Effect of Teachers Training Workshop Outcomes on Real Classroom Situations of Undergraduate Medical Students.

PubMed

Baral, N; Nepal, A K; Paudel, B H; Lamsal, M

2015-01-01

Faculty development by conducting regular training, workshops and research related to medical education has been a key feature to upgrade quality of medical education. The aim of this study was to explore responses of the health science teachers, students and peers after the workshop after providing training on student assessment tools and teaching-learning methods. Two teacher-training workshops were conducted to the faculty members of B.P. Koirala Institute of Health Sciences from the departments of basic, clinical and allied sciences in Oct. 2010 and Jan. 2011. Qualitative questionnaire based study was conducted, and the questions were validated before the study by expert peer review process. The effect of the training workshop in real classroom outcomes was assessed incorporating student's feedback, evaluation by peers and the self-evaluation by the teacher trainees. Pre-test and post-test scores of the participating teachers, before and after the workshop were 62.53 and 71.17 respectively. Among the participants 90.3% teachers expressed enhanced in their role as a teacher for medical undergraduates after the workshop. In present study, the faculty members showed accrued interest to participate in teacher's training workshops. The peer evaluation of teacher's performance in their real classroom situations were rated higher than evaluation by the students. Therefore, such training workshops will have a greater impact on the ability of teachers in effective teaching in real classroom situations.

CBR Models and Training Viable for India. Proceedings of the Workshop (Chennai, India, March 3-5, 1997).

ERIC Educational Resources Information Center

Spastics Society, Tamil Nadu (India).

This report describes the proceedings of a three-day workshop on community-based rehabilitation (CBR) models and training in India. The workshop included 72 professionals from India, Sri Lanka, Nepal, Canada, and the United Kingdom. Sessions and papers from the workshop are summarized and address the following topics: (1) a training module for the…

Stronger Federal Efforts Needed for Providing Employment Opportunities and Enforcing Labor Standards in Sheltered Workshops.

DTIC Science & Technology

1981-09-28

based on the production level of a nonhandi- capped worker. The new jobs are expressed in staff-years of work for handicapped workers. For fiscal years...34nonhandicapped". Page 5-6. Lines 5 thru 8. Delete the sentence beginninq "Thus, if a workshop ..." and insert the following " The new jobs are

Putting the MeaT into TeaM Training: Development, Delivery, and Evaluation of a Surgical Team-Training Workshop.

PubMed

Seymour, Neal E; Paige, John T; Arora, Sonal; Fernandez, Gladys L; Aggarwal, Rajesh; Tsuda, Shawn T; Powers, Kinga A; Langlois, Gerard; Stefanidis, Dimitrios

2016-01-01

Despite importance to patient care, team training is infrequently used in surgical education. To address this, a workshop was developed by the Association for Surgical Education Simulation Committee to teach team training using high-fidelity patient simulators and the American College of Surgeons-Association of Program Directors in Surgery team-training curriculum. Workshops were conducted at 3 national meetings. Participants completed preworkshop and postworkshop questionnaires to define experience, confidence in using simulation, intention to implement, as well as workshop content quality. The course consisted of (A) a didactic review of Preparation, Implementation, and Debriefing and (B) facilitated small group simulation sessions followed by debriefings. Of 78 participants, 51 completed the workshops. Overall, 65% indicated that residents at their institutions used patient simulation, but only 33% used the American College of Surgeons-the Association of Program Directors in Surgery team-training modules. The workshop increased confidence to implement simulation team training (3.4 ± 1.3 vs 4.5 ± 0.9). Quality and importance were rated highly (5.4 ± 00.6, highest score = 6). Preparation for simulation-based team training is possible in this workshop setting, although the effect on actual implementation remains to be determined. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

LAW ENFORCEMENT OFFICER TRAINING, BASIC COURSE, UNIT II, INSTRUCTOR'S MANUAL.

ERIC Educational Resources Information Center

REESE, ROBERT M.; AND OTHERS

INSTRUCTORS MAY USE THIS MANUAL IN CONDUCTING A TRAINING PROGRAM FOR INSERVICE LAW ENFORCEMENT OFFICERS AND RECRUITS. IT WAS DEVELOPED BY A STATEWIDE COMMITTEE OF STATE LAW ENFORCEMENT CONSULTANTS, SPECIALISTS, AND AN ADVISORY COMMITTEE AND WAS TESTED BY A SUBJECT-MATTER SPECIALIST IN PILOT-CLASS STUDY. THE TRAINING PROGRAM IS DESIGNED TO PROVIDE…

Training and the Training Officer/Coordinator

ERIC Educational Resources Information Center

Holman, Larry L., Jr.

2008-01-01

The role of the campus law enforcement/security officer is to provide safety and security to students, staff/faculty, visitors and campus property as well as enforce all laws, and campus/departmental policies and procedures. This is the reason that training for the campus law enforcement/security officer is so vital to his/her safety and…

Building on mental health training for law enforcement: strengthening community partnerships.

PubMed

Campbell, Jorien; Ahalt, Cyrus; Hagar, Randall; Arroyo, William

2017-09-11

Purpose The purpose of this paper is to describe the current state of law enforcement training related to the high number of interactions with persons with mental illness, and to recommend next steps in preparing law enforcement to effectively meet this challenge. Design/methodology/approach The authors reviewed the current literature on relevant law enforcement training programs, focusing primarily on crisis intervention team (CIT) training, and used the case example of California to identify opportunities to improve and enhance law enforcement preparedness for the challenge of responding to persons with mental illness. Findings Broad-based community partnerships working together to develop programs that meet the local needs of both those with mental illness and law enforcement, the availability of mental health treatment centers with no-refusal policies, and a coordinating person or agency to effectively liaise among stakeholders are critical enhancements to CIT training. Originality/value As increasing attention is paid to adverse interactions between police and vulnerable populations, this paper identifies policies that would build on existing training programs to improve police responses to persons with mental illness.

A workshop on leadership for senior MD–PhD students

PubMed Central

Meador, Catherine B.; Parang, Bobak; Musser, Melissa A.; Haliyur, Rachana; Owens, David A.; Dermody, Terence S.

2016-01-01

Leadership skills are essential for a successful career as a physician-scientist, yet many MD–PhD training programs do not offer formal training in leadership. The Vanderbilt Medical Scientist Training Program (MSTP) previously established a 2-day leadership workshop that has been held biennially since 2006 for students in the first and second years of the graduate school portion of combined MD and PhD training (G1/G2 students). Workshop attendees have consistently rated this workshop as a highly effective experience. However, opportunities for structured training in leadership competencies during the subsequent 3–5 years of MD–PhD training are limited. Given the success of the G1/G2 leadership workshop and the need for continuity in this model of leadership training, we developed a half-day workshop for MSTP students in the clinical years of medical school (M3/M4 students) to foster continued training in leadership. Our workshop curriculum, based in part on original cases drafted by Vanderbilt MSTP students, provides concrete strategies to manage conflict and navigate leadership transitions in the physician-scientist career path. The curriculum emphasizes both short-term competencies, such as effective participation as a member of a clinical team, and long-term competencies, such as leadership of a research team, division, or department. Our inaugural senior leadership workshop, held in August, 2015, was judged by student participants to be well organized and highly relevant to leadership concepts and skills. It will be offered biennially in our training curriculum for M3 and M4 MSTP students. PMID:27499363

A workshop on leadership for senior MD-PhD students.

PubMed

Meador, Catherine B; Parang, Bobak; Musser, Melissa A; Haliyur, Rachana; Owens, David A; Dermody, Terence S

2016-01-01

Leadership skills are essential for a successful career as a physician-scientist, yet many MD-PhD training programs do not offer formal training in leadership. The Vanderbilt Medical Scientist Training Program (MSTP) previously established a 2-day leadership workshop that has been held biennially since 2006 for students in the first and second years of the graduate school portion of combined MD and PhD training (G1/G2 students). Workshop attendees have consistently rated this workshop as a highly effective experience. However, opportunities for structured training in leadership competencies during the subsequent 3-5 years of MD-PhD training are limited. Given the success of the G1/G2 leadership workshop and the need for continuity in this model of leadership training, we developed a half-day workshop for MSTP students in the clinical years of medical school (M3/M4 students) to foster continued training in leadership. Our workshop curriculum, based in part on original cases drafted by Vanderbilt MSTP students, provides concrete strategies to manage conflict and navigate leadership transitions in the physician-scientist career path. The curriculum emphasizes both short-term competencies, such as effective participation as a member of a clinical team, and long-term competencies, such as leadership of a research team, division, or department. Our inaugural senior leadership workshop, held in August, 2015, was judged by student participants to be well organized and highly relevant to leadership concepts and skills. It will be offered biennially in our training curriculum for M3 and M4 MSTP students.

Curriculum Experts Workshop on the Training of Curriculum Specialists (Bangkok, Thailand, October 19-25, 1982).

ERIC Educational Resources Information Center

United Nations Educational, Scientific, and Cultural Organization, Bangkok (Thailand).

This document describes the objectives and focus of a workshop convened by UNESCO in 1982 to design and develop frameworks for training national curriculum specialists, and presents three "workshop products," i.e., reports on policy resulting from the workshop. Part one outlines purpose of the workshop and lists the participants from eight…

Law Enforcement Officer Training, Basic Course. A Unit of the Ohio Law Enforcement Officers' Training Program. Instructor's Manual.

ERIC Educational Resources Information Center

Ohio State Dept. of Education, Columbus. Trade and Industrial Education Service.

Developed by the State Division of Vocational Education with the help of qualified consultants, this instructor's manual is for use in teaching the fundamental law enforcement procedures. Suggested time allotment, teaching guides, and presentation methods are included for each of the training procedures. Line drawings and photographs supplement…

Law enforcement attitudes towards naloxone following opioid overdose training.

PubMed

Purviance, Donna; Ray, Bradley; Tracy, Abigail; Southard, Erik

2017-01-01

Opioid intoxication and overdoses are life-threatening emergencies requiring rapid treatment. One response to this has been to train law enforcement to detect the signs of an opioid overdose and train them to administer naloxone to reverse the effects. Although not a new concept, few studies have attempted to examine this policy. At 4 different locations in Indiana, law enforcement personnel were trained to detect the signs of an opioid-related overdose and how to administer naloxone to reverse the effects of the overdose. Pre and post surveys were administered at each location (N = 97). To examine changes in attitudes following training, the authors included items from the Opioid Overdose Attitudes Scale (OOAS), which measures respondents' competency, concerns, and readiness to administer naloxone. Among the full sample, naloxone training resulted in significant increases in competency, concerns, and readiness. Examining changes in attitudes by each location revealed that the training had the greatest effect on competency to administer naloxone and in easing concerns that law enforcement personal might have in administering naloxone. This study adds to others in showing that law enforcement personnel are receptive to naloxone training and that the OOAS is able to capture these attitudes. This study advances this literature by examining pre-post changes across multiple locations. As the distribution of naloxone continues to proliferate, this study and the OOAS may be valuable towards the development of an evidence-based training model for law enforcement.

Skills Analysis. Workshop Package on Skills Analysis, Skills Audit and Training Needs Analysis.

ERIC Educational Resources Information Center

Hayton, Geoff; And Others

This four-part package is designed to assist Australian workshop leaders running 2-day workshops on skills analysis, skills audit, and training needs analysis. Part A contains information on how to use the package and a list of workshop aims. Parts B, C, and D consist, respectively, of the workshop leader's guide; overhead transparency sheets and…

Advanced Training Technologies and Learning Environments

NASA Technical Reports Server (NTRS)

Noor, Ahmed K. (Compiler); Malone, John B. (Compiler)

1999-01-01

This document contains the proceedings of the Workshop on Advanced Training Technologies and Learning Environments held at NASA Langley Research Center, Hampton, Virginia, March 9-10, 1999. The workshop was jointly sponsored by the University of Virginia's Center for Advanced Computational Technology and NASA. Workshop attendees were from NASA, other government agencies, industry, and universities. The objective of the workshop was to assess the status and effectiveness of different advanced training technologies and learning environments.

Hands-On Surgical Training Workshop: an Active Role-Playing Patient Education for Adolescents.

PubMed

Wongkietkachorn, Apinut; Boonyawong, Pangpoom; Rhunsiri, Peera; Tantiphlachiva, Kasaya

2017-09-01

Most patient education involves passive learning. To improve patient education regarding surgery, an active learning workshop-based teaching method is proposed. The objective of this study was to assess level of patient surgical knowledge, achievement of workshop learning objectives, patient apprehension about future surgery, and participant workshop satisfaction after completing a surgical training workshop. A four-station workshop (surgical scrub, surgical suture, laparoscopic surgery, and robotic surgery) was developed to teach four important components of the surgical process. Healthy, surgery-naive adolescents were enrolled to attend this 1-h workshop-based training program. Training received by participants was technically and procedurally identical to training received by actual surgeons. Pre- and post-workshop questionnaires were used to assess learning outcomes. There were 1312 participants, with a mean age 15.9 ± 1.1 years and a gender breakdown of 303 males and 1009 females. For surgical knowledge, mean pre-workshop and post-workshop scores were 6.1 ± 1.5 and 7.5 ± 1.5 (out of 10 points), respectively (p < 0.001). Out of 5 possible points, achievement of learning objectives, decreased apprehension about future surgery, and overall workshop satisfaction scores were all higher than 4.5. Active, hands-on patient education is an effective way to improve understanding of surgery-related processes. This teaching method may also decrease apprehension that patients or potential patients harbor regarding a future surgical procedure.

Training Substance Abuse Clinicians in Motivational Interviewing Using Live Supervision via Tele-conferencing

PubMed Central

Smith, Jennifer L.; Carpenter, Kenneth M.; Amrhein, Paul C.; Brooks, Adam C.; Levin, Deborah; Schreiber, Elizabeth A.; Travaglini, Laura A.; Hu, Mei-Chen; Nunes, Edward V.

2012-01-01

Background Training through traditional workshops is relatively ineffective for changing counseling practices. Tele-conferencing Supervision (TCS) was developed to provide remote, live supervision for training motivational interviewing (MI). Method 97 community drug treatment counselors completed a 2-day MI workshop and were randomized to: live supervision via tele-conferencing (TCS; n=32), standard tape-based supervision (Tape; n=32), or workshop alone (Workshop; n=33). Supervision conditions received 5 weekly supervision sessions at their sites using actors as standard patients. Sessions with clients were rated for MI skill with the Motivational Interviewing Treatment Integrity (MITI) coding system pre-workshop and 1, 8, and 20 weeks post-workshop. Mixed effects linear models were used to test training condition on MI skill at 8 and 20 weeks. Results TCS scored better than Workshop on the MITI for Spirit (mean difference = 0.76; p < .0001; d = 1.01) and Empathy (mean difference = 0.68; p < .001; d = 0.74). Tape supervision fell between TCS and Workshop, with Tape superior to Workshop for Spirit (mean difference = 0.40; p < .05). TCS was superior to Workshop in reducing MI non-adherence and increasing MI adherence, and was superior to Workshp and Tape in increasing the reflection to question ratio. Tape was superior to TCS in increasing complex reflections. Percentage of counselors meeting proficiency differed significantly between training conditions for the most stringent threshold (Spirit and Empathy scores ≥ 6), and were modest, ranging from 13% to 67%, for TCS and Tape. Conclusion TCS shows promise for promoting new counseling behaviors following participation in workshop training. However, further work is needed to improve supervision methods in order to bring more clinicians to high levels of proficiency and facilitate the dissemination of evidence-based practices. PMID:22506795

Secondary School Teachers' Perceptions of Interactive Whiteboard Training Workshops: A Case Study from Taiwan

ERIC Educational Resources Information Center

Lai, Horng-Ji

2010-01-01

The purpose of this study was to explore secondary school teachers' perceptions of interactive whiteboard (IWB) training workshops in Taiwan. This study also sought to identify potential problems associated with the design of IWB training workshops in order to improve their effectiveness. This research employed observations and interviews to…

Factors Associated with Clinician Participation in TF-CBT Post-workshop Training Components.

PubMed

Pemberton, Joy R; Conners-Burrow, Nicola A; Sigel, Benjamin A; Sievers, Chad M; Stokes, Lauren D; Kramer, Teresa L

2017-07-01

For proficiency in an evidence-based treatment (EBT), mental health professionals (MHPs) need training activities extending beyond a one-time workshop. Using data from 178 MHPs participating in a statewide TF-CBT dissemination project, we used five variables assessed at the workshop, via multiple and logistic regression, to predict participation in three post-workshop training components. Perceived in-workshop learning and client-treatment mismatch were predictive of consultation call participation and case presentation respectively. Attitudes toward EBTs were predictive of trauma assessment utilization, although only with non-call participants removed from analysis. Productivity requirements and confidence in TF-CBT skills were not associated with participation in post-workshop activities.

Towards an open, collaborative, reusable framework for sharing hands-on bioinformatics training workshops

PubMed Central

Revote, Jerico; Suchecki, Radosław; Tyagi, Sonika; Corley, Susan M.; Shang, Catherine A.; McGrath, Annette

2017-01-01

Abstract There is a clear demand for hands-on bioinformatics training. The development of bioinformatics workshop content is both time-consuming and expensive. Therefore, enabling trainers to develop bioinformatics workshops in a way that facilitates reuse is becoming increasingly important. The most widespread practice for sharing workshop content is through making PDF, PowerPoint and Word documents available online. While this effort is to be commended, such content is usually not so easy to reuse or repurpose and does not capture all the information required for a third party to rerun a workshop. We present an open, collaborative framework for developing and maintaining, reusable and shareable hands-on training workshop content. PMID:26984618

Educating Adults: Resources and Needs. An Account of the Inaugural Training Workshop of the Commonwealth Association for the Education and Training of Adults (Gujarat, India, March 22-28, 1987). Number 1.

ERIC Educational Resources Information Center

Commonwealth Association for the Education and Training of Adults.

This document reports on a training workshop on educating adults and on the birth of a new professional association. Section A describes the workshop's rationale, purpose, participants, environment, atmosphere, field trips, study groups, inauguration of the Commonwealth Association for the Education and Training of Adults (CAETA), speeches, and…

Effectiveness of the Civil Aviation Security Program.

DTIC Science & Technology

1980-10-14

CEASE FUNDING OF TRAINING"OF LAW ENFORCEMENT OFFICERS SUPPORTING AIRPORT SECURITY ACTIVITIES. F. FEDERAL AIR MARSHALS PROVIDE LAW ENFORCEMENT SUPPORT...enforcement officer authority through special deputations by the U.S. Marshals Service on an annual basis. Airport Security - Continuing activities...which contributed signifi- cantly to airport security include the training of local law enforcement officers supporting airport security programs, the

How to Lead an OBIS Workshop--Primer.

ERIC Educational Resources Information Center

DeLucchi, Linda; Knott, Robert C.

Active participation is the key to a successful Outdoor Biology Instructional Strategies (OBIS) workshop for training OBIS leaders. Most workshops are conducted by volunteer OBIS leaders for school and community youth group leaders who will either work directly with the children or train others, in which case, the emphasis of the workshop should…

Continuing Education Workshops in Bioinformatics Positively Impact Research and Careers

PubMed Central

Brazas, Michelle D.; Ouellette, B. F. Francis

2016-01-01

Bioinformatics.ca has been hosting continuing education programs in introductory and advanced bioinformatics topics in Canada since 1999 and has trained more than 2,000 participants to date. These workshops have been adapted over the years to keep pace with advances in both science and technology as well as the changing landscape in available learning modalities and the bioinformatics training needs of our audience. Post-workshop surveys have been a mandatory component of each workshop and are used to ensure appropriate adjustments are made to workshops to maximize learning. However, neither bioinformatics.ca nor others offering similar training programs have explored the long-term impact of bioinformatics continuing education training. Bioinformatics.ca recently initiated a look back on the impact its workshops have had on the career trajectories, research outcomes, publications, and collaborations of its participants. Using an anonymous online survey, bioinformatics.ca analyzed responses from those surveyed and discovered its workshops have had a positive impact on collaborations, research, publications, and career progression. PMID:27281025

Continuing Education Workshops in Bioinformatics Positively Impact Research and Careers.

PubMed

Brazas, Michelle D; Ouellette, B F Francis

2016-06-01

Bioinformatics.ca has been hosting continuing education programs in introductory and advanced bioinformatics topics in Canada since 1999 and has trained more than 2,000 participants to date. These workshops have been adapted over the years to keep pace with advances in both science and technology as well as the changing landscape in available learning modalities and the bioinformatics training needs of our audience. Post-workshop surveys have been a mandatory component of each workshop and are used to ensure appropriate adjustments are made to workshops to maximize learning. However, neither bioinformatics.ca nor others offering similar training programs have explored the long-term impact of bioinformatics continuing education training. Bioinformatics.ca recently initiated a look back on the impact its workshops have had on the career trajectories, research outcomes, publications, and collaborations of its participants. Using an anonymous online survey, bioinformatics.ca analyzed responses from those surveyed and discovered its workshops have had a positive impact on collaborations, research, publications, and career progression.

Early Childhood Workshops That Work! The Essential Guide to Successful Training and Workshops.

ERIC Educational Resources Information Center

Alexander, Nancy P.

Noting that good training results from the instructor's skill, knowledge, and ability to plan a session based on what participants need and want, this book is a comprehensive guide that illustrates how to design, organize, conduct, and evaluate early childhood workshops and training seminars. The book includes sections on troubleshooting problem…

Gestalt Workshops: Suggested In-Service Training for Teachers.

ERIC Educational Resources Information Center

Fiordo, Richard

1981-01-01

Fritz Perls' Gestalt Workshops are explained and recommended for inservice training for teachers. Since Gestalt Workshops increase their participants' growth, awareness, and integration personally and environmentally, their benefit to classroom teachers would be direct and dramatic. (Author)

Medical improvisation training to enhance the antenatal counseling skills of neonatologists and neonatal fellows: a pilot study.

PubMed

Sawyer, Taylor; Fu, Belinda; Gray, Megan; Umoren, Rachel

2017-08-01

Neonatologists must be skilled at providing antenatal counseling to expectant parents of premature infants at the limits of viability. We conducted a medical improvisation workshop with the objective of enhancing antenatal counseling skills. Pre- and postworkshop questionnaires were collected to examine the impact of the training. A follow-up survey was distributed 3 months after the workshop to examine the impact of the training on antenatal counseling skills. Nine neonatologists and three neonatal fellows participated in the workshop. Participants reported the skills learned in the workshop could enhance the quality of antenatal counseling. On follow-up survey, 90% of subjects reported improvements in the quality of their antenatal counseling. Participation in a medical improvisation workshop resulted in enhancements of self-perceived antenatal counseling skills. Medical improvisation training may provide a feasible and effective method of communication training for neonatologists. Further research into this innovative method are needed.

Bringing it home: expanding the local reach of dissemination and implementation training via a university-based workshop.

PubMed

Morrato, Elaine H; Rabin, Borsika; Proctor, Jeff; Cicutto, Lisa C; Battaglia, Catherine T; Lambert-Kerzner, Anne; Leeman-Castillo, Bonnie; Prahl-Wretling, Michelle; Nuechterlein, Bridget; Glasgow, Russell E; Kempe, Allison

2015-07-04

Currently, national training programs do not have the capacity to meet the growing demand for dissemination and implementation (D&I) workforce education and development. The Colorado Research in Implementation Science Program (CRISP) developed and delivered an introductory D&I workshop adapted from national programs to extend training reach and foster a local learning community for D&I. To gauge interest and assess learning needs, a pre-registration survey was administered. Based on feedback, a 1.5-day workshop was designed. Day 1 introduced D&I frameworks, strategies, and evaluation principles. Local and national D&I experts provided ignite-style talks on key lessons followed by panel discussion. Breakout sessions discussed community engagement and applying for D&I grants. A workbook was developed to enhance the training and provided exercises for application to an individual's projects. Day 2 offered expert-led mentoring sessions with selected participants who desired advanced instruction. Two follow-up surveys (immediate post-workshop, 6 months) assessed knowledge gained from participation and utilization of workshop content. Ninety-three workshop registrants completed an assessment survey to inform workshop objectives and curriculum design; 43 % were new and 54 % reported a basic understanding of the D&I field. Pre-registrants intended to use the training to "apply for a D&I grant" (73 %); "incorporate D&I into existing projects" (76 %), and for quality improvement (51 %). Sixty-eight individuals attended Day 1; 11 also attended Day 2 mentoring sessions. In the 1-week post-workshop survey (n = 34), 100 % strongly agreed they were satisfied with the training; 97 % strongly agreed the workshop workbook was a valuable resource. All Day 2 participants strongly agreed that working closely with faculty and experts increased their overall confidence. In the 6-month follow-up evaluation (n = 23), evidence of new D&I-related manuscripts and grant proposals was found. Training materials were published online ( www.ucdenver.edu/implementation/workshops ) and disseminated via the National Institutes of Health (NIH) Clinical and Translational Science Awards Consortium. To sustain reach, CRISP adapted the materials into an interactive e-book ( www.CRISPebooks.org ) and launched a new graduate course. Local D&I training workshops can extend the reach of national training programs.

Innovative Design of Complex Engineering Systems

NASA Technical Reports Server (NTRS)

Noor, Ahmed K. (Compiler)

2004-01-01

The document contains the proceedings of the training workshop on Innovative Design of Complex Engineering Systems. The workshop was held at the Peninsula Higher Education Center, Hampton, Virginia, March 23 and 24, 2004. The workshop was jointly sponsored by Old Dominion University and NASA. Workshop attendees came from NASA, other government agencies, industry and universities. The objectives of the workshop were to a) provide broad overviews of the diverse activities related to innovative design of high-tech engineering systems; and b) identify training needs for future aerospace work force development in the design area. The format of the workshop included fifteen, half-hour overview-type presentations, a panel discussion on how to teach and train engineers in innovative design, and three exhibits by commercial vendors.

Peculiarities of US Border Guard Officers' Training at the Federal Law Enforcement Training Center Using Online Campus

ERIC Educational Resources Information Center

Bloshchynskyi, Ihor

2015-01-01

Professional training of future US border guard officers at the Federal Law Enforcement Training Center using e-FLETC Online Campus has been substantiated in the article. Special attention has been paid to revealing such topical areas of Online Campus computer-based training modules (crime scene, driver training, drugs, firearms, health,…

DWI [Driving While Intoxicated] Law Enforcement Training Project: Student Manual.

ERIC Educational Resources Information Center

Carnahan, James E.; And Others

The student manual has been prepared to serve as a workbook to assist the student officer in successfully completing the Driving While Intoxicated (DWI) Law Enforcement Training Course. It is organized under 16 subject headings (orientation, alcohol and highway safety, preparation for alcohol enforcement task, detection of the drinking…

A Survey Study of PREPaRE Workshop Participants' Application of Knowledge, Confidence Levels, and Utilization of School Crisis Response and Recovery Training Curriculum

ERIC Educational Resources Information Center

Lazzaro, Brian R.

2013-01-01

This survey study investigated the effects of the National Association of School Psychologists PREPaRE Workshop 2 training on workshop participants. PREPaRE is a comprehensive crisis prevention and intervention model that is specifically designed for schools. This study evaluated the impact of the PREPaRE model and the training of school…

An AHP-based evaluation method for teacher training workshop on information and communication technology.

PubMed

Lucas, Rochelle Irene; Promentilla, Michael Angelo; Ubando, Aristotle; Tan, Raymond Girard; Aviso, Kathleen; Yu, Krista Danielle

2017-08-01

The emergence of information and communication technology (ICT) has created opportunities for enhancing the learning process at different educational levels. However, its potential benefits can only be fully realized if teachers are properly trained to utilize such tools. The rapid evolution of ICT also necessitates rigorous assessment of training programs by participants. Thus, this study proposes an evaluation framework based on the Analytic Hierarchy Process (AHP) to systematically evaluate such workshops designed for teachers. The evaluation model is decomposed hierarchically into four main criteria namely: (1) workshop design, (2) quality of content of the workshop, (3) quality of delivery of the content of the workshop, and the (4) relevance of the workshop. These criteria are further disaggregated into 24 sub-indicators to measure the effectiveness of the workshop as perceived by the participants based on their own expectations. This framework is applied to a case study of ICT workshops done in the Philippines. In this case, relevance of the workshop is found to be the most important main criterion identified by the participants, particularly on the new ICT knowledge that promotes teachers' professional growth and development. The workshop evaluation index (WEI) is also proposed as a metric to support decision-making by providing a mechanism for benchmarking performance, tracking improvement over time, and developing strategies for the design and improvement of training programs or workshops on ICT for teachers. Copyright © 2017 Elsevier Ltd. All rights reserved.

Development of an operationally efficient PTC braking enforcement algorithm for freight trains.

DOT National Transportation Integrated Search

2013-08-01

Software algorithms used in positive train control (PTC) systems designed to predict freight train stopping distance and enforce a penalty brake application have been shown to be overly conservative, which can lead to operational inefficiencies by in...

Workshop-based training in trauma-focused CBT: an in-depth analysis of impact on provider practices.

PubMed

Jensen-Doss, Amanda; Cusack, Karen J; de Arellano, Michael A

2008-08-01

Despite evidence that more intensive methods are more effective, many clinical settings continue to train practitioners using workshops. To more fully understand the strengths and limitations of workshops, the present investigation studied changes in practitioner behavior following a workshop in trauma-focused cognitive-behavioral therapy (TF-CBT). A chart review indicated no changes in TF-CBT use following the training, although therapists indicated that CBT was the most effective treatment for traumatized youths and was their primary approach to treating trauma. Analysis of client factors indicated weak relationships between technique use and treatment need. Implications of these findings for future training efforts are discussed.

Developing Mentoring Competency: Does a One Session Training Workshop Have Impact?

PubMed

Lau, Chloe; Ford, Jennifer; Van Lieshout, Ryan J; Saperson, Karen; McConnell, Meghan; McCabe, Randi

2016-06-01

Mentorship remains vital to the career development, research productivity, and professional advancement of healthcare professionals in all disciplines of academic medicine. Recent studies describe mentor training initiatives aimed at increasing mentoring competency through multisession training curricula. Although the published results of these programs are promising, they require the following: (1) substantial financial resources from the institution, and (2) continuous participation and time commitment from faculty, which may reduce participation and effectiveness. A single, half-day of evidence-based mentor training would represent a more cost-effective and accessible option for educating mentors. The present study investigates the impact of a half-day interactive mentor training workshop on mentoring competency in faculty, staff, and trainees of the Department of Psychiatry and Behavioural Neurosciences at McMaster University. Overall, participants' self-reported mentoring competency mean scores were significantly higher post-workshop compared to pre-workshop ratings [mean = 4.48 vs. 5.02 pre- and post-workshop, respectively; F(1, 31) = 18.386, P < 0.001, η p2 = 0.37]. Survey respondents gave positive feedback and reported greater understanding of mentorship and specific mentoring changes they planned to apply after attending the workshop. Academic and healthcare institutions may use this framework to guide the development of a half-day mentoring workshop into their education programs.

International Emergency Medical Teams Training Workshop Special Report.

PubMed

Albina, Anthony; Archer, Laura; Boivin, Marlène; Cranmer, Hilarie; Johnson, Kirsten; Krishnaraj, Gautham; Maneshi, Anali; Oddy, Lisa; Redwood-Campbell, Lynda; Russell, Rebecca

2018-04-26

The World Health Organization's (WHO; Geneva, Switzerland) Emergency Medical Team (EMT) Initiative created guidelines which define the basic procedures to be followed by personnel and teams, as well as the critical points to discuss before deploying a field hospital. However, to date, there is no formal standardized training program established for EMTs before deployment. Recognizing that the World Association of Disaster and Emergency Medicine (WADEM; Madison, Wisconsin USA) Congress brings together a diverse group of key stakeholders, a pre-Congress workshop was organized to seek out collective expertise and to identify key EMT training competencies for the future development of training programs and protocols. The future of EMT training should include standardization of curriculum and the recognition or accreditation of selected training programs. The outputs of this pre-WADEM Congress workshop provide an initial contribution to the EMT Training Working Group, as this group works on mapping training, competencies, and curriculum. Common EMT training themes that were identified as fundamental during the pre-Congress workshop include: the ability to adapt one's professional skills to low-resource settings; context-specific training, including the ability to serve the needs of the affected population in natural disasters; training together as a multi-disciplinary EMT prior to deployment; and the value of simulation in training. AlbinaA, ArcherL, BoivinM, CranmerH, JohnsonK, KrishnarajG, ManeshiA, OddyL, Redwood-CampbellL, RussellR. International Emergency Medical Teams training workshop special report.

Randomized Trial of Law Enforcement Training on Autism Spectrum Disorders

ERIC Educational Resources Information Center

Teagardin, Jill; Dixon, Dennis R.; Smith, Marlena N.; Granpeesheh, Doreen

2012-01-01

The core symptoms of autism spectrum disorders (ASD) are likely to affect interactions between law enforcement officers and persons with ASD. If law enforcement officers are not trained to identify and appropriately respond to persons with ASD, it is possible that officers may exacerbate a situation, resulting in unnecessary trauma, injury, or…

Simulation game provides financial management training.

PubMed

Uhles, Neville; Weimer-Elder, Barbette; Lee, James G

2008-01-01

Adventist HealthCare developed a workshop with a reality simulation game as an engaging means to teach nonfinancial managers about the relationships between cash flow, income statements, and balance sheets. Thirty AHC staff, about half financial and half nonfinancial, were trained as workshop facilitators, and all managers with budget oversight were asked to complete the workshop. The workshop was very positively received; participants' average scores on workshop questionnaires increased from 77.4 percent correct on a presession questionnaire to 91.3 percent correct on a postsession questionnaire.

Fiscal Officer Training Workshop, 1997. Participant's Guide.

ERIC Educational Resources Information Center

Department of Education, Washington, DC.

Extensive workshop materials are presented in this 1997 training guide for fiscal officers, business officers, bursars, loan managers, and others who have responsibility for Title IV college student financial aid programs. Workbook type material is provided for nine workshop sessions that cover the following topics: (1) Institutional…

Same But Different: An Intercultural Training Workshop Manual.

ERIC Educational Resources Information Center

Ching, Judith; And Others

This manual is a product of the Intercultural Training Program (ICT) Workshops which were originally designed to provide experiential training to Hawaii's teachers, students, and administrators. The training, however, may be useful to anyone interested in acquiring the experience and knowledge necessary to communicate effectively with varied…

DOES TRAINING IN THE CIRCLE OF SECURITY FRAMEWORK INCREASE RELATIONAL UNDERSTANDING IN INFANT/CHILD AND FAMILY WORKERS?

PubMed

McMahon, Catherine; Huber, Anna; Kohlhoff, Jane; Camberis, Anna-Lisa

2017-09-01

This article evaluated whether attendance at Circle of Security training workshops resulted in attendees showing greater empathy and attachment-related knowledge and understanding, and fewer judgmental responses to viewing a stressful parent-child interaction. Participants were 202 practitioners who attended and completed a 2-day (n = 70), 4-day (n = 105), or 10-day (n = 27) COS training workshop in Australia or New Zealand in 2015. In a pre/post design, participant reactions to a video clip of a challenging parent-child interaction were coded for empathic, judgmental, or attachment-focused language. Attachment understanding was coded in response to questions about the greatest challenge that the dyad faced. In all training conditions, participants provided significantly more attachment-focused descriptors and showed significantly greater attachment understanding after training, but significantly fewer empathic descriptors. While participants at the longer workshops provided significantly fewer judgmental/critical descriptors, there was no change for those attending the 2-day workshop. Irrespective of workshop duration or professional background, participants took a more relational perspective on the vignette after the training workshops. More detailed research is required to establish the extent to which this increased knowledge and understanding is retained and integrated into infant mental health practice with parents and young children. © 2017 Michigan Association for Infant Mental Health.

Pre-training to improve workshop performance in supervisor skills: an exploratory study of Latino agricultural workers.

PubMed

Austin, J; Alvero, A M; Fuchs, M M; Patterson, L; Anger, W K

2009-07-01

Employees with limited education may be excluded from advanced training due to assumptions that they might not learn rapidly. However, preparatory training may be able to overcome missing experience in education. The purpose of this study was to test the hypothesis that computer-based training (CBT) in supervisor skills of Latino agricultural workers would improve subsequent performance in a workshop designed to teach supervisor skills. Ten men born and educated in Mexico participated in the study; all spoke Spanish, the language of the training. Five participants (mean 6.4 years of education) completed supervisor skills CBT, and five participants (mean 8.2 years of education) completed hazard communication (HazCom) CBT as a control condition. Following the CBT, all participants completed a two-day face-to-face workshop on supervisory skills conducted by an experienced behavior management consultant. Although the groups did not differ in their knowledge scores on a multiple-choice test before the face-to-face workshop, after the workshop the HazCom group had a mean test score of 51.2% (SD = 8.7) while the supervisor group had a higher mean test score of 65.2% (SD = 14.3). The difference was marginally significant by a t-test (p = 0.052), and the effect size was large (d = 1.16). The results suggest that computer-based training in supervisor skills can be effective in preparing participants with limited education to learn supervisor skills from a face-to-face workshop. This result suggests that limited educational attainment is not a barrier to learning the complex knowledge required to supervise employees, that pre-training may improve learning in a workshop format, and that training may be presented effectively in a computer-based format to employees with limited education.

Next-generation sequencing: a challenge to meet the increasing demand for training workshops in Australia.

PubMed

Watson-Haigh, Nathan S; Shang, Catherine A; Haimel, Matthias; Kostadima, Myrto; Loos, Remco; Deshpande, Nandan; Duesing, Konsta; Li, Xi; McGrath, Annette; McWilliam, Sean; Michnowicz, Simon; Moolhuijzen, Paula; Quenette, Steve; Revote, Jerico Nico De Leon; Tyagi, Sonika; Schneider, Maria V

2013-09-01

The widespread adoption of high-throughput next-generation sequencing (NGS) technology among the Australian life science research community is highlighting an urgent need to up-skill biologists in tools required for handling and analysing their NGS data. There is currently a shortage of cutting-edge bioinformatics training courses in Australia as a consequence of a scarcity of skilled trainers with time and funding to develop and deliver training courses. To address this, a consortium of Australian research organizations, including Bioplatforms Australia, the Commonwealth Scientific and Industrial Research Organisation and the Australian Bioinformatics Network, have been collaborating with EMBL-EBI training team. A group of Australian bioinformaticians attended the train-the-trainer workshop to improve training skills in developing and delivering bioinformatics workshop curriculum. A 2-day NGS workshop was jointly developed to provide hands-on knowledge and understanding of typical NGS data analysis workflows. The road show-style workshop was successfully delivered at five geographically distant venues in Australia using the newly established Australian NeCTAR Research Cloud. We highlight the challenges we had to overcome at different stages from design to delivery, including the establishment of an Australian bioinformatics training network and the computing infrastructure and resource development. A virtual machine image, workshop materials and scripts for configuring a machine with workshop contents have all been made available under a Creative Commons Attribution 3.0 Unported License. This means participants continue to have convenient access to an environment they had become familiar and bioinformatics trainers are able to access and reuse these resources.

Intensive communication skills teaching for specialist training in palliative medicine: development and evaluation of an experiential workshop.

PubMed

Clayton, Josephine M; Adler, Jonathan L; O'Callaghan, Anne; Martin, Peter; Hynson, Jenny; Butow, Phyllis N; Laidsaar-Powell, Rebekah C; Arnold, Robert M; Tulsky, James A; Back, Anthony L

2012-05-01

The Australasian Chapter of the Palliative Medicine (AChPM) Curriculum Development Group identified communication as a core skill that trainees in palliative medicine need to acquire, and proposed the development of a communication skills workshop that should become a compulsory part of training to achieve accreditation as a palliative medicine specialist in Australia and New Zealand. This paper describes the development and subsequent evaluation of this module. A three-day communication workshop was developed in collaboration with expert communication skills facilitators from the United States and Australia. The teaching consists of: (1) brief plenary presentations providing an evidence-based framework for communication and a demonstration of suggested strategies; (2) small group experiential learning providing opportunities to practice communication skills with clinically relevant simulated patients, self-appraisal, constructive feedback, and reflective exercises; and (3) accompanying course-specific written material. Participants completed de-identified questionnaires before, after, and three months following completion of the workshop. Forty-one participants completed the training in two workshops held in 2008 and 2009. Participants said in their questionnaire responses that the training was useful, would be helpful for their communication with patients, and that they would recommend the training to others. Qualitative feedback was highly positive. Self-assessed confidence in communication skills significantly increased following the workshop (p<.001) and was sustained at three months (p<.001). The training is highly valued by participants and increases confidence in communication skills. Facilitator training and capacity planning will be critical for the ongoing success of the communication workshop.

Next-generation sequencing: a challenge to meet the increasing demand for training workshops in Australia

PubMed Central

Watson-Haigh, Nathan S.; Shang, Catherine A.; Haimel, Matthias; Kostadima, Myrto; Loos, Remco; Deshpande, Nandan; Duesing, Konsta; Li, Xi; McGrath, Annette; McWilliam, Sean; Michnowicz, Simon; Moolhuijzen, Paula; Quenette, Steve; Revote, Jerico Nico De Leon; Tyagi, Sonika; Schneider, Maria V.

2013-01-01

The widespread adoption of high-throughput next-generation sequencing (NGS) technology among the Australian life science research community is highlighting an urgent need to up-skill biologists in tools required for handling and analysing their NGS data. There is currently a shortage of cutting-edge bioinformatics training courses in Australia as a consequence of a scarcity of skilled trainers with time and funding to develop and deliver training courses. To address this, a consortium of Australian research organizations, including Bioplatforms Australia, the Commonwealth Scientific and Industrial Research Organisation and the Australian Bioinformatics Network, have been collaborating with EMBL-EBI training team. A group of Australian bioinformaticians attended the train-the-trainer workshop to improve training skills in developing and delivering bioinformatics workshop curriculum. A 2-day NGS workshop was jointly developed to provide hands-on knowledge and understanding of typical NGS data analysis workflows. The road show–style workshop was successfully delivered at five geographically distant venues in Australia using the newly established Australian NeCTAR Research Cloud. We highlight the challenges we had to overcome at different stages from design to delivery, including the establishment of an Australian bioinformatics training network and the computing infrastructure and resource development. A virtual machine image, workshop materials and scripts for configuring a machine with workshop contents have all been made available under a Creative Commons Attribution 3.0 Unported License. This means participants continue to have convenient access to an environment they had become familiar and bioinformatics trainers are able to access and reuse these resources. PMID:23543352

USAID Worldwide Education and Training Workshop (Arlington, Virginia, August 17-21, 2009)

ERIC Educational Resources Information Center

US Agency for International Development, 2009

2009-01-01

The 2009 Worldwide Education and Training Workshop brought together over 375 members of the international development community to share best practices in addressing the growing challenges in the field of education for social and economic development. This paper presents synopses of the presentations delivered during the workshop.

A Description and Evaluation of the 1979 Summer Training Workshop. Roosevelt University and the Chicago Board of Education Teacher Corps Project--Program '78.

ERIC Educational Resources Information Center

Asser, Eliot; And Others

A report is given of a fifteen-day summer workshop sponsored by the Teacher Corps. The workshop was held in Chicago, Illinois and involved faculty from the Hyde Park Career Academy, Dumas Elementary School, representatives from the Community Council, and interns from the Teacher Corps Member Training Institute. The focus of the workshop was on…

32 CFR 634.33 - Training of law enforcement personnel.

Code of Federal Regulations, 2011 CFR

2011-07-01

... ENFORCEMENT AND CRIMINAL INVESTIGATIONS MOTOR VEHICLE TRAFFIC SUPERVISION Traffic Supervision § 634.33... trained to do the following: (1) Recognize signs of alcohol and other drug impairment in persons operating...

32 CFR 634.33 - Training of law enforcement personnel.

Code of Federal Regulations, 2010 CFR

2010-07-01

... ENFORCEMENT AND CRIMINAL INVESTIGATIONS MOTOR VEHICLE TRAFFIC SUPERVISION Traffic Supervision § 634.33... trained to do the following: (1) Recognize signs of alcohol and other drug impairment in persons operating...

Close of Service Workshop. Trainer Guidelines and Workshop Materials. Training for Development. Peace Corps Information Collection & Exchange Training Manual No. T-07.

ERIC Educational Resources Information Center

Peace Corps, Washington, DC. Information Collection and Exchange Div.

This manual is intended for use by Peace Corps staff members and/or trainers contracted to facilitate the close of service (COS) workshop, the purpose of which is to help volunteers make the transition from the host country back to the United States. Chapter 1 provides an overview of the COS workshop. Chapter 2 is a trainer reference. It helps the…

Emerging and Future Computing Paradigms and Their Impact on the Research, Training, and Design Environments of the Aerospace Workforce

NASA Technical Reports Server (NTRS)

Noor, Ahmed K. (Compiler)

2003-01-01

The document contains the proceedings of the training workshop on Emerging and Future Computing Paradigms and their impact on the Research, Training and Design Environments of the Aerospace Workforce. The workshop was held at NASA Langley Research Center, Hampton, Virginia, March 18 and 19, 2003. The workshop was jointly sponsored by Old Dominion University and NASA. Workshop attendees came from NASA, other government agencies, industry and universities. The objectives of the workshop were to a) provide broad overviews of the diverse activities related to new computing paradigms, including grid computing, pervasive computing, high-productivity computing, and the IBM-led autonomic computing; and b) identify future directions for research that have high potential for future aerospace workforce environments. The format of the workshop included twenty-one, half-hour overview-type presentations and three exhibits by vendors.

Circles of Women: Professional Skills Training with American Indian Women.

ERIC Educational Resources Information Center

LaFromboise, Teresa D.

This manual is a resource guide for organizing leadership training workshops for American Indian women at various levels of professional training. The resources and ideas for training were supplied by American Indian women who participated in such workshops. Section 1 of the manual presents an overview of critical issues in the professionalization…

Evaluating Training and Implementation of the Individualized Meaning-Centered Approach to Teaching Braille Literacy

ERIC Educational Resources Information Center

Durando, Julie A.; Wormsley, Diane P.

2009-01-01

This study investigated the effectiveness of training workshops in braille literacy for teachers of students who are visually impaired and have additional disabilities. Participants in the training workshops in the Individualized Meaning-Centered Approach indicated general satisfaction with the training. Most reported using the approach with…

Cultural Competency, Education, and Training among Campus Law Enforcement

ERIC Educational Resources Information Center

Anderson, Ashley; Hendricks, James E.

