The training set is -means clustered and locally most entropic colored Gaussian joint input-output probability density function (pdf) estimates are formed per cluster. The number of clusters is chosen such that the

  13. Human Factors in Training

    NASA Technical Reports Server (NTRS)

    Barshi, Immanuel; Byrne, Vicky; Arsintescu, Lucia; Connell, Erin

    2010-01-01

    Future space missions will be significantly longer than current shuttle missions and new systems will be more complex than current systems. Increasing communication delays between crews and Earth-based support means that astronauts need to be prepared to handle the unexpected on their own. As crews become more autonomous, their potential span of control and required expertise must grow to match their autonomy. It is not possible to train for every eventuality ahead of time on the ground, or to maintain trained skills across long intervals of disuse. To adequately prepare NASA personnel for these challenges, new training approaches, methodologies, and tools are required. This research project aims at developing these training capabilities. By researching established training principles, examining future needs, and by using current practices in space flight training as test beds, both in Flight Controller and Crew Medical domains, this research project is mitigating program risks and generating templates and requirements to meet future training needs. Training efforts in Fiscal Year 09 (FY09) strongly focused on crew medical training, but also began exploring how Space Flight Resource Management training for Mission Operations Directorate (MOD) Flight Controllers could be integrated with systems training for optimal Mission Control Center (MCC) operations. The Training Task addresses Program risks that lie at the intersection of the following three risks identified by the Project: 1) Risk associated with poor task design; 2) Risk of error due to inadequate information; and 3) Risk associated with reduced safety and efficiency due to poor human factors design.

  14. Abramovo Counterterrorism Training Center

    SciTech Connect

    Hayes, Christopher M [ORNL; Ross, Larry [U.S. Department of Energy; Lingenfelter, Forrest E [ORNL; Sokolnikov, Pavel I [ORNL; Kaldenbach, Karen Yvonne [ORNL; Estigneev, Yuri [Eleron; Murievav, Andrey [Eleron

    2011-01-01

    The U.S. government has been assisting the Russian Federation (RF) Ministry of Defense (MOD) for many years with nuclear weapons transportation security (NWTS) through the provision of specialized guard escort railcars and cargo railcars with integrated physical security and communication systems, armored transport vehicles, and armored escort vehicles. As a natural continuation of the NWTS program, a partnership has been formed to construct a training center that will provide counterterrorism training to personnel in all branches of the RF MOD. The Abramovo Counterterrorism Training Center (ACTC) is a multinational, multiagency project with funding from Canada, RF and the U.S. Departments of Defense and Energy. ACTC will be a facility where MOD personnel can conduct basic through advanced training in various security measures to protect Category IA material against the threat of terrorist attack. The training will enhance defense-in-depth principles by integrating MOD guard force personnel into the overall physical protection systems and improving their overall response time and neutralization capabilities. The ACTC project includes infrastructure improvements, renovation of existing buildings, construction of new buildings, construction of new training facilities, and provision of training and other equipment. Classroom training will be conducted in a renovated training building. Basic and intermediate training will be conducted on three different security training areas where various obstacles and static training devices will be constructed. The central element of ACTC, where advanced training will be held, is the 'autodrome,' a 3 km road along which various terrorist events can be staged to challenge MOD personnel in realistic and dynamic nuclear weapons transportation scenarios. This paper will address the ACTC project elements and the vision for training development and integrating this training into actual nuclear weapons transportation operations.

  15. STS-96 Crew Training

    NASA Technical Reports Server (NTRS)

    1999-01-01

    The training for the crew members of the STS-96 Discovery Shuttle is presented. Crew members are Kent Rominger, Commander; Rick Husband, Pilot; Mission Specialists, Tamara Jernigan, Ellen Ochoa, and Daniel Barry; Julie Payette, Mission Specialist (CSA); and Valery Ivanovich Tokarev, Mission Specialist (RSA). Scenes show the crew sitting and talking about the Electrical Power System; actively taking part in virtual training in the EVA Training VR (Virtual Reality) Lab; using the Orbit Space Vision Training System; being dropped in water as a part of the Bail-Out Training Program; and taking part in the crew photo session.

  16. Human Factors in Training

    NASA Technical Reports Server (NTRS)

    Barshi, Immanuel; Byme, Vicky; Arsintescu, Lucia

    2008-01-01

    Future space missions will be significantly longer than current Shuttle missions and new systems will be more complex than current systems. Increasing communication delays between crews and Earth-based support means that astronauts need to be prepared to handle the unexpected on their own. As crews become more autonomous, their potential span of control and required expertise must grow to match their autonomy. It is not possible to train for every eventuality ahead of time on the ground, or to maintain trained skills across long intervals of disuse. To adequately prepare NASA personnel for these challenges, new training approaches, methodologies, and tools are required. This research project aims at developing these training capabilities. Training efforts in FY07 strongly focused on crew medical training, but also began exploring how Space Flight Resource Management training for Mission Operations Directorate (MOD) Flight Controllers could be integrated with systems training for optimal Mission Control Center operations. Beginning in January 2008, the training research effort will include team training prototypes and tools. The Training Task addresses Program risks that lie at the intersection of the following three risks identified by the Project: 1) Risk associated with poor task design; 2) Risk of error due to inadequate information; 3) Risk associated with reduced safety and efficiency due to poor human factors design.