2011-01-01

Enforcement agencies have developed an acute understanding of the importance of cultural competency among officers given the historically diverse nature of societies and communities. However, it has only been in the recent past that departments have begun ongoing training in this area. Training in cultural competency benefits departments in many…

Education and training in pediatric robotic surgery: lessons learned from an inaugural multinational workshop.

PubMed

Cundy, Thomas P; Mayer, Erik K; Camps, Juan I; Olsen, Lars H; Pelizzo, Gloria; Yang, Guang-Zhong; Darzi, Ara; Najmaldin, Azad S

2015-03-01

The introduction of robotic surgery into clinical practice brings new and specific needs for education and training. Application to the pediatric setting comes with unique considerations, warranting dedicated training resources that are accessible. A pediatric robotic surgery workshop was convened to address initial education and training requirements. The event was designed to offer an exposure rich environment for delegates to familiarize and learn basic principles in a maximally efficient manner. Pre- and post-workshop survey responses were evaluated to reflect on the quality of the educational experience and scope for improvement. Feasibility and sustainability of such events was further evaluated by reviewing various challenges encountered. A total of 29 surgeons participated in the workshop, with 7 countries represented. The majority of delegates (94 %) indicated they were "very satisfied" with the overall program. Delegates almost unanimously expressed preference and satisfaction for hands-on content. Qualitative feedback favored a stepwise and modular workshop structure, transitioning from didactic teaching to progressively more advanced training. At the basic and intermediate level, this style of event is able to satisfy initial training and educational needs. Feasibility and sustainability of such events is highly dependent on infrastructure resources that have numerous barriers to accessibility.

Faculty opinion survey following attendance to teacher training workshop in Kathmandu Medical College.

PubMed

Joshi, S; Pradhan, A; Dixit, H

2004-01-01

With the growing awareness of the importance of teaching and learning in Universities, the need to improve professional qualities in teachers has been identified. This paper describes the outcome of the impact of teacher training workshops on faculty- teaching performance. A total of 30 faculties who had undergone teacher training in the one-year period were included in the study. Survey questionnaire were distributed and all the forms were returned. All (100%) respondents found the teacher training to be very useful/useful for improvement of teaching skills. A total of 76.66% said that the skills learnt in the workshop were very applicable, 80% perceived changes in students classroom behaviour and found their lecture to be more participatory and interactive. As for their own change in behaviour, 66.66% respondents experienced better interaction with the students in classroom. The overall impression of the training was very positive. Future studies should include student feed back and classroom teaching observation for faculty teaching evaluation. We also need to utilise the feed back information obtained in this article, to further improve the strength of the future teacher training workshops. The future workshops should include sessions in problem-based learning and follow up refresher courses.

Perceptions of a Learning Organization and Factors within the Work Environment That Influence Transfer of Training in Law Enforcement

ERIC Educational Resources Information Center

Hunter-Johnson, Yvonne

2012-01-01

The purpose of this study was to determine law enforcement officers' perception of factors within the workplace that influence transfer of training and their perception of the organization being a learning organization. The study actually had three parts. First, it intended to investigate the perception of law enforcement officers regarding…

SRF Training Workshop Support

EPA Pesticide Factsheets

EPA is soliciting applications from eligible applicants to provide training workshop support activities for the State Revolving Fund (SRF) programs, the Clean Water SRF program and the Drinking Water SRF programs.

Consumer and community involvement in health and medical research: evaluation by online survey of Australian training workshops for researchers.

PubMed

McKenzie, Anne; Alpers, Kirsten; Heyworth, Jane; Phuong, Cindy; Hanley, Bec

2016-01-01

In Australia, since 2009, the Consumer and Community Involvement Program (formerly the Consumer and Community Participation Program) has developed and run workshops to help people working in health and medical research involve more consumers (patients) and community members (the public) in their research. In 2012, workshop attendees were invited to do an online survey to find out the effect, if any, that attending a workshop had on their awareness of and attitudes to consumer and community involvement. They were also asked about changes in their behaviour when it came to the involvement of consumers and the community in their work. The study found that, for people who answered the survey, more than double the number found consumer and community involvement very relevant after attending a workshop, compared with the number who thought that before attending one. Also, amongst those who answered the survey, 94 % thought that the workshop increased their understanding about involvement. Background There is limited evidence of the benefits of providing training workshops for researchers on how to involve consumers (patients) and the community (public) in health and medical research. Australian training workshops were evaluated to contribute to the evidence base. The key objective was to evaluate the impact of the workshops in increasing awareness of consumer and community involvement; changing attitudes to future implementation of involvement activities and influencing behaviour in the methods of involvement used. A secondary objective was to use a formal evaluation survey to build on the anecdotal feedback received from researchers about changes in awareness, attitudes and behaviours. Methods The study used a cross-sectional, online survey of researchers, students, clinicians, administrators and members of non-government organisations who attended Consumer and Community Involvement Program training workshops between 2009 and 2012 to ascertain changes to awareness, attitudes and behaviours related to consumer and community involvement in health and medical research. Results Changes in awareness and attitudes were demonstrated by more than double the number of respondents finding involvement very relevant after attending a workshop compared with those who did so before attending; 94 % of respondents agreed that the workshops increased their understanding of how involvement can add value to research. Conclusions The training workshops raised awareness and increased relevance of consumer and community involvement among Australian researchers who attended a workshop and responded to the survey. The results of the survey are also suggestive that the training led to behaviour changes through increased consumer and community involvement.

An Evaluation of a Media Literacy Program Training Workshop for Late Elementary School Teachers

PubMed Central

Scull, Tracy Marie; Kupersmidt, Janis Beth

2012-01-01

The present study examined the efficacy of a media literacy education, substance abuse prevention training workshop for late elementary school teachers. Analyses revealed that the randomly assigned intervention (n = 18) and control (n = 23) teachers were similar in demographic characteristics and pre-training beliefs and knowledge. Teachers who participated in the workshop reported stronger beliefs in the importance of and familiarity with media literacy education and scored higher on a direct assessment of media deconstruction skills than teachers in the control group. Teachers reported positive program assessment ratings. This randomized controlled trial provides evidence that a one-day teacher training workshop on media literacy education is effective at improving teachers’ beliefs and knowledge about media literacy that are relevant for successful student outcomes. PMID:23275894

[Clinical and communication simulation workshop for fellows in gastroenterology: the trainees' perspective].

PubMed

Lang, Alon; Melzer, Ehud; Bar-Meir, Simon; Eliakim, Rami; Ziv, Amitai

2006-11-01

The continuing development in computer-based medical simulators provides an ideal platform for simulator-assisted training programs for medical trainees. Computer-based endoscopic simulators provide a virtual reality environment for training endoscopic procedures. This study illustrates the use of a comprehensive training model combining the use of endoscopic simulators with simulated (actor) patients (SP). To evaluate the effectiveness of a comprehensive simulation workshop from the trainee perspective. Four case studies were developed with emphasis on communication skills. Three workshops with 10 fellows in each were conducted. During each workshop the trainees spent half of the time in SP case studies and the remaining half working with computerized endoscopic simulators with continuous guidance by an expert endoscopist. Questionnaires were completed by the fellows at the end of the workshop. Seventy percent of the fellows felt that the endoscopic simulator was close or very close to reality for gastroscopy and 63% for colonoscopy. Eighty eight percent thought the close guidance was important for the learning process with the simulator. Eighty percent felt that the case studies were an important learning experience for risk management. Further evaluation of multi-modality simulation workshops in gastroenterologist training is needed to identify how best to incorporate this form of instruction into training for gastroenterologists.

Effects of a Training Program on the Job Readiness of Physically Handicapped Sheltered Workshop Employees.

ERIC Educational Resources Information Center

Tesolowski, Dennis G.; Halpin, Gerald

Twenty-two physically handicapped sheltered workshop employees were matched on the severity of their disabilities and randomly assigned to either an experimental or control group. Those in the experimental group participated in a one-hour-per-day, fifteen-day job readiness training program in addition to their regular sheltered workshop jobs while…

40 CFR 16.11 - General exemptions.

Code of Federal Regulations, 2013 CFR

2013-07-01

... Criminal Investigation Division, Office of Criminal Enforcement, Forensics, and Training, a component of... maintained by the National Enforcement Investigations Center, Office of Criminal Enforcement, Forensics, and...

40 CFR 16.11 - General exemptions.

Code of Federal Regulations, 2011 CFR

2011-07-01

... Criminal Investigation Division, Office of Criminal Enforcement, Forensics, and Training, a component of... maintained by the National Enforcement Investigations Center, Office of Criminal Enforcement, Forensics, and...

40 CFR 16.11 - General exemptions.

Code of Federal Regulations, 2014 CFR

2014-07-01

... Criminal Investigation Division, Office of Criminal Enforcement, Forensics, and Training, a component of... maintained by the National Enforcement Investigations Center, Office of Criminal Enforcement, Forensics, and...

40 CFR 16.11 - General exemptions.

Code of Federal Regulations, 2010 CFR

2010-07-01

... Criminal Investigation Division, Office of Criminal Enforcement, Forensics, and Training, a component of... maintained by the National Enforcement Investigations Center, Office of Criminal Enforcement, Forensics, and...

40 CFR 16.11 - General exemptions.

Code of Federal Regulations, 2012 CFR

2012-07-01

... Criminal Investigation Division, Office of Criminal Enforcement, Forensics, and Training, a component of... maintained by the National Enforcement Investigations Center, Office of Criminal Enforcement, Forensics, and...

An evaluation of training of teachers in medical education in four medical schools of Nepal.

PubMed

Baral, Nirmal; Paudel, Bishnu Hari; Das, Binod Kumar Lal; Aryal, Madhukar; Das, Balbhadra Prasad; Jha, Nilambar; Lamsal, Madhab

2007-09-01

Effective teaching is a concern of all teachers. Therefore, regular teachers' training is emphasized globally. B. P. Koirala Institute of Health Sciences (BPKIHS), a health science deemed university situated in eastern region of Nepal has an established Medical Education unit which attempts to improve teaching-learning skills by training faculty members through organizing regular medical education training programs. The aim of the present study was to assess the effectiveness of 3-day training workshop on "Teaching-learning methodology and Evaluation" held in four different medical colleges of Nepal. The workshop was targeted at middle and entry level of health profession teachers who had not been previously exposed to any teacher's training program. The various components, such as teaching-learning principles, writing educational objectives, organizing and sequencing education materials, teaching-learning methods, microteaching and assessment techniques, were incorporated in the workshop. A team of resource persons from BPKIHS were involved in all the four medical institutions. The collection data had two categories of responses: (1) a questionnaire survey of participants at the beginning and end of the workshop to determine their gain in knowledge and (2) a semi-structured questionnaire survey of participants at the end of workshop to evaluate their perception on usefulness of the workshop. The later category had items with three-point likert scale (very useful, useful and not useful) and responses to open-ended questions/ statements to document participants general views. The response was entered into a spreadsheet and analyzed using SPSS. The result showed that all participants (n = 92) improved their scores after attending the workshop (p < 0.001). Majority of respondents expressed that the teaching-learning methods, media, microteaching and evaluation techniques were useful in teaching-learning. The workshop was perceived as an acceptable way of acquiring teaching-learning skills but 39.4% participants expressed that the duration of the workshop was too short. The overall impression about trainers was very positive. Therefore, regular organization of such workshops with addition of new advances in medical education would be highly beneficial to improve teaching learning skill of medical teachers.

Privacy Impact Assessment for the Training Registration and Administration Records for the Office of Criminal Enforcement, Forensics and Training and the National Enforcement Training Institute

EPA Pesticide Factsheets

This system collects student data for NETI's online university, including contact information and course data. Learn how this data is collected, used, accessed, the purpose of data collection, and record retention policies for the data.

Adult Educators' Perceptions of Their Organization Promoting Learning Practices and Culture: A Caribbean Law Enforcement Context

ERIC Educational Resources Information Center

Hunter-Johnson, Yvonne; Closson, Rosemary

2012-01-01

Many organizations, whether private or public, invest extensively in training and development. Such investment in training and development does not guarantee that the organization is perceived as a learning organization. This study examined law enforcement adult educators' (training facilitators') perceptions of their organization promoting…

An Analysis and Plan of Test Development for the Law Enforcement Basic Training Course.

ERIC Educational Resources Information Center

Vineberg, Robert; Taylor, John E.

A test development plan is described to evaluate police enrolled in the law enforcement basic training course developed by California's Commission on Peace Officer Standards and Training (POST). Some general test methodologies are discussed: performance tests, knowledge tests, and situational tests, including role playing simulations and…

The dissemination of motivational interviewing in Swedish county councils: Results of a randomized controlled trial

PubMed Central

Forsberg, Lars; Lindqvist, Helena; Diez, Margarita; Enö Persson, Johanna; Ghaderi, Ata

2017-01-01

Objective A significant number of Swedish practitioners are offered workshop trainings in motivational interviewing through community-based implementation programs. The objective of this randomized controlled trial was to evaluate to what extent the practitioners acquire and retain skills from additional supervision consisting of feedback based on monitoring of practice. Materials and methods A total of 174 practitioners in five county councils across Sweden were randomized to one of the study's two groups: 1) Regular county council workshop training, 2) Regular county council workshop training followed by six sessions of supervision. The participant’s mean age was 43.3 years, and the majority were females (88.1%). Results Recruiting participants proved difficult, which may have led to a biased sample of practitioners highly motivated to learn the method. Although slightly different in form and content, all the workshop trainings increased the participants’ skills to the same level. Also, consistent with previous research, the additional supervision group showed larger gains in proficiency compared to the group who received workshop training only at the six-month follow-up. However, analyses showed generally maintained levels of skills for all the participants at the follow-up assessment, and the majority of participants did not attain beginning proficiency levels at either post-workshop or follow-up. Conclusions The results of this study address the real-life implications of dissemination of evidence-based practices. The maintained level of elevated skills for all participants is a promising finding. However, the low interest for obtaining additional supervision among the Swedish practitioners is problematic. In addition, neither the workshop trainings nor the additional supervision, although improving skills, were sufficient for most of the participants to reach beginning proficiency levels. This raises questions regarding the most efficient form of training to attain and sustain adequate practice standards, and how to create incentive and interest among practitioners to participate in such training. PMID:28750067

Hospital preparedness for Ebola virus disease: a training course in the Philippines

PubMed Central

Carlos, Celia; Capistrano, Rowena; Tobora, Charissa Fay; delos Reyes, Mari Rose; Lupisan, Socorro; Corpuz, Aura; Aumentado, Charito; Suy, Lyndon Lee; Hall, Julie; Donald, Julian; Counahan, Megan; Curless, Melanie S; Rhymer, Wendy; Gavin, Melanie; Lynch, Chelsea; Black, Meredith A; Anduyon, Albert D; Buttner, Petra

2015-01-01

Objective To develop, teach and evaluate a training workshop that could rapidly prepare large numbers of health professionals working in hospitals in the Philippines to detect and safely manage Ebola virus disease (EVD). The strategy was to train teams (each usually with five members) of key health professionals from public, private and local government hospitals across the Philippines who could then guide Ebola preparedness in their hospitals. Methods The workshop was developed collaboratively by the Philippine Department of Health and the country office of the World Health Organization. It was evaluated using a pre- and post-workshop test and two evaluation forms. χ2 tests and linear regression analyses were conducted comparing pre- and post-workshop test results. Results A three-day workshop was developed and used to train 364 doctors, nurses and medical technologists from 78 hospitals across the Philippines in three initial batches. Knowledge about EVD increased significantly (P < 0.009) although knowledge on transmission remained suboptimal. Confidence in managing EVD increased significantly (P = 0.018) with 96% of participants feeling more prepared to safely manage EVD cases. Discussion: The three-day workshop to prepare hospital staff for EVD was effective at increasing the level of knowledge about EVD and the level of confidence in managing EVD safely. This workshop could be adapted for use as baseline training in EVD in other developing countries to prepare large numbers of hospital staff to rapidly detect, isolate and safely manage EVD cases. PMID:25960920

On a wing and a prayer: an assessment of modularized crew resource management training for health care professionals.

PubMed

Clay-Williams, Robyn; Greenfield, David; Stone, Judy; Braithwaite, Jeffrey

2014-01-01

Evidence suggests that Crew Resource Management (CRM), a form of team training, is beneficial. In CRM training, participants learn individual portable team skills such as communication and decision making through group discussion and activities. However, the usual 1-day course format is not always compatible with health care organizational routines. A modular training format, while theoretically sound, is untested for interprofessional team training. The aim of this study was to explore the potential for modularized CRM training to be delivered to a group of interprofessional learners. Modularized CRM training, consisting of two 2-hour workshops, was delivered to health care workers in an Australian tertiary hospital. Kirkpatrick's evaluation model provided a framework for the study. Baseline attitude surveys were conducted prior to each workshop. Participants completed a written questionnaire at the end of each workshop that examined their motivations, reactions to the training, and learner demographics. An additional survey, administered 6 weeks post training, captured self-assessed behavior data. Twenty-three individuals from a range of professions and clinical streams participated. One in 5 participants (22%) reported that they translated teamwork skills to the workplace. While positive about the workshop format and content, many respondents identified personal, team, and organizational barriers to the application of the workshop techniques. CRM training when delivered in a modular format has positive outcomes. Following the training, some respondents overcame workplace barriers to attempt to change negative workplace behavior. This progress provides cautious optimism for the potential for modular CRM training to benefit groups of interprofessional health staff. © 2014 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on Continuing Medical Education, Association for Hospital Medical Education.

Mindfulness-based resilience training to reduce health risk, stress reactivity, and aggression among law enforcement officers: A feasibility and preliminary efficacy trial.

PubMed

Christopher, Michael S; Hunsinger, Matthew; Goerling, Lt Richard J; Bowen, Sarah; Rogers, Brant S; Gross, Cynthia R; Dapolonia, Eli; Pruessner, Jens C

2018-06-01

The primary objective of this study was to assess feasibility and gather preliminary outcome data on Mindfulness-Based Resilience Training (MBRT) for law enforcement officers. Participants (n = 61) were randomized to either an 8-week MBRT course or a no intervention control group. Self-report and physiological data were collected at baseline, post-training, and three months following intervention completion. Attendance, adherence, post-training participant feedback, and interventionist fidelity to protocol all demonstrated feasibility of MBRT for law enforcement officers. Compared to no intervention controls, MBRT participants experienced greater reductions in salivary cortisol, self-reported aggression, organizational stress, burnout, sleep disturbance, and reported increases in psychological flexibility and non-reactivity at post-training; however, group differences were not maintained at three-month follow-up. This initial randomized trial suggests MBRT is a feasible intervention. Outcome data suggest MBRT targets key physiological, psychological, and health risk factors in law enforcement officers, consistent with the potential to improve officer health and public safety. However, follow-up training or "booster" sessions may be needed to maintain training gains. A fully powered longitudinal randomized trial is warranted. Copyright © 2018 Elsevier B.V. All rights reserved.

Improving Communicative Competence: Validation of a Social Skills Training Workshop.

ERIC Educational Resources Information Center

Dawson, Pamela J.; Spitzberg, Brian H.

The effectiveness of a social skills training workshop was assessed by comparing the rated competence of participants in an Interpersonal Skills Training Program to the rated competence of nonparticipants. Subjects' self-ratings were included. This comparison was operationalized through a pretest-posttest design with 12 experimental and 22 control…

Key Strengths of an Innovative Volunteer Training Workshop

ERIC Educational Resources Information Center

Sellick, Angelika; Bournot-Trites, Monique; Reeder, Ken; Scales, Andrew; Smith, Mark; Zappa-Hollman, Sandra

2011-01-01

The study involved 14 volunteer facilitators, four UBC staff members, and the researcher as participant; the data collected were observation notes, questionnaires, results from focus groups, and interviews. The study revealed that the key strengths of the training workshop lay in its approach to training, its focus on confidence and capacity…

Suicide Awareness and Prevention Workshop for Social Workers and Paraprofessionals

ERIC Educational Resources Information Center

Levitt, Aaron J.; Lorenzo, Julie; Yu, Van; Wean, Caren; Miller-Solarino, Sophie

2011-01-01

Social workers and paraprofessionals serve psychiatric populations at high risk for suicide, but may receive little training related to suicidality. This study evaluated a suicide awareness and prevention training workshop for providers working with mentally ill homeless and previously homeless adults. Trainees attended a half day of training, and…

Educational Technology Training Workshops for Mathematics Teachers: An Exploration of Perception Changes

ERIC Educational Resources Information Center

Lau, Wilfred Wing Fat; Yuen, Allan Hoi Kau

2013-01-01

This study examined the effects of educational technology training workshops on perception changes of mathematics teachers. Three perceptions, namely, pedagogical orientation, efficacy, and liking in relation to technology integration, were explored in this study. Two research questions were addressed: Do educational technology training workshops…

Training Substance Abuse Clinicians in Motivational Interviewing Using Live Supervision via Teleconferencing

ERIC Educational Resources Information Center

Smith, Jennifer L.; Carpenter, Kenneth M.; Amrhein, Paul C.; Brooks, Adam C.; Levin, Deborah; Schreiber, Elizabeth A.; Travaglini, Laura A.; Hu, Mei-Chen; Nunes, Edward V.

2012-01-01

Objective: Training through traditional workshops is relatively ineffective for changing counseling practices. Teleconferencing supervision (TCS) was developed to provide remote, live supervision for training motivational interviewing (MI). Method: Ninety-seven drug treatment counselors completed a 2-day MI workshop and were randomized to live…

[Thoughts and suggestions of pharmacists who participated in a home medical care training workshop in a local area].

PubMed

Hirotani, Yoshihiko; Makimoto, Wakako; Urashima, Yoko; Myotoku, Michiaki

2014-12-01

We organized a home medical care training workshop to offer community pharmacists an opportunity to advance home medical care by allowing pharmacists in regional medicine to collaborate with local pharmacist groups. A questionnaire was administered to all participants after the workshop. On average, participants rated the overall quality of the workshop as 8.46 out of 10. Our results revealed that 72.5% of participating pharmacists were experienced in home medical care, with the majority having between 5 and 10 years of experience. Participants suggested that the qualities necessary for effective home medical care were knowledge of home-based care, positive attitude, and coordination with different home medical care staff members. Participants also made suggestions for lectures in future workshops (e.g., upskilling to improve home medical care expertise). In conclusion, participants in a home medical care training workshop primarily desired to learn skills for home medical care. To this end, consecutively holding the workshop and a cooperation support system with other medical and care professionals would be indispensable.

A workshop on leadership for MD/PhD students

PubMed Central

Ciampa, Erin j.; Hunt, Aubrey A.; Arneson, Kyle O.; Mordes, Daniel A.; Oldham, William M.; Vin Woo, Kel; Owens, David A.; Cannon, Mark D.; Dermody, Terence S.

2011-01-01

Success in academic medicine requires scientific and clinical aptitude and the ability to lead a team effectively. Although combined MD/PhD training programs invest considerably in the former, they often do not provide structured educational opportunities in leadership, especially as applied to investigative medicine. To fill a critical knowledge gap in physician-scientist training, the Vanderbilt Medical Scientist Training Program (MSTP) developed a biennial two-day workshop in investigative leadership. MSTP students worked in partnership with content experts to develop a case-based curriculum and deliver the material. In its initial three offerings in 2006, 2008, and 2010, the workshop was judged by MSTP student attendees to be highly effective. The Vanderbilt MSTP Leadership Workshop offers a blueprint for collaborative student-faculty interactions in curriculum design and a new educational modality for physician-scientist training. PMID:21841905

A Comparison of Workshop Training versus Intensive, Experiential Training for Improving Behavior Support Skills in Early Educators

ERIC Educational Resources Information Center

Fabiano, Gregory A.; Vujnovic, Rebecca K.; Waschbusch, Daniel A.; Yu, Jihnhee; Mashtare, Terry; Pariseau, Meaghan E.; Pelham, William E.; Parham, Brittany R.; Smalls, Kalima J.

2013-01-01

Effective behavior support is an important component of high-quality and nurturing early childhood classroom settings. At present, there are few studies that investigate the best way to train and support teachers in these strategies. The present study compared two different training approaches: (1) a workshop that included a one-day…

Workshopping the Revolution? On the Phenomenon of Joker Training in the Theatre of the Oppressed

ERIC Educational Resources Information Center

Bala, Sruti; Albacan, Aristita I.

2013-01-01

The article brings together observations and insights on the emerging phenomenon of training the trainers, also known as joker training in the Theatre of the Oppressed (TO). The concerns raised in this article are twofold: first, how does the modularised, workshop format of joker training affect the core principles of TO? Second, what are the…

Training Providers in the Use of Evidence-Based Treatments: A Comparison of In-Person and Online Delivery Modes

ERIC Educational Resources Information Center

Mallonee, Sybil; Phillips, Jennifer; Holloway, Kevin; Riggs, David

2018-01-01

Evidenced-based psychotherapies (EBPs) are primarily disseminated via in-person workshops, which have been shown to be effective in training clinicians. However, there is limited space at these workshops, they occur in limited locations, and the time and money required to travel to these workshops is limiting for many providers. An online virtual…

The impact of the SAGE & THYME foundation level workshop on factors influencing communication skills in health care professionals.

PubMed

Connolly, Michael; Thomas, Joanne M; Orford, Julie A; Schofield, Nicola; Whiteside, Sigrid; Morris, Julie; Heaven, Cathy

2014-01-01

The "SAGE & THYME Foundation Level Workshop" delivers evidence-based communication skills training to 30 health care workers in 3 hours. It teaches a structured approach (the SAGE & THYME model) to discuss patient/carer concerns. The aim of this study was to determine whether the workshop had a positive outcome on factors that influence communication skills. The study had a pragmatic, mixed methods design. Workshops were run in an acute hospital. One hundred seventy health care workers completed questionnaires pre- and post-workshop; 141 were sent follow-up questionnaires at 2 weeks and 2 months; and 9 were filmed talking to a simulated patient pre- and post-workshop. From pre- to post-workshop, there was a significant increase in knowledge (p < 0.001), self-efficacy (p < 0.001), and outcome expectancy (p < 0.001). An expert's rating of behavior with the simulated patient also significantly increased after the training (p = 0.011). Motivation to use the training, and the perceived usefulness of the SAGE & THYME model, were high post-workshop. There was a poor response rate in the follow-up period; hence, the quantitative data are not reported. The qualitative data are described, however, as they give an insight into the impact of the training on staff and their patients. The SAGE & THYME Foundation Level Workshop significantly increases communication skills knowledge, self-efficacy, and outcome expectancy of hospital health care workers who are predominantly white, female, nursing, or nonclinical staff. This suggests that the workshop may have a positive impact on some factors influencing communication skills in this group. © 2014 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on Continuing Medical Education, Association for Hospital Medical Education.

Outcome of a research ethics training workshop among clinicians and scientists in a Nigerian university.

PubMed

Ajuwon, Ademola J; Kass, Nancy

2008-01-24

In Nigeria, as in other developing countries, access to training in research ethics is limited, due to weak social, economic, and health infrastructure. The project described in this article was designed to develop the capacity of academic staff of the College of Medicine, University of Ibadan, Nigeria to conduct ethically acceptable research involving human participants. Three in-depth interviews and one focus group discussion were conducted to assess the training needs of participants. A research ethics training workshop was then conducted with College of Medicine faculty. A 23-item questionnaire that assessed knowledge of research ethics, application of principles of ethics, operations of the Institutional Review Board (IRB) and ethics reasoning was developed to be a pre-post test evaluation of the training workshop. Ninety-seven workshop participants completed the questionnaire before and after the workshop; 59 of them completed a second post-test questionnaire one month after the workshop. The trainees came from a multi-disciplinary background including medicine, nursing, pharmacy, social science and laboratory science. The mean scores for knowledge of the principles of research ethics rose from 0.67 out of 3 points at pre-test to 2.25 at post-test (p < 0.05). Also, 42% correctly mentioned one international guideline or regulation at pretest, with most of those knowing of the Declaration of Helsinki. Trainees' knowledge of the operations of an IRB increased from 6.05 at pre-test to 6.29 at post test out of 7 points. Overall, participants retained much of the knowledge acquired from the workshop one month after its completion. The training improved participants' knowledge of principles of research ethics, international guidelines and regulations and operations of IRBs. It thus provided an opportunity for research ethics capacity development among academic staff in a developing country institution.

41 CFR 60-741.47 - Sheltered workshops.

Code of Federal Regulations, 2014 CFR

2014-07-01

... sheltered workshops may be included within an affirmative action program if the sheltered workshop trains... 41 Public Contracts and Property Management 1 2014-07-01 2014-07-01 false Sheltered workshops. 60... REGARDING INDIVIDUALS WITH DISABILITIES Affirmative Action Program § 60-741.47 Sheltered workshops...

A Web-based assessment of bioinformatics end-user support services at US universities.

PubMed

Messersmith, Donna J; Benson, Dennis A; Geer, Renata C

2006-07-01

This study was conducted to gauge the availability of bioinformatics end-user support services at US universities and to identify the providers of those services. The study primarily focused on the availability of short-term workshops that introduce users to molecular biology databases and analysis software. Websites of selected US universities were reviewed to determine if bioinformatics educational workshops were offered, and, if so, what organizational units in the universities provided them. Of 239 reviewed universities, 72 (30%) offered bioinformatics educational workshops. These workshops were located at libraries (N = 15), bioinformatics centers (N = 38), or other facilities (N = 35). No such training was noted on the sites of 167 universities (70%). Of the 115 bioinformatics centers identified, two-thirds did not offer workshops. This analysis of university Websites indicates that a gap may exist in the availability of workshops and related training to assist researchers in the use of bioinformatics resources, representing a potential opportunity for libraries and other facilities to provide training and assistance for this growing user group.

Profiling the Psychological Training and Support Needs of Oncology Staff, and Evaluating the Effectiveness of a Level 2 Psychological Support Training Program Workshop.

PubMed

Laffan, Amanda J; Daniels, Jo; Osborn, Michael

2015-01-01

The importance of training non-psychology healthcare professionals to offer psychological support to people with cancer is becoming increasingly recognized. This small-scale pilot project sought to identify the training and support needs of oncology staff and to evaluate the effectiveness of a Level 2 Psychological Support Training Program workshop. Semi-structured interviews with five members of multidisciplinary oncology staff identified that training needs were primarily around communication skills, recognizing and dealing with emotions, offering support and empathy, and self-care. Pre and post-training questionnaires developed with these themes in mind revealed that the Level 2 Training Program workshops run in this network of hospitals are effective in increasing participants' levels of perceived knowledge and confidence across each of these domains. Recommendations are made for further enhancing this effectiveness.

Occupational safety training and practices in selected vocational training institutions and workplaces in Kampala, Uganda.

PubMed

Kintu, Denis; Kyakula, Michael; Kikomeko, Joseph

2015-01-01

Several industrial accidents, some of them fatal, have been reported in Uganda. Causes could include training gaps in vocational training institutions (VTIs) and workplaces. This study investigated how occupational safety training in VTIs and workplaces is implemented. The study was carried out in five selected VTIs and workplaces in Kampala. Data were collected from instructors, workshop technicians, students, workshop managers, production supervisors, machine operators and new technicians in the workplaces. A total of 35 respondents participated in the study. The results revealed that all curricula in VTIs include a component of safety but little is practiced in VTI workshops; in workplaces no specific training content was followed and there were no regular consultations between VTIs and industry on safety skills requirements, resulting in a mismatch in safety skills training. The major constraints to safety training include inadequate funds to purchase safety equipment and inadequate literature on safety.

Operative and diagnostic hysteroscopy: A novel learning model combining new animal models and virtual reality simulation.

PubMed

Bassil, Alfred; Rubod, Chrystèle; Borghesi, Yves; Kerbage, Yohan; Schreiber, Elie Servan; Azaïs, Henri; Garabedian, Charles

2017-04-01

Hysteroscopy is one of the most common gynaecological procedure. Training for diagnostic and operative hysteroscopy can be achieved through numerous previously described models like animal models or virtual reality simulation. We present our novel combined model associating virtual reality and bovine uteruses and bladders. End year residents in obstetrics and gynaecology attended a full day workshop. The workshop was divided in theoretical courses from senior surgeons and hands-on training in operative hysteroscopy and virtual reality Essure ® procedures using the EssureSim™ and Pelvicsim™ simulators with multiple scenarios. Theoretical and operative knowledge was evaluated before and after the workshop and General Points Averages (GPAs) were calculated and compared using a Student's T test. GPAs were significantly higher after the workshop was completed. The biggest difference was observed in operative knowledge (0,28 GPA before workshop versus 0,55 after workshop, p<0,05). All of the 25 residents having completed the workshop applauded the realism an efficiency of this type of training. The force feedback allowed by the cattle uteruses gives the residents the possibility to manage thickness of resection as in real time surgery. Furthermore, the two-horned bovine uteruses allowed to reproduce septa resection in conditions close to human surgery CONCLUSION: Teaching operative and diagnostic hysteroscopy is essential. Managing this training through a full day workshop using a combined animal model and virtual reality simulation is an efficient model not described before. Copyright © 2017 Elsevier B.V. All rights reserved.

Implementation of pesticide applicator certification schools and continuing education workshops : final report.

DOT National Transportation Integrated Search

2014-12-11

The Oklahoma Department of Transportations (ODOT) herbicide applicator training program consists of initial pesticide applicator training schools followed by independent Certification testing and then on-going yearly continuing education workshops...

Implementation of pesticide applicator certification schools and continuing education workshops : final report.

DOT National Transportation Integrated Search

2014-03-31

The Oklahoma Department of Transportations (ODOT) herbicide applicator training program consists of initial pesticide applicator training schools followed by independent Certification testing and then on-going yearly continuing education workshops...

Urban Waters National Training Workshop 2016

EPA Pesticide Factsheets

This page will house information on the 2016 Urban Waters National Training Workshop in Arlington VA from July 26 until 28. The page has directions, conference goals, speaker biographies, dates, the agenda, and the link to register.

Development of Literacy Follow-up Materials on Agricultural Vocational Training (Horticulture and Animal Raising) for Adults in Rural Areas. Final Report. Regional Workshop on the Preparation of Literacy Follow-up Materials in Asia and the Pacific (11th, Ho Chi Minh City, Vietnam, November 22-December 3, 1993).

ERIC Educational Resources Information Center

United Nations Educational, Scientific and Cultural Organization, Bangkok (Thailand). Principal Regional Office for Asia and the Pacific.

This final report contains the proceedings and other materials from a workshop to provide training experience in literacy follow-up materials development to participants from UNESCO member states in the Asia and Pacific region. Focus is on practical agricultural training for adults. The proceedings discuss the objectives of the workshop and…

A Mutual Training Experience for Black Parents and School Personnel.

ERIC Educational Resources Information Center

Bell, Afesa Marie Adams

Two action research projects were designed to examine the effectiveness of cultural training workshops as a means of increasing communication and interaction between black parents and educators in an urban school district. An important feature of the workshop was participation by black parents as part of the training team. It was assumed that…

Effectiveness of a Modified Rapid Toilet Training Workshop for Parents of Children with Developmental Disabilities

ERIC Educational Resources Information Center

Rinald, Katherine; Mirenda, Pat

2012-01-01

Individuals with developmental disabilities often experience challenges in acquiring toileting skills, which highlights a need for effective toilet training strategies that can be readily disseminated to caregivers. The purpose of this multiple baseline study was to evaluate the effectiveness of a modified rapid toilet training workshop provided…

An Evaluation of a Media Literacy Program Training Workshop for Late Elementary School Teachers

ERIC Educational Resources Information Center

Scull, Tracy Marie; Kupersmidt, Janis Beth

2011-01-01

The present study examined the efficacy of a media literacy education, substance abuse prevention training workshop for late elementary school teachers. Analyses revealed that the randomly assigned intervention (n = 18) and control (n = 23) teachers were similar in demographic characteristics and pre-training beliefs and knowledge. Teachers who…

A Program to Train Apprentices to Lead Inservice Workshops for Secondary Teachers of Basic Skills. Developer/Demonstration Project. Final Report.

ERIC Educational Resources Information Center

Stallings, Jane A.

The Development and Demonstration project has trained interns to lead Effective Use of Time inservice workshops for secondary school teachers of basic reading and mathematical skills. These interns then returned to their home bases and trained teachers who could in turn train other teachers to use the Stallings Effective Use of Time methods. The…

A Need Based In-Service Training Workshop for the Clerical Staff of the State of Florida Health and Rehabilitative Services.

ERIC Educational Resources Information Center

Ray, Barbara H.

The in-service training needs of first-level employees of the state health and rehabilitative clerical staff and the development and evaluation of an in-service training model workshop were investigated. Interviews were conducted with the first- and second-level supervisors to determine the needs of the clerical staff for in-service training, to…

Behavioral training and AIDS risk reduction: overcoming barriers to condom use.

PubMed

Weisse, C S; Turbiasz, A A; Whitney, D J

1995-02-01

To assess the short- and long-term effects of an AIDS-prevention workshop on undergraduates' attitudes about condom use and AIDS, 31 participants and 31 controls were studied immediately after training sessions as well as three months later. The workshop was aimed at reducing embarrassment to purchase condoms, encouraging positive attitudes about condoms, and promoting knowledge about AIDS. To help students overcome their embarrassment over condom purchases, a behavioral intervention was included allowing students to make condom purchases at nearby drug stores. Results revealed that participants reported less embarrassment over condom purchases after training sessions and that this effect became even stronger over time. Knowledge about AIDS and positive attitudes about condoms also increased immediately after the workshop, but these changes did not persist. Results suggest that AIDS prevention workshops may lead to transient changes unless a specific skill (i.e., condom purchasing) is targeted via behavioral training.

Simulation-Based Dysphagia Training: Teaching Interprofessional Clinical Reasoning in a Hospital Environment.

PubMed

Miles, Anna; Friary, Philippa; Jackson, Bianca; Sekula, Julia; Braakhuis, Andrea

2016-06-01

This study evaluated hospital readiness and interprofessional clinical reasoning in speech-language pathology and dietetics students following a simulation-based teaching package. Thirty-one students participated in two half-day simulation workshops. The training included orientation to the hospital setting, part-task skill learning and immersive simulated cases. Students completed workshop evaluation forms. They filled in a 10-question survey regarding confidence, knowledge and preparedness for working in a hospital environment before and immediately after the workshops. Students completed written 15-min clinical vignettes at 1 month prior to training, immediately prior to training and immediately after training. A marking rubric was devised to evaluate the responses to the clinical vignettes within a framework of interprofessional education. The simulation workshops were well received by all students. There was a significant increase in students' self-ratings of confidence, preparedness and knowledge following the study day (p < .001). There was a significant increase in student overall scores in clinical vignettes after training with the greatest increase in clinical reasoning (p < .001). Interprofessional simulation-based training has benefits in developing hospital readiness and clinical reasoning in allied health students.

Equalizing Military and Civilian Law Enforcement Certification

DTIC Science & Technology

2012-03-20

9/113 After reviewing the minor amount of pure law enforcement training provided to MPs, it is clear that the program’s elementary design is under...Mentorship. Phase I – LETS encompassed approximately 101 hours of police training designed to provide doctrinal and contemporary police training in...Baton and Heart Saver (Automated External Defibrillator & Cardiopulmonary Resuscitation). Finally, Peacekeeper Academy qualified instructors conducted

Development and evaluation of an educational training package to promote health and wellbeing.

PubMed

Gartshore, Emily; Briggs, Lydia; Blake, Holly

2017-11-23

supporting the health and wellbeing of healthcare employees is a national priority in the UK. to design, deliver and evaluate an educational package to promote health and wellbeing for nurses and midwives. an online training package was developed and administered in two ways: online (HAWN-online) or in a face-to-face workshop (HAWN-contact). A mixed methods evaluation was used to assess usability and acceptability of HAWN training. 316 nurses, midwives and students completed the online training package and 16 participants attended the workshop. HAWN-online significantly increased knowledge in core areas of workplace health and wellbeing. Nurses and midwives valued online and face-to-face delivery but found there were barriers to attendance at workshops. Participants advocated that training in workplace health should be mandatory for all frontline staff. employers should take steps to promote staff wellbeing through HAWN training, and address barriers to accessing workplace health training or supportive services.

EPA Optimal Corrosion Control Treatment Regional Training Workshops

EPA Pesticide Factsheets

EPA is hosting face-to-face regional training workshops throughout 2016-2017 on optimal corrosion control treatment (OCCT). These will be held at each of the Regions and is intended for primacy agency staff and technical assistance providers.

Context sensitive design : thinking beyond the pavement : documentation of workshop development and training.

DOT National Transportation Integrated Search

2005-05-01

This report documents the development and presentation of the workshop titled Thinking Beyond the Pavement A Workshop on Context Sensitive Design. Work began on the workshop development in 1998 after the Kentucky Transportation Cabinet was ...

RCRA, superfund and EPCRA hotline training module. Introduction to: RCRA enforcement and compliance updated July 1996

DOE Office of Scientific and Technical Information (OSTI.GOV)

NONE

1996-07-01

The module describes enforcement procedures and cites the statutory authority and describes the two different types of enforcement (i.e., administrative and judicial). It explains when and how EPA can enforce the RCRA regulations in authorized states. It describes the enforcement mechanisms available to EPA. It states the differences between enforcement at interim status and permitted facilities. It describes enforcement at federal facilities and identifies relevant resource documents.

Saginaw Drug and Alcohol Abuse Education and Training Program: Product Evaluation, 1990-1991.

ERIC Educational Resources Information Center

Saginaw Public Schools, MI. Dept. of Evaluation Services.

This report evaluates the Saginaw Drug and Alcohol Abuse Education Training Program conducted in 1990-1991, which provided in-depth training for 94 professionals including 63 teachers and 7 counselors through a workshop lasting 5 days and containing 6 hours of instruction per day. The workshops addressed the identification of both drug abuse…

Tutor Training Packet. "Ready-Set-ABE" To Ease Students' Transition into ABE Level Studies.

ERIC Educational Resources Information Center

Molek, Carol

This training packet, consisting of a workshop guide, two instructional guides, and assorted pamphlets and brochures, is intended for use by volunteer tutors who are themselves learning how to work with adults enrolled in an adult literacy program. The following topics are covered in the training workshop guide: the objectives and workings of…

Strategies and Procedures in Developing and Implementing Curriculum. Report of a Sub-Regional Training Workshop on Curriculum Development (Seoul, August 1-30, 1977).

ERIC Educational Resources Information Center

United Nations Educational, Scientific, and Cultural Organization, Bangkok (Thailand).

Nine representatives of Thailand, Nepal, Iran, and the Republic of Korea met in Seoul during the month of August, 1977, for a curriculum development training workshop co-sponsored by the Korean National Commission for UNESCO and the Asian Centre of Educational Innovation for Development (ACEID). One aim of the workshop was to improve the…

[Development and assessment of a workshop on repair of third and fourth degree obstetric tears].

PubMed

Emmanuelli, V; Lucot, J-P; Closset, E; Cosson, M; Deruelle, P

2013-04-01

To evaluate the educational interest of a workshop on diagnosis and repair of obstetric anal sphincter injuries (OASIS). To evaluate the theoretical and anatomical knowledge of OASIS repair by French residents in obstetrics and gynecology. The workshop was composed of slides, video of repair and training using cadaveric sow's anal sphincters. All subjects were tested with a questionnaire before and after the course. Thirty residents participated. Classification of OASIS was known by 13.3% of the residents before the training versus 93.3% after the workshop (P<0.001). Initially, only 6.7% correctly classified operative procedures of OASIS versus 86.7% after the workshop (P<0.001). Per pre-test, 90% of residents did not know how to identify the internal anal sphincter (IAS) versus 3% at post-test (P<0.001). Seventy percent of trainees correctly identified the external anal sphincter (EAS) at the beginning of training. Before the course, no resident knew the repair of the IAS and only one third knew the technical repair of the EAS. After the workshop, the theoretical knowledge of EAS and IAS repair were acquired by all (P<0.001). Structured hands-on training improves significantly the knowledge of OASIS diagnosis and repair. Copyright © 2013 Elsevier Masson SAS. All rights reserved.

29 CFR 553.211 - Law enforcement activities.

Code of Federal Regulations, 2010 CFR

2010-07-01

... Enforcement Employees of Public Agencies Exemption Requirements § 553.211 Law enforcement activities. (a) As... subordinates who are empowered by State statute or local ordinance to enforce laws designed to maintain public... undergone or will undergo on-the-job training and/or a course of instruction and study which typically...

Guide to conducting state recycling economic development finance workshops

DOE Office of Scientific and Technical Information (OSTI.GOV)

NONE

1996-12-31

The objective of this project was to demonstrate a two-pronged program for educating economic development and recycling officials about recycling business development opportunities. The project consisted of conducting a stat recycling finance workshop in each of three Northeastern states, as well as recycling economic development finance training program for the region`s economic development and recycling officials. The goal of the project is to facilitate the expansion of recycling businesses in the Northeast. The guide details seven steps to conducting a recycling economic development finance workshop: (1) establish a workshop planning committee, (2) select the target audience, (3) develop the workshopmore » message, (4) identify the message deliverer, (5) choose workshop topics and structure the workshop, (6) attract the audience, and (7) Conduct follow-up. In the process of planning and conducting the three state workshops for this project, NERC learned several important lessons: (1) Conduct workshops that are specific to the recycling and economic development programs in the state. (2) Include recycling business case studies on the workshop agenda. (3) Enhance the workshop with recycling economic development finance training. Develop a comprehensive marketing strategy.« less

Training clinicians treating HIV to diagnose cytomegalovirus retinitis.

PubMed

Heiden, David; Tun, NiNi; Maningding, Ernest; Heiden, Matthew; Rose-Nussbaumer, Jennifer; Chan, Khin Nyein; Khizniak, Tamara; Yakubenko, Alexandra; Lewallen, Susan; Keenan, Jeremy D; Saranchuk, Peter

2014-12-01

Acquired immunodeficiency syndrome (AIDS)-related cytomegalovirus (CMV) retinitis continues to be a neglected source of blindness in resource-poor settings. The main issue is lack of capacity to diagnose CMV retinitis in the clinical setting where patients receive care and all other opportunistic infections are diagnosed. We developed and implemented a four-day workshop to train clinicians working in human immunodeficiency virus (HIV) clinics how to perform binocular indirect ophthalmoscopy and diagnose CMV retinitis. Workshops comprised both classroom didactic instruction and direct clinical eye examinations in patients with advanced AIDS. Between 2007 and 2013, 14 workshops were conducted in China, Myanmar and the Russian Federation. Workshops were held with local clinicians at HIV clinics supported by nongovernmental organizations, public-sector municipal hospitals and provincial infectious disease referral hospitals. Each setting had limited or no access to locally- trained ophthalmologists, and an HIV-infected population with advanced disease. Clinicians learnt how to do binocular indirect ophthalmoscopy and to diagnose CMV retinitis. One year after the workshop, 32/38 trainees in Myanmar did systematic eye examination for early diagnosis of CMV retinitis as standard care for at-risk patients. In China and the Russian Federation, the success rates were lower, with 10/15 and 3/5 trainees, respectively, providing follow-up data. Skills necessary for screening and diagnosis of CMV retinitis can be taught in a four-day task-oriented training workshop. Successful implementation depends on institutional support, ongoing training and technical support. The next challenge is to scale up this approach in other countries.