  17. T-1 Training Area

    ScienceCinema

    None

    2015-01-09

    Another valuable homeland security asset at the NNSS is the T-1 training area, which covers more than 10 acres and includes more than 20 separate training venues. Local, County, and State first responders who train here encounter a variety of realistic disaster scenarios. A crashed 737 airliner lying in pieces across the desert, a helicopter and other small aircraft, trucks, buses, and derailed train cars are all part of the mock incident scene. After formal classroom education, first responders are trained to take immediate decisive action to prevent or mitigate the use of radiological or nuclear devices by terrorists. The Counterterrorism Operations Support Center for Radiological Nuclear Training conducts the courses and exercises providing first responders from across the nation with the tools they need to protect their communities. All of these elements provide a training experience that cannot be duplicated anywhere else in the country.

  18. T-1 Training Area

    SciTech Connect

    None

    2014-11-07

    Another valuable homeland security asset at the NNSS is the T-1 training area, which covers more than 10 acres and includes more than 20 separate training venues. Local, County, and State first responders who train here encounter a variety of realistic disaster scenarios. A crashed 737 airliner lying in pieces across the desert, a helicopter and other small aircraft, trucks, buses, and derailed train cars are all part of the mock incident scene. After formal classroom education, first responders are trained to take immediate decisive action to prevent or mitigate the use of radiological or nuclear devices by terrorists. The Counterterrorism Operations Support Center for Radiological Nuclear Training conducts the courses and exercises providing first responders from across the nation with the tools they need to protect their communities. All of these elements provide a training experience that cannot be duplicated anywhere else in the country.

  19. Training System for the Expiration Training

    NASA Astrophysics Data System (ADS)

    Ogoshi, Yasuhiro; Nakai, Akio; Mitsuhashi, Yoshinori; Araki, Chikahiro

    For a speech therapist, the breathing method is one of the important techniques to train a person who has difficulty in speaking. Insufficient number of therapists makes it difficult to apply these breath training methods widely. Therefore, development of a new breath training method will be mandatory. With this reason, a new training system is developed and described in this paper. In this new method, expiration pattern of a speech therapist analyzing through an air flow sensor is constructed into visual graphic image in order to recognize expiration pattern easily. With experimental use of this system to without handicapped trainees, they could successfully imitate trainer's pronunciation easily. A person who has difficulty in speaking will be able to learn easily how to do expiration for speaking through visual pattern.

  20. Training of Training Officers; Introductory Courses. A Report by the Central Training Council's Committee on the Training of Training Officers.

    ERIC Educational Resources Information Center

    Ministry of Labour, London (England). Central Training Council.

    Recommendations are given for introductory courses for potential and recently appointed training officers in British industry, particulary those of medium size. The course should cover a minimum period of 120 hours in an approved college; it should include sessions on the training function, assessment of training needs, formulating and…

  1. An early Phase II randomised controlled trial testing the effect on persecutory delusions of using CBT to reduce negative cognitions about the self: The potential benefits of enhancing self confidence

    PubMed Central

    Freeman, Daniel; Pugh, Katherine; Dunn, Graham; Evans, Nicole; Sheaves, Bryony; Waite, Felicity; ?ernis, Emma; Lister, Rachel; Fowler, David

    2014-01-01

    Background Research has shown that paranoia may directly build on negative ideas about the self. Feeling inferior can lead to ideas of vulnerability. The clinical prediction is that decreasing negative self cognitions will reduce paranoia. Method Thirty patients with persistent persecutory delusions were randomised to receive brief CBT in addition to standard care or to standard care (ISRCTN06118265). The six session intervention was designed to decrease negative, and increase positive, self cognitions. Assessments at baseline, 8 weeks (posttreatment) and 12 weeks were carried out by a rater blind to allocation. The primary outcomes were posttreatment scores for negative self beliefs and paranoia. Secondary outcomes were psychological well-being, positive beliefs about the self, persecutory delusions, social comparison, self-esteem, anxiety, and depression. Results Trial recruitment and retention were feasible and the intervention highly acceptable to the patients. All patients provided follow-up data. Posttreatment there was a small reduction in negative self beliefs (Cohen's d = 0.24) and a moderate reduction in paranoia (d = 0.59), but these were not statistically significant. There were statistically significant improvements in psychological well-being (d = 1.16), positive beliefs about the self (d = 1.00), negative social comparison (d = 0.88), self-esteem (d = 0.62), and depression (d = 0.68). No improvements were maintained. No adverse events were associated with the intervention. Conclusions The intervention produced short-term gains consistent with the prediction that improving cognitions about the self will reduce persecutory delusions. The improvement in psychological well-being is important in its own right. We recommend that the different elements of the intervention are tested separately and that the treatment is lengthened. PMID:25468186