INTERACTIVE WORKSHOP ON ARSENIC REMOVAL FROM DRINKING WATER

EPA Science Inventory

In 2005, EPA's Office of Water and Office of Research and Development collaborated to present eleven arsenic training events. The workshops provided in-depth treatment technology training to help those affected; state drinking water staff, design engineers, system owners and cert...

Training of Trainers.

ERIC Educational Resources Information Center

Gormley, Wilma J.; Austin, John H.

1985-01-01

Discusses specific training methods and common characteristics of participants in workshops sponsored by Agency for International Development Water and Sanitation for Health Project for extension agents, who will act as trainers in transfer of sanitation technology in developing nations. Recommendations for conducting such workshops in…

A Web-based assessment of bioinformatics end-user support services at US universities

PubMed Central

Messersmith, Donna J.; Benson, Dennis A.; Geer, Renata C.

2006-01-01

Objectives: This study was conducted to gauge the availability of bioinformatics end-user support services at US universities and to identify the providers of those services. The study primarily focused on the availability of short-term workshops that introduce users to molecular biology databases and analysis software. Methods: Websites of selected US universities were reviewed to determine if bioinformatics educational workshops were offered, and, if so, what organizational units in the universities provided them. Results: Of 239 reviewed universities, 72 (30%) offered bioinformatics educational workshops. These workshops were located at libraries (N = 15), bioinformatics centers (N = 38), or other facilities (N = 35). No such training was noted on the sites of 167 universities (70%). Of the 115 bioinformatics centers identified, two-thirds did not offer workshops. Conclusions: This analysis of university Websites indicates that a gap may exist in the availability of workshops and related training to assist researchers in the use of bioinformatics resources, representing a potential opportunity for libraries and other facilities to provide training and assistance for this growing user group. PMID:16888663

Bundling occupational safety with harm reduction information as a feasible method for improving police receptiveness to syringe access programs: evidence from three U.S. cities

PubMed Central

Davis, Corey S; Beletsky, Leo

2009-01-01

Introduction In light of overwhelming evidence that access to sterile injection equipment reduces incidence of injection-attributable bloodborne disease without encouraging drug use, many localities have authorized sterile syringe access programs (SAPs), including syringe exchange and pharmacy-based initiatives. Even where such interventions are clearly legal, many law enforcement officers are unaware of the public health benefits and legal status of these programs and may continue to treat the possession of injection equipment as illegal and program participation as a marker of illegal behavior. Law enforcement practice can impede SAP utilization and may increase the risk of needlestick injury (NSI) among law enforcement personnel. Many SAPs conduct little or no outreach to law enforcement, in part because they perceive law enforcement actors as unreceptive to health-promotion programs targeting drug users. Case description We report on a brief training intervention for law enforcement personnel designed to increase officer knowledge of and positive attitudes towards SAPs by bundling content that addresses officer concerns about infectious disease and occupational safety with information about the legality and public health benefits of these programs. Pilot trainings using this bundled curriculum were conducted with approximately 600 officers in three US cities. Discussion and evaluation Law enforcement officers were generally receptive to receiving information about SAPs through the bundled curriculum. The trainings led to better communication and collaboration between SAP and law enforcement personnel, providing a valuable platform for better harmonization of law enforcement and public health activities targeting injection drug users. Conclusion The experience in these three cities suggests that a harm reduction training curriculum that bundles strategies for increasing officer occupational safety with information about the legality and public health benefits of SAPs can be well received by law enforcement personnel and can lead to better communication and collaboration between law enforcement and harm reduction actors. Further study is indicated to assess whether such a bundled curriculum is effective in changing officer attitudes and beliefs and reducing health risks to officers and injection drug users, as well as broader benefits to the community at large. PMID:19602236

Cultivating Research Skills: An interdisciplinary approach in training and supporting energy research

NASA Astrophysics Data System (ADS)

Winkler, H.; Carbajales-Dale, P.; Alschbach, E.

2013-12-01

Geoscience and energy research has essentially separate and diverse tracks and traditions, making the education process labor-intensive and burdensome. Using a combined forces approach to training, a multidisciplinary workshop on information and data sources and research skills was developed and offered through several departments at Stanford University. The popular workshops taught required skills to scientists - giving training on new technologies, access to restricted energy-related scientific and government databases, search strategies for data-driven resources, and visualization and geospatial analytics. Feedback and data suggest these workshops were fundamental as they set the foundation for subsequent learning opportunities for students and faculty. This session looks at the integration of the information workshops within multiple energy and geoscience programs and the importance of formally cultivating research and information skills.

31 CFR 700.8 - Soliciting, vending, debt collection and distribution of handbills.

Code of Federal Regulations, 2010 CFR

2010-07-01

... Money and Finance (Continued) FEDERAL LAW ENFORCEMENT TRAINING CENTER, DEPARTMENT OF THE TREASURY REGULATIONS GOVERNING CONDUCT IN OR ON THE FEDERAL LAW ENFORCEMENT TRAINING CENTER (FLETC) BUILDINGS AND... soliciting for charity and contributions, commercial soliciting and vending of all kinds, the display or...

41 CFR 60-741.45 - Sheltered workshops.

Code of Federal Regulations, 2011 CFR

2011-07-01

... within an affirmative action program if the sheltered workshop trains employees for the contractor and... 41 Public Contracts and Property Management 1 2011-07-01 2009-07-01 true Sheltered workshops. 60... INDIVIDUALS WITH DISABILITIES Affirmative Action Program § 60-741.45 Sheltered workshops. Contracts with...

41 CFR 60-741.45 - Sheltered workshops.

Code of Federal Regulations, 2010 CFR

2010-07-01

... within an affirmative action program if the sheltered workshop trains employees for the contractor and... 41 Public Contracts and Property Management 1 2010-07-01 2010-07-01 true Sheltered workshops. 60... INDIVIDUALS WITH DISABILITIES Affirmative Action Program § 60-741.45 Sheltered workshops. Contracts with...

41 CFR 60-741.45 - Sheltered workshops.

Code of Federal Regulations, 2013 CFR

2013-07-01

... within an affirmative action program if the sheltered workshop trains employees for the contractor and... 41 Public Contracts and Property Management 1 2013-07-01 2013-07-01 false Sheltered workshops. 60... INDIVIDUALS WITH DISABILITIES Affirmative Action Program § 60-741.45 Sheltered workshops. Contracts with...

41 CFR 60-741.45 - Sheltered workshops.

Code of Federal Regulations, 2012 CFR

2012-07-01

... within an affirmative action program if the sheltered workshop trains employees for the contractor and... 41 Public Contracts and Property Management 1 2012-07-01 2009-07-01 true Sheltered workshops. 60... INDIVIDUALS WITH DISABILITIES Affirmative Action Program § 60-741.45 Sheltered workshops. Contracts with...

Can empathy be taught? Reflections from a medical student active-listening workshop.

PubMed

Karp, Lianna

2015-06-01

Medical students deserve training in active listening and counseling before they encounter patients in distress. At the Alpert Medical School of Brown University we created and evaluated a workshop that trains first-year medical students to assess patients' emotional states and express empathy in an efficient and effective manner. Using second-year students as near-peer facilitators, we integrated the workshop into the existing preclinical first-year curriculum. We found that students' self-reported comfort in counseling a patient experiencing an emotionally challenging situation increased from 27% to 79% after the 90-minute workshop.

Trip report on IAEA Training Workshop on Implementation of Integrated Management Systems for Research Reactors (T3-TR-45496).

DOE Office of Scientific and Technical Information (OSTI.GOV)

Pratt, Richard J.

2013-11-01

From 17-21 June 2013, Sandia National Laboratories, Technical Area-V (SNL TA-V) represented the United States Department of Energy/National Nuclear Security Administration (DOE/NNSA) at the International Atomic Energy Agency (IAEA) Training Workshop (T3-TR-45486). This report gives a breakdown of the IAEA regulatory structure for those unfamiliar, and the lessons learned and observations that apply to SNL TA-V that were obtained from the workshop. The Safety Report Series, IAEA workshop final report, and SNL TA-V presentation are included as attachments.

Post-training Beliefs, Intentions, and Use of Prolonged Exposure Therapy by Clinicians in the Veterans Health Administration.

PubMed

Ruzek, J I; Eftekhari, A; Crowley, J; Kuhn, E; Karlin, B E; Rosen, C S

2017-01-01

To examine how changes in beliefs during the training process predict adoption of prolonged exposure therapy (PE) by veterans health administration clinicians who received intensive training in this evidence-based treatment. Participants completed a 4-day PE workshop and received expert consultation as they used PE with two or more training cases. Participants were surveyed prior to the workshop, after the workshop, after case consultation (n = 1.034), and 6 months after training (n = 810). Hierarchical regression was used to assess how pre-training factors, and changes in beliefs during different stages of training incrementally predicted post-training intent to use PE and how many patients clinicians were treating with PE 6 months after training. Post-training intent to use PE was high (mean = 6.2, SD = 0.81 on a 1-7 scale), yet most participants treated only 1 or 2 patients at a time with PE. Pre-training factors predicted intent to use and actual use of PE. Changes in beliefs during the workshop had statistically significant yet modest effects on intent and use of PE. Changes in beliefs during case consultation had substantial effects on intent and actual use of PE. Pre-training factors and changes in beliefs during training (especially during case consultation) influence clinicians' adoption of PE. Use of PE was influenced not only by its perceived clinical advantages/disadvantages, but also by contextual factors (working in a PTSD specialty clinic, perceived control over one's schedule, and ability to promote PE to patients and colleagues).

Automating individualized coaching and authentic role-play practice for brief intervention training.

PubMed

Hayes-Roth, B; Saker, R; Amano, K

2010-01-01

Brief intervention helps to reduce alcohol abuse, but there is a need for accessible, cost-effective training of clinicians. This study evaluated STAR Workshop , a web-based training system that automates efficacious techniques for individualized coaching and authentic role-play practice. We compared STAR Workshop to a web-based, self-guided e-book and a no-treatment control, for training the Engage for Change (E4C) brief intervention protocol. Subjects were medical and nursing students. Brief written skill probes tested subjects' performance of individual protocol steps, in different clinical scenarios, at three test times: pre-training, post-training, and post-delay (two weeks). Subjects also did live phone interviews with a standardized patient, post-delay. STAR subjects performed significantly better than both other groups. They showed significantly greater improvement from pre-training probes to post-training and post-delay probes. They scored significantly higher on post-delay phone interviews. STAR Workshop appears to be an accessible, cost-effective approach for training students to use the E4C protocol for brief intervention in alcohol abuse. It may also be useful for training other clinical interviewing protocols.

Setting research priorities to reduce malaria burden in a post graduate training programme: lessons learnt from the Nigeria field epidemiology and laboratory training programme scientific workshop.

PubMed

Fawole, Olufunmilayo I; Ajumobi, Olufemi; Poggensee, Gabriele; Nguku, Patrick

2014-01-01

Although several research groups within institutions in Nigeria have been involved in extensive malaria research, the link between the research community and policy formulation has not been optimal. The workshop aimed to assist post graduate students to identify knowledge gaps and to develop relevant Malaria-related research proposals in line with identified research priorities. A training needs assessment questionnaire was completed by 22 students two week prior to the workshop. Also, a one page concept letter was received from 40 residents. Thirty students were selected based the following six criteria: - answerability and ethics; efficacy and impact; deliverability, affordability; scalability, sustainability; health systems, partnership and community involvement; and equity in achieved disease burden reduction. The workshop was over a three day period. The participants at the workshop were 30 Nigeria Field Epidemiology and Laboratory Training Programme (NFELTP) residents from cohorts 4 and 5. Ten technical papers were presented by the experts from the academia, National Malaria Elimination (NMEP) Programme, NFELTP Faculty and Implementing partners including CDC/PMI. Draft proposals were developed and presented by the residents. The "strongest need" for training was on malaria prevention, followed by malaria diagnosis. Forty seven new research questions were generated, while the 19 developed by the NMEP were shared. Evaluation revealed that all (100%) students either "agreed" that the workshop objectives were met. Full proposals were developed by some of the residents. A debriefing meeting was held with the NMEP coordinator to discuss funding of the projects. Future collaborative partnership has developed as the residents have supported NMEP to develop a research protocol for a national evaluation. Research prioritization workshops are required in most training programmes to ensure that students embark on studies that address the research needs of their country and foster collaborative linkages.

Creating more effective mentors: Mentoring the mentor

PubMed Central

Gandhi, Monica; Johnson, Mallory

2016-01-01

Introduction Given the diversity of those affected by HIV, increasing diversity in the HIV biomedical research workforce is imperative. A growing body of empirical and experimental evidence supports the importance of strong mentorship in the development and success of trainees and early career investigators in academic research settings, especially for mentees of diversity. Often missing from this discussion is the need for robust mentoring training programs to ensure that mentors are trained in best practices on the tools and techniques of mentoring. Recent experimental evidence shows improvement in mentor and mentee perceptions of mentor’s competency after structured and formalized training on best practices in mentoring. Methods We developed a 2-day “Mentoring the Mentors” workshop at UCSF to train mid-level and senior HIV researchers from around the country (recruited mainly from Centers for AIDS Research (CFARs)) on best practices, tools and techniques of effective mentoring. The workshop content was designed using principles of Social Cognitive Career Theory (SCCT) and included training specific to working with early career investigators from underrepresented groups, including training on unconscious bias, microaggressions, and diversity supplements. The workshop has been held 3 times (September 2012, October 2013 and May 2015) with plans for annual training. Mentoring competency was measured using a validated tool before and after each workshop. Results Mentoring competency skills in six domains of mentoring -specifically effective communication, aligning expectations, assessing understanding, fostering independence, addressing diversity and promoting development - all improved as assessed by a validated measurement tool for participants pre- and-post the “Mentoring the Mentors” training workshops. Qualitative assessments indicated a greater awareness of the micro-insults and unconscious bias experienced by mentees of diversity and a commitment to improve awareness and mitigate these effects via the mentor-mentee relationship. Discussion Our “Mentoring the Mentors” workshop for HIV researchers/mentors offers a formal and structured curriculum on best practices, tools and techniques of effective mentoring, and methods to mitigate unconscious bias in the mentoring relationship and at the institutional level with mentees of diversity. We found quantitative and qualitative improvements in mentoring skills as assessed by self-report by participants after each workshop and plan additional programs with longitudinal longer-term assessments focused on objective mentee outcomes (grants, papers, academic retention). Mentoring training can improve mentoring skills and are likely to improve outcomes for optimally-mentored mentees. PMID:27039092

Communication Skills Training in Ophthalmology: Results of a Needs Assessment and Pilot Training Program.

PubMed

Mishra, Anuradha; Browning, David; Haviland, Miriam J; Jackson, Mary Lou; Luff, Donna; Meyer, Elaine C; Talcott, Katherine; Kloek, Carolyn E

To conduct a needs assessment to identify gaps in communication skills training in ophthalmology residency programs and to use these results to pilot a communication workshop that prepares residents for difficult conversations. A mixed-methods design was used to perform the needs assessment. A pre-and postsurvey was administered to workshop participants. Mass Eye and Ear Infirmary, Harvard Medical School (HMS), Department of Ophthalmology. HMS ophthalmology residents from postgraduate years 2-4 participated in the needs assessment and the workshop. Ophthalmology residency program directors in the United States participated in national needs assessment. Ophthalmology program directors across the United States were queried on their perception of resident communication skills training through an online survey. A targeted needs assessment in the form of a narrative exercise captured resident perspectives on communication in ophthalmology from HMS residents. A group of HMS residents participated in the pilot workshop and a pre- and postsurvey was administered to participants to assess its effectiveness. The survey of program directors yielded a response rate of 40%. Ninety percent of respondents agreed that the communication skills training in their programs could be improved. Fifteen of 24 residents (62%) completed the needs assessment. Qualitative analysis of the narrative material revealed four themes; (1) differing expectations, (2) work role and environment, (3) challenges specific to ophthalmology, and (4) successful strategies adopted. Nine residents participated in the workshop. There was a significant improvement post-workshop in resident reported scores on their ability to manage their emotions during difficult conversations (p = 0.03). There is an opportunity to improve communication skills training in ophthalmology residency through formalized curriculum. Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Eyewitness Evidence: A Trainer's Manual for Law Enforcement. NIJ Special Report.

ERIC Educational Resources Information Center

Department of Justice, Washington, DC. National Inst. of Justice.

This training manual and guide (which consists of a set of 142 slides) were created by experienced law enforcement investigators, prosecutors, defense lawyers, and psychology researchers and are intended to be used by law enforcement trainers to teach law enforcement personnel how to collect accurate and reliable eyewitness evidence. The manual…

Assessing Cumulative Impact and Risk - Approaches at the U.S. Environmental Protection Agency

EPA Science Inventory

The U.S. Environmental Protection Agency (EPA) has a mission and regulatory mandate to protect human health and the environment. EPA’s primary role is to implement environmental laws by developing and enforcing national regulation. Cogent to the goals of this workshop, key envi...

76 FR 43691 - Unique Device Identification for Postmarket Surveillance and Enforcement; Public Workshop

Federal Register 2010, 2011, 2012, 2013, 2014

2011-07-21

... Internet access, please contact Jay Crowley (see Contact Person) to register. Registration requests should... lodging, and other relevant information on the Internet at http://www.fda.gov/UDI . Comments: Regardless... Sentinel Initiative, on the Internet at http://www.fda.gov/Safety/FDAsSentinelInitiative/default.htm...

Using standardized family members to teach communication skills and ethical principles to critical care trainees.

PubMed

Downar, James; Knickle, Kerry; Granton, John T; Hawryluck, Laura

2012-06-01

We sought to determine the effectiveness of standardized family members for improving communication skills and ethical and legal knowledge of senior intensive care unit trainees. Multimodal evaluation of mixed-methods educational intervention. Postgraduate critical care medicine academic program. Postgraduate subspecialty critical care medicine trainees. Communication workshop featuring a short didactic session and four simulated family meetings using trained professionals as standardized family members. Ethical and legal knowledge and comfort with communication (before and after the workshop) and communication skill (during the workshop). Fifty-one postgraduate critical care medicine subspecialty trainees participated in the workshop over a 5-yr period. Ethical and legal knowledge and comfort scores improved significantly among trainees who participated in the workshop. Ninety percent of trainees felt that the workshop had met or exceeded their expectations and would recommend it to other trainees. Ninety-eight percent of trainees felt that the workshop had met the highest priority learning objectives they identified. Communication scores showed a trend towards improvement over the course of the workshop, although the improvements were not significant. Participants reflecting on the workshop >1 yr later overwhelmingly felt that it had prepared them for real communication challenges in training and practice. This workshop was effective for improving ethical and legal knowledge and comfort with communication among critical care medicine trainees. Participants overwhelmingly felt that it had met their learning needs and that it was an effective teaching tool that had prepared them for real communication challenges in training and practice. It could be used in a variety of contexts to address an often-neglected area of education.

28 CFR 65.70 - Definitions.

Code of Federal Regulations, 2013 CFR

2013-07-01

... Administration DEPARTMENT OF JUSTICE (CONTINUED) EMERGENCY FEDERAL LAW ENFORCEMENT ASSISTANCE Definitions § 65.70.... (b) Federal law enforcement assistance. The term Federal law enforcement assistance is defined by the Act to mean funds, equipment, training, intelligence information, and personnel. (c) Federal law...

28 CFR 65.70 - Definitions.

Code of Federal Regulations, 2012 CFR

2012-07-01

... Administration DEPARTMENT OF JUSTICE (CONTINUED) EMERGENCY FEDERAL LAW ENFORCEMENT ASSISTANCE Definitions § 65.70.... (b) Federal law enforcement assistance. The term Federal law enforcement assistance is defined by the Act to mean funds, equipment, training, intelligence information, and personnel. (c) Federal law...

28 CFR 65.70 - Definitions.

Code of Federal Regulations, 2014 CFR

2014-07-01

... Administration DEPARTMENT OF JUSTICE (CONTINUED) EMERGENCY FEDERAL LAW ENFORCEMENT ASSISTANCE Definitions § 65.70.... (b) Federal law enforcement assistance. The term Federal law enforcement assistance is defined by the Act to mean funds, equipment, training, intelligence information, and personnel. (c) Federal law...

Appendix F. Developmental enforcement algorithm definition document : predictive braking enforcement algorithm definition document.

DOT National Transportation Integrated Search

2012-05-01

The purpose of this document is to fully define and describe the logic flow and mathematical equations for a predictive braking enforcement algorithm intended for implementation in a Positive Train Control (PTC) system.

[Opinions of and conscious changes in pharmacists who participated in home medical care training workshop:].

PubMed

Hirotani, Yoshihiko; Haraguchi, Kiyomi; Okumura, Kaori; Urashima, Yoko; Myotoku, Michiaki

2013-12-01

We organized a home medical care training workshop to offer community pharmacists an opportunity to learn more about home medical care. The workshop consisted of lectures by the doctor, the nurse, and the pharmacist. A questionnaire was handed out to all the participants once the workshop had ended. On an average, the participants rated the overall quality of the workshop as 8.1 out of 10. Our results revealed that 62.7% of the participating pharmacists were experienced in home medical care, with the majority having between 1 and 5 years of experience. Most pharmacists with experience in home care had provided services such as delivering medicines to or instructing patients on the use of medicines at patient homes. Participants suggested that the qualities necessary for providing effective home medical care were knowledge of home-based care and a positive attitude, among others. Participants also made suggestions for lecture contents in future workshops, such as contract procedures or specific cases of home medical care. Furthermore, participants expressed many positive opinions such as the desire to hear the views of other professionals on home medical care. In conclusion, participation in the home medical care training workshop increased the participants' desire to learn and perform home medical care. This indicates that a subsequent workshop with the cooperation of other professionals is indispensable.

Using Models to Assist with Clean-up Decisions at Contaminated Sites

EPA Science Inventory

The attached products make up the training package Dr. John McKernan will provide regarding Remediation/Rehabilitation of contaminated sites at the 2018 CEECHE Workshop on Environmental Health. Two posters and 2 presentations are attached. The workshop will provide training on t...

Middle East Studies Teacher Training Program. Final Report.

ERIC Educational Resources Information Center

Sefein, Naim A.

This guide presents a teacher training program in Middle Eastern studies and procedures for program implementation. Details concerning program announcement, participant selection, and travel accommodations are included. Participants attended an orientation and registration workshop and an intensive academic workshop before flying to Egypt for the…

Feasibility of scenario-based simulation training versus traditional workshops in continuing medical education: a randomized controlled trial.

PubMed

Kerr, Brendan; Hawkins, Trisha Lee-Ann; Herman, Robert; Barnes, Sue; Kaufmann, Stephanie; Fraser, Kristin; Ma, Irene W Y

2013-07-18

Although simulation-based training is increasingly used for medical education, its benefits in continuing medical education (CME) are less established. This study seeks to evaluate the feasibility of incorporating simulation-based training into a CME conference and compare its effectiveness with the traditional workshop in improving knowledge and self-reported confidence. Participants (N=27) were group randomized to either a simulation-based workshop or a traditional case-based workshop. Post-training, knowledge assessment score neither did increase significantly in the traditional group (d=0.13; p=0.76) nor did significantly decrease in the simulation group (d= - 0.44; p=0.19). Self-reported comfort in patient assessment parameters increased in both groups (p<0.05 in all). However, only the simulation group reported an increase in comfort in patient management (d=1.1, p=0.051 for the traditional group and d=1.3; p= 0.0003 for the simulation group). At 1 month, comfort measures in the traditional group increased consistently over time while these measures in the simulation group increased post-workshop but decreased by 1 month, suggesting that some of the effects of training with simulation may be short lived. The use of simulation-based training was not associated with benefits in knowledge acquisition, knowledge retention, or comfort in patient assessment. It was associated with superior outcomes in comfort in patient management, but this benefit may be short-lived. Further studies are required to better define the conditions under which simulation-based training is beneficial.

Feasibility of scenario-based simulation training versus traditional workshops in continuing medical education: a randomized controlled trial

PubMed Central

Kerr, Brendan; Hawkins, Trisha Lee-Ann; Herman, Robert; Barnes, Sue; Kaufmann, Stephanie; Fraser, Kristin; Ma, Irene W. Y.

2013-01-01

Introduction Although simulation-based training is increasingly used for medical education, its benefits in continuing medical education (CME) are less established. This study seeks to evaluate the feasibility of incorporating simulation-based training into a CME conference and compare its effectiveness with the traditional workshop in improving knowledge and self-reported confidence. Methods Participants (N=27) were group randomized to either a simulation-based workshop or a traditional case-based workshop. Results Post-training, knowledge assessment score neither did increase significantly in the traditional group (d=0.13; p=0.76) nor did significantly decrease in the simulation group (d= − 0.44; p=0.19). Self-reported comfort in patient assessment parameters increased in both groups (p<0.05 in all). However, only the simulation group reported an increase in comfort in patient management (d=1.1, p=0.051 for the traditional group and d=1.3; p= 0.0003 for the simulation group). At 1 month, comfort measures in the traditional group increased consistently over time while these measures in the simulation group increased post-workshop but decreased by 1 month, suggesting that some of the effects of training with simulation may be short lived. Discussion The use of simulation-based training was not associated with benefits in knowledge acquisition, knowledge retention, or comfort in patient assessment. It was associated with superior outcomes in comfort in patient management, but this benefit may be short-lived. Further studies are required to better define the conditions under which simulation-based training is beneficial. PMID:23870304

Feasibility of scenario-based simulation training versus traditional workshops in continuing medical education: a randomized controlled trial.

PubMed

Kerr, Brendan; Lee-Ann Hawkins, Trisha; Herman, Robert; Barnes, Sue; Kaufmann, Stephanie; Fraser, Kristin; Ma, Irene W Y

2013-01-01

Introduction Although simulation-based training is increasingly used for medical education, its benefits in continuing medical education (CME) are less established. This study seeks to evaluate the feasibility of incorporating simulation-based training into a CME conference and compare its effectiveness with the traditional workshop in improving knowledge and self-reported confidence. Methods Participants (N=27) were group randomized to either a simulation-based workshop or a traditional case-based workshop. Results Post-training, knowledge assessment score neither did increase significantly in the traditional group (d=0.13; p=0.76) nor did significantly decrease in the simulation group (d= - 0.44; p=0.19). Self-reported comfort in patient assessment parameters increased in both groups (p<0.05 in all). However, only the simulation group reported an increase in comfort in patient management (d=1.1, p=0.051 for the traditional group and d=1.3; p= 0.0003 for the simulation group). At 1 month, comfort measures in the traditional group increased consistently over time while these measures in the simulation group increased post-workshop but decreased by 1 month, suggesting that some of the effects of training with simulation may be short lived. Discussion The use of simulation-based training was not associated with benefits in knowledge acquisition, knowledge retention, or comfort in patient assessment. It was associated with superior outcomes in comfort in patient management, but this benefit may be short-lived. Further studies are required to better define the conditions under which simulation-based training is beneficial.

Setting research priorities for HIV/AIDS-related research in a post-graduate training programme: lessons learnt from the Nigeria Field Epidemiology and Laboratory Training Programme scientific workshop.

PubMed

Poggensee, Gabriele; Waziri, Ndadilnasiya Endie; Bashorun, Adebobola; Nguku, Patrick Mboya; Fawole, Olufunmilayo Ibitola; Sabitu, Kabir

2014-01-01

In Nigeria the current prevalence of HIV is 4.1% with over 3.5 million infected and estimated 1.5 million in need of anti-retroviral treatment. Epidemiological and implementation studies are necessary for monitoring and evaluation of interventions. To define research areas which can be addressed by participants of the Nigeria Field Epidemiology and Training Programme (NFELTP) a workshop was held in April 2013 in Abuja, Nigeria. Priority research areas were identified using criteria lists for ranking of the relevance of research questions. Based on a research matrix, NFELTP residents developed the aims and objectives, study design for HIV-related research proposals. This workshop was the first workshop held by the NFELTP to establish an inventory of research questions which can be addressed by the residents within their training period. This inventory will help to increase HIV/AIDS-related activities of NFELTP which are in accordance with research needs in Nigeria and PEPFAR objectives.

RCRA/UST, superfund, and EPCRA hotline training module. Introduction to: RCRA enforcement and compliance, update as of July 1995

DOE Office of Scientific and Technical Information (OSTI.GOV)

NONE

1995-11-01

The module describds enforcement procedures and cites the statutory authority. It describes the two different types of enforcement (i.e., administrative and judicial) and explains when and how EPA can enforce the RCRA regulations in authorized states. It describes the enforcement mechanisms available to EPA. It states the differences between enforcement at interim status, permitted facilities, and Federal facilities. It also identifies relevant resources documents.

Weapons team engagement trainer: a transfer of high-tech military training technology to the law enforcement community

NASA Astrophysics Data System (ADS)

Franz, Thomas M.; Gonos, Greg; Simek, Lisa

1999-01-01

Six years ago at SPIE, a team of government researchers and engineers unveiled a new, military, weapons team engagement trainer (WTET). At that time, potential applications of this prototype military training device to civilian law enforcement training were realized. Subsequent action was taken under the Federal Technology Transfer Act of 1986, enabling the transfer of WTET to the private sector, through a cooperative agreement between: the Office of Naval Research (ONR), NAWCTSD, and the commercial weapons training organization Firearms Training Systems, Inc. (FATS). Planning also began for release of a commercial WTET sytem. The government research and development facility and the National Institute of Justice (NIJ) formed a cooperative agreement to make the prototype system available to military, federal, and local law enforcement agencies for use in Orlando, Florida - until a commercial version could become available. This cooperative effort has provided evidence of the effectiveness and realism of WTET with law enforcement personnel. This paper offers a technical description of the improvements made to WTET, a brief explanation of the commercialization process, a summary of the evaluations conducted to date, and insight into how that information has been used in the development of the commercial version.

Modifying police department training programs to accommodate the use of less-than-lethal technologies

NASA Astrophysics Data System (ADS)

Overlin, Trudy K.; Marts, Donna J.

1995-05-01

The Idaho National Engineering Laboratory (INEL), in response to the National Institute of Justice, less-than-lethal (LTL) technologies program, has proposed to help police departments modify their training programs to meet the challenge of training officers to use new LTL technologies. Work performed by the INEL in the development of an air bag restraint for patrol vehicles and in a technologies assessment for vehicle interdiction technologies has given laboratory researchers a better understanding of the law enforcement environment and has enabled them to evaluate potential training aids to help police departments use new technolgies and teach their officers to most efficiently and effectively use them. With the developemnt of LTL technologies as options in law enforcement comes the need for departments to adapt their current departmental training and refresher training programs to incorporate alternative weapons. This adaptation may include modifying decision making and skills training to teach officers when and how to effectively use new technologies. By assessing current programs and reviewing the training programs of other succesful agencies, a department may be able to easily adapt their current program to meet the needs of training officers in the use of LTL technologies. As litigation drove the need to develop new alternative weapons for law enforcement, it will also shape the application of the technologies when used in the field. If used incorrectly they may be ineffective, dangerous to the user, or cause more physical damage than intended. Because technology is rapidly changing, law enforcement training must keep up with the changes and meet their needs.

Optical Science: Deploying Technical Concepts and Engaging Participation through Digital Storytelling

NASA Astrophysics Data System (ADS)

Thomas, R. G.; Berry, K.; Arrigo, J.; Hooper, R. P.

2013-12-01

Technical 'hands-on' training workshops are designed to bring together scientists, technicians, and program managers from universities, government agencies, and the private sector to discuss methods used and advances made in instrumentation and data analysis. Through classroom lectures and discussions combined with a field-day component, hands-on workshop participants get a 'full life cycle' perspective from instrumentation concepts and deployment to data analysis. Using film to document this process is becoming increasingly more popular, allowing scientists to add a story-telling component to their research. With the availability of high-quality and low priced professional video equipment and editing software, scientists are becoming digital storytellers. The science video developed from the 'hands-on' workshop, Optical Water Quality Sensors for Nutrients: Concepts, Deployment, and Analysis, encapsulates the objectives of technical training workshops for participants. Through the use of still photography, video, interviews, and sound, the short video, An Introduction to CUAHSI's Hands-on Workshops, produced by a co-instructor of the workshop acts as a multi-purpose tool. The 10-minute piece provides an overview of workshop field day activities and works to bridge the gap between classroom learning, instrumentation application and data analysis. CUAHSI 'hands-on' technical workshops have been collaboratively executed with faculty from several universities and with the U.S. Geological Survey. The video developed was designed to attract new participants to these professional development workshops, to stimulate a connection with the environment, to act as a workshop legacy resource, and also serve as a guide for prospective hands-on workshop organizers. The effective use of film and short videos in marketing scientific programs, such as technical trainings, allows scientists to visually demonstrate the technologies currently being employed and to provide a more intriguing perspective on scientific research.

Lessons learned from implementing a wet laboratory molecular training workshop for beach water quality monitoring.

PubMed

Verhougstraete, Marc Paul; Brothers, Sydney; Litaker, Wayne; Blackwood, A Denene; Noble, Rachel

2015-01-01

Rapid molecular testing methods are poised to replace many of the conventional, culture-based tests currently used in fields such as water quality and food science. Rapid qPCR methods have the benefit of being faster than conventional methods and provide a means to more accurately protect public health. However, many scientists and technicians in water and food quality microbiology laboratories have limited experience using these molecular tests. To ensure that practitioners can use and implement qPCR techniques successfully, we developed a week long workshop to provide hands-on training and exposure to rapid molecular methods for water quality management. This workshop trained academic professors, government employees, private industry representatives, and graduate students in rapid qPCR methods for monitoring recreational water quality. Attendees were immersed in these new methods with hands-on laboratory sessions, lectures, and one-on-one training. Upon completion, the attendees gained sufficient knowledge and practice to teach and share these new molecular techniques with colleagues at their respective laboratories. Key findings from this workshop demonstrated: 1) participants with no prior experience could be effectively trained to conduct highly repeatable qPCR analysis in one week; 2) participants with different desirable outcomes required exposure to a range of different platforms and sample processing approaches; and 3) the collaborative interaction amongst newly trained practitioners, workshop leaders, and members of the water quality community helped foster a cohesive cohort of individuals which can advocate powerful cohort for proper implementation of molecular methods.

Lessons Learned from Implementing a Wet Laboratory Molecular Training Workshop for Beach Water Quality Monitoring

PubMed Central

Verhougstraete, Marc Paul; Brothers, Sydney; Litaker, Wayne; Blackwood, A. Denene; Noble, Rachel

2015-01-01

Rapid molecular testing methods are poised to replace many of the conventional, culture-based tests currently used in fields such as water quality and food science. Rapid qPCR methods have the benefit of being faster than conventional methods and provide a means to more accurately protect public health. However, many scientists and technicians in water and food quality microbiology laboratories have limited experience using these molecular tests. To ensure that practitioners can use and implement qPCR techniques successfully, we developed a week long workshop to provide hands-on training and exposure to rapid molecular methods for water quality management. This workshop trained academic professors, government employees, private industry representatives, and graduate students in rapid qPCR methods for monitoring recreational water quality. Attendees were immersed in these new methods with hands-on laboratory sessions, lectures, and one-on-one training. Upon completion, the attendees gained sufficient knowledge and practice to teach and share these new molecular techniques with colleagues at their respective laboratories. Key findings from this workshop demonstrated: 1) participants with no prior experience could be effectively trained to conduct highly repeatable qPCR analysis in one week; 2) participants with different desirable outcomes required exposure to a range of different platforms and sample processing approaches; and 3) the collaborative interaction amongst newly trained practitioners, workshop leaders, and members of the water quality community helped foster a cohesive cohort of individuals which can advocate powerful cohort for proper implementation of molecular methods. PMID:25822486

Impact of an educational intervention on medical records documentation.

PubMed

Vahedi, Hojat Sheikhmotahar; Mirfakhrai, Minasadat; Vahidi, Elnaz; Saeedi, Morteza

2018-01-01

Inaccurate and incomplete documentation can lead to poor treatment and medico-legal consequences. Studies indicate that teaching programs in this field can improve the documentation of medical records. The study aimed to evaluate the effect of an educational workshop on medical record documentation by emergency medicine residents in the emergency department. An interventional study was performed on 30 residents in their first year of training emergency medicine (PGY1), in three tertiary referral hospitals of Tehran University of Medical Sciences. The essential information that should be documented in a medical record was taught in a 3-day-workshop. The medical records completed by these residents before the training workshop were randomly selected and scored (300 records), as was a random selection of the records they completed one (300 records) and six months (300 records) after the workshop. Documentation of the majority of the essential items of information was improved significantly after the workshop. In particular documentation of the patients' date and time of admission, past medical and social history. Documentation of patient identity, requests for consultations by other specialties, first and final diagnoses were 100% complete and accurate up to 6 months of the workshop. This study confirms that an educational workshop improves medical record documentation by physicians in training.

Innovative integrative bedside teaching model improves tutors’ self-assessments of teaching skills and attitudes

PubMed Central

Gat, Itai; Pessach-Gelblum, Liat; Givati, Gili; Haim, Nadav; Paluch-Shimon, Shani; Unterman, Avraham; Bar-Shavit, Yochay; Grabler, Galit; Sagi, Doron; Achiron, Anat; Ziv, Amitai

2016-01-01

Introduction Patient bedside is the ideal setting for teaching physical examination, medical interviewing, and interpersonal skills. Herein we describe a novel model for bedside teaching (BST) practiced during tutor training workshop and its resulting effect on practitioners’ self assessment of teaching skills and perceptions. Methods One-day tutor training workshop included theoretical knowledge supplementation regarding tutors’ roles as well as implementing practical tools for clinical education, mainly BST model. The model, which emphasizes simultaneous clinical and communication teaching in a stepwise approach, was practiced by consecutive simulations with a gradual escalation of difficulty and adjusted instruction approaches. Pre- and post-workshop-adjusted questionnaires using a Likert scale of 1 to 4 were completed by participants and compared. Results Analysis was based on 25 out of 48 participants who completed both questionnaires. Significantly improved teaching skills were demonstrated upon workshop completion (mean 3.3, SD 0.5) compared with pre-training (mean 2.6, SD 0.6; p<0.001) with significant increase in most examined parameters. Significantly improved tutor's roles internalization was demonstrated after training completion (mean 3.7, SD 0.3) compared with pre-workshop (mean 3.5 SD 0.5; p=0.002). Discussion Successful BST involves combination of clinical and communication skills. BST model practiced during the workshop may contribute to improved teaching skills in this challenging environment. PMID:26894587

What Did They Learn? Effects of a Brief Cognitive Behavioral Therapy Workshop on Community Therapists' Knowledge.

PubMed

Scott, Kelli; Klech, David; Lewis, Cara C; Simons, Anne D

2016-11-01

Knowledge gain has been identified as necessary but not sufficient for therapist behavior change. Declarative knowledge, or factual knowledge, is thought to serve as a prerequisite for procedural knowledge, the how to knowledge system, and reflective knowledge, the skill refinement system. The study aimed to examine how a 1-day workshop affected therapist cognitive behavioral therapy declarative knowledge. Participating community therapists completed a test before and after training that assessed cognitive behavioral therapy knowledge. Results suggest that the workshop significantly increased declarative knowledge. However, post-training total scores remained moderately low, with several questions answered incorrectly despite content coverage in the workshop. These findings may have important implications for structuring effective cognitive behavioral therapy training efforts and for the successful implementation of cognitive behavioral therapy in community settings.

Third International Workshop on Ion Mobility Spectrometry

NASA Technical Reports Server (NTRS)

Cross, John H. (Editor)

1995-01-01

Basic research in ion mobility spectrometry has given rise to rapid advancement in hardware development and applications. The Third International Workshop on Ion Mobility Spectrometry (IMS) was held October 16-19, 1994, at Johnson Space Center to provide a forum for investigators to present the most recent results of both basic and applied IMS research. Presenters included manufacturers and various users, including military research organizations and drug enforcement agencies. Thirty papers were given in the following five sessions: Fundamental IMS Studies, Instrument Development, Hyphenated IMS Techniques, Applications, and Data Reduction and Signal Processing. Advances in hardware development, software development, and user applications are described.

Application of the Elaboration Likelihood Model of Attitude Change to Assertion Training.

ERIC Educational Resources Information Center

Ernst, John M.; Heesacker, Martin

1993-01-01

College students (n=113) participated in study comparing effects of elaboration likelihood model (ELM) based assertion workshop with those of typical assertion workshop. ELM-based workshop was significantly better at producing favorable attitude change, greater intention to act assertively, and more favorable evaluations of workshop content.…

38 CFR 21.144 - Vocational course in a sheltered workshop or rehabilitation facility.

Code of Federal Regulations, 2014 CFR

2014-07-01

... workshop or rehabilitation facility may be authorized when the training offered is a sound method of... sheltered workshop or rehabilitation facility. 21.144 Section 21.144 Pensions, Bonuses, and Veterans' Relief... in a sheltered workshop or rehabilitation facility. (a) General. A vocational course in a sheltered...

38 CFR 21.144 - Vocational course in a sheltered workshop or rehabilitation facility.

Code of Federal Regulations, 2012 CFR

2012-07-01

... workshop or rehabilitation facility may be authorized when the training offered is a sound method of... sheltered workshop or rehabilitation facility. 21.144 Section 21.144 Pensions, Bonuses, and Veterans' Relief... in a sheltered workshop or rehabilitation facility. (a) General. A vocational course in a sheltered...

38 CFR 21.144 - Vocational course in a sheltered workshop or rehabilitation facility.

Code of Federal Regulations, 2013 CFR

2013-07-01

... workshop or rehabilitation facility may be authorized when the training offered is a sound method of... sheltered workshop or rehabilitation facility. 21.144 Section 21.144 Pensions, Bonuses, and Veterans' Relief... in a sheltered workshop or rehabilitation facility. (a) General. A vocational course in a sheltered...

38 CFR 21.144 - Vocational course in a sheltered workshop or rehabilitation facility.

Code of Federal Regulations, 2011 CFR

2011-07-01

... workshop or rehabilitation facility may be authorized when the training offered is a sound method of... sheltered workshop or rehabilitation facility. 21.144 Section 21.144 Pensions, Bonuses, and Veterans' Relief... in a sheltered workshop or rehabilitation facility. (a) General. A vocational course in a sheltered...

Evaluation of a professional development training programme for mental health clinicians specializing in early psychosis.

PubMed

Macneil, Craig; Foster, Frances; Nicoll, Amanda; Osman, Helen; Monfries, Richard; Cotton, Sue

2018-06-01

The Early Psychosis Prevention and Intervention Centre Statewide Services (ESW) team provides training for multidisciplinary clinicians that specialise in early psychosis across the State of Victoria, Australia. The aim of this paper is to describe the 4-phase approach utilised by ESW to prepare for and deliver workshops, to report on participants' ratings of the ESW workshops, and to make recommendations for other trainers of early psychosis clinicians. Between March 2009 and September 2014, ESW provided 85 training workshops that had a strong focus on evidence-based approaches and international guidelines, and utilized clinical examples of early psychosis interventions. At the conclusion of each workshop, participants were asked to complete a questionnaire that comprised qualitative and quantitative elements. These assessed perceived trainer knowledge, learning, interactivity and specific topic feedback. The focus of this paper will be on describing the quantitative data resulting from these questionnaires. A total of 1708 clinicians provided feedback on the 85 workshops. There was a high level of compliance, with 83.0% of workshop participants completing the questionnaires. Feedback was positive across all areas, with the 2 areas that were most highly endorsed being that presenters "appeared to know their subject matter well" (endorsed by 98.4% of participants) and that "topics were explained well" (endorsed by 96.8% of participants). Training for early psychosis clinicians that focusses on core clinical topics, is well planned, incorporates feedback from previous training, and is based on adult learning principles, is likely to be effective and well received by early psychosis clinicians. © 2017 John Wiley & Sons Australia, Ltd.

Training clinicians treating HIV to diagnose cytomegalovirus retinitis

PubMed Central

Tun, NiNi; Maningding, Ernest; Heiden, Matthew; Rose-Nussbaumer, Jennifer; Chan, Khin Nyein; Khizniak, Tamara; Yakubenko, Alexandra; Lewallen, Susan; Keenan, Jeremy D; Saranchuk, Peter

2014-01-01

Abstract Problem Acquired immunodeficiency syndrome (AIDS)-related cytomegalovirus (CMV) retinitis continues to be a neglected source of blindness in resource-poor settings. The main issue is lack of capacity to diagnose CMV retinitis in the clinical setting where patients receive care and all other opportunistic infections are diagnosed. Approach We developed and implemented a four-day workshop to train clinicians working in human immunodeficiency virus (HIV) clinics how to perform binocular indirect ophthalmoscopy and diagnose CMV retinitis. Workshops comprised both classroom didactic instruction and direct clinical eye examinations in patients with advanced AIDS. Between 2007 and 2013, 14 workshops were conducted in China, Myanmar and the Russian Federation. Local setting Workshops were held with local clinicians at HIV clinics supported by nongovernmental organizations, public-sector municipal hospitals and provincial infectious disease referral hospitals. Each setting had limited or no access to locally- trained ophthalmologists, and an HIV-infected population with advanced disease. Relevant changes Clinicians learnt how to do binocular indirect ophthalmoscopy and to diagnose CMV retinitis. One year after the workshop, 32/38 trainees in Myanmar did systematic eye examination for early diagnosis of CMV retinitis as standard care for at-risk patients. In China and the Russian Federation, the success rates were lower, with 10/15 and 3/5 trainees, respectively, providing follow-up data. Lessons learnt Skills necessary for screening and diagnosis of CMV retinitis can be taught in a four-day task-oriented training workshop. Successful implementation depends on institutional support, ongoing training and technical support. The next challenge is to scale up this approach in other countries. PMID:25552774

An Initial evaluation of law enforcement overdose training in Rhode Island.

PubMed

Saucier, Cory D; Zaller, Nickolas; Macmadu, Alexandria; Green, Traci C

2016-05-01

To assess initial change in knowledge, self-efficacy, and anticipated behaviors among Rhode Island law enforcement officers on drug overdose response and prevention. Law enforcement officers (N=316) voluntarily completed a pre-post evaluation immediately before and after taking part in overdose prevention and response trainings. Assessment items included measures of knowledge (Brief Overdose Recognition and Response Assessment (BORRA)), self-efficacy, attitudes toward drugs and overdose prevention, awareness of the Good Samaritan Law, and open-ended items pertaining to overdose knowledge and response behaviors. Non-parametric tests measured within-group and between-group differences. Wilcoxon Signed Rank tests and Kruskal-Wallis tests evaluated changes in BORRA scores and self-efficacy items. McNemar's tests assessed changes regarding the Good Samaritan law and open-ended items. Wilcoxon Signed Rank tests measured post-training change in attitudes. Law enforcement officers demonstrated statistically significant improvements in self-efficacy (identifying signs of opioid overdose, naloxone indication, counseling witnesses in overdose prevention, and referring witnesses for more information), overdose identification knowledge (BORRA mean increased from 7.00 to 10.39), naloxone administration knowledge (BORRA mean increased from 10.15 to 12.59), Good Samaritan Law awareness (17.9% increase after training), and anticipated behaviors in response to future observed overdose (65.7% changed from passive to active response post training). Harm reduction programs can provide law enforcement officers with the knowledge and skills necessary to intervene and reduce overdose mortality. Given the statistically significant improvements in self-efficacy, attitudinal changes, and Good Samaritan law awareness, law enforcement officers are more prepared to actively interact with drug users during a drug-involved emergency. Copyright © 2016. Published by Elsevier Ireland Ltd.

"Think Tank" Workshop in Work Evaluation: March 19-21, 1969.

ERIC Educational Resources Information Center

Hoffman, Paul R., Ed.

A two-day workshop, conducted to study the different meanings of the concept of work evaluation, was participated in by representatives from rehabilitation facilities, work evaluation training programs, institutional organizations, and rehabilitation research and training centers. In addition, different types of patient populations were…

Effectiveness of the Civil Aviation Security Program.

DTIC Science & Technology

1980-05-22

SECURITY. - CONTINUED TRAINING OF LAW ENFORCEMENT OFFICERS SUPPORTING AIRPORT SECURITY ACTIVITIES. - SECURITY PROGRAMS IMPLEMENTED BY AIR FREIGHT...cooperation by all concerned. (See Exhibit 14) Airport Security - Ongoing activities which contributed significantly to airport security included full...implementation of the revised Federal Aviation Regulations (FAR) Part 107 governing airport security , training of law enforcement officers supporting

Cultural Awareness Training Manual and Study Guide.

ERIC Educational Resources Information Center

Kassebaum, Peter

This learning package is designed for use in conjunction with inservice training for law enforcement personnel in California as well as for use in law enforcement academies and community college administration of justice classes in police community relations. It consists of a manual on cultural awareness and a companion workbook. Based in part on…

Crash Injury Management for Traffic Law Enforcement Officers; Emergency Medical Services; Course Guide.

ERIC Educational Resources Information Center

Cleven, Arlene M.

The course guide has been prepared to aid in planning and conducting a training program in emergency medical care for first responders to traffic accidents (expected to be patrolling law enforcement officers). This document contains a detailed description of the training program; suggestions for course planning including class size, scheduling…

The Training Process of the Organization Development and Training Office

NASA Technical Reports Server (NTRS)

Johnson, Melissa S.

2004-01-01

The Organization Development and Training Office provides training and development opportunities to employees at NASA Glenn Research Center, as a division of the Office of Human Resources and Workforce Planning. Center-wide required trainings, new employee trainings, workshops and career development programs are organized by the OD&TO staff. They also arrange all academic, non-academic, headquarters, fellowship and learning center sponsored courses. They also service organizations wishing to work more effectively by facilitating teambuilding exercises. Equal Opportunity programs and upward mobility programs such as the STEP and GO programs for administrative staff. In working with my mentor I am very involved with Cuyahoga Community College classes, mandatory supervisory training and administrative staff workshops. My largest tasks are in the secretarial training category. The Supporting Organizations And Relationships workshop for administrative personnel, commonly known as SOAR, began last year and continued this summer with follow-up workshops. Months before a workshop or class is brought to Glenn, a need has to be realized. In this case, administrative staff did not feel they had an opportunity to receive relevant training and develop skills through teambuilding, networking and communication. A Statement of work is then created as several companies are contacted about providing the training. After the company best suited to meet the target group s needs is selected, the course is announced with an outline of all pertinent information. A reservation for a facility is made and applications or nominations, depending on the announcement s guidelines, are received from interested employees. Confirmations are sent to participants and final preparations are made but there are still several concluding steps. A training office staff member also assists the facilitator with setting up the facility and introducing the class. After the class, participants evaluations are read and summarized to determine the effectiveness of the class and instructor. In addition to the SOAR workshops, I have several projects and daily tasks to complete. Coding training applications, which require me to be familiar with Glenn s budgetary allocations and policies on training, is an ongoing process. It also requires verifying information reported by an employee via her C-478 form, more commonly known as the training application. I am also the point of contact for the Cuyahoga Community College Advising Sessions held here at NASA Glenn which involves coordinating counselors visits with employees schedules. Two databases had to be created. The first database holds information on administrative staff, and the other tracks supervisors training histories. Through these assignments I gained experience in Microsoft Access 2002 and spreadsheet creation, communicating with co-workers, and successfully facilitating a training to serve specific purposes. With trainings and evaluations to assessment them, the Organization Development and Training Office can assure a quality product and continued customer satisfaction.

Creating More Effective Mentors: Mentoring the Mentor.

PubMed

Gandhi, Monica; Johnson, Mallory

2016-09-01

Given the diversity of those affected by HIV, increasing diversity in the HIV biomedical research workforce is imperative. A growing body of empirical and experimental evidence supports the importance of strong mentorship in the development and success of trainees and early career investigators in academic research settings, especially for mentees of diversity. Often missing from this discussion is the need for robust mentoring training programs to ensure that mentors are trained in best practices on the tools and techniques of mentoring. Recent experimental evidence shows improvement in mentor and mentee perceptions of mentor competency after structured and formalized training on best practices in mentoring. We developed a 2-day "Mentoring the Mentors" workshop at UCSF to train mid-level and senior HIV researchers from around the country [recruited mainly from Centers for AIDS Research (CFARs)] on best practices, tools and techniques of effective mentoring. The workshop content was designed using principles of Social Cognitive Career Theory (SCCT) and included training specifically geared towards working with early career investigators from underrepresented groups, including sessions on unconscious bias, microaggressions, and diversity supplements. The workshop has been held three times (September 2012, October 2013 and May 2015) with plans for annual training. Mentoring competency was measured using a validated tool before and after each workshop. Mentoring competency skills in six domains of mentoring-specifically effective communication, aligning expectations, assessing understanding, fostering independence, addressing diversity and promoting development-all improved as assessed by a validated measurement tool for participants pre- and -post the "Mentoring the Mentors" training workshops. Qualitative assessments indicated a greater awareness of the micro-insults and unconscious bias experienced by mentees of diversity and a commitment to improve awareness and mitigate these effects via the mentor-mentee relationship. Our "Mentoring the Mentors" workshop for HIV researchers/mentors offers a formal and structured curriculum on best practices, tools and techniques of effective mentoring, and methods to mitigate unconscious bias in the mentoring relationship. We found quantitative and qualitative improvements in mentoring skills as assessed by self-report by participants after each workshop and plan additional programs with longitudinal longer-term assessments focused on objective mentee outcomes (grants, papers, academic retention). Mentoring training can improve mentoring skills and is likely to improve outcomes for optimally-mentored mentees.

Technical Training Workshop on International Safeguards: An Introduction to Safeguards for Emerging Nuclear States

DOE Office of Scientific and Technical Information (OSTI.GOV)

Frazar, Sarah L.; Gastelum, Zoe N.; Olson, Jarrod

2009-10-06

The U.S. Department of Energy/National Nuclear Security Administration (DOE/NNSA) hosted a workshop from May 4-22, 2009, on the fundamental elements of international safeguards. Entitled "A Technical Training Workshop on International Safeguards," the workshop introduced post-graduate students from Malaysia, Vietnam, Indonesia, Thailand, Morocco, Egypt, Algeria and Tunisia to the fundamental issues and best practices associated with international safeguards and encouraged them to explore potential career paths in safeguards. Workshops like these strengthen the international safeguards regime by promoting the development of a "safeguards culture" among young nuclear professionals within nascent nuclear countries. While this concept of safeguards culture is sometimes hardmore » to define and even harder to measure, this paper will demonstrate that the promotion of safeguards cultures through workshops like these justifies the investment of U.S. taxpayer dollars.« less

Vocational Fisheries Education Workshop Proceedings (Portland, Oregon, April 18-19, 1973).

ERIC Educational Resources Information Center

Oregon State Univ., Corvallis. Cooperative Extension Service.

This publication is a compilation of nine studies presented at the Vocational Fisheries Education Workshop where commercial fishermen, educators, government officials, and extension agents were gathered for examination of the subject of vocational fisheries training. The studies dealt with commercial fisheries and current training programs. An…

Seeds of Diversity: A Training Program Based on Native American Principles and Values.

ERIC Educational Resources Information Center

Simonelli, Richard

1993-01-01

White Bison organizes corporate workshops and training programs that address issues of workplace diversity and multiculturalism and draw on a Native American approach to social harmony and community. The Medicine Wheel provides metaphors for understanding diversity, interdependent relationships, and balance. Other workshop "tools" involve values…

Train-the-Trainer for Adult Education. Quality Professional Development Project.

ERIC Educational Resources Information Center

Florida Community Coll., Jacksonville.

This manual aids professional development adult education (AE) facilitators in conducting AE workshops using Quality Professional Development (QPD) Project materials. A workshop outline is provided. Six sections correspond to the six manuals in the training package. Section components are as follows: objectives for five or six units; activities;…

The Role of Donor Agencies in International Education and Training. Report on a Workshop Presented by the Office of International Training of the United States Agency for International Development and the National Association for Foreign Student Affairs (Washington, D.C., April 7, 1989).

ERIC Educational Resources Information Center

Jenkins, Hugh M.

The Donor Agencies Workshop involved individuals from a wide range of academic disciplines and other fields that helped develop the expertise of foreign students, scholars, and trainees to increase the educational and economic resources of their home countries. This report presents the remarks made by the 47 workshop participants concerning: (1)…

Occupation-Specific VESL Needs Assessment. A VESL Staff Development Training Resource Packet.

ERIC Educational Resources Information Center

West, Linda; Wilkinson, Betty

Materials for a teacher workshop on assessing student needs for vocational English as a Second Language (VESL) are gathered. An annotated workshop outline presents the content and sequence of the workshop. Masters are provided for handouts and transparencies, which include an icebreaker activity, the workshop agenda, materials from the "Dictionary…

Freeing Ourselves: Removing Internal Barriers to Equality. A Workshop for Women.

ERIC Educational Resources Information Center

Collier, Helen V.; And Others

This manual is for a developmental workshop for 12-18 women that uses didactic and experiential techniques to train participants to make freer educational and career choices. It contains four parts. Part 1, for the workshop administrator, overviews the nature of the workshop and provides information necessary for publicizing, organizing,…

Strengthening public health nutrition research and training capacities in West Africa: Report of a planning workshop convened in Dakar, Senegal, 26-28 March 2009.

PubMed

Brown, Kenneth H; McLachlan, Milla; Cardosa, Placido; Tchibindat, Félicité; Baker, Shawn K

2010-01-01

A three-day workshop was convened in Dakar, Senegal, to provide participants from West African and international academic and research institutions, public health agencies, and donor organisations an opportunity to review current public health nutrition research and training capabilities in West Africa, assess needs for strengthening the regional institutional and workforce capacities, and discuss appropriate steps required to advance this agenda. The workshop included presentations of background papers, experiences of regional and international training programmes and small group discussions. Participants concluded that there is an urgent need to: (1) increase the throughput of public health nutrition training programmes, including undergraduate education, pre-service and in-service professional training, and higher education in public health nutrition and related research skills; and (2) enhance applied research capacity, to provide the evidence base necessary for nutrition program planning and evaluation. A Task Team was appointed to inform the regional Assembly of Health Ministers of the workshop conclusions and to develop political and financial support for a regional nutrition initiative to: (1) conduct advocacy and nutrition stewardship; (2) survey existing training programmes and assist with curriculum development; and (3) develop a plan for a regional applied research institute in Public Health Nutrition.

Evaluating Interactive Fatigue Management Workshops for Occupational Health Professionals in the United Kingdom

PubMed Central

Ali, Sheila; Chalder, Trudie; Madan, Ira

2014-01-01

Background Disabling fatigue is common in the working age population. It is essential that occupational health (OH) professionals are up-to-date with the management of fatigue in order to reduce the impact of fatigue on workplace productivity. Our aim was to evaluate the impact of one-day workshops on OH professionals' knowledge of fatigue and chronic fatigue syndrome (CFS), and their confidence in diagnosing and managing these in a working population. Methods Five interactive problem-based workshops were held in the United Kingdom. These workshops were developed and delivered by experts in the field. Questionnaires were self-administered immediately prior to, immediately after, and 4 months following each workshop. Questionnaires included measures of satisfaction, knowledge of fatigue and CFS, and confidence in diagnosing and managing fatigue. Open-ended questions were used to elicit feedback about the workshops. Results General knowledge of fatigue increased significantly after training (with a 25% increase in the median score). Participants showed significantly higher levels of confidence in diagnosing and managing CFS (with a 62.5% increase in the median score), and high scores were maintained 4 months after the workshops. OH physicians scored higher on knowledge and confidence than nurses. Similarly, thematic analysis revealed that participants had increased knowledge and confidence after attending the workshops. Conclusion Fatigue can lead to severe functional impairment with adverse workplace outcomes. One-day workshops can be effective in training OH professionals in how to diagnose and manage fatigue and CFS. Training may increase general knowledge of fatigue and confidence in fatigue management in an OH setting. PMID:25516811

A Multispecialty Evaluation of Thiel Cadavers for Surgical Training.

PubMed

Yiasemidou, Marina; Roberts, David; Glassman, Daniel; Tomlinson, James; Biyani, Shekhar; Miskovic, Danilo

2017-05-01

Changes in UK legislation allow for surgical procedures to be performed on cadavers. The aim of this study was to assess Thiel cadavers as high-fidelity simulators and to examine their suitability for surgical training. Surgeons from various specialties were invited to attend a 1 day dissection workshop using Thiel cadavers. The surgeons completed a baseline questionnaire on cadaveric simulation. At the end of the workshop, they completed a similar questionnaire based on their experience with Thiel cadavers. Comparing the answers in the pre- and post-workshop questionnaires assessed whether using Thiel cadavers had changed the surgeons' opinions of cadaveric simulation. According to the 27 participants, simulation is important for surgical training and a full-procedure model is beneficial for all levels of training. Currently, there is dissatisfaction with existing models and a need for high-fidelity alternatives. After the workshop, surgeons concluded that Thiel cadavers are suitable for surgical simulation (p = 0.015). Thiel were found to be realistic (p < 0.001) to have reduced odour (p = 0.002) and be more cost-effective (p = 0.003). Ethical constraints were considered to be small. Thiel cadavers are suitable for training in most surgical specialties.

76 FR 11079 - Oil and Gas and Sulphur Operations in the Outer Continental Shelf-Safety and Environmental...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-03-01

... DEPARTMENT OF THE INTERIOR Bureau of Ocean Energy Management, Regulation and Enforcement 30 CFR Part 250 [Docket ID: BOEM-2010-0076] Oil and Gas and Sulphur Operations in the Outer Continental Shelf--Safety and Environmental Management Systems; Public Workshop AGENCY: Bureau of Ocean Energy Management...

The Expanded Application of Forensic Science and Law Enforcement Methodologies in Army Counterintelligence

DTIC Science & Technology

2017-09-01

THE EXPANDED APPLICATION OF FORENSIC SCIENCE AND LAW ENFORCEMENT METHODOLOGIES IN ARMY COUNTERINTELLIGENCE A RESEARCH PROJECT...Jul 2017 The Expanded Application of Forensic Science and Law Enforcement Methodologies in Army Counterintelligence CW2 Stockham, Braden E. National...forensic science resources, law enforcement methodologies and procedures, and basic investigative training. In order to determine if these changes would

20 CFR 1001.151 - Other funding criteria.

Code of Federal Regulations, 2013 CFR

2013-04-01

....151 Employees' Benefits OFFICE OF THE ASSISTANT SECRETARY FOR VETERANS' EMPLOYMENT AND TRAINING... exigencies. (b) Funding for TAP workshops will be allocated on a per workshop basis. Funding to the States... for TAP workshops, will be allocated based on need. ...

20 CFR 1001.151 - Other funding criteria.

Code of Federal Regulations, 2011 CFR

2011-04-01

....151 Employees' Benefits OFFICE OF THE ASSISTANT SECRETARY FOR VETERANS' EMPLOYMENT AND TRAINING... exigencies. (b) Funding for TAP workshops will be allocated on a per workshop basis. Funding to the States... for TAP workshops, will be allocated based on need. ...

20 CFR 1001.151 - Other funding criteria.

Code of Federal Regulations, 2014 CFR

2014-04-01

....151 Employees' Benefits OFFICE OF THE ASSISTANT SECRETARY FOR VETERANS' EMPLOYMENT AND TRAINING... exigencies. (b) Funding for TAP workshops will be allocated on a per workshop basis. Funding to the States... for TAP workshops, will be allocated based on need. ...

20 CFR 1001.151 - Other funding criteria.

Code of Federal Regulations, 2012 CFR

2012-04-01

....151 Employees' Benefits OFFICE OF THE ASSISTANT SECRETARY FOR VETERANS' EMPLOYMENT AND TRAINING... exigencies. (b) Funding for TAP workshops will be allocated on a per workshop basis. Funding to the States... for TAP workshops, will be allocated based on need. ...

Faculty Development for Small-Group-Teaching with Simulated Patients (SP) - Design and Evaluation of a Competency-based Workshop.

PubMed

Hölzer, Henrike; Freytag, Julia; Sonntag, Ulrike

2017-01-01

Objective: The introduction of innovative teaching formats and methods in medical education requires a specific didactic training for teachers to use complicated formats effectively. This paper describes preliminary considerations, design, implementation and evaluation of a skills-based workshop (7,5 hours long) for teaching with simulated patients. The aim is to describe the essential components for a lasting effect of the workshop so that the concept can be adapted to other contexts. Method: We present the theoretical framework, the objectives, the didactic methodology and the implementation of the workshop. The evaluation of the workshop was carried out using questionnaires. First the participants (teachers of the faculty of medicine, clinical and science subjects) were asked to estimate how well they felt prepared for small group teaching immediately after workshop. Later, after some teaching experience of their own, they gave feedback again as a part of the general evaluation of the semester. Results: In the course of three years 27 trainings were conducted and evaluated with a total of 275 participants. In the context of semester evaluation 452 questionnaires were evaluated on the quality of training. Conclusion: The evaluation shows that participants appreciate the concept of the workshop and also feel sufficiently well prepared. As a limitation it must be said that this is so far only the lecturers' self-assessment. Nevertheless, it can be stated that even a one-day workshop with a stringent teaching concept shows long term results regarding innovative teaching methods.

Training veterinarians and agricultural advisers on a novel tool for tail biting prevention.

PubMed

Vom Brocke, A L; Madey, D P; Gauly, M; Schrader, L; Dippel, S

2015-01-01

Many health and welfare problems in modern livestock production are multifactorial problems which require innovative solutions, such as novel risk assessment and management tools. However, the best way to distribute such novel - and usually complex - tools to the key applicants still has to be discussed. This paper shares experiences from distributing a novel tail biting prevention tool ('SchwIP') to 115 farm advisers and 19 veterinarians in 23 one-day workshops. Participants gave written and oral feedback at the end of the workshops, which was later analysed together with the number of farms they had visited after the workshops. Workshop groups were categorised into groups showing (a) HIGH, (b) INTermediate or (c) LOW levels of antagonism against SchwIP or parts of it during workshop discussions. Group types did not significantly differ in their evaluation of knowledge transfer. However, HIGH group members evaluated the on-farm usability of the tool significantly lower in the workshop feedback and tended to visit fewer farms. As antagonistic discussion can influence workshop output, future workshop leaders should strive for basic communication training as well as some group leadership experience before setting up and leading workshops.

The role of law enforcement in schools: the Virginia experience--a practitioner report.

PubMed

Clark, Steven

2011-01-01

Although there has been little academic research on the impact of placing police officers in schools, this practice has grown substantially in response to school shootings and other violent crimes in schools. With a standardized training program since 1999, the state of Virginia has law enforcement officers working in approximately 88 percent of Virginia's 631 secondary schools. Based on this experience, the state training coordinator describes how police officers should be selected and prepared to work as school resource officers. The success of school-based law enforcement requires careful selection and specialized training of officers who can adapt to the school culture and work collaboratively with school authorities. Copyright © 2011 Wiley Periodicals, Inc., A Wiley Company.

Training meals on wheels volunteers as health literacy coaches for older adults.

PubMed

Rubin, Donald L; Freimuth, Vicki S; Johnson, Sharon D; Kaley, Terry; Parmer, John

2014-05-01

Homebound older adults constitute a "hardly reached" population with respect to health communication. Older adults also typically suffer from health literacy challenges, which put them at increased risk of adverse health outcomes. Suboptimal interactions with providers are one such challenge. Interventions to improve interactive health literacy focus on training consumers/patients in question preparation and asking. Meals on Wheels volunteers are uniquely suited to coach their clients in such interaction strategies. Seventy-three Meals on Wheels volunteers participated in workshops to train as health literacy coaches. The 3- to 4-hour workshops included units on communicating with older adults, on the nature of health literacy, and on the process of interactive health literacy coaching. Participants viewed and discussed videos that modeled the targeted communication behaviors for older adult patients interacting with physicians. They role-played the coaching process. After 9 months, coaches participated in a "booster" session that included videos of ideal coaching practices. Evaluation questionnaires revealed that participants had favorable reactions to the workshops with respect to utility and interest. They especially appreciated learning communication skills and seeing realistic videos. A measure of knowledge about the workshop material revealed a significant increment at posttest. Fidelity of coaching practices with respect to workshop curriculum was confirmed. This training in interactive health literacy for community-based lay volunteers constitutes one way to implement the National Action Plan to Improve Health Literacy for one "hardly reached" population. An online tool kit containing all workshop materials is available.

Conceptualization and Pilot Testing of a Core Competency-Based Training Workshop in Suicide Risk Assessment and Management: Notes From the Field.

PubMed

Cramer, Robert J; Bryson, Claire N; Eichorst, Morgam K; Keyes, Lee N; Ridge, Brittany E

2017-03-01

As professional psychology training programs and continuing education have moved toward competency based approaches, it has become equally important to develop uniform, evidence-based approaches for suicide risk assessment and management. The present article presents a workshop curriculum based on established core competencies in suicide risk assessment and management. Drawing on theories suicide risk formation, the workshop features an integration of didactic, process, and experiential components. We present pilot data from 2 small group workshops (n = 17): 1 from a clinical psychology doctoral program and 1 from a university counseling center. Workshop participation yielded increases in (a) the ability to recognize appropriate clinician responses to suicidal client statements, (b) self-perceptions of general capacity to interface with suicidal patients and mastery of the 10 core competencies, (c) factual knowledge concerning suicide risk assessment and management, and (d) the self-rated ability to assess and manage a suicidal patient. We discuss statistical and generalizability limitations as well as implications for future modification, implementation, and provision of this training method. © 2016 Wiley Periodicals, Inc.

“Old Dogs” and New Skills: How Clinician Characteristics Relate to Motivational Interviewing Skills Before, During, and After Training

PubMed Central

Carpenter, Kenneth M.; Cheng, Wendy Y.; Smith, Jennifer L.; Brooks, Adam C.; Amrhein, Paul C.; Wain, R. Morgan; Nunes, Edward V.

2012-01-01

Objective The relationships between the occupational, educational, and verbal-cognitive characteristics of health care professionals and their Motivational Interviewing (MI) skills before, during, and after training were investigated. Method Fifty-eight community-based addiction clinicians (M = 42.1 yrs., SD =10.0; 66% Female) were assessed prior to enrolling in a two-day MI training workshop and being randomized to one of three post-workshop supervision programs: live supervision via tele-conferencing (TCS), standard tape-based supervision (Tape), or workshop training alone. Audiotaped sessions with clients were rated for MI skillfulness with the Motivational Interviewing Treatment Integrity (MITI) coding system v 2.0 at pre-workshop and 1, 8, and 20 weeks post-workshop. Correlation coefficients and generalized linear models were used to test the relationships between clinician characteristics and MI skill at each assessment point. Results Baseline MI skill levels were the most robust predictors of pre- and post-supervision performances. Clinician characteristics were associated with MI Spirit and reflective listening skill throughout training and moderated the effect of post-workshop supervision method on MI skill. TCS, which provided immediate feedback during practice sessions, was most effective for increasing MI Spirit and reflective listening among clinicians with no graduate degree and stronger vocabulary performances. Tape supervision was more effective for increasing these skills among clinicians with a graduate degree. Further, TCS and Tape were most likely to enhance MI Spirit among clinicians with low average to average verbal and abstract reasoning performances. Conclusions Clinician attributes influence the effectiveness of methods used to promote the acquisition of evidence-based practices among community-based practitioners. PMID:22563640

First systematic plant proteomics workshop in Botany Department, University of Delhi: transferring proteomics knowledge to next-generation researchers and students.

PubMed

Deswal, Renu; Abat, Jasmeet Kaur; Sehrawat, Ankita; Gupta, Ravi; Kashyap, Prakriti; Sharma, Shruti; Sharma, Bhavana; Chaurasia, Satya Prakash; Chanu, Sougrakpam Yaiphabi; Masi, Antonio; Agrawal, Ganesh Kumar; Sarkar, Abhijit; Agrawal, Raj; Dunn, Michael J; Renaut, Jenny; Rakwal, Randeep

2014-07-01

International Plant Proteomics Organization (INPPO) outlined ten initiatives to promote plant proteomics in each and every country. With greater emphasis in developing countries, one of those was to "organize workshops at national and international levels to train manpower and exchange information". This third INPPO highlights covers the workshop organized for the very first time in a developing country, India, at the Department of Botany in University of Delhi on December 26-30, 2013 titled - "1(st) Plant Proteomics Workshop / Training Program" under the umbrella of INPPO India-Nepal chapter. Selected 20 participants received on-hand training mainly on gel-based proteomics approach along with manual booklet and parallel lectures on this and associated topics. In house, as well as invited experts drawn from other Universities and Institutes (national and international), delivered talks on different aspects of gel-based and gel-free proteomics. Importance of gel-free proteomics approach, translational proteomics, and INPPO roles were presented and interactively discussed by a group of three invited speakers Drs. Ganesh Kumar Agrawal (Nepal), Randeep Rakwal (Japan), and Antonio Masi (Italy). Given the output of this systematic workshop, it was proposed and thereafter decided to be organized every alternate year; the next workshop will be held in 2015. Furthermore, possibilities on providing advanced training to those students / researchers / teachers with basic knowledge in proteomics theory and experiments at national and international levels were discussed. INPPO is committed to generating next-generation trained manpower in proteomics, and it would only happen by the firm determination of scientists to come forward and do it. © 2014 WILEY-VCH Verlag GmbH & Co. KGaA, Weinheim.

Training workshop material.

DOT National Transportation Integrated Search

2017-03-01

On July 18, 2016, the research team held a workshop from 2:00 to 5:00 p.m. at the Center for : Transportation Research (CTR). The main purposes of the workshop were to inform the attendees : of: the methodologies used to evaluate the pavement and bri...

Gatekeeper Training for Youth Workers

ERIC Educational Resources Information Center

Cartmill, Tania; Deane, Frank; Wilson, Coralie

2009-01-01

Adults who act as gatekeepers for young people may have the same barriers to help-seeking for mental health issues as young people. This study investigated the personal help-seeking practices of 47 Australian youth workers prior to and after a training workshop on youth mental health issues. Pre-post workshop evaluation revealed some increases in…

The Rehabilitation Process for Clients with Specific Learning Disabilities: Trainer's Manual.

ERIC Educational Resources Information Center

Gladden, Bonnie; And Others

This document presents the manual for a training workshop for rehabilitation counselors on the delivery of services to persons with learning disabilities. It describes how counselors are trained in the workshop to: (1) use five criteria to establish eligibility; (2) apply the case management system to the classification of learning disabilities as…

Centralized Workshops in Singapore. Education and Work 1.

ERIC Educational Resources Information Center

Singh, P. Harbans

First in an education and work series on innovative vocational training programs in Asian countries, this booklet describes the program in Singapore of integrating technical studies with general education at the lower secondary level through centralized workshops that provide training for students from all types of secondary schools in a region.…

Infant Family Day Care Training: Discussion and Workshop Sheets.

ERIC Educational Resources Information Center

Lauritzen, Phyllis; McClain, Doris G.

Training materials for family day care providers are offered in this document in the form of pages providing topics for discussion and suggested workshop activities. Discussion materials consist of prototype forms for gathering data and keeping records, as well as guidelines for caregiving functions such as feeding, first aid, arranging the home…

Evaluation of On-Farm Food Safety Programming in Pennsylvania: Implications for Extension

ERIC Educational Resources Information Center

Nayak, Roshan; Tobin, Daniel; Thomson, Joan; Radhakrishna, Rama; LaBorde, Luke

2015-01-01

Penn State Extension conducted on-farm food safety workshops statewide to train fruit and vegetable growers on Good Agricultural Practices (GAPs). These workshops were evaluated using pre- and post-tests to assess the impact of the training on participating growers. Results indicate overall increases in produce growers' knowledge, attitudes,…

Proceedings: Workshop for Serving the Deaf-Blind and Multihandicapped Child: Identification, Assessment, and Training.

ERIC Educational Resources Information Center

Southwestern Region Deaf-Blind Center, Sacramento, CA.

The document contains 11 papers presented at a workshop sponsored by the Southwestern Region Deaf-Blind Center on the identification, assessment, and training of the deaf blind and multiply handicapped child. Entries include the following titles and authors: "Auditory Assessment of the Multihandicapped Deaf-Blind Child" (auditory evaluation of…

Assessment and Standards in Vocational Education and Training. Conference/Workshop Report (Adelaide, Australia, October 1-3, 1990).

ERIC Educational Resources Information Center

TAFE National Centre for Research and Development, Ltd., Leabrook (Australia).

These proceedings contain 17 papers from plenary sessions, workshops, and other presentations at a conference to consider and clarify major issues in assessment and standards in vocational education and training, including identification of problems and suggested solutions. A summary of discussions follows most presentations. Plenary session…

Consultant Training Workshop for Change Agents. Participant's Manual.

ERIC Educational Resources Information Center

Carroll, Larry; And Others

This manual is designed for use in a workshop on leadership training. A discussion is given on the interaction between individuals that produces change in both personal behavior and gradual changes in organizational structures. Theories are presented on methods of bringing about desired change. The major theory under consideration is that of using…

NSLDS Training Workshop: Participant's Guide.

ERIC Educational Resources Information Center

Department of Education, Washington, DC. Student Financial Assistance.

These training materials were designed to be used by participants at a National Student Loan Data System (NSLDS) workshop which explains how to use the NSLDS Web site. Following an overview, the guide is organized into four sessions: (1) students' access and use of the NSLDS Web site; (2) navigating the financial aid professional Web site; (3)…

Field Testing Vocational Education Metric Modules. Final Report.

ERIC Educational Resources Information Center

Oldsen, Carl F.

A project was conducted for the following purposes: (1) to develop a workshop training package to prepare vocational education teachers to use vocational subject-specific modules; (2) to train those teachers to use the workshop package; (3) to conduct field tests of the metric modules with experimental and control groups; (4) to analyze, describe,…

Internet Training Manual for Educators.

ERIC Educational Resources Information Center

Chen, Li-Ling

A series of Internet workshops funded through the Research Excellence Fund of the State of Michigan and administered by the Projects for Urban and Regional Affairs at the University of Michigan-Flint was provided to all of the educators in Beecher Community School District, Flint, Michigan. Training consisted of 5 two-hour workshops during the…

Tribal Aging Programs: A Basic Guide.

ERIC Educational Resources Information Center

National Indian Council on Aging, Albuquerque, NM.

A national training session for administrators of tribal aging programs held by the National Indian Council on Aging in November 1979 was the basis for the training manual. The seven chapter titles reflect workshop topics with the text of each chapter incorporating material presented in the workshops and examples of model programs on reservations.…

Setting Research Priorities for HIV/AIDS-related research in a post-graduate training programme: lessons learnt from the Nigeria Field Epidemiology and Laboratory Training Programme scientific workshop

PubMed Central

Poggensee, Gabriele; Waziri, Ndadilnasiya Endie; Bashorun, Adebobola; Nguku, Patrick Mboya; Fawole, Olufunmilayo Ibitola; Sabitu, Kabir

2014-01-01

In Nigeria the current prevalence of HIV is 4.1% with over 3.5 million infected and estimated 1.5 million in need of anti-retroviral treatment. Epidemiological and implementation studies are necessary for monitoring and evaluation of interventions. To define research areas which can be addressed by participants of the Nigeria Field Epidemiology and Training Programme (NFELTP) a workshop was held in April 2013 in Abuja, Nigeria. Priority research areas were identified using criteria lists for ranking of the relevance of research questions. Based on a research matrix, NFELTP residents developed the aims and objectives, study design for HIV-related research proposals. This workshop was the first workshop held by the NFELTP to establish an inventory of research questions which can be addressed by the residents within their training period. This inventory will help to increase HIV/AIDS-related activities of NFELTP which are in accordance with research needs in Nigeria and PEPFAR objectives. PMID:25426209

Building National Capacity for Research Mentor Training: An Evidence-Based Approach to Training the Trainers

PubMed Central

Pfund, Christine; Spencer, Kimberly C.; Asquith, Pamela; House, Stephanie C.; Miller, Sarah; Sorkness, Christine A.

2015-01-01

Research mentor training (RMT), based on the published Entering Mentoring curricula series, has been shown to improve the knowledge and skills of research mentors across career stages, as self-reported by both the mentors engaged in training and their mentees. To promote widespread dissemination and empower others to implement this evidence-based training at their home institutions, we developed an extensive, interactive, multifaceted train-the-trainer workshop. The specific goals of these workshops are to 1) increase facilitator knowledge of an RMT curriculum, 2) increase facilitator confidence in implementing the curriculum, 3) provide a safe environment to practice facilitation of curricular activities, and 4) review implementation strategies and evaluation tools. Data indicate that our approach results in high satisfaction and significant confidence gains among attendees. Of the 195 diverse attendees trained in our workshops since Fall 2010, 44% report implementation at 39 different institutions, collectively training more than 500 mentors. Further, mentors who participated in the RMT sessions led by our trained facilitators report high facilitator effectiveness in guiding discussion. Implications and challenges to building the national capacity needed for improved research mentoring relationships are discussed. PMID:26033872

Death notification: considerations for law enforcement personnel.

PubMed

Hart, C W; DeBernardo, Caren R

2004-01-01

Death notification is among the most unpleasant and uncomfortable tasks a law enforcement officer undertakes. For years, law enforcement officers have been performing notifications that involved life threatening injuries or death from tragedies including suicide. Unfortunately, many officers have performed this task without appropriate training. Performing notifications can be physically and emotionally exhausting. Expressing the right words, understanding families' emotions, and responding with empathy are paramount. The attitude, demeanor, professionalism, and sensitivity of law enforcement officers projected during a notification are critical. The delivery of a notification can remain etched in a family member's memory forever. Many notifications have left family members with the perception that law enforcement officers are callous, thoughtless, and insensitive. This negative perception can be overcome through training and practice. This article presents several factors that supervisors and officers should consider in the notification process and offers guidelines to consider to best serve your agency and the community.

Workshop Report: Distributive Education Project Development Workshop. (Wisconsin Univ., Madison, July 30-August 11, 1967).

ERIC Educational Resources Information Center

Wisconsin Univ., Madison. School of Education.

This report of a 2-week workshop contains four papers presented by their authors, eight business presentations, and 1 group and 24 individual projects developed by the workshop participants. The papers pertain to project evaluation, project information, project training and distributive programs. The business presentations relate to new products,…

Advancing MCH Interdisciplinary/Interprofessional Leadership Training and Practice Through a Learning Collaborative.

PubMed

McHugh, Meaghan C; Margolis, Lewis H; Rosenberg, Angela; Humphreys, Elizabeth

2016-11-01

Purpose The Interdisciplinary Leadership Learning Collaborative (ILLC), under the sponsorship of AUCD and the Maternal and Child Health Bureau, brought together six teams, composed of 14 MCHB and UCEDD training programs to enhance their leadership training. Description Using adult learning principles, interactive training methods, and skill-focused learning, the ILLC built upon the evidence-based Interdisciplinary Leadership Development Program of the University of North Carolina at Chapel Hill. The program began with a 4-day on-site intensive and then continued through monthly conference calls, a mid-term on-site workshop, and a summary virtual workshop to present programmatic accomplishments and share plans for sustainability. Coaching/consultation for the teams around particular challenges was also part of the program. Assessment All teams reported enhancements in intentional leadership training, threading of leadership concepts across clinical, didactic, and workshop settings, and new collaborative partnerships for leadership training. Teams also identified a number of strategies to increase sustainability of their intentional leadership training efforts. Conclusion for Practice The learning collaborative is a productive model to address the growing need for interdisciplinary MCH leaders.

Coping with challenging behaviours of children with autism: effectiveness of brief training workshop for frontline staff in special education settings.

PubMed

Ling, C Y M; Mak, W W S

2012-03-01

The present study examined the effectiveness of three staff training elements: psychoeducation (PE) on autism, introduction of functional behavioural analysis (FBA) and emotional management (EM), on the reaction of challenging behaviours for frontline staff towards children with autism in Hong Kong special education settings. A sample of 311 frontline staff in educational settings was recruited to one of the three conditions: control, PE-FBA and PE-FBA-EM groups. A total of 175 participants completed all three sets of questionnaires during pre-training, immediate post-training and 1-month follow-up. Findings showed that the one-session staff training workshop increased staff knowledge of autism and perceived efficacy but decrease helping behavioural intention. In spite of the limited effectiveness of a one-session staff training workshop, continued staff training is still necessary for the improvement of service quality. Further exploration on how to change emotion response of staff is important. © 2011 The Authors. Journal of Intellectual Disability Research © 2011 Blackwell Publishing Ltd.

An evaluation of the emergency care training workshops in the province of KwaZulu-Natal, South Africa.

PubMed

Naidoo, Mergan

2017-03-30

Emergency care in South Africa is both complex and complicated which is further compromised by inadequately trained healthcare workers. Academic disciplines at the University of KwaZulu-Natal have run emergency care workshops for doctors and nurses providing primary emergency care, in the province for the last 14 years. This delivery of such training has evolved over time. The aim of this study was to evaluate the feedback and knowledge of participants attending the last nine workshops. An evaluation questionnaire asked participants to assess the workshops held in the province and to rate their perceived improvement in knowledge. A multiple choice questionnaire was conducted in the last few workshops and was administered pre- and postworkshop. The data were extracted onto an Excel spreadsheet and analysed in Stata version 13. Outcome measures were generated using percentages. A paired t-test was used to compare knowledge scores. Open-ended questions were also used to identify areas for future improvement. The majority (89.4%) of the participants worked in the primary emergency care setting. All participants found the quality of training, the facilitators and the training material good or excellent. Participants' perceived improvement in knowledge and skills and the objective measure of knowledge improved significantly (p < 0.001). Emergency care education using a combination of inter-professional simulation and lecture-based teaching has the potential of contributing towards better educational outputs in both undergraduate and postgraduate curricula.

Effects of a brief pilot sexual harassment prevention workshop on employees' knowledge.

PubMed

Campbell, Cody; Kramer, Alaina; Woolman, Kendra; Staecker, Emma; Visker, Joseph; Cox, Carol

2013-10-01

Administrators from three workplaces were interested in conducting evidence-based sexual harassment prevention training for their employees, but they could devote little time during the workday to the training. A pilot program to evaluate the use of a 1-hour workshop that followed best practice recommendations and adult learning principles using job-related scenarios was designed. Participants' overall sexual harassment prevention knowledge scores significantly increased from before to after the workshop and were significantly higher after the workshop than those of a control group. The majority of participants also perceived that their workplaces were committed to employees understanding the sexual harassment policy, and that the workplace would seriously investigate claims and take corrective action. Even a brief workshop covering essential content using adult learning principles can be effective in sexual harassment prevention knowledge acquisition. Copyright 2013, SLACK Incorporated.

Managing Vocational Education and Training in Central and Eastern European Countries. Report of a Programme on the Training of Researchers in the Management of Vocational Education and Training. IIEP Research and Studies Programme. The Development of Human Resources: New Trends in Technical and Vocational Education.

ERIC Educational Resources Information Center

Caillods, Francoise; And Others

This document provides materials prepared for and discussed at a workshop to analyze the problems facing Central and Eastern European countries in the management of the vocational education and training (VET) system. Part I gives an outline of the major research findings and reflects the discussions of the workshop. "Management of Vocational…

Applied Anthropology and the Grade Schools

ERIC Educational Resources Information Center

Gonzalez, Nancie L.

1973-01-01

Three kinds of training experience for teaching Man: A Course of Study'' were tested: (1) a 3-week intensive anthropology workshop; (2) a 1-week intensive workshop in prepared materials use; and (3) a workshop in both anthropology and the use of prepared materials. (NQ)

Evaluation and Evolution of the Gang Resistance Education and Training (G.R.E.A.T.) Program

ERIC Educational Resources Information Center

Esbensen, Finn-Aage; Peterson, Dana; Taylor, Terrance J.; Freng, Adrienne; Osgood, D. Wayne; Carson, Dena C.; Matsuda, Kristy N.

2011-01-01

The Gang Resistance Education and Training (G.R.E.A.T.) program is a gang- and delinquency-prevention program delivered by law enforcement officers within a school setting. Originally designed in 1991 by Phoenix-area law enforcement agencies to address local needs, the program quickly spread across the United States. In this article, we describe…

31 CFR Appendix K to Subpart A of... - Federal Law Enforcement Training Center

Code of Federal Regulations, 2014 CFR

2014-07-01

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31 CFR Appendix K to Subpart C of... - Federal Law Enforcement Training Center

Code of Federal Regulations, 2012 CFR

2012-07-01

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31 CFR Appendix K to Subpart C of... - Federal Law Enforcement Training Center

Code of Federal Regulations, 2010 CFR

2010-07-01

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Code of Federal Regulations, 2011 CFR

2011-07-01

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Code of Federal Regulations, 2013 CFR

2013-07-01

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31 CFR Appendix K to Subpart A of... - Federal Law Enforcement Training Center

Code of Federal Regulations, 2010 CFR

2010-07-01

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Code of Federal Regulations, 2014 CFR

2014-07-01

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Code of Federal Regulations, 2012 CFR

2012-07-01

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31 CFR Appendix K to Subpart A of... - Federal Law Enforcement Training Center

Code of Federal Regulations, 2011 CFR

2011-07-01

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31 CFR Appendix K to Subpart C of... - Federal Law Enforcement Training Center

Code of Federal Regulations, 2013 CFR

2013-07-01

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A One-Day Dental Faculty Workshop in Writing Multiple-Choice Questions: An Impact Evaluation.

PubMed

AlFaris, Eiad; Naeem, Naghma; Irfan, Farhana; Qureshi, Riaz; Saad, Hussain; Al Sadhan, Ra'ed; Abdulghani, Hamza Mohammad; Van der Vleuten, Cees

2015-11-01

Long training workshops on the writing of exam questions have been shown to be effective; however, the effectiveness of short workshops needs to be demonstrated. The aim of this study was to evaluate the impact of a one-day, seven-hour faculty development workshop at the College of Dentistry, King Saud University, Saudi Arabia, on the quality of multiple-choice questions (MCQs). Kirkpatrick's four-level evaluation model was used. Participants' satisfaction (Kirkpatrick's Level 1) was evaluated with a post-workshop questionnaire. A quasi-experimental, randomized separate sample, pretest-posttest design was used to assess the learning effect (Kirkpatrick's Level 2). To evaluate transfer of learning to practice (Kirkpatrick's Level 3), MCQs created by ten faculty members as a result of the training were assessed. To assess Kirkpatrick's Level 4 regarding institutional change, interviews with three key leaders of the school were conducted, coded, and analyzed. A total of 72 course directors were invited to and attended some part of the workshop; all 52 who attended the entire workshop completed the satisfaction form; and 22 of the 36 participants in the experimental group completed the posttest. The results showed that all 52 participants were highly satisfied with the workshop, and significant positive changes were found in the faculty members' knowledge and the quality of their MCQs with effect sizes of 0.7 and 0.28, respectively. At the institutional level, the interviews demonstrated positive structural changes in the school's assessment system. Overall, this one-day item-writing faculty workshop resulted in positive changes at all four of Kirkpatrick's levels; these effects suggest that even a short training session can improve a dental school's assessment of its students.

Using equitable impact sensitive tool (EQUIST) and knowledge translation to promote evidence to policy link in maternal and child health: report of first EQUIST training workshop in Nigeria.

PubMed

Uneke, Chigozie Jesse; Sombie, Issiaka; Uro-Chukwu, Henry Chukwuemeka; Johnson, Ermel; Okonofua, Friday

2017-01-01

The Equitable Impact Sensitive Tool (EQUIST) designed by UNICEF and knowledge translation (KT) are important strategies that can help policymakers to improve equity and evidence-informed policy making in maternal, newborn and child health (MNCH). The purpose of this study was to improve the knowledge and capacity of an MNCH implementation research team (IRT) and policy makers to use EQUIST and KT. A modified "before and after" intervention study design was used in which outcomes were measured on the target participants both before the intervention (workshop) is implemented and after. A 5-point likert scale according to the degree of adequacy was employed. A three -day intensive EQUIST and KT training workshop was organized in Edo State, Nigeria with 45 participants in attendance. Some of the topics covered included: (i) Knowledge translation models, measures & tools; (ii) Policy review, analysis and contextualization; (iii) Policy formulation and legislation process; (iv) EQUIST Overview & Theory of change; (v) EQUIST's situation analysis, scenario analysis and scenario comparison. The pre-workshop mean of understanding of use of KT ranged from 2.02-3.41, while the post-workshop mean ranged from 3.24-4.30. Pre-workshop mean of understanding of use of EQUIST ranged from 1.66-2.41, while the post-workshop mean ranged from 3.56-4.54 on the 5point scale. The percentage increase in mean of KT and EQUIST at the end of the workshop ranged from 8.0%-88.1% and 65.6%-158.4% respectively. Findings of this study suggest that policymakers' and researchers KT and EQUSIT use competence relevant to evidence-informed policymaking can be enhanced through training workshop.