  2. Emergency Medical Personnel Training

    Microsoft Academic Search

    Pamela A. Sytkowski; Lenworth M. Jacobs; Barbara Bennett

    1983-01-01

    Nationwide Emergency Medical Technician (EMT) training programs at both basic and advanced levels are in flux, confronting similar challenges in design and implementation. There currently exist the 81-hour Department of Transportation course of instruction as the basis for EMT-Ambulance (EMT-A) certification and the National Standard Training Curriculum (NSTC) 15-module course for training the EMT-Paramedic (EMT-P). The National Registry of EMTs

  3. TIME & LABOR TRAINING MANUAL

    E-print Network

    Barrash, Warren

    1 TIME & LABOR TRAINING MANUAL TIME APPROVAL /2013 #12;2 TABLE OF CONTENTS TIME APPROVAL - THINGS TO REMEMBER ..................................................................... 3 TIME APPROVAL - QUICK GUIDE

  4. Training in oral medicine.

    PubMed Central

    Zakrzewska, J M

    2001-01-01

    88 members of the UK specialty society of oral medicine were asked about career satisfaction and their views on training programmes. 70% responded (79% of consultants and all accredited trainees). Men work longer hours than women, report less control over their work and experience more stress. Although high work satisfaction is reported, nearly one-third regret their choice of specialty. Men more than women do locum work while training. Most respondents would welcome flexible training, job shares, financial support during training and a mentoring scheme. PMID:11234205

  5. AIS training manual

    SciTech Connect

    Kramer, C.F.; Barancik, J.I.

    1989-05-01

    This Training Manual was developed by the Injury Prevention and Analysis Group (IPAG) as part of a training program in AIS 85 and AIS-EM (Epidemiological Modifications) coding. The IPAG Program is designed primarily to train medical record and other health professionals from diverse backgrounds and experience levels in the use of AIS 85 and AIS 85-EM. The Manual is designed to be used as a reference text after completion of the Program and includes copies of visual projection materials used during the training sessions.

  6. Correctional Training. Institution Familiarization. Part II: The Training Program.

    ERIC Educational Resources Information Center

    Bureau of Prisons (Dept. of Justice), Washington, DC.

    Designed to assist training coordinators in the initial institution familiarization training for new employees in correctional institutions, this manual consists of two documents: a training coordinator's guide (Part I - CE 017 285) and this document, the training program (Part II). Four training areas are treated: (1) an introduction consisting…

  7. Increasing leadership capacity for HIV/AIDS programmes by strengthening public health epidemiology and management training in Zimbabwe

    PubMed Central

    Jones, Donna S; Tshimanga, Mufuta; Woelk, Godfrey; Nsubuga, Peter; Sunderland, Nadine L; Hader, Shannon L; St Louis, Michael E

    2009-01-01

    Background Increased funding for global human immunodeficiency virus prevention and control in developing countries has created both a challenge and an opportunity for achieving long-term global health goals. This paper describes a programme in Zimbabwe aimed at responding more effectively to the HIV/AIDS epidemic by reinforcing a critical competence-based training institution and producing public health leaders. Methods The programme used new HIV/AIDS programme-specific funds to build on the assets of a local education institution to strengthen and expand the general public health leadership capacity in Zimbabwe, simultaneously ensuring that they were trained in HIV interventions. Results The programme increased both numbers of graduates and retention of faculty. The expanded HIV/AIDS curriculum was associated with a substantial increase in trainee projects related to HIV. The increased number of public health professionals has led to a number of practically trained persons working in public health leadership positions in the ministry, including in HIV/AIDS programmes. Conclusion Investment of a modest proportion of new HIV/AIDS resources in targeted public health leadership training programmes can assist in building capacity to lead and manage national HIV and other public health programmes. PMID:19664268

  8. Redesigning residency training in internal medicine: the consensus report of the Alliance for Academic Internal Medicine Education Redesign Task Force.

    PubMed

    Meyers, Frederick J; Weinberger, Steven E; Fitzgibbons, John P; Glassroth, Jeffrey; Duffy, F Daniel; Clayton, Charles P

    2007-12-01

    Because of numerous criticisms of the content and structure of residency training, redesigning graduate medical education (GME) has become a high priority for the internal medicine community. From 2005 to 2007, the leadership of the internal medicine community, working under the auspices of the Alliance for Academic Internal Medicine Education Redesign Task Force, developed six recommendations it will pursue to improve residency education: (1) focus education around a "core" of internal medicine, which provides the framework for both the structure and content of residents' educational experiences, (2) fully adopt competency-based evaluation and advancement, which will enhance training by focusing on individual learners' needs, (3) allow for increased, resident-centered education beyond the internal medicine core, because different types of practice require customized knowledge and skills, (4) improve ambulatory training by providing patient-centered longitudinal care that addresses the conflict between inpatient and outpatient responsibilities, (5) use new faculty models that emphasize the creation of a core faculty, and (6) align institutional and programmatic resources with the goals of redesign, balancing the clinical mission of the institution with the educational goals of residency training. Adoption of these recommendations will require significant efforts, including pilot projects, faculty development, changes in accreditation requirements, and modifications of GME funding systems. Opportunities are ample for individual programs to develop creative approaches based on the framework for educational redesign outlined in this article, and for these educational and clinical redesign initiatives to work hand-in-hand for the benefit of patients, faculty, trainees, and institutions. PMID:18046131

  9. Assessment of multiple physician competencies in postgraduate training: utility of the structured oral examination.

    PubMed

    Jefferies, Ann; Simmons, Brian; Ng, Eugene; Skidmore, Martin

    2011-12-01

    Competency based medical education involves assessing physicians-in-training in multiple roles. Training programs are challenged by the need to introduce appropriate yet feasible assessment methods. We therefore examined the utility of a structured oral examination (SOE) in the assessment of the 7 CanMEDS roles (Medical Expert, Communicator, Collaborator, Manager, Health Advocate, Scholar and Professional) in a Neonatal-Perinatal Medicine subspecialty training program. Between 2004 and 2008, 68 trainees participated in an annual SOE. Each SOE consisted of 4 1st year and 4 2nd year clinical scenarios with standardized questions written by neonatologists that addressed all 7 CanMEDS roles. Examiners assigned a checklist score and global rating scores for knowledge and organization. A satisfaction survey was completed at the end of 3 examinations. Across the 5 SOEs, questions related to each competency were tabulated and an overall checklist score for each competency calculated. Inter-station reliability was determined for each CanMEDS role. Values for Cronbach's alpha were 0.62 ± 0.2 (Medical Expert), 0.43 (Communicator), 0.40 ± 0.34 (Collaborator), 0.19 ± 0.17 (Manager), 0.46 ± 0.32 (Advocate), 0.67 ± 0.18 (Scholar) and 0.79 (Professional). Inter-rater reliability, determined for the first examination when there were 2 examiners per case, was moderate to substantial for 67% of cases. Participant satisfaction was high. Electronic communication facilitated exam development and costs were minimal. The SOE demonstrates psychometric properties suitable for a formative, in-training assessment as well as low cost, ease of administration and acceptability. It may be a useful way to assess physician competencies in training programs. PMID:21279437

  10. Outsourcing of Training

    SciTech Connect

    GAMIN, J.E.

    1999-06-17

    Several lessons are covered that has been learned at Fluor Daniel Hanford during their outsourcing effort. We have overcome problems because of our joint commitment to success. We continue to work our way through issues as they arise. On the positive side, several good things have happened as a result of outsourcing. Our training provider (EXITECH) has proven to be very responsive to our many different customers. We have been able to establish and support a 6-month training schedule for the first time. This has allowed the different facilities who send workers to training with more flexibility in planning their workers' time away from their jobs. In addition to the master training schedule, each facility on the Hanford Site has its own special or emergent training needs, and EXITECH has been very responsive in meeting these individual facilities' needs. Student and supervisor feedback on the quality and effectiveness of environmental, safety and health training provided by EXITECH has been very positive. Worker and supervisor feedback indicates the ''hands-on'' training serves their needs, and focuses on what they need to know to be able to perform work safely and efficiently. EXITECH strives very hard at presenting training so students can become successful in their training efforts. The workforce has noticed EXITECH's training philosophy is based on shared success with the trainee, not failure. Along the way, FDH has saved money as a result of this outsourcing. During our first year of the contract, we estimated a $400,000 savings. The decision as to outsource training is likely the most important you will make for your organization. In our situation, it fit the business goals we had established in our bid for the Hanford contract. However, if we were to begin again, we would factor some of the valuable lessons learned experienced during the first 16 months of our current outsourcing.

  11. Aircraft Simulators and Pilot Training

    Microsoft Academic Search

    Paul W. Caro

    1973-01-01

    Flight simulators are built as realistically as possible, presumably to enhance their training value. Yet, their training value is determined by the way they are used. Traditionally, simulators have been less important for training than have aircraft, but they are currently emerging as primary pilot training vehicles. This new emphasis is an outgrowth of systems engineering of flight training programs,

  12. TAT [Training and Technology.

    ERIC Educational Resources Information Center

    Oak Ridge Associated Universities, TN. Manpower Development Div.

    The Oak Ridge Associated Universities (ORAU) of Tennessee and the Nuclear Division of the Union Carbide Corporation established an industrial training program called Training and Technology (TAT) which was conducted at the Oak Ridge Y-12 plant. TAT instructors were provided by the regular work force of Union Carbide while ORAU provided the…

  13. Training in British Industry

    ERIC Educational Resources Information Center

    Jackson, Willis

    2008-01-01

    Purpose: The purpose of this paper is to examine the need for, and development of, further education and practical training for recruits into industry. Design/methodology/approach: The paper discusses how, at the time of writing, many firms were developing and operating training schemes for industrial personnel. Firms benefit themselves from…

  14. Peer Leadership Training Manual.

    ERIC Educational Resources Information Center

    Kuhn, Margaret E.; And Others

    Presented are two documents focusing on a peer leadership training program which pairs better students and leaders with younger high-risk students. One document briefly describes the peer leadership training program as a program in which students traveled to an environmental education center for 3 days of competitive and challenging activities,…

  15. Nuclear Medical Technology Training.

    ERIC Educational Resources Information Center

    Simmons, Guy H., Ed.