Using equitable impact sensitive tool (EQUIST) and knowledge translation to promote evidence to policy link in maternal and child health: report of first EQUIST training workshop in Nigeria

PubMed Central

Uneke, Chigozie Jesse; Sombie, Issiaka; Uro-Chukwu, Henry Chukwuemeka; Johnson, Ermel; Okonofua, Friday

2017-01-01

The Equitable Impact Sensitive Tool (EQUIST) designed by UNICEF and knowledge translation (KT) are important strategies that can help policymakers to improve equity and evidence-informed policy making in maternal, newborn and child health (MNCH). The purpose of this study was to improve the knowledge and capacity of an MNCH implementation research team (IRT) and policy makers to use EQUIST and KT. A modified “before and after” intervention study design was used in which outcomes were measured on the target participants both before the intervention (workshop) is implemented and after. A 5-point likert scale according to the degree of adequacy was employed. A three -day intensive EQUIST and KT training workshop was organized in Edo State, Nigeria with 45 participants in attendance. Some of the topics covered included: (i) Knowledge translation models, measures & tools; (ii) Policy review, analysis and contextualization; (iii) Policy formulation and legislation process; (iv) EQUIST Overview & Theory of change; (v) EQUIST's situation analysis, scenario analysis and scenario comparison. The pre-workshop mean of understanding of use of KT ranged from 2.02-3.41, while the post-workshop mean ranged from 3.24-4.30. Pre-workshop mean of understanding of use of EQUIST ranged from 1.66-2.41, while the post-workshop mean ranged from 3.56-4.54 on the 5point scale. The percentage increase in mean of KT and EQUIST at the end of the workshop ranged from 8.0%-88.1% and 65.6%-158.4% respectively. Findings of this study suggest that policymakers' and researchers KT and EQUSIT use competence relevant to evidence-informed policymaking can be enhanced through training workshop. PMID:29158860

State-of-the-Art Pediatric Hypnosis Training: Remodeling Curriculum and Refining Faculty Development.

PubMed

Kohen, Daniel P; Kaiser, Pamela; Olness, Karen

2017-01-01

Training in pediatric hypnosis has been part of clinical hypnosis education in the United States since 1976. Workshops expanded over time and are now taught by highly experienced pediatric clinicians across the globe. In 1987, a small vanguard of North American faculty, academic pediatricians, and pediatric psychologists taught a 3-day pediatric hypnosis workshop at the national meeting of the Society for Developmental and Behavioral Pediatrics (SDBP). This model of annual tri-level concurrent workshops (introductory, intermediate, and advanced) was sponsored by the SDBP for 24 years. In 2009, the National Pediatric Hypnosis Training Institute (NPHTI) assembled, and in 2010, offered its first annual workshops. This article documents this history of pediatric hypnosis education and describes NPHTI's remodeling and ongoing refinement toward a state-of-the-art curriculum with innovative methodology based upon (1) current research about adult experiential and small group learning; (2) design principles for presentations that maximize adult learning and memory; and (3) evaluations by participants and faculty. These underpinnings-including clinical training videos, individualized learning choices, emphasis on personalized, goal-oriented sessions, and advances in faculty selection, and ongoing development-are applicable to adult training models. Integration of developmental and self-regulation strategies may be more unique to pediatric hypnosis skills training programs. The conclusion proposes expansion of pediatric hypnosis education and elimination of related barriers toward goals that all children learn self-hypnosis (SH) for mind-body health.

Integrating Mobile Phones into Teaching and Learning: A Case Study of Teacher Training through Professional Development Workshops

ERIC Educational Resources Information Center

Ekanayake, Sakunthala Y.; Wishart, Jocelyn

2015-01-01

This paper presents the development and implementation of a professional development workshop series on integrating mobile phones into science teaching for a group of teachers in Sri Lanka. The series comprised a 3-day Planning Workshop followed by implementation of the planned lessons in real classrooms and a subsequent 1-day Reviewing Workshop.…

Languages for Communication Workshops, 1988: Tarrant County Junior College, Northeast Campus. Final Project Evaluation Report.

ERIC Educational Resources Information Center

Harper, Jane; Lively, Madeleine

In summer 1988, Tarrant County Junior College, Northeast Campus, conducted a series of eight 16-hour workshops and three 32-hour workshops for high school teachers of foreign languages. The workshops were intended primarily as in-service training to help foreign language teachers: (1) improve their oral proficiency in the language they teach; (2)…

Midwest Nuclear Training Association Annual Nuclear Instructors' Workshop (4th, Columbus, Ohio, October 16-18, 1989).

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This document reports the proceedings of a national workshop designed to provide nuclear trainers from the electric power industry with an opportunity to expand and improve their knowledge and skills in the development and implementation of effective training programs. The following papers are included: "Developing Positive Worker Behaviors:…

A Model Entrepreneurship Training Program for Vocational Educators. Final Report.

ERIC Educational Resources Information Center

Spewock, Michael A.

The first part of this document provides materials from a project to develop a training workshop for vocational educators who plan to incorporate the teaching of entrepreneurship into their regular curriculum. Extensive appendixes to this part contain materials from the project and workshop. The second part is a curriculum for teachers who wish to…

A Comparison of Competency-Based Instruction with Conventional Instruction in the Home Economics Classroom.

ERIC Educational Resources Information Center

Preston, Janet E.; Kunz, Margie H.

This study compared student learning in secondary consumer and homemaking foods classes using three different methods of teacher preparation. In Method 1, teachers were provided with lists of competencies and workshop training for using the competencies. In Method 2, teachers were provided with lists of competencies and no workshop training; and…

A Curriculum to Enhance Decision-Making Skills of Technical Personnel Working in Teams

ERIC Educational Resources Information Center

Raju, P. K.; Sankar, Chetan S.; Xue, Yajiong

2004-01-01

Rapidly changing engineering designs and business scenarios make it essential for engineers and technical personnel to be trained to be effective team players and project managers. This paper reports the experiences gained in developing and implementing a workshop to train engineers at a steel manufacturing plant. The objective of the workshop was…

Family Violence: A Workshop Manual for Clergy and Other Service Providers.

ERIC Educational Resources Information Center

Fortune, Marie M.; Hormann, Denise

This workshop manual is an education and training resource tool for the religious community, both individuals and groups, working to mobilize resources in response to sexual and domestic violence in rural areas. The first section presents an approach to education and training on family violence (goals; where to begin, how to proceed, and why;…

Strategic Use of Role Playing in a Training Workshop for Chemistry Laboratory Teaching Assistants

ERIC Educational Resources Information Center

Lekhi, Priyanka; Nussbaum, Sophia

2015-01-01

Many Canadian universities have created professional development programs for their teaching assistants (TA) but may be uncertain about how to bridge the gap between TAs' knowledge of effective teaching strategies and TAs' confident applications of these strategies. We present a technique used in a two-day training workshop to enhance graduate…

Summer Enrichment Workshop (SEW): A Quality Component of the University of Alabama's Gifted Education Preservice Training Program

ERIC Educational Resources Information Center

Newman, Jane L.; Gregg, Madeleine; Dantzler, John

2009-01-01

Summer Enrichment Workshop (SEW) is a clinical experience in the teacher preservice training program for gifted and talented (GT) master's degree interns at the University of Alabama. This mixed design study investigated the effects of the SEW clinical experience on interns' preparation to teach. Quantitative analysis demonstrated a statistically…

Videoconferencing a Stroke Assessment Training Workshop: Effectiveness, Acceptability, and Cost

ERIC Educational Resources Information Center

Miller, Patricia A.; Huijbregts, Maria; French, Esme; Taylor, Denise; Reinikka, Kirsti; Berezny, Laura; Fry, Sherri; Grunin, Anna; Harvey, Melissa

2008-01-01

Introduction: Videoconferencing (VC) is becoming a common method for the delivery of continuing education (CE) to clinicians in remote locations. The purpose of this study was to compare the effectiveness, acceptability, and costs of a full-day training workshop (TW) delivered through two different formats: face-to-face (FTF) and VC. The TW was…

A Training Manual in Conducting a Workshop in the Design, Construction, Operation, Maintenance and Repair of Hydrams.

ERIC Educational Resources Information Center

Peace Corps, Washington, DC. Office of Programming and Training Coordination.

This manual presents a comprehensive training design, suggested procedures, and materials for conducting a workshop in the design, construction, operation, maintenance, and repair of hydrams, and in the planning and implementation of hydram projects. Hydrams (hydraulic rams, hydraulic ram pumps, automatic hydraulic ram pumps, rams) are devices…

Bridging the training-practice gap in interprofessional student supervision.

PubMed

Martin, Priya; Kumar, Saravana; Abernathy, LuJuana

2017-04-01

Workforce recruitment and retention issues are common in highly dispersed regions such as Queensland in Australia. Provision of student placements in these non-metropolitan areas is one way of promoting staff recruitment. However, healthcare professionals in these areas face a number of challenges in accessing training opportunities including student supervision training. Funding was made available to develop and run a series of targeted, evidence-based, interprofessional student supervision workshops in non-metropolitan Queensland. Workshop participants were health professionals from both public and private health service providers in Queensland. Using a pre-post design, anonymous data were collected through surveys administered before and after workshop participation. Descriptive statistics were used to analyze participant information. Free text responses were categorized using an iterative process to identify prevalent themes. A total of 147 participants attended nine face-to-face workshops and provided data. Allied health participants represented 70% of the population, with the remainder largely from nursing, medicine and dentistry. There was a positive shift in self-reported level of confidence in student supervision following training. Of the participants 143 (97%) reported that they acquired new skills and knowledge from training. A number of enablers of and barriers to translation of learning to practice following interprofessional student supervision training were identified. Targeted interprofessional student supervision training is valuable and can increase participants' self-reported level of confidence in student supervision. It is recommended that health organizations promote a culture of providing positive student placement experiences in order to maximize future workforce opportunities.

Regional IV Technical Training Workshops in Transportation: Financing in the 1990's, Selected Presentations

DOT National Transportation Integrated Search

1993-05-01

The workshop offered sixteen individual workshops and five group sessions dealing with a variety of topics related to generating funding, operating efficiencies and cost savings for rural and small urban providers. The subject areas covered in this r...

76 FR 77981 - Build-A-Bear Workshop, Inc., Provisional Acceptance of a Settlement Agreement and Order

Federal Register 2010, 2011, 2012, 2013, 2014

2011-12-15

...), and (11). 6. The Chairs are defective because the sharp edges of the Chair's folding wooden frame can... Product Safety Act (``CPSA''). The Agreement and the incorporated attached Order resolve staff's... regulatory agency established pursuant to, and responsible for, the enforcement of the CPSA, 15 U.S.C. 2051...

Development and evaluation of a training workshop for lay health promoters to implement a community-based intervention program in a public low rent housing estate: The Learning Families Project in Hong Kong

PubMed Central

Lai, Agnes Y.; Stewart, Sunita M.; Wan, Alice; Fok, Helen; Lai, Hebe Y. W.; Lam, Tai-hing; Chan, Sophia S.

2017-01-01

This paper presents the development and evaluation of the train-the-trainer (TTT) workshop for lay resident leaders to be lay health promoters. The TTT workshop aimed to prepare the trainees to implement and/or assist in conducting a series of community-based family well-being activities for the residents in a public low rent housing estate, entitled “Learning Families Project”, under the FAMILY project. The four-hour TTT workshop was conducted for 32 trainees (72% women, 43% aged ≥ 60, 41% ≤ elementary school education). The workshop aimed to promote trainees’ knowledge, self-efficacy, attitude and practice of incorporating the positive psychology themes into their community activities and engaging the residents to join these activities and learn with their family members. Post-training support was provided. The effectiveness of the TTT was examined by self-administered questionnaires about trainees’ reactions to training content, changes in learning and practice at three time points (baseline, and immediately and one year after training), and the difference in residents’ survey results before and after participating in the community activities delivered by the trainees. The trainees’ learning about the general concepts of family well-being, learning family, leadership skills and planning skills increased significantly with medium to large effect sizes (Cohen’s d: 0.5–1.4) immediately after the training. The effects of perceived knowledge and attitude towards practice were sustained to one year (Cohen’s d: 0.4–0.6). The application of planning skills to implement community activities was higher at one year (Cohen’s d: 0.4), compared with baseline. At one year, the residents’ survey results showed significant increases in the practice of positive communication behaviours and better neighbour cohesions after joining the family well-being activities of LFP. Qualitative feedback supported the quantitative results. Our TTT workshop could serve as a practical example of development and evaluation of training programs for lay personnel to be lay health promoters. Trial registration: ClinicalTrials.gov NCT02844244 PMID:28841677

Development and evaluation of a training workshop for lay health promoters to implement a community-based intervention program in a public low rent housing estate: The Learning Families Project in Hong Kong.

PubMed

Lai, Agnes Y; Stewart, Sunita M; Wan, Alice; Fok, Helen; Lai, Hebe Y W; Lam, Tai-Hing; Chan, Sophia S

2017-01-01

This paper presents the development and evaluation of the train-the-trainer (TTT) workshop for lay resident leaders to be lay health promoters. The TTT workshop aimed to prepare the trainees to implement and/or assist in conducting a series of community-based family well-being activities for the residents in a public low rent housing estate, entitled "Learning Families Project", under the FAMILY project. The four-hour TTT workshop was conducted for 32 trainees (72% women, 43% aged ≥ 60, 41% ≤ elementary school education). The workshop aimed to promote trainees' knowledge, self-efficacy, attitude and practice of incorporating the positive psychology themes into their community activities and engaging the residents to join these activities and learn with their family members. Post-training support was provided. The effectiveness of the TTT was examined by self-administered questionnaires about trainees' reactions to training content, changes in learning and practice at three time points (baseline, and immediately and one year after training), and the difference in residents' survey results before and after participating in the community activities delivered by the trainees. The trainees' learning about the general concepts of family well-being, learning family, leadership skills and planning skills increased significantly with medium to large effect sizes (Cohen's d: 0.5-1.4) immediately after the training. The effects of perceived knowledge and attitude towards practice were sustained to one year (Cohen's d: 0.4-0.6). The application of planning skills to implement community activities was higher at one year (Cohen's d: 0.4), compared with baseline. At one year, the residents' survey results showed significant increases in the practice of positive communication behaviours and better neighbour cohesions after joining the family well-being activities of LFP. Qualitative feedback supported the quantitative results. Our TTT workshop could serve as a practical example of development and evaluation of training programs for lay personnel to be lay health promoters. ClinicalTrials.gov NCT02844244.

RCRA, Superfund and EPCRA hotline training module. Introduction to: Superfund liability, enforcement, and settlements (updated February 1998); Directive

DOE Office of Scientific and Technical Information (OSTI.GOV)

NONE

1998-06-01

The goal of this module is to describe the liability, enforcement, and settlement provisions of CERCLA; list the CERCLA enforcement mechanisms available to EPA; explain CERCLA sections 104 and 106 provisions; define potentially responsible party; explain CERCLA section 107 liability; cite and locate the relevant CERCLA documents on enforcement and liability; explain the differences between administrative and judicial enforcement and settlement procedures; list and compare the differences between enforcement authorities as they apply to removal and remedial actions; list the key enforcement steps in EPA`s response process; and specify noncompliance penalties and provide statutory citations.

A Course To Prepare Peer Leaders To Implement a Student-Assisted Learning Method

NASA Astrophysics Data System (ADS)

Tien, Lydia T.; Roth, Vicki; Kampmeier, J. A.

2004-09-01

This article reports our efforts to develop a two-credit course to train undergraduate students to implement a new pedagogical model, Peer-Led Team Learning (PLTL). The leader training course is a collaborative effort of faculty and educational specialists to join pedagogy and chemistry. The syllabus is grounded in the research literature and situated in the context of the specific course in which the peer leaders will work, leading a weekly Workshop. Since the peer leaders take the training course while they are working as leaders, the pedagogical ideas find immediate application. We have taught the course since 1995 to more than 250 undergraduate and graduate students. In practice, our training course is the central mechanism to transform students from Workshop participants to skilled Workshop leaders. In turn, these carefully prepared peer leaders are essential forces for curricular change. In addition to the immediate practical benefits, the training course leads to new working relationships among students, faculty, and educational specialists. As a result, the training course becomes a mechanism to introduce current faculty to a new research literature and to encourage the development of future faculty.

Signal optimization and analysis using PASSER V-07 : training workshop: code IPR006.

DOT National Transportation Integrated Search

2011-01-01

The objective of this project was to conduct one pilot workshop and five regular workshops to teach the effective use of the enhanced PASSER V-07 arterial signal timing optimization software. PASSER V-07 and materials for conducting a one-day trainin...

Warehouse Sanitation Workshop Handbook.

ERIC Educational Resources Information Center

Food and Drug Administration (DHHS/PHS), Washington, DC.

This workshop handbook contains information and reference materials on proper food warehouse sanitation. The materials have been used at Food and Drug Administration (FDA) food warehouse sanitation workshops, and are selected by the FDA for use by food warehouse operators and for training warehouse sanitation employees. The handbook is divided…

Law Enforcement Officer Training, Basic Course. Learner's Manual.

ERIC Educational Resources Information Center

Ohio State Dept. of Education, Columbus. Trade and Industrial Education Service.

Developed by the State Division of Vocational Education, this learner's manual is designed to provide law enforcement officers with a better understanding of the many problems involved in providing good law enforcement services. The objectives of this program are to determine local, county, regional and state needs, to implement a program to meet…

Pedagogical sensemaking or "doing school": In well-designed workshop sessions, facilitation makes the difference

NASA Astrophysics Data System (ADS)

Olmstead, Alice; Turpen, Chandra

2017-12-01

Although physics education researchers often use workshops to promote instructional change in higher education, little research has been done to investigate workshop design. Initial evidence suggests that many workshop sessions focus primarily on raising faculty's awareness of research-based instructional strategies, a fairly straightforward goal that has been largely met. However, increasing faculty's awareness of existing strategies alone has somewhat limited benefits. We argue that workshop leaders should also aim to cultivate faculty's ability and motivation to engage in pedagogical sensemaking, i.e., the pursuit of robust pedagogical logic based on observations and interpretations of classroom events. This goal is likely more challenging to achieve, and thus presents a greater need for research. In this paper, we pursue in situ, qualitative analysis of two parallel workshop sessions that seem to have the potential to support ambitious outcomes. We demonstrate how faculty may engage in aspects of pedagogical sensemaking, such as using observations of student behavior to support their arguments. We also show how faculty may instead seem to engage in interactions reminiscent of students "doing school," such as evaluating instruction based on "correctness" alone. We also show how differences in workshop facilitation seemed to contribute to faculty engaging in pedagogical sensemaking in one session only. These differences include (i) strictly enforcing session rules versus gently navigating faculty's incoming expectations, (ii) highlighting the workshop leaders' expertise versus working to minimize power differentials, and (iii) emphasizing the benefits of adoption of a prescribed strategy versus encouraging faculty to reason about possible adaptations. We consider the implications of this analysis for future research and workshop design.

Evaluating impact of a multi-dimensional education programme on perceived performance of primary care professionals in diabetes care.

PubMed

Parekh, Sanjoti; Bush, Robert; Cook, Susan; Grant, Phillipa

2015-11-01

The purpose of this study is to evaluate an educational programme, 'Diabetes Connect: Connecting Professions', which was developed to enhance communication across primary care networks, to support best practice in clinical interventions and progress multidisciplinary team work to benefit patients in diabetes care. A total of 26 workshops were successfully delivered for 309 primary care professionals across the state of Queensland in Australia from November 2011. It consists of two separate, but complementary training elements: a series of online clinical education training modules and state-wide interprofessional learning workshops developed to enhance professional competencies. The evaluation design included completion of online surveys by the participants at two time points: first upon registering for the online modules or workshops; second, one week after attending a workshop. The survey included questions to evaluate the change in role performance measures. Overall, significant increases in participants' current knowledge, perceived ability to adopt this knowledge at work and willingness to change professional behaviour in the short term were observed. The study suggests that for maximum benefit both, workshop and online training, should be combined and made available widely. Future programmes should use a randomised trial design to test the delivery model.

Forging Alliances with Protection and Advocacy Systems: A Training Manual for Parents of Children with Emotional Disorders.

ERIC Educational Resources Information Center

Petr, Christopher G.

This manual is intended to be used in conjunction with a 1-day training workshop to help parents of children with emotional disorders establish working alliances with protection and advocacy agencies for people with mental illness (PAMIs). The workshop prepares parents for developing specific plans for forging alliances with the state PAMI. The…

A Fire Safety Certification System for Board and Care Operators and Staff. SBIR Phase II: Final Report.

ERIC Educational Resources Information Center

Walker, Bonnie L.

This report describes Phase II of a project which developed a system for delivering fire safety training to board and care providers who serve adults with developmental disabilities. Phase II focused on developing and pilot testing a "train the trainers" workshop for instructors and field testing the provider's workshop. Evaluation of…

PROGRAMMED INSTRUCTION IN WEST AFRICA AND THE ARAB STATES, A REPORT ON TWO TRAINING WORKSHOPS. EDUCATIONAL STUDIES AND DOCUMENTS, NO. 52.

ERIC Educational Resources Information Center

KOMOSKI, P. KENNETH; GREEN, EDWARD J.

DURING THE SUMMER OF 1963 NINETEEN PERSONS IN RAMALLAH, JORDAN AND THIRTY-SEVEN PERSONS IN IBADAN, NIGERIA TOOK A SIX WEEK TRAINING WORKSHOP COURSE IN PROGRAMED INSTRUCTION. THE COURSE CONSISTED OF LECTURES, GROUP DISCUSSIONS, READING ASSIGNMENTS, INDIVIDUAL CONFERENCES, PROGRAM WRITING, EDITING, AND STUDENT TRIALS. THE TRAINEES MADE COMMENDABLE…

The Planning of In-Service Workshops: A Seminar (Atlanta, Feb. 14-17, 1971).

ERIC Educational Resources Information Center

Southern Regional Education Board, Atlanta, GA.

This document is a summation of a workshop designed to be a planning experience for ABE training personnel. It also contains a sampling of model training designs developed by the participants for inservice work. The object of the seminar was to provide an overview of relevant techniques and procedures for developing and implementing short-term…

Comparing the Effectiveness of On-Line versus In-Person Caregiver Education and Training for Behavioral Regulation in Families of Children with FASD

ERIC Educational Resources Information Center

Kable, Julie A.; Coles, Claire D.; Strickland, Dorothy; Taddeo, Elles

2012-01-01

Different formats for delivering parent education designed to improve the functioning of children with FASD were evaluated. Participants were randomly assigned to a treatment condition: (1) Community Standard/Informational Packet, (2) Group Workshops, and (3) Internet Training. Overall satisfaction was high for all formats but the Workshop group…

TBT: Telecommunications-Based Training in the 90s (DELTA Programme--Action Line III). Proceedings of the Workshop (Madrid, Spain, January 21-22, 1991).

ERIC Educational Resources Information Center

Commission of the European Communities, Brussels (Belgium).

This report contains a collection of papers presented at a workshop on telecommunications-based training systems as part of the DELTA (Developing European Learning through Technological Advance) Action Line III, which addressed research in telecommunications for open and distance education. The following presentations are included: (1)…

A Plan for Evaluating Teacher Training Workshops and Institutes. Technical Report 87-2-3.

ERIC Educational Resources Information Center

Ayers, Jerry B.

A plan for evaluating teacher training workshops and institutes is presented. Juxtaposition of the target group and the type of evaluation provides the framework for evaluating such a program. Evaluation is formative, aimed at modifying and improving the plan as it is being developed, and summative, assessed at the end of the experience. The use…

Learning natural resource asssessment protocols: Elements for success and lessons from an international workshop in Inner Mongolia, China.

USDA-ARS?s Scientific Manuscript database

Learning to complete natural resource assessments requires hands-on training. This paper illustrates eight elements of successful international workshops illustrated by data and experiences from a workshop in Inner Mongolia, China: translation, integration of a site potential-based land classificati...

Direct Loan Overview Workshop. Participant's Guide.

ERIC Educational Resources Information Center

Department of Education, Washington, DC.

This training guide for a one-day workshop provides an introduction to the William D. Ford Federal Direct Loan Program for administrative personnel at higher educations institutions. The seven sections of the guide, each corresponding to a single workshop session, include activity sheets, questions for participants to answer, and space for notes.…

An Equal Employment Opportunity Sensitivity Workshop

ERIC Educational Resources Information Center

Patten, Thomas H., Jr.; Dorey, Lester E.

1972-01-01

The equal employment opportunity sensitivity workshop seems to be a useful training device for getting an organization started on developing black and white change agents. A report on the establishment of such a workshop at the U.S. Army Tank Automotive Command (TACOM). Includes charts of design, characteristics, analysis of results, program…

Helping Faculty Develop Teaching Skills through Workshops.

ERIC Educational Resources Information Center

Russell, James R.; Stafford, Carl W.

This paper describes the teaching skills workshops at Purdue University (Indiana), which were originally developed in 1980 to train graduate assistants to teach college classes but are now being used by the faculty--instructors through full professors--to improve their teaching. It is noted that the workshops have been successfully modified for…

76 FR 14677 - General Meeting Registration and Evaluation

Federal Register 2010, 2011, 2012, 2013, 2014

2011-03-17

... (capital/startup): $0. Total Burden Cost (operating/maintaining): $20,757. Post-Meeting/Workshop/Training..., including conferences, meetings, workshops, etc. The general registration form, general pre-meeting form...

Transportation Management Workshop: Proceedings

DOE Office of Scientific and Technical Information (OSTI.GOV)

Not Available

1993-10-01

This report is a compilation of discussions presented at the Transportation Management Workshop held in Gaithersburg, Maryland. Topics include waste packaging, personnel training, robotics, transportation routing, certification, containers, and waste classification.

An interprofessional education workshop to develop health professional student opioid misuse knowledge, attitudes, and skills.

PubMed

Monteiro, Kristina; Dumenco, Luba; Collins, Sally; Bratberg, Jeffrey; MacDonnell, Celia; Jacobson, Anita; Dollase, Richard; George, Paul

To implement and evaluate an interprofessional workshop focused on increasing student knowledge, skills, and attitudes toward opioid misuse. The Warren Alpert Medical School of Brown University in Providence, Rhode Island, April 2016. Health professional students from medicine, nursing, pharmacy, social work, and physical therapy participated in an interprofessional education workshop focused on opioid use disorder. This workshop included 4 main components: a patient panel, a simulated standardized patient encounter, a paper-based case session focused on a homeless individual misusing opioids, and naloxone training. Direct assessment included a pretest and a posttest adapted from the Opioid Overdose Knowledge Scale administered to medical students measuring knowledge of opioid overdose at baseline and at 12 weeks after the workshop. Indirect assessment included a satisfaction survey administered to medical, nursing, pharmacy, and social work students. Medical students scored a mean of 40.84 out of 54 (SD = 5.36) points at baseline (n = 120) and a mean of 47.94 out of 54 (SD = 3.20) points at 12-week follow-up (n = 72), demonstrating a significant increase in knowledge from pretest to posttest (P <0.001). Student satisfaction data from medicine, nursing, pharmacy, social work, and physical therapy (n = 272) revealed a high degree of satisfaction regarding the overall quality of the training (4.47/5; SD = 0.75), quality of instruction (4.53/5; SD = 0.73), quality of training materials (4.46/5; SD = 0.77), the training experience (4.52/5; SD = 0.75), and the organization of the training (4.50/5; SD = 0.73). Our results demonstrate that an interprofessional education workshop focused exclusively on opioid misuse was well received with high levels of satisfaction among health professional students. Workshops such as these can be used in health professions curricula to simulate the complex issues surrounding substance use disorder and to highlight the importance of interprofessional teams. Copyright © 2017 American Pharmacists Association®. Published by Elsevier Inc. All rights reserved.

Evaluation of an interprofessional clinician-patient communication workshop utilizing standardized patient methodology.

PubMed

Lagan, Casey; Wehbe-Janek, Hania; Waldo, Kim; Fox, Amy; Jo, Chanhee; Rahm, Mark

2013-01-01

Communication and interpersonal skills (CIS) are one of the 6 general competencies required by the Accreditation Council for Graduate Medical Education (ACGME). The clinician-patient communication (CPC) workshop, developed by the Institute for Healthcare Communication, provides an interactive opportunity to practice and develop CIS. The objectives of this study were to (1) determine the impact of a CPC workshop on orthopedic surgery residents' CIS (2) determine the impact of physician alone or incorporation of nursing participation in the workshop, and (3) incorporate standardized patients (SPs) in resident training and assessment of CIS. Stratified by training year, 18 residents of an Orthopaedic Surgery Residency Program were randomized to a CPC workshop with only residents (group A, n = 9) or a CPC workshop with nurse participants (group B, n = 9). Data included residents' (1) CIS scores as evaluated by SPs and (2) self-reports from a 25-question survey on perception of CIS. Data were collected at baseline and 3 weeks following the workshop. Following the workshop, the combined group (group A and B) felt more strongly that the ACGME should require a communication training and evaluation curriculum (post mean = 52.7, post-pre difference = 15.94, p = 0.026). Group A residents felt more strongly that communication is a learned behavior (post mean = 82.7, post-pre difference = 17.67, p = 0.028), and the addition of SPs was a valuable experience (post mean = 59.3, post-pre difference = 16.44, p = 0.038). Group B residents reported less willingness to improve on their communication skills (post-mean = 79.7, post-pre difference = -7.44, p = 0.049) and less improvement in professional satisfaction in effective communication than group A (post mean group A = 81.9, group B = 83.6, post-pre difference group A = 7.11, group B = 1.89, p = 0.047). Few differences between groups regarding CIS scores were detected. While there was no demonstrable difference regarding CIS, our study indicates that participants valued the importance of communication training and found SPs to be a valuable addition. The addition of interprofessional participation appeared to detract from the experience. Further study is warranted to elucidate the variables associated with interprofessional education within the context of CIS training and assessment using SPs in residency. Copyright © 2012 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

[Treasury Law Enforcement School. Course 14. "Evidence." Student Guide, Text, and Handout.

ERIC Educational Resources Information Center

Department of the Treasury, Washington, DC. Consolidated Law Enforcement Training Center.

This packet of three booklets, which includes a student guide, textbook, and handbook, is illustrative of other booklets available from the Treasury Law Enforcement School designed for training law enforcement officers in Federal law. The material in this course, related primarily to criminal cases, focuses on presenting evidence to the court to…

To discuss illicit nuclear trafficking

DOE Office of Scientific and Technical Information (OSTI.GOV)

Balatsky, Galya I; Severe, William R; Wallace, Richard K

2010-01-01

The Illicit nuclear trafficking panel was conducted at the 4th Annual INMM workshop on Reducing the Risk from Radioactive and Nuclear Materials on February 2-3, 2010 in Washington DC. While the workshop occurred prior to the Nuclear Security Summit, April 12-13 2010 in Washington DC, some of the summit issues were raised during the workshop. The Communique of the Washington Nuclear Security Summit stated that 'Nuclear terrorism is one of the most challenging threats to international security, and strong nuclear security measures are the most effective means to prevent terrorists, criminals, or other unauthorized actors from acquiring nuclear materials.' Themore » Illicit Trafficking panel is one means to strengthen nuclear security and cooperation at bilateral, regional and multilateral levels. Such a panel promotes nuclear security culture through technology development, human resources development, education and training. It is a tool which stresses the importance of international cooperation and coordination of assistance to improve efforts to prevent and respond to incidents of illicit nuclear trafficking. Illicit trafficking panel included representatives from US government, an international organization (IAEA), private industry and a non-governmental organization to discuss illicit nuclear trafficking issues. The focus of discussions was on best practices and challenges for addressing illicit nuclear trafficking. Terrorism connection. Workshop discussions pointed out the identification of terrorist connections with several trafficking incidents. Several trafficking cases involved real buyers (as opposed to undercover law enforcement agents) and there have been reports identifying individuals associated with terrorist organizations as prospective plutonium buyers. Some specific groups have been identified that consistently search for materials to buy on the black market, but no criminal groups were identified that specialize in nuclear materials or isotope smuggling. In most cases, sellers do not find legitimate buyers; however, there have been specific cases where sellers did find actual terrorist group representatives. There appears to be a connection between terrorist groups engaged in trafficking conventional arms and explosives components that are also looking for both nuclear materials and radioisotopes. Sale opportunities may create additional demand for such materials. As we can observe from Figure 1, many cases in the mid-90s involved kilogram quantities of material. There were smaller amounts of material moved in 2001, 2003 and 2006. While we have seen less trafficking cases involving PujHEU in recent years, the fact that it continues at all is troubling. The trafficking cases can be presented through their life cycle: Diversion of materials leads to Trafficker and then to Terrorist/Proliferator. Most of the information we have in trafficking cases is on the Trafficker. In 16 cases reported by the IAEA, there are 10 prosecutions of the involved trafficker. However, there are no confirmed diversions of material recorded in any of the 18 seizures. Most seizures were sting operations performed by law enforcement or security agents with no actual illicit end-user involved.« less

EVALUATION OF A MUSCULOSKELETAL TRAINING PACKAGE FOR OCCUPATIONAL HEALTH PRACTITIONERS

PubMed Central

Madan, Ira; Walker-Bone, Karen

2016-01-01

Background Musculoskeletal disorders (MSDs) are a common cause of disability in the workplace. Despite this there is known to be a wide variation in the assessment of MSDs by UK occupational health (OH) professionals. Therefore we developed a workshop, supported by a bespoke, on-line video, focussing on the assessment and management of MSDs. Aims To assess the impact of the training package on the knowledge, confidence and reported behaviour of attendees. Methods Workshops were held in two regional centres in England. Delegates completed a questionnaire on arrival to establish their baseline knowledge and confidence and again at the end of the training. A third questionnaire, with one reminder, was emailed to delegates four months following the workshops. Results 92 OH professionals (77 nurses, 10 doctors and 5 ‘others’) attended and more than 80% reported that they had no previous training in examining the upper or lower limb or in distinguishing specific from non-specific MSDs. Confidence among delegates in examination, diagnosis and management of MSDs improved after the workshop and these changes were sustained and remained statistically significant from baseline four months afterwards. Following the training, 79% (50) of delegates reported that they had shared the knowledge and skills acquired with their colleagues and 71% reported that they had used the examination techniques in their day-to-day practice. Conclusion We have developed a training package which resulted in improved knowledge among attendees and gave them confidence to use their skills in practice. PMID:24213093

Mediating Factors of a School-Based Multi-Component Smoking Prevention Intervention: The LdP Cluster Randomized Controlled Trial

ERIC Educational Resources Information Center

Carreras, G.; Bosi, S.; Angelini, P.; Gorini, G.

2016-01-01

The aim of this study was to investigate factors mediating the effects of Luoghi di Prevenzione (LdP) smoking prevention intervention based on social competence and social influence approaches, and characterized by peer-led school-based interventions, out-of-school workshops, school lessons, and by enforcing the school anti-smoking policy.…

Talking about cancer with confidence: evaluation of cancer awareness training for community-based health workers

PubMed Central

Grimmett, Chloe; Macherianakis, Alexis; Rendell, Helen; George, Helen; Kaplan, Gwen; Kilgour, Gillian

2014-01-01

Aims: To examine the impact of cancer awareness training for community-based health workers on confidence to talk about cancer, and knowledge of cancer risk factors and signs and symptoms. Methods: Community-based health workers from Sandwell, Birmingham and Solihull were invited to take part in one of 14 one-day training workshops. Trainees completed questionnaires at the beginning of the workshop and were followed up one month later. Confidence in talking about cancer was examined. Knowledge of cancer risk factors and signs and symptoms was assessed. Trainees were asked to rate the usefulness of the workshop, whether they would recommend it to others and whether they had put what they had learnt into practice. Results: A total of 187 community-based health workers took part in the workshops, and 167 (89%) completed the one-month follow-up. Considerable improvements were observed in confidence to discuss cancer. For example, the proportion of participants reporting feeling ‘very confident’/‘fairly confident’ in discussing signs and symptoms of cancer increased from 32% to 96% (p < .001). Substantial improvements in trainees’ knowledge were also observed, with 79% of participants correctly identifying 10 out of 11 known risk factors for cancer at one month compared with 21% before training (p < .001). Average (unprompted) recall of cancer signs and symptoms also increased from 2.3 (±1.6) to 2.7 (±1.5), (p = .02). Most trainees (83%) rated the workshop as ‘very useful’, and 89% said they would ‘definitely’ recommend the workshop. Conclusion: The cancer awareness training was reviewed positively by community-based health workers and led to improvements in confidence to talk about cancer, and knowledge of risk factors and warning signs of cancer. It is hoped that raising awareness among this group will help them to communicate and drive behaviour change in the at-risk populations with whom they work. PMID:25169613

Talking about cancer with confidence: evaluation of cancer awareness training for community-based health workers.

PubMed

Grimmett, Chloe; Macherianakis, Alexis; Rendell, Helen; George, Helen; Kaplan, Gwen; Kilgour, Gillian; Power, Emily

2014-09-01

To examine the impact of cancer awareness training for community-based health workers on confidence to talk about cancer, and knowledge of cancer risk factors and signs and symptoms. Community-based health workers from Sandwell, Birmingham and Solihull were invited to take part in one of 14 one-day training workshops. Trainees completed questionnaires at the beginning of the workshop and were followed up one month later. Confidence in talking about cancer was examined. Knowledge of cancer risk factors and signs and symptoms was assessed. Trainees were asked to rate the usefulness of the workshop, whether they would recommend it to others and whether they had put what they had learnt into practice. A total of 187 community-based health workers took part in the workshops, and 167 (89%) completed the one-month follow-up. Considerable improvements were observed in confidence to discuss cancer. For example, the proportion of participants reporting feeling 'very confident'/'fairly confident' in discussing signs and symptoms of cancer increased from 32% to 96% (p < .001). Substantial improvements in trainees' knowledge were also observed, with 79% of participants correctly identifying 10 out of 11 known risk factors for cancer at one month compared with 21% before training (p < .001). Average (unprompted) recall of cancer signs and symptoms also increased from 2.3 (± 1.6) to 2.7 (± 1.5), (p = .02). Most trainees (83%) rated the workshop as 'very useful', and 89% said they would 'definitely' recommend the workshop. The cancer awareness training was reviewed positively by community-based health workers and led to improvements in confidence to talk about cancer, and knowledge of risk factors and warning signs of cancer. It is hoped that raising awareness among this group will help them to communicate and drive behaviour change in the at-risk populations with whom they work. © Royal Society for Public Health 2014.

Nanobiotechnology

NASA Technical Reports Server (NTRS)

Noor, Ahmed K. (Compiler)

2000-01-01

This document contains the proceedings of the Training Workshop on Nanobiotechnology held at NASA Langley Research Center, Hampton, Virginia, June 14-15, 2000. The workshop was jointly sponsored by the University of Virginia's Center for Advanced Computational Technolog and NASA. Workshop attendees were from NASA, other government agencies, industry and universities. The objectives of the workshop were to give overviews of the diverse activities in nanobiotechnology and to identify their potential for future aerospace systems.

Initial evaluation of the training programme for health care professionals on the use of Malaysian clinical practice guidelines for management of dementia.

PubMed

Yusoff, S; Koh, C T; Mohd Aminuddin, M Y; Krishnasamy, M; Suhaila, M Z

2013-09-01

The Malaysian Clinical Practice Guidelines (CPG) for Management of Dementia (second edition) was launched in April 2010 by the Ministry of Health Malaysia. A training programme for the management of dementia, involving all categories of staff working at primary and secondary centres, was implemented to ensure that care delivery for people with dementia was in accordance with the guidelines. The study aimed to look into improving knowledge and understanding of dementia following training, and to evaluate the effectiveness of the training programme using a clinical audit indicator recommended in the guidelines. The study entailed 2 phases (at national and state levels). The first phase involved the CPG training programme run as a 1.5-day workshop, in which participants filled up pre- and post-workshop questionnaires. A second phase involved analysing all the referral letters to the memory clinic at the Hospital Sultan Ismail, Johor Bahru 1 year before and after the training programme. There was a significant improvement in knowledge about dementia and its management among the health care professionals following training. The mean percentage score for the pre-workshop test was 63% while for the post-workshop test it was 78%, giving a difference of 15%. Although there was an overall improvement in knowledge gain following training in both specialist and non-specialist groups, these differences were not statistically significant (t = 1.32; 95% confidence interval, -2.61 to 9.61; p = 0.25). The proportion of referrals with a possible diagnosis of dementia from primary clinic referrals to the memory clinic also increased from 18% to 44% after training. There was an overall improvement in the knowledge about dementia among the health care professionals following the training, which was reflected in the increase in referrals to the memory clinic. Although the initial results appeared to be promising, a multicentre study is warranted to conclude that the training had been effective.

Development and Two-Year Follow-Up Evaluation of a Training Workshop for the Large Preventive Positive Psychology Happy Family Kitchen Project in Hong Kong

PubMed Central

Lai, Agnes Y.; Mui, Moses W.; Wan, Alice; Stewart, Sunita M.; Yew, Carol; Lam, Tai-hing; Chan, Sophia S.

2016-01-01

Evidence-based practice and capacity-building approaches are essential for large-scale health promotion interventions. However, there are few models in the literature to guide and evaluate training of social service workers in community settings. This paper presents the development and evaluation of the “train-the-trainer” workshop (TTT) for the first large scale, community-based, family intervention projects, entitled “Happy Family Kitchen Project” (HFK) under the FAMILY project, a Hong Kong Jockey Club Initiative for a Harmonious Society. The workshop aimed to enhance social workers’ competence and performance in applying positive psychology constructs in their family interventions under HFK to improve family well-being of the community they served. The two-day TTT was developed and implemented by a multidisciplinary team in partnership with community agencies to 50 social workers (64% women). It focused on the enhancement of knowledge, attitude, and practice of five specific positive psychology themes, which were the basis for the subsequent development of the 23 family interventions for 1419 participants. Acceptability and applicability were enhanced by completing a needs assessment prior to the training. The TTT was evaluated by trainees’ reactions to the training content and design, changes in learners (trainees) and benefits to the service organizations. Focus group interviews to evaluate the workshop at three months after the training, and questionnaire survey at pre-training, immediately after, six months, one year and two years after training were conducted. There were statistically significant increases with large to moderate effect size in perceived knowledge, self-efficacy and practice after training, which sustained to 2-year follow-up. Furthermore, there were statistically significant improvements in family communication and well-being of the participants in the HFK interventions they implemented after training. This paper offers a practical example of development, implementation and model-based evaluation of training programs, which may be helpful to others seeking to develop such programs in diverse communities. PMID:26808541

Development and Two-Year Follow-Up Evaluation of a Training Workshop for the Large Preventive Positive Psychology Happy Family Kitchen Project in Hong Kong.

PubMed

Lai, Agnes Y; Mui, Moses W; Wan, Alice; Stewart, Sunita M; Yew, Carol; Lam, Tai-Hing; Chan, Sophia S

2016-01-01

Evidence-based practice and capacity-building approaches are essential for large-scale health promotion interventions. However, there are few models in the literature to guide and evaluate training of social service workers in community settings. This paper presents the development and evaluation of the "train-the-trainer" workshop (TTT) for the first large scale, community-based, family intervention projects, entitled "Happy Family Kitchen Project" (HFK) under the FAMILY project, a Hong Kong Jockey Club Initiative for a Harmonious Society. The workshop aimed to enhance social workers' competence and performance in applying positive psychology constructs in their family interventions under HFK to improve family well-being of the community they served. The two-day TTT was developed and implemented by a multidisciplinary team in partnership with community agencies to 50 social workers (64% women). It focused on the enhancement of knowledge, attitude, and practice of five specific positive psychology themes, which were the basis for the subsequent development of the 23 family interventions for 1419 participants. Acceptability and applicability were enhanced by completing a needs assessment prior to the training. The TTT was evaluated by trainees' reactions to the training content and design, changes in learners (trainees) and benefits to the service organizations. Focus group interviews to evaluate the workshop at three months after the training, and questionnaire survey at pre-training, immediately after, six months, one year and two years after training were conducted. There were statistically significant increases with large to moderate effect size in perceived knowledge, self-efficacy and practice after training, which sustained to 2-year follow-up. Furthermore, there were statistically significant improvements in family communication and well-being of the participants in the HFK interventions they implemented after training. This paper offers a practical example of development, implementation and model-based evaluation of training programs, which may be helpful to others seeking to develop such programs in diverse communities.

Applying Instructional Design Theories to Bioinformatics Education in Microarray Analysis and Primer Design Workshops

PubMed Central

2005-01-01

The need to support bioinformatics training has been widely recognized by scientists, industry, and government institutions. However, the discussion of instructional methods for teaching bioinformatics is only beginning. Here we report on a systematic attempt to design two bioinformatics workshops for graduate biology students on the basis of Gagne's Conditions of Learning instructional design theory. This theory, although first published in the early 1970s, is still fundamental in instructional design and instructional technology. First, top-level as well as prerequisite learning objectives for a microarray analysis workshop and a primer design workshop were defined. Then a hierarchy of objectives for each workshop was created. Hands-on tutorials were designed to meet these objectives. Finally, events of learning proposed by Gagne's theory were incorporated into the hands-on tutorials. The resultant manuals were tested on a small number of trainees, revised, and applied in 1-day bioinformatics workshops. Based on this experience and on observations made during the workshops, we conclude that Gagne's Conditions of Learning instructional design theory provides a useful framework for developing bioinformatics training, but may not be optimal as a method for teaching it. PMID:16220141

Preparing graduate student teaching assistants in the sciences: An intensive workshop focused on active learning.

PubMed

Roden, Julie A; Jakob, Susanne; Roehrig, Casey; Brenner, Tamara J

2018-03-12

In the past ten years, increasing evidence has demonstrated that scientific teaching and active learning improve student retention and learning gains in the sciences. Graduate teaching assistants (GTAs), who play an important role in undergraduate education at many universities, require training in these methods to encourage implementation, long-term adoption, and advocacy. Here, we describe the design and evaluation of a two-day training workshop for first-year GTAs in the life sciences. This workshop combines instruction in current research and theory supporting teaching science through active learning as well as opportunities for participants to practice teaching and receive feedback from peers and mentors. Postworkshop assessments indicated that GTA participants' knowledge of key topics increased during the workshop. In follow-up evaluations, participants reported that the workshop helped them prepare for teaching. This workshop design can easily be adapted to a wide range of science disciplines. Overall, the workshop prepares graduate students to engage, include, and support undergraduates from a variety of backgrounds when teaching in the sciences. © 2018 by The International Union of Biochemistry and Molecular Biology, 2018. © 2018 The International Union of Biochemistry and Molecular Biology.