    This 1-day colloquium, attended by 23 participants representing societies, government agencies, colleges and universities, and other training programs, was conducted for the purpose of reporting on and discussing the curriculums developed at the University of Cincinnati for training nuclear medical technologists. Pilot programs at both the…

  16. 2010 Training Industry Report

    ERIC Educational Resources Information Center

    Training, 2010

    2010-01-01

    Now in its 29th year, The Industry Report is recognized as the training industry's most trusted source of data on budgets, staffing, and programs. This year, the study was conducted by an outside research firm in June-August 2010, when members from the "Training" magazine database were e-mailed an invitation to participate in an online survey.…

  17. Planning Industrial Training.

    ERIC Educational Resources Information Center

    Evans, Eric; And Others

    Under the pressure of economic conditions and the stimulus of the Industrial Training Act, industrial and commercial firms in Great Britain are acting more and more in the belief that training is inseparable from the mainstream of their activities. This pamphlet is concerned with issues of practical importance in this context: the relative…

  18. Environmental training: emerging products

    Microsoft Academic Search

    Colin Beard

    1996-01-01

    Describes how environmental training is increasingly being recognized as a crucial element of any corporate, environmental strategy. In turn, corporate strategies will be an essential component to the achievement of sustainable development. But how do companies respond to the need to change the everyday practices of staff at all levels? Introduces a three-layered approach to environmental training. Also examines the

  19. Training Management Information System

    SciTech Connect

    Rackley, M.P.

    1989-01-01

    The Training Management Information System (TMIS) is an integrated information system for all training related activities. TMIS is at the leading edge of training information systems used in the nuclear industry. The database contains all the necessary records to confirm the department's adherence to accreditation criteria and houses all test questions, student records and information needed to evaluate the training process. The key to the TMIS system is that the impact of any change (i.e., procedure change, new equipment, safety incident in the commercial nuclear industry, etc.) can be tracked throughout the training process. This ensures the best training can be performed that meets the needs of the employees. TMIS is comprised of six functional areas: Job and Task Analysis, Training Materials Design and Development, Exam Management, Student Records/Scheduling, Evaluation, and Commitment Tracking. The system consists of a VAX 6320 Cluster with IBM and MacIntosh computers tied into an ethernet with the VAX. Other peripherals are also tied into the system: Exam Generation Stations to include mark sense readers for test grading, Production PC's for Desk-Top Publishing of Training Material, and PC Image Workstations. 5 figs.

  20. Experimenting with Electric Trains

    ERIC Educational Resources Information Center

    Wick, D. P.; Ramsdell, M. W.

    2007-01-01

    A simple experiment can be performed to characterize the relationship between applied voltage and velocity (steady state and transient) for an electric toy train. The results can be used by teams of students to solve a series of challenges in which they attempt to predict the performance of a particular train. Some sample challenges might include…

  1. Customized Training Marketing Plan.

    ERIC Educational Resources Information Center

    Lay, Ted

    This report outlines Oregon's Lane Community College's (LCC's) plan for marketing its customized training program for business, community organizations, public agencies, and their employees. Following a mission statement for the customized training program, a brief analysis is provided of the economic environment; of competition from educational…

  2. Dance Training for Gymnastics.

    ERIC Educational Resources Information Center

    Pica, Rae

    This book views gymnastics as both sport and art and provides gymnasts with an introduction to the types of dance training that can enhance their performances. Dance training routines that incorporate several dance styles are presented to help gymnasts acquire polish, prevent injuries, improve their body alignment, express their creativity, and…

  3. Risk and Training.

    ERIC Educational Resources Information Center

    Kaufman, Roger; Mitchell, Donald L.

    1982-01-01

    Suggests that trainers take innovative approaches to training clients who work in high-risk jobs such as the military and recommmends that external needs assessment, front end analysis, and task analysis be used to establish training goals and objectives. Nine references are listed. (MER)

  4. Nonformal Education Training Module.

    ERIC Educational Resources Information Center

    Fox, Helen; And Others

    This Peace Corps Nonformal Education (NFE) training module provides training ideas for volunteers. This module contains 10 sessions, each designed to fit into a 3-hour period: (1) What is NFE? (2) adult learning; (3) helping people identify their needs; (4) facilitation skills--part 1; (5) facilitation skills--part 2; (6) NFE materials…

  5. [Training Graduate Student Instructors].

    ERIC Educational Resources Information Center

    Davis, Barbara G., Ed.