Assessment of Knowledge of Participants on Basic Molecular Biology Techniques after 5-Day Intensive Molecular Biology Training Workshops in Nigeria

ERIC Educational Resources Information Center

Yisau, J. I.; Adagbada, A. O.; Bamidele, T.; Fowora, M.; Brai, B. I. C.; Adebesin, O.; Bamidele, M.; Fesobi, T.; Nwaokorie, F. O.; Ajayi, A.; Smith, S. I.

2017-01-01

The deployment of molecular biology techniques for diagnosis and research in Nigeria is faced with a number of challenges, including the cost of equipment and reagents coupled with the dearth of personnel skilled in the procedures and handling of equipment. Short molecular biology training workshops were conducted at the Nigerian Institute of…

Southern Extension Water Training Workshop: Actions for Working Together. Proceedings of a Regional Conference (Birmingham, Alabama, November 13-15, 1989).

ERIC Educational Resources Information Center

Southern Rural Development Center, Mississippi State, MS.

A training workshop for Southern Extension faculty and staff addressed aspects of water quality and related issues. Conference papers discussed: (1) basic information on hydrology--the science of water transport through the natural environment; (2) sources and impacts of water pollution; (3) the role of public policy in water quality protection;…

Simulation in Training Workshop 2012

DTIC Science & Technology

2013-06-01

17. Hanson, J ., Wearing, A., Smith, G, Nguyen, T ., Goodburn, D., & Davis, S. (2012). Military Meta-Cognitive Profiles (MMCPs) and more effective...the Mawson Centre in Adelaide, South Australia. UNCLASSIFIED DSTO-GD-0754 UNCLASSIFIED 2 2.1 Opening Remarks The workshop commenced with the...Reviews of simulation-based training and education 1. Belanich, J ., Mullin, L.N., & Dressel, J.D. (2004). Symposium on PC-based Simulations and

Teachers and Their Use of Educational Technology. Report of a Regional Training Workshop (Seoul, South Korea, September 16-27, 1985).

ERIC Educational Resources Information Center

United Nations Educational, Scientific, and Cultural Organization, Bangkok (Thailand). Regional Office for Education in Asia and the Pacific.

The workshop described in this report focused on uses of educational technology in the training and upgrading of teachers and on promoting the use of appropriate educational technology techniques by teachers. Experiences in the use of educational technology are described for each of the participating nations, i.e., Bangladesh, India, Indonesia,…

ILO/KRIVET National Tripartite Workshop: Workplace Learning in a Globalizing World [Proceedings] (Seoul, South Korea, November 29-30, 2001).

ERIC Educational Resources Information Center

Korea Research Inst. for Vocational Education and Training, Seoul.

This document contains the following five papers, all in both English and Korean, from a workshop on on-the-job training held in Korea in 2001: "Issues in Knowledge and Skills Development: Globalization and the Effective Use of New Technologies" (S. Ian Cummings); "The Knowledge Economy and Vocational Training Policy in Korea"…

Le Nouveau Manuel de Formation sur l'Elaboration et la Gestion des Projets. (The New Project Design and Management Workshop Training Manual).

ERIC Educational Resources Information Center

Peace Corps, Washington, DC. Information Collection and Exchange Div.

A french language version of a training manual that presents guidelines for planning and conducting a project design and management (PDM) workshop to teach Peace Corps volunteers to involve local community members in the process of using participatory analysis tools and planning and implementing projects meeting local desires and needs. The first…

Urban Waters Workshop

EPA Pesticide Factsheets

This page will house information leading up to the 2017 Urban Waters National Training Workshop. The agenda, hotel and other quarterly updates will be posted to this page including information about how to register.

Report on Information Systems Workshop (Njiro Hill, Arusha, Tanzania, May 19-31, 1980).

ERIC Educational Resources Information Center

Inganji, Francis, Ed.

With a view to improving information systems and services in Eastern, Central, and Southern Africa, this Information Systems Workshop was organized by the East and Southern African Management Institute (ESAMI) with assistance from the Coordinating Centre for Regional Information Training (CRIT). The specific aims of the workshop were to acquaint…

Leader's Guide: Facilitating Inquiry in the Classroom.

ERIC Educational Resources Information Center

Newton, Fred E.

This is the leader's guide and training materials for conducting workshops on an instructional system which utilizes the process of inquiry. The guide is designed for leaders of these workshops and lists the leader's activities. It is organized according to the 18 major workshop experiences, referred to as subset. Each subset guide is organized…

Staff Development Workshops for High School Science Teachers of Limited English Proficient Students 1988-89.

ERIC Educational Resources Information Center

Berney, Tomi D.; Cantalupo, Denise

The staff development workshops for high school science teachers of Limited English Proficient (LEP) Students program are described. The project provided services which involved: creating a resource library, collecting videotaped records of the staff development workshops for future training sessions, disseminating information and materials, and…

An Evaluation of a Management Development Training Program.

ERIC Educational Resources Information Center

Brademas, D. James

1982-01-01

Studied the effectiveness of a five and one-half day workshop and an alternate three and one-half day workshop on organization development in developing a more democratic style of leadership in Illinois park and recreation supervisory personnel. The shorter workshop resulted in a more positive leadership style change than the longer one. (JJD)

ICIS FE&C Compliance Monitoring Screens

EPA Pesticide Factsheets

Web Based Training for Integrated Compliance Information System Updated Compliance Monitoring Training for ICIS Federal Enforcement and Compliance User. This training goes through the changes in the screens for the application.

Planning a User Group Workshop.

ERIC Educational Resources Information Center

Cornick, Donna P.; Erlandson, John A.

1980-01-01

Describes planning of workshops for training online user groups including establishment of a committee, choice of theme and format, funding, and publicity arrangements. A list of do's and don't's is included. (RAA)

Development and implementation of a workshop to enhance the effectiveness of mentors working with diverse mentees in HIV research.

PubMed

Gandhi, Monica; Fernandez, Alicia; Stoff, David M; Narahari, Swathi; Blank, Michael; Fuchs, Jonathan; Evans, Clyde H; Kahn, James S; Johnson, Mallory O

2014-08-01

Abstract A growing body of evidence highlights the importance of competent mentoring in academic research in the field of HIV, particularly for early stage investigators from diverse, underrepresented backgrounds. We describe the development and implementation of a 2-day intensive workshop to train mid-level and senior-level investigators conducting HIV-related clinical and translational research across multiple academic institutions on more effective mentoring, with an emphasis on techniques to foster mentees of diversity. The workshop was focused on training mentors in techniques designed to improve the effectiveness of the mentor-mentee relationship, and included didactic presentations, interactive discussions, and small-group problem-based learning activities. Mid-level or senior-level faculty involved or planning to be involved in significant mentorship activities related to HIV research were eligible. Surveys and formal actions plans allowed for workshop evaluation and laid the groundwork for subsequent workshops. Twenty-six faculty from 16 U.S.-based institutions participated, with good representation across discipline, gender, and race/ethnicity. The sessions were highly rated and discussions and evaluations revealed important barriers and facilitators to mentoring, challenges and solutions related to mentoring mentees from diverse backgrounds, and specific tools to enhance mentoring effectiveness. The Mentoring the Mentors training program for HIV researchers focusing on early career investigators of diversity was the first of its kind and was well attended, was rated highly, and provided guidance for improving the program in the future. This training program fills an important gap in the HIV researcher community and offers guidance for training mentors interested in diversity issues in settings outside of HIV.

Development and Implementation of a Workshop to Enhance the Effectiveness of Mentors Working with Diverse Mentees in HIV Research

PubMed Central

Fernandez, Alicia; Stoff, David M.; Narahari, Swathi; Blank, Michael; Fuchs, Jonathan; Evans, Clyde H.; Kahn, James S.; Johnson, Mallory O.

2014-01-01

Abstract A growing body of evidence highlights the importance of competent mentoring in academic research in the field of HIV, particularly for early stage investigators from diverse, underrepresented backgrounds. We describe the development and implementation of a 2-day intensive workshop to train mid-level and senior-level investigators conducting HIV-related clinical and translational research across multiple academic institutions on more effective mentoring, with an emphasis on techniques to foster mentees of diversity. The workshop was focused on training mentors in techniques designed to improve the effectiveness of the mentor–mentee relationship, and included didactic presentations, interactive discussions, and small-group problem-based learning activities. Mid-level or senior-level faculty involved or planning to be involved in significant mentorship activities related to HIV research were eligible. Surveys and formal actions plans allowed for workshop evaluation and laid the groundwork for subsequent workshops. Twenty-six faculty from 16 U.S.-based institutions participated, with good representation across discipline, gender, and race/ethnicity. The sessions were highly rated and discussions and evaluations revealed important barriers and facilitators to mentoring, challenges and solutions related to mentoring mentees from diverse backgrounds, and specific tools to enhance mentoring effectiveness. The Mentoring the Mentors training program for HIV researchers focusing on early career investigators of diversity was the first of its kind and was well attended, was rated highly, and provided guidance for improving the program in the future. This training program fills an important gap in the HIV researcher community and offers guidance for training mentors interested in diversity issues in settings outside of HIV. PMID:24735004

Creating and Implementing a Regularized Monitoring and EnforcementSystem for China's Mandatory Standards and Energy Information Label forAppliances

DOE Office of Scientific and Technical Information (OSTI.GOV)

Lin, Jiang

2007-03-01

China has developed a comprehensive program of energy efficiency standards and labels for household appliances. In 1989, China first launched its minimum energy performance standards (MEPS), which are now applied to an extensive list of products. In 1998, China launched a voluntary energy endorsement label, which has grown to cover both energy-saving and water-saving products. And, in 2005, China launched a mandatory energy information label that initially covered two products. CLASP has assisted China in developing 11 minimum energy performance standards (MEPS) for 9 products and endorsement labels for 11 products including: refrigerators; air conditioners; televisions; printers; computers; monitors; faxmore » machines; copiers; DVD/VCD players; external power supplies; and set-top boxes. CLASP has also assisted China in the development of the mandatory energy information label. Increasingly, attention is being placed on maximum energy savings from China's standards and labeling (S&L) efforts in order to meet the recently announced goal of reducing China's energy intensity by 20 percent by 2010 with an interim objective of 4 percent in 2006. China's mandatory standards system is heavily focused on the technical requirements for efficiency performance, but historically, it has lacked administrative and personnel capacity to undertake monitoring and enforcement of these legally binding standards. Similarly, resources for monitoring and enforcement have been quite limited. As a consequence, compliance to both the mandatory standards and the mandatory energy information label is uneven with the potential and likely result of lost energy savings. Thus, a major area for improvement, which could significantly increase overall energy savings, is the creation and implementation of a regularized monitoring system for tracking the compliance to, and enforcement of, mandatory standards and the energy information label in China. CLASP has been working with the China National Institute of Standardization (CNIS), the China Administration for Quality, Supervision, Inspection and Quarantine (AQSIQ) and relevant stakeholders in the industry to develop a stronger system of monitoring and enforcement. In November 2005, CNIS and LBNL (a CLASP implementing partner) with funding from the Energy Foundation jointly organized an international workshop to present the international best practices in S&L monitoring and enforcement. Currently, CNIS is developing a guideline for monitoring and enforcement for appliance standards. With support from METI, CLASP has been able to expand the on-going collaboration with CNIS to include enforcement needs for the mandatory energy information label and to accelerate the progress of the project to develop a more robust monitoring and enforcement for S&L programs in China. This expanded effort has included: (1) Holding an enforcement and monitoring roadmap planning workshop with key S&L stakeholders; (2) Interviews with S&L stakeholders on the need and scope of national compliance tests; (3) Research on past enforcement activities; (4) An analysis of compliance data from the mandatory energy information labeling program; (5) Interviews with stakeholders on the need and scope of testing infrastructure; and (6) Development of a roadmap for future activities. This report summarizes the findings of these activities and identifies the progress that China is making, and can make, toward developing a stronger system of monitoring and enforcement (M&E). In sum, it outlines a vision of moving forward with more vigorous M&E in China.« less

Skylab 3 crew during training in Orbital Workshop trainer

NASA Technical Reports Server (NTRS)

1973-01-01

The three prime crewmen of the Skylab 3 mission check over flight data during a training session in the crew quarters of the Orbital Workshop (OWS) trainer in the Mission Simulation and Training Facility at JSC. They are from left to right, Scientist-Astronaut Owen K. Garriott, science pilot; and Astronauts Alan L. bean, commander, and Jack R. Lousma, pilot (28419); Skylab 3 crew work with Inflight Medical Support System (IMSS) resupply container atop the food table in the OWS. From left to right are Garriott, Lousma and Bean (28420).

Skylab (SL)-3 Crew - Training - Orbital Workshop Trainer - JSC

NASA Image and Video Library

1973-06-16

S73-28420 (16 June 1973) --- The three prime crewmen of the Skylab 3 mission check over flight data during a training session in the crew quarters of the Orbital Workshop (OWS) trainer in the Mission Simulation and Training Facility at the Johnson Space Center (JSC). Skylab 3 crew work with Inflight Medical Support System (IMSS) resupply container atop the food table in the OWS. They are from left to right, scientist-astronaut Owen K. Garriott, science pilot; and astronauts Jack R. Lousma, pilot; and Alan L. Bean, commander. Photo credit: NASA

Skylab (SL)-3 Crew - Training - Orbital Workshop Trainer - JSC

NASA Image and Video Library

1973-06-16

S73-28419 (16 June 1973) --- The three prime crewmen of the Skylab 3 mission check over flight data during a training session in the crew quarters of the Orbital Workshop (OWS) trainer in the Mission Simulation and Training Facility at the Johnson Space Center (JSC). They are, from left to right, scientist-astronaut Owen K. Garriott, science pilot; and astronauts Alan L. Bean, commander, and Jack R. Lousma, pilot. The 56-day, second manned Skylab Earth-orbital mission is scheduled for liftoff in the latter part of July 1973. Photo credit: NASA

Evaluation of a treatment manual and workshops for disseminating, parent-child interaction therapy.

PubMed

Herschell, Amy D; McNeil, Cheryl B; Urquiza, Anthony J; McGrath, Jean M; Zebell, Nancy M; Timmer, Susan G; Porter, Alissa

2009-01-01

This study's main purposes were to: (a) evaluate a treatment manual as a dissemination strategy, (b) compare two workshop formats for evidence-based treatment (EBT) training, and (c) provide preliminary data on therapist characteristics potentially associated with successful EBT adoption. Forty-two community-based clinicians were assigned to one of two training groups (didactic or experiential). Behavior observation and self-report data were collected at four time points. Results suggest that reading a treatment manual is useful, but not sufficient. Experiential and didactic training were equally effective in increasing knowledge, skill, and satisfaction; however, after a 2-day training, few participants demonstrated mastery of skills.

Librarians in Evidence-Based Medicine Curricula: A Qualitative Study of Librarian Roles, Training, and Desires for Future Development.

PubMed

Maggio, Lauren A; Durieux, Nancy; Tannery, Nancy H

2015-01-01

This study aims to describe librarians' roles in evidence-based medicine (EBM) from the librarian perspective, identify how librarians are trained to teach, and highlight preferences for professional development. A multiinstitution qualitative study was conducted. Nine medical librarians identified by their faculty as integrated into EBM training were interviewed. Participants' descriptions indicated that they were active in curriculum development, deployment (including teaching activities), and assessment to support EBM. Participants identified direct experience and workshop participation as primary methods of learning to teach. Participants desired continuing development as teachers and requested opportunities for in-person workshops, shadowing physicians, and online training.

Gender Equity in Materials Science and Engineering

DOE Office of Scientific and Technical Information (OSTI.GOV)

Angus Rockett

At the request of the University Materials Council, a national workshop was convened to examine 'Gender Equity Issues in Materials Science and Engineering.' The workshop considered causes of the historic underrepresentation of women in materials science and engineering (MSE), with a goal of developing strategies to increase the gender diversity of the discipline in universities and national laboratories. Specific workshop objectives were to examine efforts to level the playing field, understand implicit biases, develop methods to minimize bias in all aspects of training and employment, and create the means to implement a broadly inclusive, family-friendly work environment in MSE departments.more » Held May 18-20, 2008, at the Conference Center at the University of Maryland, the workshop included heads and chairs of university MSE departments and representatives of the National Science Foundation (NSF), the Office of Basic Energy Sciences of the Department of Energy (DOE-BES), and the national laboratories. The following recommendations are made based on the outcomes of the discussions at the workshop. Many or all of these apply equally well to universities and national laboratories and should be considered in context of industrial environments as well. First, there should be a follow-up process by which the University Materials Council (UMC) reviews the status of women in the field of MSE on a periodic basis and determines what additional changes should be made to accelerate progress in gender equity. Second, all departments should strengthen documentation and enforcement of departmental procedures such that hiring, promotion, compensation, and tenure decisions are more transparent, that the reasons why a candidate was not selected or promoted are clear, and that faculty are less able to apply their biases to personnel decisions. Third, all departments should strengthen mentoring of junior faculty. Fourth, all departments must raise awareness of gender biases and work to eliminate hostile attitudes and environments that can make academic and national laboratory careers unattractive to women. Fifth, with respect to raising awareness among faculty, staff and students, a new type of training session should be developed that would be more effective in conveying the facts and consequences of gender bias than the conventional presentations typically available, which seem not to be highly effective in changing attitudes or behaviors. Sixth, it is proposed that the UMC establish a certification of 'family-friendly' or 'gender equivalent' institutions that would encourage organizations to meet standards for minimizing gender bias and promoting supportive work environments. Seventh, novel approaches to adjusting job responsibilities of faculty, staff, and students to permit them to deal with family/life issues are needed that do not carry stigmas. Finally, faculty and national laboratory staff need to promote the benefits of their careers to women so that a more positive image of the job of materials scientist or materials engineer is presented.« less

Sector Review: Workshops I and II. Pengian kebijakan, Subsektor Pendidikan, SD dan SMP. East Java Province, West Java Province, South Sulawes Province. Educational Policy and Planning Project.

ERIC Educational Resources Information Center

Florida State Univ., Tallahassee. Learning Systems Inst.

This publication contains the first two of three training workshop manuals designed to be used in conducting an update of the Indonesian Education and Human Resources Sector Assessment. Workshop I covers the basic concepts, skills, and methods needed to design subsector updates and develop a draft plan for update activities. Workshops II and III…

77 FR 31371 - Public Workshop: Privacy Compliance Workshop

Federal Register 2010, 2011, 2012, 2013, 2014

2012-05-25

... identification, such as a driver's license, in order to verify their previously-provided registration information... handicapped accessible, with both the training rooms and restrooms situated on the ground floor. Mary Ellen...

Organizing Astronomy Popularization and Teacher Training Workshops in Nigeria: A paradigm shift in Sourcing funds

NASA Astrophysics Data System (ADS)

Chukwudi Okpala, Kingsley; Iheanyi Okere, Bonaventure

2015-08-01

Funding for astronomy popularization and workshops has become a huge challenge in recent times especially for developing countries like Nigeria. However, a modification of the primary and secondary school curriculum to include space science topics in the school system has led to a ripe desire by the relevant agencies/corporate bodies to make commitments towards the astronomy popularization activities as part of their social responsibility. Considering the size of Nigeria, there is need for a shift in paradigm for sourcing resources to tackle the dart of funds for organizing educational activities in a sustainable manner. Recently a teacher training and science popularization workshop was organized as a first in a series of subsequent workshops geared towards having a sustainable means of popularizing astronomy for development in Nigeria. Principally, the key lies in the partnership with schools and other corporate bodies in addition to the usual governmental actions. Experiences from this workshop will be enumerated with the hope of inspiring the same success in similar societies.

AIDS and HIV Training and Education in Criminal Justice Agencies. AIDS Bulletin.

ERIC Educational Resources Information Center

Hammett, Theodore M.

This bulletin summarizes key elements of an effective AIDS training and education program for law enforcement and corrections personnel. First, these key elements of training and education for criminal justice personnel are discussed: staff participation in materials development; timely and frequent training; mandatory training; live training by…

46 CFR 11.301 - Requirements for STCW officer endorsements.

Code of Federal Regulations, 2014 CFR

2014-10-01

... specialist. (vii) Workshop skills training: Documentation of successful completion of assessments or... engineering—as appropriate. (ii) Training ship experience: Documentation of successful completion of an approved training program involving formal training and assessment onboard a training ship. (iii) Simulator...

Comparing Farmer-to-Farmer Video with Workshops to Train Rural Women in Improved Rice Parboiling in Central Benin

ERIC Educational Resources Information Center

Zossou, Esperance; Van Mele, Paul; Vodouhe, Simplice D.; Wanvoeke, Jonas

2009-01-01

This article deals with the comparison of the conventional training based on two day community workshops and farmer-to-farmer video used as methodologies for the dissemination of improved rice parboiling process in Benin. From November 2007 to May 2008, we interviewed 160 women and 17 women groups who had been exposed to both, one or other of the…

Evaluation of the Commitment to Living (CTL) curriculum: a 3-hour training for mental health professionals to address suicide risk.

PubMed

Pisani, Anthony R; Cross, Wendi F; Watts, Arthur; Conner, Kenneth

2012-01-01

Finding effective and efficient options for training mental health professionals to assess and manage suicide risk is a high priority. To test whether an innovative, brief workshop can improve provider knowledge, confidence, and written risk assessment in a multidisciplinary sample of ambulatory and acute services professionals and trainees. We conducted a pre/post evaluation of a 3 h workshop designed to improve clinical competence in suicide risk assessment by using visual concept mapping, medical records documentation, and site-specific crisis response options. Participants (N = 338 diverse mental health professionals) completed pre- and postworkshop questionnaires measuring their knowledge and confidence. Before and after the workshop, participants completed documentation for a clinical vignette. Trained coders rated the quality of risk assessment formulation before and after training. Participants' knowledge, confidence, and objectively-rated documentation skills improved significantly (p < .001), with large effect sizes. Participants' expectation of their ability to transfer workshop content to their clinical practice was high (mean = 4.10 on 1-5 scale). Commitment to Living is a promising, innovative, and efficient curriculum for educating practicing clinicians to assess and respond to suicide risk. Well-designed, brief, suicide risk management programs can improve clinicians' knowledge, confidence, and skill.

Effects of a training workshop on suicide prevention among emergency room nurses.

PubMed

Kishi, Yasuhiro; Otsuka, Kotaro; Akiyama, Keiko; Yamada, Tomoki; Sakamoto, Yumiko; Yanagisawa, Yaeko; Morimura, Hiroshi; Kawanishi, Chiaki; Higashioka, Hiroaki; Miyake, Yasushi; Thurber, Steven

2014-01-01

Suicide attempts are frequently encountered by emergency department nurses. Such encounters can potentially provide a foundation for secondary suicide prevention. The aim of the present investigation was to evaluate the effect of a 7-hr training program for emergency room nursing personnel in Japan. In all, 52 nurses completed the questionnaires before the workshop and 1 month after the workshop. The nurses' understanding of and willingness to care for suicidal patients positively changed. It is feasible to provide a 7-hr, relatively short, workshop on suicidal prevention aimed at emergency medical staff and to improve attitudes during a follow-up of 1 month. It is uncertain whether the positive attitudes of emergency nurses toward suicide and/or educational interventions could impact the outcomes of these interventions. Further studies are needed to address these important questions in this field.

SU-F-E-16: A Specific Training Package for Medical Physicists in Support to Nuclear and Radiological Emergency Situations

DOE Office of Scientific and Technical Information (OSTI.GOV)

Meghzifene, A; Berris, T

Purpose: To provide the professional medical physicists with adequate competencies and skills in order to help them get prepared to support Nuclear or Radiological Emergency (NRE) situations. Methods: Although clinical medical physicists working have in-depth knowledge in radiation dosimetry, including dose reconstruction and dose measurements, they are usually not involved in NRE situations. However, in a few instances where medical physicists were involved in NREs, it appeared that many lacked specific knowledge and skills that are required in such situations. This lack of specific knowledge and skills is probably due to the fact that most current medical physics curricula domore » not include a specific module on this topic. As a response to this finding, the IAEA decided to initiate a project to develop a specific training package to help prepare medical physicists to support NRE situations. The training package was developed with the kind support of the Government of Japan and in collaboration with Fukushima Medical University (FMU) and the National Institute of Radiological Sciences (NIRS). Results: The first International Workshop to test the training package was held in Fukushima, Japan in June 2015. It consisted of lectures, demonstrations, simulation, role play, and practical sessions followed by discussions. The training was delivered through 14 modules which were prepared with the support of 12 lecturers. A knowledge assessment test was done before the workshop, followed by the same test done at the end of the Workshop, to assess the knowledge acquired during the training. Conclusion: The Workshop was successfully implemented. The overall rating of the workshop by the participants was excellent and all participants reported that they acquired a good understanding of the main issues that are relevant to medical physics support in case of NRE situations. They are expected to disseminate the knowledge to other medical physicists in their countries.« less

Development of a cloud-based Bioinformatics Training Platform.

PubMed

Revote, Jerico; Watson-Haigh, Nathan S; Quenette, Steve; Bethwaite, Blair; McGrath, Annette; Shang, Catherine A

2017-05-01

The Bioinformatics Training Platform (BTP) has been developed to provide access to the computational infrastructure required to deliver sophisticated hands-on bioinformatics training courses. The BTP is a cloud-based solution that is in active use for delivering next-generation sequencing training to Australian researchers at geographically dispersed locations. The BTP was built to provide an easy, accessible, consistent and cost-effective approach to delivering workshops at host universities and organizations with a high demand for bioinformatics training but lacking the dedicated bioinformatics training suites required. To support broad uptake of the BTP, the platform has been made compatible with multiple cloud infrastructures. The BTP is an open-source and open-access resource. To date, 20 training workshops have been delivered to over 700 trainees at over 10 venues across Australia using the BTP. © The Author 2016. Published by Oxford University Press.

Development of a cloud-based Bioinformatics Training Platform

PubMed Central

Revote, Jerico; Watson-Haigh, Nathan S.; Quenette, Steve; Bethwaite, Blair; McGrath, Annette

2017-01-01

Abstract The Bioinformatics Training Platform (BTP) has been developed to provide access to the computational infrastructure required to deliver sophisticated hands-on bioinformatics training courses. The BTP is a cloud-based solution that is in active use for delivering next-generation sequencing training to Australian researchers at geographically dispersed locations. The BTP was built to provide an easy, accessible, consistent and cost-effective approach to delivering workshops at host universities and organizations with a high demand for bioinformatics training but lacking the dedicated bioinformatics training suites required. To support broad uptake of the BTP, the platform has been made compatible with multiple cloud infrastructures. The BTP is an open-source and open-access resource. To date, 20 training workshops have been delivered to over 700 trainees at over 10 venues across Australia using the BTP. PMID:27084333

Workshop on Survey Methods in Education Research: Facilitator's Guide and Resources. REL 2017-214

ERIC Educational Resources Information Center

Walston, Jill; Redford, Jeremy; Bhatt, Monica P.

2017-01-01

This Workshop on Survey Methods in Education Research tool consists of a facilitator guide and workshop handouts. The toolkit is intended for use by state or district education leaders and others who want to conduct training on developing and administering surveys. The facilitator guide provides materials related to various phases of the survey…

Educating for a Change. An ANC Skillshop in Popular Education. Workshop Manual.

ERIC Educational Resources Information Center

Doris Marshall Inst. for Education and Action, Toronto (Ontario).

This manual provides materials for a 6-day workshop to develop skills in democratic learning and teaching practices. Goals of the workshop are as follows: (1) train facilitators to use the methodology; (2) introduce people in the African National Congress (ANC) to the potential of popular education methodology; (3) determine follow-up action to…

Vocational Programs for the Mentally Retarded in Allegheny County: A Study of Selected Sheltered Workshops and High School Programs. Final Report.

ERIC Educational Resources Information Center

Gordon, Elizabeth; Zamule, Elisabeth

This report discusses sheltered workshop programming and high school-level vocational training for mentally retarded (MR) individuals in Allegheny County, Pennsylvania. Sheltered workshops conducted by Goodwill Industries and Parc-way Industries were examined to determine client characteristics and the rate of placement in competitive employment.…

Documentary Linguistics and Computational Linguistics: A Response to Brooks

ERIC Educational Resources Information Center

Bird, Steven; Chiang, David; Frowein, Friedel; Hanke, Florian; Vaswani, Ashish

2015-01-01

In mid-2012, the authors organized a two-week workshop in Papua New Guinea to provide training in basic techniques and technologies for language documentation, and to gain understanding of how these technologies might be improved in the future. An assessment of the workshop was conducted by Brooks with the central idea that the workshop's…

DESIGNING AND CONDUCTING WORKSHOPS: LESSONS FROM A TWO-YEAR PROJECT (ONSHORE IMPACTS OF OUTER CONTINENTAL SHELF OIL AND GAS DEVELOPMENT: A TRAINING PROJECT)

EPA Science Inventory

The report describes the process of developing and conducting two series of workshops on 'Onshore Impact of Outer Continental Shelf Oil and Gas Development'. The purpose of this report is to evaluate the workshops from the standpoint of their objectives, content, teaching methods...

Subregional Workshop on Teacher Training in Environmental Education for the Arab States (Bahrain, January 25-30, 1986).

ERIC Educational Resources Information Center

United Nations Educational, Scientific, and Cultural Organization, Paris (France). Environmental Education Section.

This workshop was organized by the Bahrain National Commission for Education, Science and Culture in collaboration with United Schools International (USI) Arab Regional Office and in cooperation with UNESCO-UNEP International Environmental Education Programme (IEEP). The workshop was designed to: (1) familiarize participants with a series of…

DIALOG Users Workshope, August 8-9, 1974. Second Working Conference. Arlington, Virginia.

ERIC Educational Resources Information Center

Federation of Information Users, Pittsburgh, PA.

The workshop had its genesis in the belief that interactive bibliographic data base searching will become an essential function of reference service and that there is a need for indepth training and more communication with suppliers--the on-line system supplier and the data base supplier. The workshop included presentations by data base suppliers,…

Functional anatomy of the cardiovascular system: professional development for PreK-3 teachers using a "train and equip" method results in learning opportunities for students.

PubMed

Burns, E Robert

2008-01-01

Preadolescent students are interested in learning the structure and function of the human body. However, their teachers are not trained in this content. The purpose of this project was to expand a successful outreach effort in the health sciences for grade 7-12 teachers to include PreK-3 teachers. A "Healthy Hearts" workshop was offered to train the teachers in relevant content and also to give them a resource kit of supplies and equipment to facilitate the transference of the training into educational opportunities for their students. The workshop included many role-playing activities and use of all items in the resource kit. A total of 25 workshops were conducted in 14 different community locations with 716 PreK-3 teachers attending from 169 communities representing 59 (79%) of the state's 75 counties. African American (AA) teacher participation was 35%, twice the state AA population rate and 3.5x the AA public school teacher rate. Pre to Posttest scores increased an average of 15%. The results of the evaluation measures regarding the workshop and the transference of the training and use of resource kit items into learning opportunities for students were excellent. Universities have the capability, perhaps the responsibility, to provide the much-needed professional development training to PreK-12 teachers. Anatomists in medical and nonmedical school settings are well positioned to participate in this process and help close the gap between the interest young children have in learning about the human body and the lack of teacher training in this content. (c) 2008 American Association of Anatomists.

Using Predictive Evaluation to Design, Evaluate, and Improve Training for Polio Volunteers

PubMed Central

Traicoff, Denise A.; Basarab, Dave; Ehrhardt, Derek T.; Brown, Sandi; Celaya, Martin; Jarvis, Dennis; Howze, Elizabeth H.

2018-01-01

Background Predictive Evaluation (PE) uses a four-step process to predict results then designs and evaluates a training intervention accordingly. In 2012, the Sustainable Management Development Program (SMDP) at the Centers for Disease Control and Prevention used PE to train Stop Transmission of Polio (STOP) program volunteers. Methods Stakeholders defined specific beliefs and practices that volunteers should demonstrate. These predictions and adult learning practices were used to design a curriculum to train four cohorts. At the end of each workshop, volunteers completed a beliefs survey and wrote goals for intended actions. The goals were analyzed for acceptability based on four PE criteria. The percentage of acceptable goals and the beliefs survey results were used to define the quality of the workshop. A postassignment adoption evaluation was conducted for two cohorts, using an online survey and telephone or in-person structured interviews. The results were compared with the end of workshop findings. Results The percentage of acceptable goals across the four cohorts ranged from 49% to 85%. In the adoption evaluation of two cohorts, 88% and 94% of respondents reported achieving or making significant progress toward their goal. A comparison of beliefs survey responses across the four cohorts indicated consistencies in beliefs that aligned with stakeholders’ predictions. Conclusions Goal statements that participants write at the end of a workshop provide data to evaluate training quality. Beliefs surveys surface attitudes that could help or hinder workplace performance. The PE approach provides an innovative framework for health worker training and evaluation that emphasizes performance. PMID:29457126

Training health and safety committees to use control banding: lessons learned and opportunities for the United States.

PubMed

Bracker, Anne L; Morse, Timothy F; Simcox, Nancy J

2009-05-01

Control banding (CB) is a control-focused risk management model that has received international attention. CB strategies are designed to control workplace chemical exposures after the completion of a qualitative risk assessment. Connecticut was one of the first states to provide training on how to use this control-focused tool. Joint labor/management teams and individuals from 34 workplaces attended a control banding workshop and learned how to use one CB model, the United Kingdom (UK) Health and Safety Executive's Control of Substances Hazardous to Health (COSHH) Essentials Toolkit. After the initial training program the investigators used follow-up workshops, questionnaires, site visit data, and case studies to evaluate the training curriculum and assess the utility and effectiveness of this CB strategy. We found that the model is easily learned, although several areas for improvement were identified. Participants from 10 workplaces used COSHH Essentials to evaluate at least one task. The training curriculum was effective in that the agreement between the exposure variables coded by these workplaces and one of the workshop instructors, a certified industrial hygienist (CIH), were highly concordant. The training curriculum and the model promoted a discussion of risk between workers and managers and resulted in the implementation of improvements in the work environment. The model agreed with both the CIH's and the worksites' qualitative risk assessments 65% of the time, and likely over-controlled for 71% (5/7) of the cases of nonagreement. Feedback from workshop participants benefits the current dialogue on the implications of implementing CB in the United States.

Communication skills training for dialysis decision-making and end-of-life care in nephrology.

PubMed

Schell, Jane O; Green, Jamie A; Tulsky, James A; Arnold, Robert M

2013-04-01

Nephrology fellows often face difficult conversations about dialysis initiation or withdrawal but are frequently unprepared for these discussions. Despite evidence that communication skills are teachable, few fellowship programs include such training. A communication skills workshop for nephrology fellows (NephroTalk) focused on delivering bad news and helping patients define care goals, including end-of-life preferences. This 4-hour workshop, held in October and November 2011, included didactics and practice sessions with standardized patients. Participants were nephrology fellows at Duke University and the University of Pittsburgh (n=22). Pre- and post-workshop surveys evaluated efficacy of the curriculum and measured changes in perceived preparedness on the basis on workshop training. Overall, 14% of fellows were white and 50% were male. Less than one-third (6 of 22) reported prior palliative care training. Survey response rate varied between 86% and 100%. Only 36% (8 of 22) and 38% (8 of 21) of respondents had received structured training in discussions for dialysis initiation or withdrawal. Respondents (19 of 19) felt that communication skills were important to being a "great nephrologist." Mean level of preparedness as measured with a five-point Likert scale significantly increased for all skills (range, 0.5-1.14; P<0.01), including delivering bad news, expressing empathy, and discussing dialysis initiation and withdrawal. All respondents (21 of 21) reported they would recommend this training to other fellows. NephroTalk is successful for improving preparedness among nephrology fellows for having difficult conversations about dialysis decision-making and end-of-life care.

Nontechnical skills training for the operating room: A prospective study using simulation and didactic workshop.

PubMed

Pena, Guilherme; Altree, Meryl; Field, John; Sainsbury, David; Babidge, Wendy; Hewett, Peter; Maddern, Guy

2015-07-01

The best surgeons demonstrate skills beyond those required for the performance of technically competent surgery. These skills are described under the term nontechnical skills. Failure in these domains has been associated with adverse events inside the operating room. These nontechnical skills are not learned commonly in a structured manner during surgery training. The main purpose of this study was to explore the effects of participation in simulation-based training, either as a sole strategy or as part of a combined approach on surgeons and surgical trainees nontechnical skills performance in simulation environment. The study consisted of a single-blinded, prospective comparative trial. Forty participants were enrolled, all participating in 2 simulation sessions challenging nontechnical skills comprising 3 surgical scenarios. Seventeen participants attended a 1-day, nontechnical skills workshop between simulation sessions. Scenarios were video-recorded for assessment and debriefing purposes. Assessment was made by 2 observers using the Non-Technical Skills for Surgeons (NOTSS) scoring system. There was a significant improvement in nontechnical skills performance of both groups from the first to the second simulation session, for 2 of the 3 scenarios. No difference in performance between the simulation and the simulation plus workshop groups was noted. This study provides evidence that formal training in nontechnical skills is feasible and can impact positively participants' nontechnical performance in a simulated environment. The addition of a 1-day didactic workshop does not seem to provide additional benefit over simulation-based training as a sole strategy for nontechnical skills training. Copyright © 2015 Elsevier Inc. All rights reserved.

20 CFR 670.940 - What are the requirements for criminal law enforcement jurisdiction on center property?

Code of Federal Regulations, 2010 CFR

2010-04-01

... TRAINING ADMINISTRATION, DEPARTMENT OF LABOR THE JOB CORPS UNDER TITLE I OF THE WORKFORCE INVESTMENT ACT Administrative and Management Provisions § 670.940 What are the requirements for criminal law enforcement...

Strengthening individual capacity in monitoring and evaluation of malaria control programmes to streamline M&E systems and enhance information use in malaria endemic countries.

PubMed

Garley, Ashley; Eckert, Erin; Sie, Ali; Ye, Maurice; Malm, Keziah; Afari, Edwin A; Sawadogo, Mamadou; Herrera, Samantha; Ivanovich, Elizabeth; Ye, Yazoume

2016-05-28

Malaria control interventions in most endemic countries have intensified in recent years and so there is a need for a robust monitoring and evaluation (M&E) system to measure progress and achievements. Providing programme and M&E officers with the appropriate skills is a way to strengthen malaria's M&E systems and enhance information use for programmes' implementation. This paper describes a recent effort in capacity strengthening for malaria M&E in sub-Saharan Africa (SSA). From 2010 to 2014, capacity-strengthening efforts consisted of organizing regional in-person workshops for M&E of malaria programmes for Anglophone and Francophone countries in SSA in collaboration with partners from Ghana and Burkina Faso. Open-sourced online courses were also available in English. A post-workshop assessment was conducted after 5 years to assess the effects of these regional workshops and identify gaps in capacity. The regional workshops trained 181 participants from 28 countries from 2010 to 2014. Trained participants were from ministries of health, national malaria control and elimination programmes, non-governmental organizations, and development partners. The average score (%) for participants' knowledge tests increased from pretest to posttest for Anglophone workshops (2011: 59 vs. 76, 2012: 41 vs. 63, 2013: 51 vs. 73; 2014: 50 vs. 74). Similarly, Francophone workshop posttest scores increased, but were lower than Anglophone due to higher scores at pretest. (2011: 70 vs. 76, 2012: 74 vs. 79, 2013: 61 vs. 68; 2014: 64 vs. 75). Results of the post-workshop assessment revealed that participants retained practical M&E knowledge and skills for malaria programs, but there is a need for a module on malaria surveillance adapted to the pre-elimination context. The workshops were successful because of the curriculum content, facilitation quality, and the engagement of partner institutions with training expertise. Results from the post-workshop assessment will guide the curriculum's development and restructuring for the next phase of workshops. Country-specific malaria M&E capacity needs assessments may also inform this process as countries reduce malaria burden.

Modeling and Simulation for Safeguards and Nonproliferation Workshop

DOE Office of Scientific and Technical Information (OSTI.GOV)

Gilligan, Kimberly V.; Kirk, Bernadette Lugue

2015-01-01

The Modeling and Simulation for Safeguards and Nonproliferation Workshop was held December 15–18, 2014, at Oak Ridge National Laboratory. This workshop was made possible by the Next Generation Safeguards Initiative Human Capital Development (NGSI HCD) Program. The idea of the workshop was to move beyond the tried-and-true boot camp training of nonproliferation concepts to spend several days on the unique perspective of applying modeling and simulation (M&S) solutions to safeguards challenges.

25 CFR 12.31 - Are there any minimum employment standards for Indian country law enforcement personnel?

Code of Federal Regulations, 2010 CFR

2010-04-01

... 25 Indians 1 2010-04-01 2010-04-01 false Are there any minimum employment standards for Indian country law enforcement personnel? 12.31 Section 12.31 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR LAW AND ORDER INDIAN COUNTRY LAW ENFORCEMENT Qualifications and Training Requirements § 12.31 Are there any minimum employment standards...

Reducing intoxication among bar patrons: some lessons from prevention of drinking and driving.

PubMed

Graham, Kathryn; Miller, Peter; Chikritzhs, Tanya; Bellis, Mark A; Clapp, John D; Hughes, Karen; Toomey, Traci L; Wells, Samantha

2014-05-01

Intoxication in and around licensed premises continues to be common, despite widespread training in the responsible service of alcohol and laws prohibiting service to intoxicated individuals. However, research suggests that training and the existence of laws are unlikely to have an impact on intoxication without enforcement, and evidence from a number of countries indicates that laws prohibiting service to intoxicated individuals are rarely enforced. Enforcement is currently hampered by the lack of a standardized validated measure for defining intoxication clearly, a systematic approach to enforcement and the political will to address intoxication. We argue that adoption of key principles from successful interventions to prevent driving while intoxicated could be used to develop a model of consistent and sustainable enforcement. These principles include: applying validated and widely accepted criteria for defining when a person is 'intoxicated'; adopting a structure of enforceable consequences for violations; implementing procedures of unbiased enforcement; using publicity to ensure that there is a perceived high risk of being caught and punished; and developing the political will to support ongoing enforcement. Research can play a critical role in this process by: developing and validating criteria for defining intoxication based on observable behaviour; documenting the harms arising from intoxication, including risk curves associated with different levels of intoxication; estimating the policing, medical and social costs from intoxicated bar patrons; and conducting studies of the cost-effectiveness of different interventions to reduce intoxication. © 2013 Society for the Study of Addiction.

New laws on population urged.

PubMed

1976-12-03

A workshop on ''Population and the Law'' sponsored by the Family Planning Organization of the Philippines and the International Planned Parenthood Federation recommended the following changes in Philippine law to implement family planning: legalization of abortion for women whose life or health are endangered by pregnancy and those who become pregnant despite contraceptives; delaying age of marriage to 18; extension of family planning incentives and maternity leave to women in government service; allow trained nurses and midwives to dispense contractives; legalize sterilization; include sterilization in medicare benefits; specify by law which contraceptive drugs may be dispensed by nonphysicians and nonpharmacists in rural areas; legalize premarital family planning counseling; declare family planning materials tax exempt; encourage reluctant doctors to practice sterilization through professional regulatory agencies; extend industrial family planning services to women living near the plant; launch massive information drives to advise young people of the hazards of premarital sex; strict enforcement of abortion laws in areas where illegal abortion still exists; grant women equal rights in area of consent for sterilization; and eliminate the stigma of illegitimacy for those born out of wedlock.

Careers and Networking: Professional Development for Graduate Students and Post-docs

NASA Astrophysics Data System (ADS)

Jungbluth, S.; Boiteau, R.; Bottjer, D.; De Leo, F. C.; Hawko, N.; Ilikchyan, I.; Bruno, B. C.

2013-12-01

Established in 2006 by the National Science Foundation, the Center for Microbial Oceanography: Research and Education (C-MORE) is a multi-institutional Science and Technology Center based at the University of Hawai i. One of C-MORE's missions is to provide graduate students and post-docs with state-of-the-art training, which primarily occurs through laboratory- and field-based research. Additionally, C-MORE offers a Professional Development Training Program (PDTP) to help students and post-docs develop a range of "soft" skills such as science communication, leadership, proposal writing, teaching and mentoring (Bruno et al, 2013). The PDTP not only provides professional development training to graduate students and post-docs, but also encourages these young scientists to take leadership of their training. The Professional Development Organizing Committee (PDOC), composed of students and post-docs across the various C-MORE institutions, works closely with the Education Office to implement the eight core PDTP modules as well as 'on-demand' workshops. In February 2013, we organized a workshop to promote networking and foster scientific collaborations among C-MORE graduate students and post-doctoral researchers at the seven partner institutions: the University of Hawaii, Massachusetts Institute of Technology, Woods Hole Oceanographic Institution, Oregon State University, University of California Santa Cruz, Monterey Bay Aquarium Research Institute and Columbia University. The workshop was held in New Orleans in conjunction with the 2013 ASLO/ Ocean Sciences national meeting. In this paper, we will describe the student-led planning process, the workshop itself, and evaluation results. We will also present examples of some of the collaborations that resulted from this workshop.

The Influence of In-Service Training, Seminars and Workshops Attendance by Social Studies Teachers on Academic Performance of Students in Junior Secondary Schools In Cross River State, Nigeria

ERIC Educational Resources Information Center

Essien, Ekpenyong Essien; Akpan, Okon Edem; Obot, Imo Martin

2016-01-01

This research examined the influence of in-service training, seminar and workshop attendance by social studies teachers on students' academic performance in Cross River State, Nigeria. To achieve the purpose of this study, one hypothesis was formulated to direct the study. Ex-post facto research design was adopted for the study. A sample of five…

Workshop on Workload and Training, and Examination of their Interactions: Executive summary

NASA Technical Reports Server (NTRS)

Donchin, Emanuel; Hart, Sandra G.; Hartzell, Earl J.

1987-01-01

The goal of the workshop was to bring together experts in the fields of workload and training and representatives from the Dept. of Defense and industrial organizations who are reponsible for specifying, building, and managing advanced, complex systems. The challenging environments and requirements imposed by military helicopter missions and space station operations were presented as the focus for the panel discussions. The workshop permitted a detailed examination of the theoretical foundations of the fields of training and workload, as well as their practical applications. Furthermore, it created a forum where government, industry, and academic experts were able to examine each other's concepts, values, and goals. The discussions pointed out the necessity for a more efficient and effective flow of information among the groups respresented. The executive summary describes the rationale of the meeting, summarizes the primary points of discussion, and lists the participants and some of their summary comments.