    1985-01-01

    Efforts to train graduate student instructors (GSIs) at the University of California, Berkeley, are considered in this newsletter issue. Administrative changes and ways to improve GSI selection, training, and evaluation are considered, along with: proposed changes in graduate student teaching titles, grants to help faculty and departments…

  6. Patternmaker. Apprenticeship Training Standards.

    ERIC Educational Resources Information Center

    Ontario Ministry of Skills Development, Toronto.

    This training document outlines the apprenticeship training standards for the trade of patternmaker that have been approved by the Ontario Ministry of Skills Development. The document consists of the following: (1) skills (competencies) identified by a trade analysis development group of practicing patternmakers; (2) general performance objectives…

  7. Rapid Response Skills Training

    ERIC Educational Resources Information Center

    Kelley-Winders, Anna Faye

    2008-01-01

    Mississippi Gulf Coast Community College's (MGCCC) long-term commitment to providing workforce training in a post-Katrina environment became a catalyst for designing short-term flexible educational opportunities. Providing nationally recognized skills training for the recovery/rebuilding of communities challenged the college to develop innovative,…

  8. Training Top 125

    ERIC Educational Resources Information Center

    Training, 2012

    2012-01-01

    The best learning and development organizations support business initiatives tactically "and" help drive strategic change. Verizon did just that, earning it the No. 1 spot for the first time on the Training Top 125. Verizon and the other 2012 Top 125 winners continued to invest in training, collectively dedicating a mean of 4.52 percent of their…

  9. Training at Aerospatiale

    NASA Astrophysics Data System (ADS)

    Chabod, Rene

    A training plan for Aerospatiale is outlined which incorporates goals for both the organization and the individual. Emphasis is placed on the training of staff in multiple skills such as mechanics/electronics. Other areas considered include the development of information tools, the development of commercial approaches, and the learning of new industrial techniques and foreign languages.

  10. Choosing Training Delivery Media.

    ERIC Educational Resources Information Center

    Hybert, Peter R.

    2000-01-01

    Focuses on decisionmaking about delivery media, and introduces CADDI's Performance-based, Accelerated, Customer-Stakeholder-driven Training & Development(SM) (PACT) Processes for training and development (T&D). Describes the media decisions that correspond with the design three levels of PACT: Curriculum Architecture Design, Modular Curriculum…

  11. Leader Training Program.

    ERIC Educational Resources Information Center

    Hoehn, Lilburn P., Ed.

    This document describes the Leader Training Program (LTP) component of the Teaching Behavior Improvement Program (TBIP). The LTP was funded under ESEA Title III and was designed to train school-based inservice leaders to implement the TBIP in their districts. The document suggests possible grouping of participants, materials, equipment, physical…

  12. Hazardous Waste Management Training

    E-print Network

    Dai, Pengcheng

    Hazardous Waste Management Training Persons (including faculty, staff and students) working be thoroughly familiar with waste handling and emergency procedures ap- plicable to their job responsibilities before handling hazardous waste. Departments are re- quired to keep records of training for as long

  13. Broadcast Training Techniques.

    ERIC Educational Resources Information Center

    Dance, F. R.

    This volume provides theory and guidelines for training in the field of broadcasting, in an attempt to bridge the gap between knowledge of a subject area (whether it be production, technical matters, or creative writing) and the communication of that subject to others. Chapters address general aspects of training and instruction, the principles of…

  14. Technical Training for Managers.

    ERIC Educational Resources Information Center

    Haverland, Edgar M.

    The question has arisen as to what kind of information a manager without extensive technical training needs to learn to supervise effectively. For example, the Nike Hercules fire control platoon leader, usually an officer in his first active duty assignment, seldom has had extensive technical training. Yet he is responsibile for the…

  15. Can Trains Really Float?

    ERIC Educational Resources Information Center

    McCartney, Robin Ward; Deroche, Sarah; Pontiff, Danielle

    2008-01-01

    Have you ever heard of a Maglev train? Who would be crazy enough to think that exploring how a high-tech train little known in the United States works with a group of fourth-grade students would yield understandings about the properties of magnetism, force and motion, and inquiry science? Fortunately, the authors--a college methods professor and…

  16. Trains across the USA

    ERIC Educational Resources Information Center

    McIntosh, Phyllis

    2013-01-01

    This feature article explores the topic of trains from their early history to recent trends in railroading. A glossary provides related vocabulary, a sidebar called "Romance of the Rails" adds colorful detail about train songs and railroad lore. An additional section, "Classroom Activities," by John Silver, presents three…

  17. Training in Textiles

    ERIC Educational Resources Information Center

    Training Officer, 1975

    1975-01-01

    The article describes the training program for the Crimpfil company where the majority of the 450 employees had previously no contact with the textile industry. The training department was involved in interviewing and selection and encouraged promotion through technical supervisory, and management grades. The company achieved the Levy Exemption…

  18. Industrial Training Research Project.

    ERIC Educational Resources Information Center

    Swanson, R. A.; Sawzin, S. A.