Management of hypothermia: impact of lecture-based interactive workshops on training of pediatric nurses.

PubMed

Altun, Insaf; Karakoç, Ali

2012-05-01

This study aimed to determine the efficacy of interactive workshop on the management of hypothermia and its impact on pediatric nurses' training. This is a pretest-to-posttest quasi-experimental descriptive study. Thirty pediatric nurses attended an interactive lecture-based interactive workshop on the management of hypothermia. Participants had to accept an invitation to the presentation before the training event. They completed the lecture, and a multiple-choice question test before and after the lecture was given. There was a significant improvement in mean test scores after the lecture when compared with those before the lecture (mean [SD], 15.5 [1.3] vs 5.0 [1.7], P < 0.001). The information gained in this study will be valuable as a baseline for further research and help guide improvements in the management of hypothermia with the ultimate goal of enhancing safe and quality patient care.

[Achievement and Future Direction of the PEACE Project - A National Education Project for Palliative Care Education].

PubMed

Kizawa, Yoshiyuki; Yamamoto, Ryo

2017-07-01

Although palliative care is assuming an increasingly important role in patient care, most physicians did not learn to provide palliative care during their medical training. To address these serious deficiencies in physician training in palliative care, government decided to provide basic palliative education program for all practicing cancer doctors as a national policy namely Palliative care Emphasis program on symptom management and Assessment for Continuous medical Education(PEACE). The program was 2-days workshop based on adult learning theory and focusing on symptom management and communication. In this 9 years, 4,888 educational workshop has been held, and 93,250 physicians were trained. In prospective observational study, both knowledges and difficulties practicing palliative care were significantly improved. In 2017, the new palliative care education program will be launched including combined program of e-learning and workshop to provide tailor made education based on learner's readiness and educational needs in palliative care.

Learning to teach optics through experiments and demonstrations

NASA Astrophysics Data System (ADS)

Lancis, Jesús; Fernández-Alonso, Mercedes; Martínez-León, Lluis; Tajahuerce-Romera, Enrique; Mínguez-Vega, Gladis

2014-07-01

We have applied an active methodology to pre-service teacher training courses and to active teacher workshops on Optics. As a practical resource, a set of demonstrations has been used to learn how to perform classroom demonstrations. The set includes experiments about polarization and birefringence, optical information transmission, diffraction, fluorescence or scattering. It had been prepared for Science popularization activities and has been employed in several settings with a variety of audiences. In the teacher training sessions, simple but clarifying experiments have been performed by all the participants. Moreover, in these workshops, devices or basic set-ups, like the ones included in our demonstration set, have been built. The practical approach has allowed the enthusiastic sharing of teaching and learning experiences among the workshop participants. We believe that such an active orientation in teacher training courses promotes the active and collaborative teaching and learning of Optics in different levels of Education.

New Technologies to Assist Training in Hospitality Sector

ERIC Educational Resources Information Center

Balta, Sabah

2007-01-01

Hospitality sector needs new technological training tools, which can assist to improve sector employees' skills and services quality. The sector might be more interactive when these technological training tools used on the job-training program. This study addresses to issue of illumination of new technologic tools that enforce training in which…

Workshop--E-leaks: the privacy of health information in the age of electronic information.

PubMed

Vonn, Michael; Lang, Renée; Perras, Maude

2011-10-01

This workshop examined some of the new challenges to health-related privacy emerging as a result of the proliferation of electronic communications and data storage, including through social media, electronic health records and ready access to personal information on the internet. The right to privacy is a human right. As such, protecting privacy and enforcing the duty of confidentiality regarding health information are fundamental to treating people with autonomy, dignity and respect. For people living with HIV, unauthorized disclosure of their status can lead to discrimination and breaches of other human rights. While this is not new, in this information age a new breed of privacy violation is emerging and our legal protections are not necessarily keeping pace.

Closing the gap: training for healthcare workers and people with disabilities on the interrelationship of HIV and disability.

PubMed

Hanass-Hancock, Jill; Alli, Farzana

2015-01-01

HIV and disability are interrelated providing a double burden to HIV endemic countries in East and Southern Africa and their already fragile health systems. Although literature reveals that people with disabilities are particularly vulnerable to HIV and that HIV, its opportunistic infections and treatments can cause disability, only few interventions target this issue and none have been evaluated in this region. Formative evaluation was undertaken with regard to the effectiveness of a workshop-based intervention for healthcare workers and people with disabilities on the intersection of disability and HIV in order to inform the further development of this intervention. The formative evaluation assessed participants' perception of the inclusion of disability in HIV services and of opportunities to initiate change after the workshops. It also captured their experiences in utilising knowledge and skills after the workshops using quantitative (short checklist and ranking exercise) and qualitative (semi-structured interviews) methods of inquiry. Frequencies and conventional content analysis were used in the analysis of the data. This study presents an example of applied research conducted under real-world conditions. 60 healthcare workers and people with disabilities took part in this pilot workshop training and participated in the formative evaluation. Healthcare workers and people with disabilities alike identified various barriers to access health services. Reasonable accommodation was perceived as being mainly absent by most participants, while some participants indicated a lack of physical accessibility in the form of universal design. Participants also identified a lack of integration of services and disability-related skills within the healthcare staff. Participants reported a number of enablers, success and challenges while implementing the knowledge from the workshops related to structural issues, service provision and integration. While participants worked on health workers' attitudes and accessibility of services, screening and referrals practice was not improved through the workshops. Formative evaluation indicates that the workshops can be effective not only in sensitising healthcare workers and people with disabilities to opportunities to improve services for people with disabilities but also to provide knowledge and skills to initiate improvements. Skills that need more practical training (e.g. screening for disability) need to be trained in more detail, and this will inform the adaptation of the workshops. However, the workshop evaluation also revealed that without policy implementation and budget allocations this change would only be limited. Implications for Rehabilitation HIV, its co-morbidities and treatments cause health conditions and impairments that have the potential to develop into disability. People with disabilities are at increased risk of exposure to HIV. Rehabilitation professionals, healthcare workers and people with disabilities can be sensitised in a three-day workshop on the relationship of disability and HIV. However, the trained participants can only implement no or low-cost elements of interventions, while high-cost interventions need budget allocations at provincial and national level.

News Quantum physics: German Physical Society spring meeting Journal access: American Physical Society's online journals will be available for free in all US high schools Award: High-school physics teacher receives American award for excellence Teacher training: Fobinet offers coordination of teacher-training activities Astronomy: Astronomy fans see stars at Astrofest Conference: Delegates enjoy the workshops and activities at CPD conference Forthcoming events

NASA Astrophysics Data System (ADS)

2011-05-01

Quantum physics: German Physical Society spring meeting Journal access: American Physical Society's online journals will be available for free in all US high schools Award: High-school physics teacher receives American award for excellence Teacher training: Fobinet offers coordination of teacher-training activities Astronomy: Astronomy fans see stars at Astrofest Conference: Delegates enjoy the workshops and activities at CPD conference Forthcoming events

The Role of Therapist Training in the Implementation of Psychosocial Treatments: A Review and Critique with Recommendations

PubMed Central

Herschell, Amy D.; Kolko, David J.; Baumann, Barbara L.; Davis, Abigail C.

2010-01-01

Evidence-based treatments (EBT) are underutilized in community settings, where consumers are often seen for treatment. Underutilization of EBTs may be related to a lack of empirically informed and supported training strategies. The goals of this review are to understand the state of the literature for training therapists in psychotherapy skills and to offer recommendations to improve research in this area. Results of this review of 55 studies evaluating six training methods indicate that multi-component trainings have been studied most often and have most consistently demonstrated positive training outcomes relative to other training methods. Studies evaluating utility of reading, self-directed trainings, and workshops have documented that these methods do not routinely produce positive outcomes. Workshop follow-ups help to sustain outcomes. Little is known about the impact of train-the-trainer methods. Methodological flaws and factors that may influence training outcome and future directions are also reviewed. PMID:20304542

Head Start Supplementary Training/Child Development Associate Program: Workshop II. A Report of a National Conference (San Antonio, Texas, May 17-19, 1978).

ERIC Educational Resources Information Center

University Research Corp., Bethesda, MD.

This report summarizes the proceedings of the second National Child Development Associate (CDA) Workshop conducted by University Research Corporation with the Administration for Children, Youth and Families (ACYF). The purpose of the workshop was to provide information and assistance to staff from Head Start grantees, educational institutions, and…

Thai East-West Community College Workshop (Bangkok, Thailand, November 20-27, 2001). A Report.

ERIC Educational Resources Information Center

Community Colleges for International Development, Inc.

This is a report on a workshop held in Hawaii with representatives from United States community college and the Thai Ministry of Education to help form the East-West Consortium for Community College Development in Thailand. Recommendations from the workshop included plans for a U.S. community college training team to visit Thailand and help begin…

Informationstechnische Weiterbildung Fur Frauen Von Frauen: Internationaler Workshop = Education in Informatics for Women By Women: International Workshop (Hamburg, Germany, November 30-December 3, 1992).

ERIC Educational Resources Information Center

Ellebrecht, Ingrid, Ed.; And Others

This document presents workshop results and participants' reports from the international conference "Train the Trainers in Information and Communication Technology." The participants consisted of 18 women and one man from Czechoslovakia, Russia, Latvia, Bulgaria, Romania, Mongolia, Jordan, Egypt, and the Philippines. Eleven reports were presented…

The evaluation of a burnout workshop for community nurses.

PubMed

Schaufeli, W B

1995-01-01

This study evaluates the effects of a burnout workshop that was conducted for community nurses (N = 64). The workshop included relaxation training, didactic and cognitive stress management, interpersonal skills training, and the enhancement of a more realistic professional role. The nurses' symptom levels (i.e., emotional exhaustion, tedium, psychological strain, and somatic complaints decreased significantly. However no significant changes were observed in the attitudinal component of burnout: the nurses' negative attitudes toward their recipients (depersonalization) and toward their performance on the job (reduced personal accomplishment) did not decrease. In addition, personality (i.e., the nurses' level of reactivity) played a moderating role: low reactive nurses who, by definition, are rather resistant to stress benefited more from the workshop than did high reactive nurses who are less resistant to stress. Since no control group was included, the results of this study are tentative and should be confirmed by future research.

Advancing climate literacy in Idaho K-12 schools using STEM education approaches, open source electronics, and Maker culture as vehicles for teacher training

NASA Astrophysics Data System (ADS)

Flores, A. N.; Gelb, L.; Watson, K. A.; Steimke, A.; Chang, C.; Busche, C.; Breidenbach, J.

2016-12-01

A climate literate citizenry is essential to the long-term success of climate change adaptation and to enhancing resilience of communities to climate change impacts. In support of a National Science Foundation CAREER award, we developed a teacher training workshop on a project that engages students in creating functioning, low-cost weather stations using open source electronics. The workshop aims to improve climate literacy among K-12 students while providing an authentic opportunity to acquire and hone STEM skills. Each station measures temperature, humidity, barometric pressure, light level, soil moisture, and precipitation occurrence. Our day-long workshop focuses on three elements: (1) providing context on the scientific importance of climate observation, (2) equipping teachers with technical skills needed to assemble and use a station from provided components, and (3) highlighting relevant educational standards met by the weather station activities. The workshop was attended by twelve 4th-9th grade teachers from southwest Idaho, all of whom teach at rural and/or Title I schools. Attendees reported having minimal or no previous experience with open source electronics, but all were able to effectively use their weather station with less than two hours of hands-on training. In written and oral post-workshop reflections teachers expressed a strong desire to integrate these activities into classrooms, but also revealed barriers associated with rigid curricular constraints and risk-averse administrators. Continued evolution of the workshop will focus on: (1) extending the duration and exploratory depth of the workshop, (2) refining pre- and post-assessments and performing longitudinal monitoring of teacher participants to measure short- and long-term efficacy of the workshop, and (3) partnering with colleagues to engage school district administrators in dialog on how to integrate authentic activities like this one into K-12 curriculum.

Restaurant supervisor safety training: evaluating a small business training intervention.

PubMed

Bush, Diane; Paleo, Lyn; Baker, Robin; Dewey, Robin; Toktogonova, Nurgul; Cornelio, Deogracia

2009-01-01

We developed and assessed a program designed to help small business owners/managers conduct short training sessions with their employees, involve employees in identifying and addressing workplace hazards, and make workplace changes (including physical and work practice changes) to improve workplace safety. During 2006, in partnership with a major workers' compensation insurance carrier and a restaurant trade association, university-based trainers conducted workshops for more than 200 restaurant and food service owners/managers. Workshop participants completed posttests to assess their knowledge, attitudes, and intentions to implement health and safety changes. On-site follow-up interviews with 10 participants were conducted three to six months after the training to assess the extent to which program components were used and worksite changes were made. Post-training assessments demonstrated that attendees increased their understanding and commitment to health and safety, and felt prepared to provide health and safety training to their employees. Follow-up interviews indicated that participants incorporated core program concepts into their training and supervision practices. Participants conducted training, discussed workplace hazards and solutions with employees, and made changes in the workplace and work practices to improve workers' health and safety. This program demonstrated that owners of small businesses can adopt a philosophy of employee involvement in their health and safety programs if provided with simple, easy-to-use materials and a training demonstration. Attending a workshop where they can interact with other owners/ managers of small restaurants was also a key to the program's success.

Holography demonstrations and workshops for science and engineering outreach

NASA Astrophysics Data System (ADS)

Thomas, Weston; Kruse, Kevin; Middlebrook, Christopher

2012-10-01

The SPIE/OSA Student Chapter at Michigan Technological University have developed demonstrations and workshops for science and engineering outreach. The practical approach to holography promotes the study of photonic related sciences in high school and college-aged students. An introduction to laser safety, optical laboratory practices, and basic laser coherence theory is given in order to first introduce the participants to the science behind the holograms. The students are then able to create a hologram of an item of their choice, personalizing the experience. By engaging directly, the students are able to see how the theory is applied and also enforces a higher level of attention from them so no mistakes are made in their hologram. Throughout the course participants gain an appreciation for photonics by learning how holograms operate and are constructed through hands on creation of their own holograms. This paper reviews the procedures and methods used in the demonstrations and workshop while examining the overall student experience.

SUPPORT FOR HU CFRT SUMMER HIGH SCHOOL FUSION WORKSHOP

DOE Office of Scientific and Technical Information (OSTI.GOV)

Punjabi, Alkesh

Nine summer fusion science research workshops for minority and female high school students were conducted at the Hampton University Center for Fusion Research and Training from 1996 to 2005. Each workshop was of the duration of eight weeks. In all 35 high school students were mentored. The students presented 28 contributed papers at the annual meetings of the American Physical Society Division of Plasma Physics. These contributed papers were very well received by the plasma physics and fusion science research community. The students won a number of prestigious local, state, and national honors, awards, prizes, and scholarships. The notable amongmore » these are the two regional finalist positions in the 1999 Siemens-Westinghouse Science and Technology Competitions; 1st Place U.S. Army Award, 2006; 1st Place U.S. Naval Science Award, 2006; Yale Science and Engineering Association Best 11th Grade Project, 2006; Society of Physics Students Book Award, 2006; APS Corporate Minority Scholarship and others. This workshop program conducted by the HU CFRT has been an exemplary success, and served the minority and female students exceptionally fruitfully. The Summer High School Fusion Science Workshop is an immensely successful outreach activity conducted by the HU CFRT. In this workshop, we train, motivate, and provide high quality research experiences to young and talented high school scholars with emphasis on under-represented minorities and female students in fusion science and related areas. The purpose of this workshop is to expose minority and female students to the excitement of research in science at an early stage in their academic lives. It is our hope that this may lead the high school students to pursue higher education and careers in physical sciences, mathematics, and perhaps in fusion science. To our knowledge, this workshop is the first and only one to date, of fusion science for under-represented minorities and female high school students at an HBCU. The faculty researchers in the HU CFRT mentor the students during summers. Mentors spend a considerable amount of time and efforts in training, teaching, guiding and supervising research projects. The HU CFRT has so far conducted nine workshops during the summers of 1996-2000 and 2002-2005. The first workshop was conducted in summer 1996. Students for the workshop are chosen from a national pool of exceptionally talented high school rising seniors/juniors. To our knowledge, most of these students have gone on to prestigious universities such as Duke University, John Hopkins University, CalTech, UCLA, Hampton University, etc. after completing their high school. For instance, Tiffany Fisher, participant of the 1996 summer workshop completed her BS in Mathematics at Hampton University in May 2001. She then went on to Wake Forest University at Winston-Salem, North Carolina to pursue graduate studies. Anshul Haldipur, participant of the 1999 summer workshop, began his undergraduate studies at Duke University in 2000. Christina Nguyen and Ilissa Martinez, participants of the 2000 summer workshop, are pursuing their undergraduate degrees at the UCLA and Florida State University respectively. The organizing committee of the APS DPP annual meeting invited Dr. Punjabi to deliver an invited talk on training the next generation of fusion scientists and engineers at the 2005 APS DPP meeting in Denver, CO. The organizing committee distributed a special flier with the Bulletin to highlight this invited talk and another talk on education as well the expo. This has given wide publicity and recognition to our workshops and Hampton University. Prof. Punjabi's talk: 'LI2 2: Training the next generation of fusion scientists and engineers: summer high school fusion science workshop, Bull. Amer. Phys. Soc. 50, 221 (2005)' was very well-received. He talked about HU education and outreach initiative and the HU CFRT Summer High School Workshop. The audience had a considerable number of questions about our workshops and the High School to PhD Pipeline in fusion science. Professor William Mathews of University of Delaware offered to give the HU Team MHD codes to use, and Professor Birdsall of University of California, Berkeley, plasma theory and simulation group, offered to give the team simple simulation codes to use. We are very happy and proud and very gratified by this, and we thank the US DOE OFES, Dr. Sam Barish and Dr. Michael Crisp for their support and encouragement.« less

Sustained change in didactic skills--does teacher training last?

PubMed

Kuhnigk, Olaf; Schreiner, Julia; Harendza, Sigrid

2013-01-01

Teacher training programmes are necessary assets in faculty development. Few data exist on their long-term effects on participants' teaching skills. Our aim was to study participants' didactic competencies up to four years after attending a newly established faculty development workshop at Hamburg Medical School. Of the 322 participants who attended our teacher training between 2006 and 2009, 313 received a self-assessment and evaluation questionnaire in 2010. This follow-up self-assessment (t2) was compared with their self-assessment of the same didactic competencies before (t0) and directly after (t1) the training. Correlations between participants' personal reasons to attend the workshop and their assessment of didactic competencies were investigated. Self-assessment was significantly higher at the time of follow-up (t2) for all cohorts compared to the assessment before the workshop (t0). Personal reasons for participation differed greatly between voluntary and mandatory. However, self-assessment of the didactic competencies (t2) was not different between these groups. Participants involved in objective structured clinical examinations (OSCE) rated their competency in this field higher than participants without OSCE involvement. In conclusion, teacher training can be effective in the long run even when participation is mandatory. Competencies seem to be retained best when the content of the training fits participants' teaching activities.

Sustained change in didactic skills - does teacher training last?

PubMed Central

Kuhnigk, Olaf; Schreiner, Julia; Harendza, Sigrid

2013-01-01

Teacher training programmes are necessary assets in faculty development. Few data exist on their long-term effects on participants’ teaching skills. Our aim was to study participants’ didactic competencies up to four years after attending a newly established faculty development workshop at Hamburg Medical School. Of the 322 participants who attended our teacher training between 2006 and 2009, 313 received a self-assessment and evaluation questionnaire in 2010. This follow-up self-assessment (t2) was compared with their self-assessment of the same didactic competencies before (t0) and directly after (t1) the training. Correlations between participants’ personal reasons to attend the workshop and their assessment of didactic competencies were investigated. Self-assessment was significantly higher at the time of follow-up (t2) for all cohorts compared to the assessment before the workshop (t0). Personal reasons for participation differed greatly between voluntary and mandatory. However, self-assessment of the didactic competencies (t2) was not different between these groups. Participants involved in objective structured clinical examinations (OSCE) rated their competency in this field higher than participants without OSCE involvement. In conclusion, teacher training can be effective in the long run even when participation is mandatory. Competencies seem to be retained best when the content of the training fits participants’ teaching activities. PMID:24062817

Development and evaluation of training in culturally specific screening and brief intervention for hospital patients with alcohol-related injuries.

PubMed

Whitty, Megan; Nagel, Tricia; Jayaraj, Rama; Kavanagh, David

2016-02-01

To evaluate health practitioners' confidence and knowledge of alcohol screening, brief intervention and referral after training in a culturally adapted intervention on alcohol misuse and well-being issues for trauma patients. Mixed methods, involving semi-structured interviews at baseline and a post-workshop questionnaire. Targeted acute care within a remote area major tertiary referral hospital. Ten key informants and 69 questionnaire respondents from relevant community services and hospital-based health care professionals. Screening and brief intervention training workshops and resources for 59 hospital staff. Self-reported staff knowledge of alcohol screening, brief intervention and referral, and satisfaction with workshop content and format. After training, 44% of participants reported being motivated to implement alcohol screening and intervention. Satisfaction with training was high, and most participants reported that their knowledge of screening and brief intervention was improved. Targeted educational interventions can improve the knowledge and confidence of inpatient staff who manage patients at high risk of alcohol use disorder. Further research is needed to determine the duration of the effect and influence on practice behaviour. Ongoing integrated training, linked with systemic support and established quality improvement processes, is required to facilitate sustained change and widespread dissemination. © 2015 National Rural Health Alliance Inc.

Evaluation of a training program for device operators in the Australian Government's Point of Care Testing in General Practice Trial: issues and implications for rural and remote practices.

PubMed

Shephard, Mark D; Mazzachi, Beryl C; Watkinson, Les; Shephard, Anne K; Laurence, Caroline; Gialamas, Angela; Bubner, Tanya

2009-01-01

From September 2005 to February 2007 the Australian Government funded the Point of Care Testing (PoCT) in General Practice Trial, a multi-centre, cluster randomised controlled trial to determine the safety, clinical effectiveness, cost-effectiveness and satisfaction of PoCT in General Practice. In total, 53 practices (23 control and 30 intervention) based in urban, rural or remote locations across three states (South Australia [SA], New South Wales [NSW] and Victoria [VIC]) participated in the Trial. Control practices had pathology testing performed by their local laboratory, while intervention practices conducted pathology testing by PoCT. In total, 4968 patients (1958 control and 3010 intervention) participated in the Trial. The point-of-care (PoC) tests performed by intervention practices were: haemoglobin A1c (HbA1c) and urine albumin:creatinine ratio (ACR) on patients with diabetes, total cholesterol, triglyceride and high density lipoprotein (HDL) cholesterol on patients with hyperlipidaemia, and international normalised ratio (INR) on patients on anticoagulant therapy. Three PoCT devices measured these tests: the Siemens DCA 2000 (Siemens HealthCare Diagnostics, Melbourne, VIC, Australia) for HbA1c and urine ACR; Point of Care Diagnostics Cholestech LDX analyser (Point of Care Diagnostics; Sydney, NSW, Australia) for lipids; and the Roche CoaguChek S (Roche Diagnostics; Sydney, NSW, Australia) for INR. Point-of-care testing in the General Practice Trial was underpinned by a quality management framework which included an on-going training and competency program for PoCT device operators. This article describes the design, implementation and results of the training and competency program. An education and training resource package was developed for the Trial consisting of a training manual, a set of A3 laminated posters and a CD ROM. Five initial training workshops were held for intervention practices from each geographic region between August and October 2005 at three centres - Adelaide (SA), Bendigo (VIC) and Dubbo (NSW). These workshops combined theoretical training in the principles and practice of PoCT with 'hands on' practical training delivered in interactive small group sessions. At the completion of training, practice staff undertook a written and practical competency assessment and received a certificate of competency as a qualified device operator. Following each initial training workshop, practice staff completed a short satisfaction survey. Five refresher training workshops covering all geographic regions were delivered during late August 2006, coinciding with the 12 month point of the live phase of the Trial. At the completion of the Trial in February 2007, device operators completed a further questionnaire. Sixty device operators from 31 practices completed training and competency assessment as part of the Initial Training Workshop series. A further 20 device operators from 12 of the practices were trained in the 12 month period after the initial workshops; 19 of these staff were from rural or remote practices. In total 80 device operators comprising 74 practice staff and six GPs from 31 practices were trained and received competency certificates as part of Trial. In all, 19 device operators left the Trial either through personal resignation from an existing practice or because their practice withdrew from the Trial; the majority (84%) were from rural and remote practices. A total of 42 device operators from 25 practices attended refresher training in the second half of 2006. Results from the satisfaction questionnaire completed by device operators following the initial training workshops showed there was unanimous agreement that the posters were useful for the conduct of daily PoCT and practical training in small groups was satisfactory as a training method. The quality and appropriateness of the PoCT training resources and the workshop overall was rated as either good or excellent by all respondents (100% and 78%, respectively). The responses by device operators to the post-Trial satisfaction questionnaire found a high level of satisfaction with PoCT across all geographic regions. Device operators from remote practices had the highest satisfaction levels for quality of training, usefulness of the training manual, ease of use of devices, confidence in the accuracy of PoCT results and preference for PoCT over laboratory testing. The usefulness of the posters for conducting PoCT achieved the highest satisfaction rating among operators from all three geographic regions. However the highest staff turnover rates and the highest number of requests for training of additional staff were from rural and remote practices. The methods established for the implementation and delivery of training and competency assessment for the PoCT in General Practice Trial were appropriate and effective. Results of the evaluation showed rural and remote practices have a greater need for training and support compared to their urban counterparts and may require more flexible training options to cater for much higher rates of staff turnover.

29 CFR 1952.173 - Developmental schedule.

Code of Federal Regulations, 2010 CFR

2010-07-01

...) Inservice training plans for enforcement personnel will be developed within 18 months of plan approval. (f... (CONTINUED) APPROVED STATE PLANS FOR ENFORCEMENT OF STATE STANDARDS California § 1952.173 Developmental schedule. (a) Within 1 year following plan approval, legislation will be enacted authorizing complete...

28 CFR 65.41 - Review of State applications.

Code of Federal Regulations, 2012 CFR

2012-07-01

... Section 65.41 Judicial Administration DEPARTMENT OF JUSTICE (CONTINUED) EMERGENCY FEDERAL LAW ENFORCEMENT.... The Act provides the basis for review and approval or disapproval of state applications. Federal law... of the Federal law enforcement community (e.g., equipment, training, information, or personnel) shall...

28 CFR 65.41 - Review of State applications.

Code of Federal Regulations, 2011 CFR

2011-07-01

... Section 65.41 Judicial Administration DEPARTMENT OF JUSTICE (CONTINUED) EMERGENCY FEDERAL LAW ENFORCEMENT.... The Act provides the basis for review and approval or disapproval of state applications. Federal law... of the Federal law enforcement community (e.g., equipment, training, information, or personnel) shall...

28 CFR 65.41 - Review of State applications.

Code of Federal Regulations, 2013 CFR

2013-07-01

... Section 65.41 Judicial Administration DEPARTMENT OF JUSTICE (CONTINUED) EMERGENCY FEDERAL LAW ENFORCEMENT.... The Act provides the basis for review and approval or disapproval of state applications. Federal law... of the Federal law enforcement community (e.g., equipment, training, information, or personnel) shall...

28 CFR 65.41 - Review of State applications.

Code of Federal Regulations, 2014 CFR

2014-07-01

... Section 65.41 Judicial Administration DEPARTMENT OF JUSTICE (CONTINUED) EMERGENCY FEDERAL LAW ENFORCEMENT.... The Act provides the basis for review and approval or disapproval of state applications. Federal law... of the Federal law enforcement community (e.g., equipment, training, information, or personnel) shall...

A simulator-based nuclear reactor emergency response training exercise.

PubMed

Waller, Edward; Bereznai, George; Shaw, John; Chaput, Joseph; Lafortune, Jean-Francois

Training offsite emergency response personnel basic awareness of onsite control room operations during nuclear power plant emergency conditions was the primary objective of a week-long workshop conducted on a CANDU® virtual nuclear reactor simulator available at the University of Ontario Institute of Technology, Oshawa, Canada. The workshop was designed to examine both normal and abnormal reactor operating conditions, and to observe the conditions in the control room that may have impact on the subsequent offsite emergency response. The workshop was attended by participants from a number of countries encompassing diverse job functions related to nuclear emergency response. Objectives of the workshop were to provide opportunities for participants to act in the roles of control room personnel under different reactor operating scenarios, providing a unique experience for participants to interact with the simulator in real-time, and providing increased awareness of control room operations during accident conditions. The ability to "pause" the simulator during exercises allowed the instructors to evaluate and critique the performance of participants, and to provide context with respect to potential offsite emergency actions. Feedback from the participants highlighted (i) advantages of observing and participating "hands-on" with operational exercises, (ii) their general unfamiliarity with control room operational procedures and arrangements prior to the workshop, (iii) awareness of the vast quantity of detailed control room procedures for both normal and transient conditions, and (iv) appreciation of the increased workload for the operators in the control room during a transient from normal operations. Based upon participant feedback, it was determined that the objectives of the training had been met, and that future workshops should be conducted.

Mapping training needs for dissemination and implementation research: lessons from a synthesis of existing D&I research training programs.

PubMed

Chambers, David A; Proctor, Enola K; Brownson, Ross C; Straus, Sharon E

2017-09-01

With recent growth in the field of dissemination and implementation (D&I) research, multiple training programs have been developed to build capacity, including summer training institutes, graduate courses, degree programs, workshops, and conferences. While opportunities for D&I research training have expanded, course organizers acknowledge that available slots are insufficient to meet demand within the scientific and practitioner community. In addition, individual programs have struggled to best fit various needs of trainees, sometimes splitting coursework between specific D&I content and more introductory grant writing material. This article, stemming from a 2013 NIH workshop, reviews experiences across multiple training programs to align training needs, career stage and role, and availability of programs. We briefly review D&I needs and opportunities by career stage and role, discuss variations among existing training programs in format, mentoring relationships, and other characteristics, identify challenges of mapping needs of trainees to programs, and present recommendations for future D&I research training.

Advanced Learning Technologies and Learning Networks and Their Impact on Future Aerospace Workforce

NASA Technical Reports Server (NTRS)

Noor, Ahmed K. (Compiler)

2003-01-01

This document contains the proceedings of the training workshop on Advanced Learning Technologies and Learning Networks and their impact on Future Aerospace Workforce. The workshop was held at the Peninsula Workforce Development Center, Hampton, Virginia, April 2 3, 2003. The workshop was jointly sponsored by Old Dominion University and NASA. Workshop attendees came from NASA, other government agencies, industry, and universities. The objectives of the workshop were to: 1) provide broad overviews of the diverse activities related to advanced learning technologies and learning environments, and 2) identify future directions for research that have high potential for aerospace workforce development. Eighteen half-hour overviewtype presentations were made at the workshop.

Ports and Waterways Safety Assessment Workshop Report for Passamaquoddy Bay, ME

DTIC Science & Technology

2006-10-04

more impacted/conducted than commercial and recreational fishing)…clammers operate in the area. Sea cucumbers , herring. • Recreational fishing...discussed. The transit route from sea to Eastport consists of passage through the Bay of Fundy to Head Harbor Passage and Friar Roads. Vessels calling...more enforcement of regulations, conduct more at sea boarding. 1 Not Defined • Require mandatory or standardized equipment 1 Not Defined • Provide

Public health training online: the National Center for Suicide Prevention Training.

PubMed

Stone, Deborah M; Barber, Catherine W; Potter, Lloyd

2005-12-01

Suicide is a serious public health problem, and training in suicide prevention has not kept pace with recent rapid growth of the field. To address this concern, the Harvard Injury Control Research Center and Education Development Center, Inc., launched the National Center for Suicide Prevention Training (NCSPT) with funding by the Maternal and Child Health Bureau of the Health Resources Services Administration. NCSPT offers an online professional development workshop series for public officials, service providers, and community-based coalitions involved in suicide prevention. Using a public health framework of prevention, the three workshops implemented to date have drawn over 1200 participants nationally and internationally over the past 3 years. Workshop participants completing the post-test and evaluation show consistent improvement in their knowledge of suicide, rate their online training experience positively, and report that they would take additional online courses if offered. A barrier to objective evaluation of the courses, however, is the high attrition rates of the courses, an expected feature of free online courses. Online training is a valuable option to help meet suicide prevention training needs employing flexible, easy-to-use, and inexpensive Internet technology. With its growing presence in the field, NCSPT will continue to develop new courses to improve the ability of professionals and community-based coalitions to reduce suicide and its devastating impact on public health.

CONARC Training Workshop, Fort Gordon, Georgia, 5-7 October 1971. Volume V. Methods and Media Specialty Workshop.

DTIC Science & Technology

1971-10-01

training dogs." V-5 Specialty Vorkshop Schedule for MEHODS AND MEDIA Location nd Capacity: Studio 3, Nelson Civilian Consultant: Dr Leslie J. Briggs...vary different combinations of environmental variables. Slide 5 (System Aspects) System Aspects Now that we have made the decision to use simulation...reactions to the general environmental stimuli, the duration of the interaction between man and enviromnent, the degree of contact provided by the

[French language training course: malaria workshop organized by Institut Pasteur de Madagascar].

PubMed

Domarle, O; Randrianarivelojosia, M; Duchemin, J B; Robert, V; Ariey, F; Hommel, M

2007-10-01

The Malaria Workshop organized by Institut Pasteur de Madagascar is an original course that applies innovative concepts to training of health professionals involved in malaria control in endemic countries. Course objectives are to enhance the skills needed to fight malaria (transversal competencies, critical approach, and position statement), to reinforce project cycle management proficiency, and to demonstrate how the Internet can be used as a source of documentation to compensate for geographical isolation. The Malaria Workshop is a six-consecutive-week full-day course that has been presented once a year since 2003. Seventy-six researchers, physicians or health ministry officials have already benefited from this training. Teaching methods emphasize andragogy that facilitates a learner/mentor relationship promoting exchange rather than transmission of knowledge and problem-based learning that engages learners to take an active part in gathering information. These methods in combination with the diverse backgrounds and experience of course participants foster a positive dynamic environment for learning that is monitored by weekly progress evaluation. Follow-up surveys have confirmed the positive effect of this training on the professional performance of former participants who become more involved in program development and fund-raising efforts. A professional network is growing and learners are starting to their experience. In this report workshop organizers describe the course's origins and concepts and present the conclusions drawn based on the first five yearly sessions.

Hands-on workshops as an effective means of learning advanced technologies including genomics, proteomics and bioinformatics.

PubMed

Reisdorph, Nichole; Stearman, Robert; Kechris, Katerina; Phang, Tzu Lip; Reisdorph, Richard; Prenni, Jessica; Erle, David J; Coldren, Christopher; Schey, Kevin; Nesvizhskii, Alexey; Geraci, Mark

2013-12-01

Genomics and proteomics have emerged as key technologies in biomedical research, resulting in a surge of interest in training by investigators keen to incorporate these technologies into their research. At least two types of training can be envisioned in order to produce meaningful results, quality publications and successful grant applications: (1) immediate short-term training workshops and (2) long-term graduate education or visiting scientist programs. We aimed to fill the former need by providing a comprehensive hands-on training course in genomics, proteomics and informatics in a coherent, experimentally-based framework. This was accomplished through a National Heart, Lung, and Blood Institute (NHLBI)-sponsored 10-day Genomics and Proteomics Hands-on Workshop held at National Jewish Health (NJH) and the University of Colorado School of Medicine (UCD). The course content included comprehensive lectures and laboratories in mass spectrometry and genomics technologies, extensive hands-on experience with instrumentation and software, video demonstrations, optional workshops, online sessions, invited keynote speakers, and local and national guest faculty. Here we describe the detailed curriculum and present the results of short- and long-term evaluations from course attendees. Our educational program consistently received positive reviews from participants and had a substantial impact on grant writing and review, manuscript submissions and publications. Copyright © 2013. Production and hosting by Elsevier Ltd.

Simulation-Based Communication Skills Training for Experienced Clinicians to Improve Family Conversations About Organ and Tissue Donation.

PubMed

Potter, Julie Elizabeth; Gatward, Jonathan J; Kelly, Michelle A; McKay, Leigh; McCann, Ellie; Elliott, Rosalind M; Perry, Lin

2017-12-01

The approach, communication skills, and confidence of clinicians responsible for raising deceased organ donation may influence families' donation decisions. The aim of this study was to increase the preparedness and confidence of intensive care clinicians allocated to work in a "designated requester" role. We conducted a posttest evaluation of an innovative simulation-based training program. Simulation-based training enabled clinicians to rehearse the "balanced approach" to family donation conversations (FDCs) in the designated requester role. Professional actors played family members in simulated clinical settings using authentic scenarios, with video-assisted reflective debriefing. Participants completed an evaluation after the workshop. Simple descriptive statistical analysis and content analysis were performed. Between January 2013 and July 2015, 25 workshops were undertaken with 86 participants; 82 (95.3%) returned evaluations. Respondents were registered practicing clinicians; over half (44/82; 53.7%) were intensivists. Most attended a single workshop. Evaluations were overwhelmingly positive with the majority rating workshops as outstanding (64/80; 80%). Scenario fidelity, competence of the actors, opportunity to practice and receive feedback on performance, and feedback from actors, both in and out of character, were particularly valued. Most (76/78; 97.4%) reported feeling more confident about their designated requester role. Simulation-based communication training for the designated requester role in FDCs increased the knowledge and confidence of clinicians to raise the topic of donation.

Air-Base Remediation Workshop - Section 3 Bioventig

EPA Science Inventory

Pursuant to the EPA-AIT Implementing Arrangement 7 for Technical Environmental Collaboration, Activity 11 "Remediation of Contaminated Sites," the USEPA Office of International Affairs Organized a Forced Air Remediation Workshop in Taipei to deliver expert training to the Environ...

Air-Based Remediation Workshop - Section 6 Thermal Systems

EPA Science Inventory

Pursuant to the EPA-AIT Implementing Arrangement 7 for Technical Environmental Collaboration, Activity 11 "Remediation of Contaminated Sites," the USEPA Office of International Affairs Organized a Forced Air Remediation Workshop in Taipei to deliver expert training to the Environ...

Programs for Intercultural Adaptation: Practical Training Course

ERIC Educational Resources Information Center

Kleen, Sue

1970-01-01

Briefly described is an extension workshop conducted in the United States to help home economists from other countries adapt and translate nutritional principles to their respective cultural circumstances. Included is a description of the workshop's curriculum objectives and content. (SB)

An assessment of inservice training on the applications in biology/chemistry curriculum from the Center of Occupational Research and Development

NASA Astrophysics Data System (ADS)

Jobe, Robert Dale

Scope and method of study. The scope of the study consisted of respondents to a survey sent to all the participants of the inservice workshops for the Applied Biology/Chemistry curriculum from CORD. One hundred and six surveys were sent to teachers trained for Applied Biology/Chemistry classes for high school credit as a laboratory science requirement. Sixty-two people returned the questionnaire who were present or past teachers of Applied Biology/Chemistry classes for high school credit. The study assessed the participants' expectations and satisfaction with inservice training provided for certification in Oklahoma over the past five years. A common set of objectives that participants rated for importance to philosophy and strategies needed to successfully teach Applications in Biology/Chemistry using the curriculum written by the Center for Occupational Research and Development was evaluated for significance. Findings and conclusions. The analysis of the data revealed that the respondents' expectations and satisfaction were both above average for the workshop they attended. Therefore, it was concluded that the first seventeen objectives of this study should be the mainstay of any workshop used to train future teachers of Applications of Biology/Chemistry for high school credit. Eleven of the first seventeen questions (objectives) were found to be statistically significant at the alpha =.05 level. Therefore it was concluded that an increased emphasis on instruction in the guideline (objectives) areas that were statistically significant should be provided in future workshops. The respondents' answers to the survey questions provided insight on the time line configuration and structure of future workshops for teachers of Application in Biology/Chemistry for high school credit. Therefore it was concluded that workshops should be ten days in length, 6-8 hours a day of instruction, with follow-up sessions offered, college credit given and a stipend awarded. The days, months and structure of meetings should be arranged to facilitate attendance by participants.

Training for staff who support students.

PubMed

Flynn, Eleanor; Woodward-Kron, Robyn; Hu, Wendy

2016-02-01

Front-line administrative, academic and clinical teaching staff often find themselves providing pastoral and learning support to students, but they are often not trained for this role, and this aspect of their work is under-acknowledged. Staff participating in an action research study at two medical schools identified common concerns about the personal impact of providing student support, and of the need for professional development to carry out this responsibility. This need is magnified in clinical placement settings that are remote from on-campus services. Informed by participatory action research, brief interactive workshops with multimedia training resources were developed, conducted and evaluated at eight health professional student training sites. These workshops were designed to: (1) be delivered in busy clinical placement and university settings; (2) provide a safe and inclusive environment for administrative, academic and clinical teaching staff to share experiences and learn from each other; (3) be publicly accessible; and (4) promote continued development and roll-out of staff training, adapted to each workplace (see http://www.uws.edu.au/meusupport). The workshops were positively evaluated by 97 participants, with both teaching and administrative staff welcoming the opportunity to discuss and share experiences. Staff supporting health professional students have shared, often unmet, needs for support themselves Staff supporting health professional students have shared, often unmet, needs for support themselves. Participatory action research can be a means for producing and maintaining effective training resources as well as the conditions for change in practice. In our workshops, staff particularly valued opportunities for guided discussion using videos of authentic cases to trigger reflection, and to collaboratively formulate student support guidelines, customised to each site. © 2015 John Wiley & Sons Ltd.

A systematic review and meta-analysis of online versus alternative methods for training licensed health care professionals to deliver clinical interventions.

PubMed

Richmond, Helen; Copsey, Bethan; Hall, Amanda M; Davies, David; Lamb, Sarah E

2017-11-23

Online training is growing in popularity and yet its effectiveness for training licensed health professionals (HCPs) in clinical interventions is not clear. We aimed to systematically review the literature on the effectiveness of online versus alternative training methods in clinical interventions for licensed Health Care Professionals (HCPs) on outcomes of knowledge acquisition, practical skills, clinical behaviour, self-efficacy and satisfaction. Seven databases were searched for randomised controlled trials (RCTs) from January 2000 to June 2015. Two independent reviewers rated trial quality and extracted trial data. Comparative effects were summarised as standardised mean differences (SMD) and 95% confidence intervals. Pooled effect sizes were calculated using a random-effects model for three contrasts of online versus (i) interactive workshops (ii) taught lectures and (iii) written/electronic manuals. We included 14 studies with a total of 1089 participants. Most trials studied medical professionals, used a workshop or lecture comparison, were of high risk of bias and had small sample sizes (range 21-183). Using the GRADE approach, we found low quality evidence that there was no difference between online training and an interactive workshop for clinical behaviour SMD 0.12 (95% CI -0.13 to 0.37). We found very low quality evidence of no difference between online methods and both a workshop and lecture for knowledge (workshop: SMD 0.04 (95% CI -0.28 to 0.36); lecture: SMD 0.22 (95% CI: -0.08, 0.51)). Lastly, compared to a manual (n = 3/14), we found very low quality evidence that online methods were superior for knowledge SMD 0.99 (95% CI 0.02 to 1.96). There were too few studies to draw any conclusions on the effects of online training for practical skills, self-efficacy, and satisfaction across all contrasts. It is likely that online methods may be as effective as alternative methods for training HCPs in clinical interventions for the outcomes of knowledge and clinical behaviour. However, the low quality of the evidence precludes drawing firm conclusions on the relative effectiveness of these training methods. Moreover, the confidence intervals around our effect sizes were large and could encompass important differences in effectiveness. More robust, adequately powered RCTs are needed.

Computer Simulation for Emergency Incident Management

DOE Office of Scientific and Technical Information (OSTI.GOV)

Brown, D L

2004-12-03

This report describes the findings and recommendations resulting from the Department of Homeland Security (DHS) Incident Management Simulation Workshop held by the DHS Advanced Scientific Computing Program in May 2004. This workshop brought senior representatives of the emergency response and incident-management communities together with modeling and simulation technologists from Department of Energy laboratories. The workshop provided an opportunity for incident responders to describe the nature and substance of the primary personnel roles in an incident response, to identify current and anticipated roles of modeling and simulation in support of incident response, and to begin a dialog between the incident responsemore » and simulation technology communities that will guide and inform planned modeling and simulation development for incident response. This report provides a summary of the discussions at the workshop as well as a summary of simulation capabilities that are relevant to incident-management training, and recommendations for the use of simulation in both incident management and in incident management training, based on the discussions at the workshop. In addition, the report discusses areas where further research and development will be required to support future needs in this area.« less

Writing Well: The Long-Term Effect on Empathy, Observation, and Physician Writing Through a Residency Writers' Workshop.

PubMed

Lemay, Megan; Encandela, John; Sanders, Lisa; Reisman, Anna

2017-06-01

Writing narratives during medical training can provide a way to derive meaning from challenging experiences, enhance reflection, and combat burnout. The Yale Internal Medicine Residency Writers' Workshop, an annual 2-day intensive workshop followed by faculty-guided writing revision and publication, has been training resident physicians in the craft of writing since 2003. The study aimed to assess the long-term effects of a craft-focused writers' workshop for residents on empathy, observation skills, and future writing. A survey of closed and open-ended questions was sent to former workshop participants (2003-2013), who rated and described the workshop's influence on their observation skills, empathy, improvement in writing, and continued informal and formal writing. A total of 89 of 130 participants (68%) completed the online survey. We identified key themes in written responses and collected quantitative ratings on a 5-point Likert scale of self-reported influence on these factors. Simple statistics and narrative analysis were used to derive results. Most participants agreed or strongly agreed that the workshop influenced their ability for careful observation (72 of 85, 85%); ability to be empathic with patients or colleagues (51 of 77, 66%); quality of writing (69 of 77, 90%); and continued formal or informal writing (52 of 77 [68%] and 41 of 77 [53%], respectively). Participants felt the workshop improved their attention to detail, provided a deeper understanding of others' experiences, and improved their writing. Participants in a residency writers' workshop experienced lasting effects on observation, empathy, and writing skills.