    The study was an experimental comparison of the structured versus unstructed training of semiskilled production workers. The experiment was implemented using the following procedures, which are presented in detail: a representative semiskilled production job was selected, the two training programs were characterized and developed, trainees…

  19. Training On the Job.

    ERIC Educational Resources Information Center

    Walter, Diane

    This book provides training and development professionals with step-by-step guidelines for developing and delivering comprehensive structured the on-the-job training (OJT). Chapter 1 introduces the concept of team-driven structured OJT and discusses its philosophy and basic components in the context of fundamental concepts of human behavior and…

  20. Training the Trainer.

    ERIC Educational Resources Information Center

    Veri, Clive C.; Vonder Haar, T. A.

    Guidelines are furnished for application of psychological theory (including principles of learning, motivation, and reinforcement) in the training room, job or task analysis, formation of learning objectives, and selection of appropriate training techniques and audiovisual aids. The importance of clear communication and a supportive learning…

  1. Worker-Directed Training.

    ERIC Educational Resources Information Center

    Wagner, Stacey

    2001-01-01

    Describes the training at the Idaho National Engineering and Environmental Laboratory, the foremost nuclear energy and environmental laboratory in the United States. Suggests that the key to assurance is getting workers, most of whom are unionized, involved in their own safety training. (JOW)

  2. Montana Bicyclist Training Program.

    ERIC Educational Resources Information Center

    DiBrito, Roger, Ed.; And Others

    This guide is designed to train elementary students in the riding skills, hazard identification, and traffic analysis necessary for safe bicycling under nearly all urban traffic and roadway conditions. The training manual is divided into four sections. The Instructor's Manual presents brief introductions, background information, and detailed…

  3. Do Sectoral Training Funds Stimulate Training?

    ERIC Educational Resources Information Center

    Kamphuis, Pascal; Glebbeek, Arie C.; Van Lieshout, Harm

    2010-01-01

    Sectoral levelling funds are an arrangement aimed at alleviating a well-known theoretical problem of underinvestment in worker training because of free-rider behaviour of firms. In the Netherlands, collective agreements require firms to participate in such funds in a number of sectors. Using a comprehensive dataset of Dutch firms, we attempt to…

  4. Adult & Child Training Center Training and Consultation

    E-print Network

    Zhou, Yaoqi

    years of experience providing services, training, and consultation in community-based mental health and mental health clients with current focus on clients with co-occurring disorders. She has 40 years for Recovery and Re- lapse Prevention Integration of Primary and Behavioral Health Care 5 Dysfunctions

  5. Pelvic floor muscle training exercises

    MedlinePLUS

    Pelvic floor muscle training exercises are a series of exercises designed to strengthen the muscles of the pelvic floor. ... Pelvic floor muscle training exercises are recommended for: Women ... have fecal incontinence Pelvic floor muscle training exercises ...

  6. Strength Training and Your Child

    MedlinePLUS

    ... prevent injuries and speed up recovery. About Strength Training Strength training is the practice of using free weights, weight ... harder, they grow stronger and more efficient. Strength training can also help fortify the ligaments and tendons ...

  7. Evaluation and Control of Training

    ERIC Educational Resources Information Center

    Hamblin, A. C.

    1974-01-01

    This summary is taken from chapter sixteen of the author's book, Evaluation and Control of Training. It is constructed around a "cycle of evaluation" and refers mainly to training programs for management, supervisory, and sales training. (DS)

  8. CBT Design: A Feedback Aptitude Treatment Interaction.

    ERIC Educational Resources Information Center

    Clariana, Roy B.

    An earlier review by the author reported an aptitude-treatment interaction (ATI) relating instructional feedback and prior knowledge. For low prior knowledge learners, single-try feedback (STF) was slightly superior to multiple-try feedback (MTF), while for high prior knowledge learners, MTF was superior to STF. In the current report, raw score…

  9. TAP 1: Training Program Manual

    SciTech Connect

    Not Available

    1993-08-01

    The Training Accreditation Program (TAP) was established by the Department of Energy (DOE) to assist in achieving excellence in the development and implementation of performance-based nuclear facility training programs. The TAP establishes the objectives and criteria against which DOE nuclear facility training is evaluated for accreditation. The TAP Staff provides assistance to contractors, develops training guidelines, and evaluates the quality and effectiveness of facility training. This manual describes the accreditation process, provides functional descriptions for positions which require accredited training programs, provides a brief discussion of performance-based training, contains the objectives and criteria that must be addressed in training programs subject to accreditation, and includes a glossary.

  10. BIOTECHNOLOGY TRAINING PROGRAM 20132014 HANDBOOK

    E-print Network

    Muzzio, Fernando J.

    BIOTECHNOLOGY TRAINING PROGRAM 20132014 HANDBOOK #12;TTaabbllee ooff CCoonntteennttss Biotechnology Training Program Administration..........................2 History and Overview.........................................................7 Faculty by Research Thrust.....................................................9 Biotechnology

  11. A model for training public health workers in health policy: the Nebraska Health Policy Academy.

    PubMed

    Brandert, Kathleen; McCarthy, Claudine; Grimm, Brandon; Svoboda, Colleen; Palm, David; Stimpson, Jim P

    2014-01-01

    There is growing recognition that health goals are more likely to be achieved and sustained if programs are complemented by appropriate changes in the policies, systems, and environments that shape their communities. However, the knowledge, skills, and abilities needed to create and implement policy are among the major needs identified by practitioners at both the state and local levels. This article describes the structure and content of the Nebraska Health Policy Academy (the Academy), a 9-month program developed to meet the demand for this training. The Academy is a competency-based training program that aims to increase the capacity of Nebraska's state and local public health staff and their community partners to use public health policy and law as a public health tool. Our initiative allows for participation across a large, sparsely populated state; is grounded in adult learning theory; introduces the key principles and practices of policy, systems, and environmental change; and is offered free of charge to the state's public health workforce. Challenges and lessons learned when offering workforce development on public health policy efforts are discussed. PMID:24831286

  12. Laser operator training and competency assessment in the community hospital setting.

    PubMed

    Connor, M A; Cook, A F

    1995-09-01

    At the 279 bed Marymount community hospital, Cleveland, Ohio, the importance of providing a safe laser environment for patients as well as staff was identified. The decision was made to cross-train all full-time RNs, LPNs, and SAs to allow flexibility in staffing all laser procedures with a qualified operator. A competency based training program was implemented, utilizing a combination of techniques to assist the adult learner. Selected video tapes were used to teach laser physics and applications. Comprehension was assessed through written and oral quizzing. Individual time was spent familiarizing trainees with the equipment and accessories. Practice setups were performed until that individual reached a comfort level satisfactory to him/her and the laser coordinator. Actual experience in the various surgical specialties was dependent upon our case load. Initially very close supervision was provided. Each trainee was gradually given more autonomy as his/her skills improved and permitted to operate the laser independently after passing our competency assessment. During the first year, each operator was given competency assessment reviews at regular intervals. This approach was found to have both strengths and weaknesses and the program was modified accordingly. PMID:10155131

  13. BGSU BLACKBOARD TRAINING TUTORIAL BGSU Blackboard Training 2

    E-print Network

    Moore, Paul A.

    BGSU BLACKBOARD TRAINING TUTORIAL #12;BGSU Blackboard Training 2 T A B L E O F C O N T E N T S 1 BGSU Blackboard Training 3 #12;BGSU Blackboard Training 4 Adding An Item ­ Used to upload different types of course material into the Blackboard shell. Word Document Graphic PDF Movie Clip Sound File

  14. Training Costs with Reference to the Industrial Training Act.

    ERIC Educational Resources Information Center

    Garbutt, Douglas

    Provisions and implications of the British Industrial Training Act of 1964 (including the system of training grants and levies) are set forth. Procedures for accounting and budgeting for training costs, routines for collecting training information, documents (budgets, cost sheets, control statements) for collecting and controlling costs, means of…

  15. Effects of Correspondence Training in an Abduction Prevention Training Program.

    ERIC Educational Resources Information Center

    Olsen-Woods, Laurie A.; Miltenberger, Raymond G.; Foreman, Greg

    1998-01-01

    Examines the effects of adding correspondence training to a behavioral skills training package that taught abduction prevention skills to 31 children, ages 4-5 years. Results indicate that correspondence training did not improve correspondence between saying and doing target behaviors. However, both training approaches were equally effective in…

  16. Private Training Providers: Their Characteristics and Training Activities. Support Document

    ERIC Educational Resources Information Center

    Harris, Roger; Simons, Michele; McCarthy, Carmel

    2006-01-01

    This document was produced by the authors based on their research for the report, "Private Training Providers: Their Characteristics and Training Activities," [ED495181] and is an added resource for further information. That study examined the nature of the training activity of private registered training organisations (RTOs) offered to Australian…

  17. Training Visual Attention

    ERIC Educational Resources Information Center

    Mulholland, Thomas B.

    1974-01-01

    The effects of brain waves and alpha rhythms on attentiveness to visual stimuli are discussed, and preliminary research findings and research needs are considered in connection with measuring and training for attention. (LH)

  18. Programs for Training Interpreters.

    ERIC Educational Resources Information Center

    American Annals of the Deaf, 2003

    2003-01-01

    This listing provides directory information on U.S. programs for training interpreters for individuals with deafness. Schools are listed by state and include director and degree information. (Author/CR)

  19. Training for Peer Review

    NSDL National Science Digital Library

    Nancy R. Gough (American Association for the Advancement of Science; Science Signaling REV)

    2009-08-25

    Learning the peer-review process by trial and error may not be the most effective way to train the next generation of scientists in how to be effective reviewers. Here are some suggestions from an editor's perspective.

  20. Does CRM training work?

    NASA Technical Reports Server (NTRS)

    Helmreich, R. L.

    1991-01-01

    Formal cockpit resource management training in crew coordination concepts increases the percentage of crews rated as above average in performance and decreases the percentage of crews rated as below average.