Writing Well: The Long-Term Effect on Empathy, Observation, and Physician Writing Through a Residency Writers' Workshop

PubMed Central

Encandela, John; Sanders, Lisa; Reisman, Anna

2017-01-01

Background Writing narratives during medical training can provide a way to derive meaning from challenging experiences, enhance reflection, and combat burnout. The Yale Internal Medicine Residency Writers' Workshop, an annual 2-day intensive workshop followed by faculty-guided writing revision and publication, has been training resident physicians in the craft of writing since 2003. Objective The study aimed to assess the long-term effects of a craft-focused writers' workshop for residents on empathy, observation skills, and future writing. Methods A survey of closed and open-ended questions was sent to former workshop participants (2003–2013), who rated and described the workshop's influence on their observation skills, empathy, improvement in writing, and continued informal and formal writing. A total of 89 of 130 participants (68%) completed the online survey. We identified key themes in written responses and collected quantitative ratings on a 5-point Likert scale of self-reported influence on these factors. Simple statistics and narrative analysis were used to derive results. Results Most participants agreed or strongly agreed that the workshop influenced their ability for careful observation (72 of 85, 85%); ability to be empathic with patients or colleagues (51 of 77, 66%); quality of writing (69 of 77, 90%); and continued formal or informal writing (52 of 77 [68%] and 41 of 77 [53%], respectively). Participants felt the workshop improved their attention to detail, provided a deeper understanding of others' experiences, and improved their writing. Conclusions Participants in a residency writers' workshop experienced lasting effects on observation, empathy, and writing skills. PMID:28638517

Training | High-Performance Computing | NREL

Science.gov Websites

Training Training Find training resources for using NREL's high-performance computing (HPC) systems as well as related online tutorials. Upcoming Training HPC User Workshop - June 12th We will be Conference, a group meets to discuss Best Practices in HPC Training. This group developed a list of resources

Court-Mandated Counseling for Men Who Batter: A Three-Day Workshop for Mental Health Professionals. Participant's Manual.

ERIC Educational Resources Information Center

Ganley, Anne L.

The purpose of this manual is to provide a written tool for those participating in a 3-day workshop designed to train mental health professionals from diverse settings and communities to counsel court-mandated batterers. The manual consists of: (1) an outline of the workshop; (2) an introduction; (3) six chapters/sections; (4) notes; and (5) three…

Designing and Writing of Distance Education Materials for Basic Education and Development Training Programmes. A Report on the 1987 Workshop Series.

ERIC Educational Resources Information Center

Mazrui, K.; And Others

A series of two 2-week workshops was conducted in East Africa in 1987 by the German Foundation for International Development to assist educators in the development of instructional materials for distance and adult education. These workshops were designed to: (1) bring together writers of distance education materials to share their experiences and…

LVC Architecture Roadmap Implementation - Results of the First Two Years

DTIC Science & Technology

2012-03-01

NOTES Presented at the Simulation Interoperability Standards Organization?s (SISO) Spring Simulation Interoperability Workshop ( SIW ), 26-30 March...presented at the semi-annual Simulation Interoperability Workshops ( SIWs ) and the annual Interservice/Industry Training, Simulation & Education Conference...I/ITSEC), as well as other venues. For example, a full-day workshop on the initial progress of the effort was conducted at the 2010 Spring SIW [2

Teaching the Internet to Library Staff and Users: 10 Ready-To-Go Workshops That Work. Neal-Schuman NetGuide Series.

ERIC Educational Resources Information Center

Hollands, William D.

This guide features 10 customizable, ready-to-run workshops for librarians wishing to establish or refine ongoing Internet training for staff members or patrons. Each workshop in the book includes an introduction, an objective, a timed lesson plan, tips, a sample script, and reproducible handouts. In order to provide for the variety of settings…

Communication skills training for radiation therapists: preparing patients for radiation therapy.

PubMed

Halkett, Georgia; O'Connor, Moira; Aranda, Sanchia; Jefford, Michael; Merchant, Susan; York, Debra; Miller, Lisa; Schofield, Penelope

2016-12-01

Patients sometimes present for radiation therapy with high levels of anxiety. Communication skills training may assist radiation therapists to conduct more effective consultations with patients prior to treatment planning and treatment commencement. The overall aim of our research is to examine the effectiveness of a preparatory programme 'RT Prepare' delivered by radiation therapists to reduce patient psychological distress. The purpose of this manuscript was to describe the communication skills workshops developed for radiation therapists and evaluate participants' feedback. Radiation therapists were invited to participate in two communication skills workshops run on the same day: (1) Consultation skills in radiation therapy and (2) Eliciting and responding to patients' emotional cues. Evaluation forms were completed. Radiation therapists' consultations with patients were then audio-recorded and evaluated prior to providing a follow-up workshop with participants. Nine full day workshops were held. Sixty radiation therapists participated. Positive feedback was received for both workshops with 88% or more participants agreeing or strongly agreeing with all the statements about the different components of the two workshops. Radiation therapists highlighted participating in role play with an actor, discussing issues; receiving feedback; acquiring new skills and knowledge; watching others role play and practicing with checklist were their favourite aspects of the initial workshop. The follow-up workshops provided radiation therapists with feedback on how they identified and addressed patients' psychological concerns; time spent with patients during consultations and the importance of finding private space for consultations. Communication skills training consisting of preparing patients for radiation therapy and eliciting and responding to emotional cues with follow-up workshops has the potential to improve radiation therapists' interactions with patients undergoing radiation therapy. Further research is warranted, similar to the RT Prepare study, to determine whether patient anxiety can be reduced as a result of improving communication and information provision. © 2016 The Authors. Journal of Medical Radiation Sciences published by John Wiley & Sons Australia, Ltd on behalf of Australian Society of Medical Imaging and Radiation Therapy and New Zealand Institute of Medical Radiation Technology.

Do procedural skills workshops during family practice residency work?

PubMed

MacKenzie, Mark S; Berkowitz, Jonathan

2010-08-01

To determine if participation in a procedural skills workshop during family practice residency affects future use of these skills in postgraduate clinical practice. Survey involving self-assessment of procedural skills experience and competence. British Columbia. Former University of British Columbia family practice residents who trained in Vancouver, BC, including residents who participated in a procedural skills workshop in 2001 or 2003 and residents graduating in 2000 and 2002 who did not participate in the procedural skills workshop. Self-assessed experience and competence in the 6 office-based procedural skills that were taught during the procedural skills workshops in 2001 and 2003. Participation in a procedural skills workshop had no positive effect on future use of these skills in clinical practice. Participation in the workshop was associated with less reported experience (P = .091) in injection of lateral epicondylitis. As with previous Canadian studies, more women than men reported experience and competence in gynecologic procedures. More women than men reported experience (P = .001) and competence (P = .004) in intrauterine device insertion and experience (P = .091) in endometrial aspiration biopsy. More men than women reported competence (P = .052) in injection of trochanteric bursae. A third year of emergency training was correlated with an increase in reported experience (P = .021) in shoulder injection. Participation in a procedural skills workshop during family practice residency did not produce a significant increase in the performance of these skills on the part of participants once they were in clinical practice. The benefit of a skills workshop might be lost when there is no opportunity to practise and perfect these skills. Sex bias in the case of some procedures might represent a needs-based acquisition of skills on the part of practising physicians. Short procedural skills workshops might be better suited to graduated physicians with more clinical experience.

Training for a Place in the Sun.

ERIC Educational Resources Information Center

Fillippini, W. L.

1979-01-01

To train sheet metal workers in energy conservation technology, the National Training Fund (NTF) of the Sheet Metal and Air Conditioning Industry collaborated with universities in developing their apprenticeship curricula on solar-powered environmental systems, a solar air system training film, and NTF instructor training courses and workshops.…

Thermal-work strain in law enforcement personnel during chemical, biological, radiological, and nuclear (CBRN) training

PubMed Central

Yokota, M; Karis, A J; Tharion, W J

2014-01-01

Background: Thermal safety standards for the use of chemical, biological, radiological, and nuclear (CBRN) ensembles have been established for various US occupations, but not for law enforcement personnel. Objectives: We examined thermal strain levels of 30 male US law enforcement personnel who participated in CBRN field training in Arizona, Florida, and Massachusetts. Methods: Physiological responses were examined using unobtrusive heart rate (HR) monitors and a simple thermoregulatory model to predict core temperature (Tc) using HR and environment. Results: Thermal strain levels varied by environments, activity levels, and type of CBRN ensemble. Arizona and Florida volunteers working in hot-dry and hot-humid environment indicated high heat strain (predicted max Tc>38.5°C). The cool environment of Massachusetts reduced thermal strain although thermal strains were occasionally moderate. Conclusions: The non-invasive method of using physiological monitoring and thermoregulatory modeling could improve law enforcement mission to reduce the risk of heat illness or injury. PMID:24999847

Outcome of a one-week intensive training workshop for veterinary diagnostic laboratory workers in Liberia.

PubMed

Williamson, Julie A; Tornquist, Susan J

2014-01-01

There is a huge unmet need for veterinary diagnostic laboratory services in developing nations such as Liberia. One way of bridging the service gap is for visiting experts to provide veterinary laboratory training to technicians in a central location in a short-course format. An intensive 1-week training workshop was organized for 18 student and faculty participants from the College of Agriculture and Integrated Development Studies (CAIDS) at Cuttington University in rural central Liberia. The training was designed and delivered by the non-governmental organization Veterinarians Without Borders US and funded through a Farmer-to-Farmer grant provided by the United States Agency for International Development. Although at the start of training none of the students had any veterinary laboratory experience, by the end of the course over 80% of the students were able to discuss appropriate care and use of a microscope and name at least three important components of laboratory record keeping; over 60% were able to describe how to make and stain a blood smear and how to perform a passive fecal flotation; and over 30% were able to describe what a packed cell volume is and how it is measured and name at least three criteria for classifying bacteria. The intensive training workshop greatly improved the knowledge of trainees about veterinary diagnostic laboratory techniques. The training provided initial skills to students and faculty who are awaiting the arrival of additional grant-funded laboratory equipment to continue their training.

Self-report after randomly assigned supervision does not predict ability to practice Motivational Interviewing

PubMed Central

Kutner, Bryan A.; Smith, Jennifer L.; Carpenter, K. M.; Hu, M-C.; Amrhein, Paul C.; Nunes, E. V.

2015-01-01

The objective of this study was to investigate the relation between self-report and objective assessment of Motivational Interviewing (MI) skills following training and supervision. After an MI workshop, 96 clinicians from 26 community programs (age 21–68, 65% female, 40.8% Black, 29.6% Caucasian, 24.5% Hispanic, 2.0% Asian, 3.1% other) were randomized to supervision (tele-conferencing or tape-based), or workshop only. At four time points, trainees completed a self-report of MI skill, using items from the MI Understanding questionnaire (MIU), and were objectively assessed by raters using the Motivational Interviewing Treatment Integrity (MITI) system. Correlations were calculated between MIU and MITI scores. A generalized linear mixed model was tested on MIU scores, with MITI scores, supervision condition and time as independent variables. MIU scores increased from pre-workshop (Mean = 4.74, SD = 1.79) to post-workshop (Mean = 6.31, SD = 1.03) (t = 8.69, p < .0001). With supervision, scores continued to increase, from post-workshop to week 8 (Mean = 7.07, SD = 0.91, t = 5.60, p < .0001) and from week 8 to week 20 (Mean = 7.28, SD = 0.94, t = 2.43, p = .02). However, MIU scores did not significantly correlate with MITI scores, with or without supervision. Self- reported ability increased with supervision, but self-report was not an indicator of objectively measured skill. This suggests that training does not increase correspondence between self-report and objective assessment, so community treatment programs should not rely on clinician self- report to assess the need for ongoing training and supervision and it may be necessary to train clinicians to accurately assess their own skill. PMID:25963775

Self-Report After Randomly Assigned Supervision Does not Predict Ability to Practice Motivational Interviewing.

PubMed

Wain, R Morgan; Kutner, Bryan A; Smith, Jennifer L; Carpenter, Kenneth M; Hu, Mei-Chen; Amrhein, Paul C; Nunes, Edward V

2015-10-01

The objective of this study was to investigate the relation between self-report and objective assessment of motivational interviewing (MI) skills following training and supervision. After an MI workshop, 96 clinicians from 26 community programs (age 21-68, 65% female, 40.8% Black, 29.6% Caucasian, 24.5% Hispanic, 2.0% Asian, 3.1% other) were randomized to supervision (tele-conferencing or tape-based), or workshop only. At four time points, trainees completed a self-report of MI skill, using items from the MI understanding questionnaire (MIU), and were objectively assessed by raters using the Motivational Interviewing Treatment Integrity (MITI) system. Correlations were calculated between MIU and MITI scores. A generalized linear mixed model was tested on MIU scores, with MITI scores, supervision condition and time as independent variables. MIU scores increased from pre-workshop (mean = 4.74, SD = 1.79) to post-workshop (mean = 6.31, SD = 1.03) (t = 8.69, p < .0001). With supervision, scores continued to increase, from post-workshop to week 8 (mean = 7.07, SD = 0.91, t = 5.60, p < .0001) and from week 8 to week 20 (mean = 7.28, SD = 0.94, t = 2.43, p = .02). However, MIU scores did not significantly correlate with MITI scores, with or without supervision. Self-reported ability increased with supervision, but self-report was not an indicator of objectively measured skill. This suggests that training does not increase correspondence between self-report and objective assessment, so community treatment programs should not rely on clinician self-report to assess the need for ongoing training and supervision and it may be necessary to train clinicians to accurately assess their own skill. Copyright © 2015 Elsevier Inc. All rights reserved.

Evaluation of the Introduction of an e-Health Skills Component for Dietetics Students.

PubMed

Rollo, Megan E; Collins, Clare E; MacDonald-Wicks, Lesley

2017-11-01

Appropriate and effective use of technology within practice is a key competency outlined in Australian dietetics training standards. An e-health skills component (lecture and workshop) was introduced to undergraduate students enrolled in an Australian nutrition and dietetics program. The lecture orientated students to key e-health terms and concepts relating to telehealth and m-health technologies, while the workshop provided an opportunity to apply knowledge. The workshop consisted of four stations with activities relating to (1) orientation to telehealth equipment; (2) comparison of dietetic consultation components completed in person versus remotely via video call; (3) quality assessment of mobile apps; and (4) exploration of advantages and disadvantages, and the ethical, security, and privacy issues relating to use of e-health technologies in dietetic practice. Student experience of the training was evaluated via questionnaire. Forty-five students (62.2% aged ≤19-24 years, 86.7% female) completed the survey. Following the workshop, the level of understanding relating to each key e-health concept improved significantly (p < 0.001). The aspects relating to the impact and need for initial training and ongoing professional education to support the use of e-health technologies within dietetic practice were rated a high level of importance by most students (78-80%). The majority of students (93.3% to 97.8%) reported a positive experience at each of the four workshop stations, with "informative" the most common word selected to rate each station (37.8% to 44.4% of students across the four stations). The introduction of an e-health skills component resulted in an improved understanding of concepts for using these technologies. These findings provide preliminary support for integration of further e-health training within the dietetics program.

Air-Based Remediation Workshop - Section 4 In Situ Air Sparging

EPA Science Inventory

Pursuant to the EPA-AIT Implementing Arrangement 7 for Technical Environmental Collaboration, Activity 11 "Remediation of Contaminated Sites," the USEPA Office of International Affairs Organized a Forced Air Remediation Workshop in Taipei to deliver expert training to the Environ...

Air-Based Remediation Workshop - Section 2 Soil Vapor Extraction

EPA Science Inventory

Pursuant to the EPA-AIT Implementing Arrangement 7 for Technical Environmental Collaboration, Activity 11 "Remediation of Contaminated Sties," the USEPA Office of International Affairs Organized a Forced Air Remediation Workshop in Taipei to deliver expert training to the Environ...

Teaching community program clinicians motivational interviewing using expert and train-the-trainer strategies.

PubMed

Martino, Steve; Ball, Samuel A; Nich, Charla; Canning-Ball, Monica; Rounsaville, Bruce J; Carroll, Kathleen M

2011-02-01

The effectiveness of expert-led (EX) and train-the-trainer (TT) strategies was compared to a self-study approach (SS) for teaching clinicians motivational interviewing (MI). Twelve community treatment programs were assigned randomly to the three conditions. EX and TT conditions used skill-building workshops and three monthly supervision sessions guided by treatment integrity ratings, performance feedback and coaching techniques. Trainers in TT were first trained and certified in MI and then prepared carefully to deliver the workshops and supervise MI at their programs. Clinicians in SS only received the training materials. Licensed out-patient and residential addiction and mental health treatment programs in the US state of Connecticut were involved in the study. Ninety-two clinicians who provided addiction treatment within these programs and had limited experience with MI participated in the study. Primary outcomes were the clinicians' MI adherence and competence and the percentage of clinicians meeting clinical trial standards of MI performance. Assessments occurred at baseline, post-workshop, post-supervision and at 12-week follow-up. The study found EX and TT, in comparison to SS, improved clinicians' adherence and competence significantly, with higher percentages of clinicians reaching clinical trial standards of MI performance and few differences between EX and TT. This study supports the combined use of workshops and supervision to teach community program clinicians MI and suggests the train-the-trainer approach may be a feasible and effective strategy for disseminating empirically supported treatments. © 2010 The Authors, Addiction © 2010 Society for the Study of Addiction.

42 CFR 493.1838 - Training and technical assistance for unsuccessful participation in proficiency testing.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 42 Public Health 5 2010-10-01 2010-10-01 false Training and technical assistance for unsuccessful... REQUIREMENTS Enforcement Procedures § 493.1838 Training and technical assistance for unsuccessful participation... may require the laboratory to undertake training of its personnel, or to obtain necessary technical...

30 CFR 250.1507 - How will BSEE measure training results?

Code of Federal Regulations, 2012 CFR

2012-07-01

... 30 Mineral Resources 2 2012-07-01 2012-07-01 false How will BSEE measure training results? 250.1507 Section 250.1507 Mineral Resources BUREAU OF SAFETY AND ENVIRONMENTAL ENFORCEMENT, DEPARTMENT OF... and Production Safety Training § 250.1507 How will BSEE measure training results? BSEE may...

30 CFR 250.1507 - How will BSEE measure training results?

Code of Federal Regulations, 2013 CFR

2013-07-01

... 30 Mineral Resources 2 2013-07-01 2013-07-01 false How will BSEE measure training results? 250.1507 Section 250.1507 Mineral Resources BUREAU OF SAFETY AND ENVIRONMENTAL ENFORCEMENT, DEPARTMENT OF... and Production Safety Training § 250.1507 How will BSEE measure training results? BSEE may...

30 CFR 250.1507 - How will MMS measure training results?

Code of Federal Regulations, 2011 CFR

2011-07-01

... 30 Mineral Resources 2 2011-07-01 2011-07-01 false How will MMS measure training results? 250.1507 Section 250.1507 Mineral Resources BUREAU OF OCEAN ENERGY MANAGEMENT, REGULATION, AND ENFORCEMENT... Control and Production Safety Training § 250.1507 How will MMS measure training results? MMS may...

30 CFR 250.1507 - How will BSEE measure training results?

Code of Federal Regulations, 2014 CFR

2014-07-01

... 30 Mineral Resources 2 2014-07-01 2014-07-01 false How will BSEE measure training results? 250.1507 Section 250.1507 Mineral Resources BUREAU OF SAFETY AND ENVIRONMENTAL ENFORCEMENT, DEPARTMENT OF... and Production Safety Training § 250.1507 How will BSEE measure training results? BSEE may...

38 CFR 21.6005 - Definitions.

Code of Federal Regulations, 2011 CFR

2011-07-01

... institution or institution. (7) Training establishment. (8) Rehabilitation facility. (9) Workshop. (Authority...) VOCATIONAL REHABILITATION AND EDUCATION Temporary Program of Vocational Training for Certain New Pension... of vocational training for certain pension recipients authorized by section 1524, chapter 15, title...

38 CFR 21.6005 - Definitions.

Code of Federal Regulations, 2012 CFR

2012-07-01

... institution or institution. (7) Training establishment. (8) Rehabilitation facility. (9) Workshop. (Authority...) VOCATIONAL REHABILITATION AND EDUCATION Temporary Program of Vocational Training for Certain New Pension... of vocational training for certain pension recipients authorized by section 1524, chapter 15, title...

38 CFR 21.6005 - Definitions.

Code of Federal Regulations, 2013 CFR

2013-07-01

... institution or institution. (7) Training establishment. (8) Rehabilitation facility. (9) Workshop. (Authority...) VOCATIONAL REHABILITATION AND EDUCATION Temporary Program of Vocational Training for Certain New Pension... of vocational training for certain pension recipients authorized by section 1524, chapter 15, title...

38 CFR 21.6005 - Definitions.

Code of Federal Regulations, 2014 CFR

2014-07-01

... institution or institution. (7) Training establishment. (8) Rehabilitation facility. (9) Workshop. (Authority...) VOCATIONAL REHABILITATION AND EDUCATION Temporary Program of Vocational Training for Certain New Pension... of vocational training for certain pension recipients authorized by section 1524, chapter 15, title...

Towards Community Employment: A Comprehensive Data-Based Training System for Mentally Retarded Adults.

ERIC Educational Resources Information Center

Dardig, Jill C.; Jewett, Robert J.

1979-01-01

The article describes the efforts of Project PATH (Progressive Approach to Training and Habilitation) to design a comprehensive training program for moderately and severely retarded adults in a sheltered workshop setting. (SBH)

How many training modalities are needed to obtain procedural confidence in intraosseous access? A questionnaire study.

PubMed

Hallas, Peter; Folkestad, Lars; Brabrand, Mikkel

2011-12-01

Participants in advanced resuscitation courses are often expected to learn to perform intraosseous access (IO). But how many learning modalities are needed to achieve procedural confidence in IO? We distributed an online questionnaire to members of emergency medicine, paediatric and anaesthesiology societies in Scandinavia. The responders without real-life experience with IO (n=322) were classified as 'not confident' or 'confident' in IO. Of total responders 22.8% without training felt confident. Confidence increased to 74.8% after one training modality, 87.9% after two modalities, 98.7% after three modalities and 100% after four modalities (P<0.0001). Of total responders 89.5% who had 'workshop or similar training with hands-on experience' as sole teaching method was confident. Confidence in IO increases with the number of learning modalities. 'Workshop or similar training with hands-on experience' as single training modality seemed as effective as the combination of two modalities.

Cockpit resource management training at People Express

NASA Technical Reports Server (NTRS)

Bruce, Keith D.; Jensen, Doug

1987-01-01

In January 1986 in a continuing effort to maintain and improve flight safety and solve some Cockpit Resource Management (CRM) problems, People Express implemented a new CRM training program. It is a continuously running program, scheduled over the next three years and includes state-of-the-art full-mission simulation (LOFT), semi-annual seminar workshops and a comprehensive academic program authored by Robert W. Mudge of Cockpit Management Resources Inc. That program is outlined and to maximize its contribution to the workshop's goals, is organized into four topic areas: (1) Program content: the essential elements of resource management training; (2) Training methods: the strengths and weaknesses of current approaches; (3) Implementation: the implementation of CRM training; and (4) Effectiveness: the effectiveness of training. It is confined as much as possible to concise descriptions of the program's basic components. Brief discussions of rationale are included, however no attempt is made to discuss or review popular CRM tenets or the supporting research.

Maintenance Research. Report 6. Maintenance Training.

ERIC Educational Resources Information Center

Louisiana State Dept. of Highways, Baton Rouge.

The main objective of the training research phase of the maintenance management study was to develop and test training methods suitable for highway maintenance supervisors. Supervisors were trained by one of five different methods (lecture, group discussion, programed instruction, programed workshops, audiovisual instruction). The report documents…

Training College Outdoor Program Leaders.

ERIC Educational Resources Information Center

Curtis, Rick

This paper describes a training program for college outdoor program leaders developed by the Outdoor Action Program at Princeton University (New Jersey). The training program includes a leader training course, a safety management seminar, a wilderness first aid course, cardiopulmonary resuscitation, and group skills workshop. This paper describes…

5 CFR 8301.106 - Additional rules for employees of the Office of Inspector General.

Code of Federal Regulations, 2011 CFR

2011-01-01

... enforcement, investigation, security, firearms training, defensive tactics training, and protective services... (d) Employment involving personnel, procurement, budget, computer, or equal employment opportunity...

5 CFR 8301.106 - Additional rules for employees of the Office of Inspector General.

Code of Federal Regulations, 2014 CFR

2014-01-01

... enforcement, investigation, security, firearms training, defensive tactics training, and protective services... (d) Employment involving personnel, procurement, budget, computer, or equal employment opportunity...

5 CFR 8301.106 - Additional rules for employees of the Office of Inspector General.

Code of Federal Regulations, 2013 CFR

2013-01-01

... enforcement, investigation, security, firearms training, defensive tactics training, and protective services... (d) Employment involving personnel, procurement, budget, computer, or equal employment opportunity...

5 CFR 8301.106 - Additional rules for employees of the Office of Inspector General.

Code of Federal Regulations, 2012 CFR

2012-01-01

... enforcement, investigation, security, firearms training, defensive tactics training, and protective services... (d) Employment involving personnel, procurement, budget, computer, or equal employment opportunity...

5 CFR 8301.106 - Additional rules for employees of the Office of Inspector General.

Code of Federal Regulations, 2010 CFR

2010-01-01

... enforcement, investigation, security, firearms training, defensive tactics training, and protective services... (d) Employment involving personnel, procurement, budget, computer, or equal employment opportunity...

Enhancing international radiation/nuclear detection training opportunities

DOE Office of Scientific and Technical Information (OSTI.GOV)

Williams, Thomas L.; Bersell, Bridget M.; Booker, Paul M.

The United States has worked domestically to develop and provide radiological and nuclear detection training and education initiatives aimed at interior law enforcement, but the international community has predominantly focused efforts at border and customs officials. The interior law enforcement officials of a State play a critical role in maintaining an effective national-level nuclear detection architecture. To meet this vital need, DNDO was funded by the U.S. Department of State (DOS) to create and deliver a 1-week course at the International Law Enforcement Academy (ILEA) in Budapest, Hungary to inform interior law enforcement personnel of the overall mission, and tomore » provide an understanding of how the participants can combat the threats of radiological and nuclear terrorism through detection efforts. Two courses, with approximately 20 students in each course, were delivered in fiscal year (FY) 2013, two were delivered in FY 2014 and FY 2015, and as of this report’s writing more are planned in FY 2016. However, while the ILEA courses produced measurable success, DNDO requested Pacific Northwest National Laboratory (PNNL) research potential avenues to further increase the course impact.In a multi-phased approach, PNNL researched and analyzed several possible global training locations and venues, and other possible ways to increase the impact of the course using an agreed-to data-gathering format.« less

Police training to align law enforcement and HIV prevention: preliminary evidence from the field.

PubMed

Beletsky, Leo; Agrawal, Alpna; Moreau, Bruce; Kumar, Pratima; Weiss-Laxer, Nomi; Heimer, Robert

2011-11-01

Having identified gaps in implementation of Rhode Island's syringe access law and police occupational safety education, public health and police professionals developed police training to boost legal knowledge, improve syringe access attitudes, and address needlestick injuries. Baseline data (94 officers) confirmed anxiety about needlestick injuries, poor legal knowledge, and occupational risk overestimation. Before training, respondents believed that syringe access promotes drug use (51%), increases likelihood of police needlestick injuries (58%), and fails to reduce epidemics (38%). Pretraining to posttraining evaluation suggested significant shifts in legal and occupational safety knowledge; changes in attitudes toward syringe access were promising. Training that combines occupational safety with syringe access content can help align law enforcement with public health goals. Additional research is needed to assess street-level effect and to inform intervention tailoring.

Developing Successful Proposals in Women's Educational Equity, Volume I: The Guide = Desarrollo de propuestas exitosas relacionadas con la equidad educativa de la mujer, volumen I: La guia. Volume II: The Supplement. Volume III: The Swipe File. Volume IV: Workshop Training Manual.

ERIC Educational Resources Information Center

Matthews, Walter R.; And Others

Four volumes present materials and a training workshop on proposal writing. The materials aim to give people the skills and resources with which to translate their ideas into fully developed grant proposals for projects related to educational equity for women. However, the information is applicable to most other funding procedures. The first…

Proceedings, Conference and Training Workshop on Wildlife Hazards to Aircraft Held at Charleston, South Carolina on 22-25 May 1984

DTIC Science & Technology

1984-05-25

Aircraft ~.Aut@i~Michael J . Harrison/Sidney A. Gauthreaux, Jr., -Lilia A. Abron-Robinson .WeUi’N.(TiS 9. Pordoni,mg Ogon.m,t,. Nome and AdOda.0...Michael J . Harrison (AAS-330) 16. A4049ract , /-7hese proceedings were developed to enhance information exchange and improve understanding and control of...Wildlife Hazards to Aircraft S Conference and Training Workshop Edited by: Michael J . Harrison Federal Aviation Administration . Dr. Sidney A

USAF Distributed Mission Operations, an ADF Synthetic Range Interoperability Model and an AOD Mission Training Centre Capability Concept Demonstrator - What are They and Why Does the RAAF Need Them

DTIC Science & Technology

2010-10-01

the 2004 Fall Simulation Interoperability Workshop, Orlando, Florida, USA, September 2004, 04F- SIW -090. [Blacklock (2007)] - Blacklock, J. and Zalcman...Valley, CA, USA, March 2009, 09S- SIW -084. [DIS (1995)] - IEEE Standard – Protocols for Distributed Interactive Simulation Application (1995), IEEE...Workshop, Orlando, FL, USA, September 2007, 07F- SIW -111. [Gresche] - Gresche, D. et al, (2006), “International Mission Training Research

75 FR 2597 - Positive Train Control Systems

Federal Register 2010, 2011, 2012, 2013, 2014

2010-01-15

... requirements for PTC system standard design and functionality, the associated submissions for FRA PTC system..., notwithstanding enforcement of railroad operating rules designed to prevent them. As early as 1970, following its... workers continued as a result of the absence of effective enforcement systems designed to compensate for...

31 CFR 700.14 - Smoking.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 31 Money and Finance:Treasury 3 2012-07-01 2012-07-01 false Smoking. 700.14 Section 700.14 Money and Finance: Treasury Regulations Relating to Money and Finance (Continued) FEDERAL LAW ENFORCEMENT... ENFORCEMENT TRAINING CENTER (FLETC) BUILDINGS AND GROUNDS § 700.14 Smoking. Smoking of cigarettes, cigars and...

31 CFR 700.14 - Smoking.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 31 Money and Finance:Treasury 3 2011-07-01 2011-07-01 false Smoking. 700.14 Section 700.14 Money and Finance: Treasury Regulations Relating to Money and Finance (Continued) FEDERAL LAW ENFORCEMENT... ENFORCEMENT TRAINING CENTER (FLETC) BUILDINGS AND GROUNDS § 700.14 Smoking. Smoking of cigarettes, cigars and...

31 CFR 700.14 - Smoking.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 31 Money and Finance:Treasury 3 2013-07-01 2013-07-01 false Smoking. 700.14 Section 700.14 Money and Finance: Treasury Regulations Relating to Money and Finance (Continued) FEDERAL LAW ENFORCEMENT... ENFORCEMENT TRAINING CENTER (FLETC) BUILDINGS AND GROUNDS § 700.14 Smoking. Smoking of cigarettes, cigars and...

31 CFR 700.14 - Smoking.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 31 Money and Finance:Treasury 3 2014-07-01 2014-07-01 false Smoking. 700.14 Section 700.14 Money and Finance: Treasury Regulations Relating to Money and Finance (Continued) FEDERAL LAW ENFORCEMENT... ENFORCEMENT TRAINING CENTER (FLETC) BUILDINGS AND GROUNDS § 700.14 Smoking. Smoking of cigarettes, cigars and...

31 CFR 700.14 - Smoking.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 31 Money and Finance: Treasury 3 2010-07-01 2010-07-01 false Smoking. 700.14 Section 700.14 Money and Finance: Treasury Regulations Relating to Money and Finance (Continued) FEDERAL LAW ENFORCEMENT... ENFORCEMENT TRAINING CENTER (FLETC) BUILDINGS AND GROUNDS § 700.14 Smoking. Smoking of cigarettes, cigars and...

A randomised controlled trial of an active telephone-based recruitment strategy to increase childcare-service staff attendance at a physical activity and nutrition training workshop.

PubMed

Yoong, Sze Lin; Wolfenden, Luke; Finch, Meghan; Williams, Amanda; Dodds, Pennie; Gillham, Karen; Wyse, Rebecca

2013-12-01

Centre-based childcare services represent a promising setting to target the prevention of excessive weight gain in preschool-aged children. Staff training is a key component of multi-strategy interventions to improve implementation of effective physical activity and nutrition promoting practices for obesity prevention in childcare services. This randomised controlled trial aimed to examine whether an active telephone-based strategy to invite childcare-service staff to attend a training workshop was effective in increasing the proportion of services with staff attending training, compared with a passive strategy. Services were randomised to an active telephone-based or a passive-recruitment strategy. Those in the active arm received an email invitation and one to three follow-up phone calls, whereas services in the passive arm were informed of the availability of training only via newsletters. The proportion of services with staff attending the training workshop was compared between the two arms. One hundred and twenty-eight services were included in this study. A significantly larger proportion (52%) of services in the active arm compared with those in the passive-strategy arm (3.1%) attended training (d.f.=1, χ2=34.3; P<0.001). An active, telephone-based recruitment strategy significantly increased the proportion of childcare services with staff attending training. Further strategies to improve staff attendance at training need to be identified and implemented. SO WHAT?: Active-recruitment strategies including follow-up telephone calls should be utilised to invite staff to participate in training, in order to maximise the use of training as an implementation strategy for obesity prevention in childcare services.

Nondeterministic Approaches and Their Potential for Future Aerospace Systems

NASA Technical Reports Server (NTRS)

Noor, Ahmed K. (Compiler)

2001-01-01

This document contains the proceedings of the Training Workshop on Nondeterministic Approaches and Their Potential for Future Aerospace Systems held at NASA Langley Research Center, Hampton, Virginia, May 30-3 1, 2001. The workshop was jointly sponsored by Old Dominion University's Center for Advanced Engineering Environments and NASA. Workshop attendees were from NASA, other government agencies, industry, and universities. The objectives of the workshop were to give overviews of the diverse activities in nondeterministic approaches, uncertainty management methodologies, reliability assessment and risk management techniques, and to identify their potential for future aerospace systems.

Building national capacity for research mentor training: an evidence-based approach to training the trainers.

PubMed

Pfund, Christine; Spencer, Kimberly C; Asquith, Pamela; House, Stephanie C; Miller, Sarah; Sorkness, Christine A

2015-01-01

Research mentor training (RMT), based on the published Entering Mentoring curricula series, has been shown to improve the knowledge and skills of research mentors across career stages, as self-reported by both the mentors engaged in training and their mentees. To promote widespread dissemination and empower others to implement this evidence-based training at their home institutions, we developed an extensive, interactive, multifaceted train-the-trainer workshop. The specific goals of these workshops are to 1) increase facilitator knowledge of an RMT curriculum, 2) increase facilitator confidence in implementing the curriculum, 3) provide a safe environment to practice facilitation of curricular activities, and 4) review implementation strategies and evaluation tools. Data indicate that our approach results in high satisfaction and significant confidence gains among attendees. Of the 195 diverse attendees trained in our workshops since Fall 2010, 44% report implementation at 39 different institutions, collectively training more than 500 mentors. Further, mentors who participated in the RMT sessions led by our trained facilitators report high facilitator effectiveness in guiding discussion. Implications and challenges to building the national capacity needed for improved research mentoring relationships are discussed. © 2015 C. Pfund, K. C. Spencer, et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Training Requirements for Visualizing Time and Space at Company and Platoon Level

DTIC Science & Technology

2007-09-01

vignettes. Participants were given approximately 20 minutes to develop a concept of operations, using whiteboards or butcher paper as necessary (see Figure...was conducted based on workshops with active and retired military personnel (n = 50). The CTA used a representative scenario and supporting...throughout this research effort including design of the scenario and vignettes used in the workshops, participation in and facilitation of the workshops

The Library Technician at Work: Theory and Practice; Proceedings of a Workshop (Thunder Bay, Ontario, May 8-9, 1970).

ERIC Educational Resources Information Center

Campbell, Allan, Ed.; Dawson, Irene, Ed.

On May 8 and 9, 1970, 170 people from six provinces and four states gathered in Thunder Bay, Ontario, at Lakehead University, for a two-day workshop on the subject of library technicians. The objectives of this workshop were: (1) to consider the role of library assistants or technicians and the type of post-secondary school training which they…

Air-Based Remediation Workshop - Section 7 Sustainable Remediation And Air-Based Technologies

EPA Science Inventory

Pursuant to the EPA-AIT Implementing Arrangement 7 for Technical Environmental Collaboration, Activity 11 "Remediation of Contaminated Sites, " the USEPA Office of International Affairs Organized a Forced Air Remediation Workshop in Taipei to deliver expert training to the Enviro...

Air-Based Remediation Workshop - Section 8 Air-Based Remediation Technology Selection Logic

EPA Science Inventory

Pursuant to the EPA-AIT Implementing Arrangement 7 for Technical Environmental Collaboration, Activity 11 "Remediation of Contaminated Sites," the USEPA Office of International Affairs Organized a Forced Air Remediation Workshop in Taipei to deliver expert training to the Environ...

Air-Based Remediation Workshop - Section 5 Multi-Phase Extraction And Product Recovery

EPA Science Inventory

Pursuant to the EPA-AIT Implementing Arrangement 7 for Technical Environmental Collaboration, Activity 11 "Remediation of Contaminated Sites," the USEPA Office of International Affairs Organized a Forced Air Remediation Workshop in Taipei to deliver expert training to the Environ...

Workshops and Training | Eliminating Sanitary Sewer ...

EPA Pesticide Factsheets

2017-04-10

EPA New England is working with partners to develop outreach, workshops and tools to assist those working to prevent sewage overflows and improve the management of water/wastewater systems. We have ongoing efforts on CMOM (Capacity, Management, Operation and Maintenance), Asset Management and energy management.

Statistical Policy Working Paper 25. Data Editing Workshop and Exposition

DOT National Transportation Integrated Search

1996-12-01

Statistical Policy Working Paper 25 is the written record of the Data Editing Workshop and Exposition held March 22, 1996, at the Bureau of Labor Statistics (BLS) Conference and Training Center. The program consisted of 44 oral presentations and 19 s...

7 CFR 1945.35 - Special EM loan training.

Code of Federal Regulations, 2010 CFR

2010-01-01

...) PROGRAM REGULATIONS (CONTINUED) EMERGENCY Disaster Assistance-General § 1945.35 Special EM loan training... workshop and a test. (c) Objective. The basic objective of this training program is to keep State and... employees in administering the EM loan program. (d) Comprehensive EM loan training package. A comprehensive...

34 CFR 601.21 - Code of conduct.

Code of Federal Regulations, 2013 CFR

2013-07-01

... a brochure, a workshop, or training. (B) Food, refreshments, training, or informational material furnished to an agent as an integral part of a training session that is designed to improve the service of a... such training contributes to the professional development of the agent. (C) Favorable terms, conditions...

34 CFR 642.12 - What activities may a project conduct?

Code of Federal Regulations, 2011 CFR

2011-07-01

... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION TRAINING PROGRAM FOR FEDERAL TRIO PROGRAMS What Types of... project conduct? A Training program project may include on-site training, on-line training, conferences, internships, seminars, workshops, and the publication of manuals designed to improve the operations of Federal...

34 CFR 642.12 - What activities may a project conduct?

Code of Federal Regulations, 2012 CFR

2012-07-01

... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION TRAINING PROGRAM FOR FEDERAL TRIO PROGRAMS What Types of... project conduct? A Training program project may include on-site training, on-line training, conferences, internships, seminars, workshops, and the publication of manuals designed to improve the operations of Federal...

34 CFR 642.12 - What activities may a project conduct?

Code of Federal Regulations, 2014 CFR

2014-07-01

... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION TRAINING PROGRAM FOR FEDERAL TRIO PROGRAMS What Types of... project conduct? A Training program project may include on-site training, on-line training, conferences, internships, seminars, workshops, and the publication of manuals designed to improve the operations of Federal...

34 CFR 601.21 - Code of conduct.

Code of Federal Regulations, 2014 CFR

2014-07-01

... a brochure, a workshop, or training. (B) Food, refreshments, training, or informational material furnished to an agent as an integral part of a training session that is designed to improve the service of a... such training contributes to the professional development of the agent. (C) Favorable terms, conditions...

34 CFR 642.12 - What activities may a project conduct?

Code of Federal Regulations, 2013 CFR

2013-07-01

... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION TRAINING PROGRAM FOR FEDERAL TRIO PROGRAMS What Types of... project conduct? A Training program project may include on-site training, on-line training, conferences, internships, seminars, workshops, and the publication of manuals designed to improve the operations of Federal...

Training in the Community-Collaborative Context: A Case Study

ERIC Educational Resources Information Center

Yamada, Racquel-María

2014-01-01

Emerging community-based methodologies call for collaboration with speech community members. Although motivated, community members may lack the tools or training to contribute actively. In response, many linguists deliver training workshops in documentation or preservation, while others train community members to record data. Although workshops…

Helping While Learning: A Skilled Group Helper Training Program.

ERIC Educational Resources Information Center

Smaby, Marlowe H.; Tamminen, Armas W.

1983-01-01

Describes a developmental group training workshop for training experienced counselors to do group counseling. Discusses stages of training including exploration, understanding, and action, which can help counselors learn helping skills for counseling that can often transfer to their own interpersonal lives and interactions with others. (JAC)

Enhancing health policymakers' information literacy knowledge and skill for policymaking on control of infectious diseases of poverty in Nigeria.

PubMed

Uneke, Chigozie Jesse; Ezeoha, Abel Ebeh; Uro-Chukwu, Henry; Ezeonu, Chinonyelum Thecla; Ogbu, Ogbonnaya; Onwe, Friday; Edoga, Chima

2015-01-01

In Nigeria, one of the major challenges associated with evidence-to-policy link in the control of infectious diseases of poverty (IDP), is deficient information literacy knowledge and skill among policymakers. There is need for policymakers to acquire the skill to discover relevant information, accurately evaluate retrieved information and to apply it correctly. To use information literacy tool of International Network for Availability of Scientific Publications (INASP) to enhance policymakers' knowledge and skill for policymaking on control of IDP in Nigeria. Modified "before and after" intervention study design was used in which outcomes were measured on target participants both before the intervention is implemented and after. This study was conducted in Ebonyi State, south-eastern Nigeria and participants were career health policy makers. A two-day health-policy information literacy training workshop was organized to enhance participants" information literacy capacity. Topics covered included: introduction to information literacy; defining information problem; searching for information online; evaluating information; science information; knowledge sharing interviews; and training skills. A total of 52 policymakers attended the workshop. The pre-workshop mean rating (MNR) of knowledge and capacity for information literacy ranged from 2.15-2.97, while the post-workshop MNR ranged from 3.34-3.64 on 4-point scale. The percentage increase in MNR of knowledge and capacity at the end of the workshop ranged from 22.6%-55.3%. The results of this study suggest that through information literacy training workshop policy makers can acquire the knowledge and skill to identify, capture and share the right kind of information in the right contexts to influence relevant action or a policy decision.

Enhancing health policymakers' information literacy knowledge and skill for policymaking on control of infectious diseases of poverty in Nigeria

PubMed Central

Uneke, Chigozie Jesse; Ezeoha, Abel Ebeh; Uro-Chukwu, Henry; Ezeonu, Chinonyelum Thecla; Ogbu, Ogbonnaya; Onwe, Friday; Edoga, Chima

2015-01-01

Background In Nigeria, one of the major challenges associated with evidence-to-policy link in the control of infectious diseases of poverty (IDP), is deficient information literacy knowledge and skill among policymakers. There is need for policymakers to acquire the skill to discover relevant information, accurately evaluate retrieved information and to apply it correctly. Objectives To use information literacy tool of International Network for Availability of Scientific Publications (INASP) to enhance policymakers' knowledge and skill for policymaking on control of IDP in Nigeria. Methods Modified "before and after" intervention study design was used in which outcomes were measured on target participants both before the intervention is implemented and after. This study was conducted in Ebonyi State, south-eastern Nigeria and participants were career health policy makers. A two-day health-policy information literacy training workshop was organized to enhance participants" information literacy capacity. Topics covered included: introduction to information literacy; defining information problem; searching for information online; evaluating information; science information; knowledge sharing interviews; and training skills. Results A total of 52 policymakers attended the workshop. The pre-workshop mean rating (MNR) of knowledge and capacity for information literacy ranged from 2.15-2.97, while the post-workshop MNR ranged from 3.34-3.64 on 4-point scale. The percentage increase in MNR of knowledge and capacity at the end of the workshop ranged from 22.6%-55.3%. Conclusion The results of this study suggest that through information literacy training workshop policy makers can acquire the knowledge and skill to identify, capture and share the right kind of information in the right contexts to influence relevant action or a policy decision. PMID:26284149

Putting residents in the office: an effective method to teach the systems-based practice competency.

PubMed

Pulcrano, Marisa; Chahine, A Alfred; Saratsis, Amanda; Divine-Cadavid, Jamie; Narra, Vinod; Evans, Stephen R T

2015-01-01

Systems-based practice (SBP) was 1 of 6 core competencies established by the Accreditation Council for Graduate Medical Education and has proven to be one of the most difficult to effectively implement. This pilot study presents an immersion workshop as an effective tool to teach the SBP competency in a way that could easily be integrated into a residency curriculum. In 2006, 16 surgical residents rotated through 3 stations for 30 minutes each: coding and billing, scheduling operations and return appointments, and patient check-in. Participants were administered a pretest and posttest questionnaire evaluating their knowledge of SBP, and were asked to evaluate the workshop. Outpatient clinic at MedStar Georgetown University Hospital, Washington, DC. Residents in the general surgery residency training program at MedStar Georgetown University Hospital. Most residents (62.5%) improved their score after the workshop, whereas 31.25% showed no change and 6.25% demonstrated a decrease in score. Overall within their training levels, all groups demonstrated an increase in mean test score. Postgraduate year-2 residents demonstrated the greatest change in mean score (20%), whereas postgraduate year-4 residents demonstrated the smallest change in mean score (3.3%). An immersion workshop where general surgery residents gained direct exposure to SBP concepts in situ was an effective and practical method of integrating this core competency into the residency curriculum. Such a workshop could complement more formal didactic teaching and be easily incorporated into the curriculum. For example, this workshop could be integrated into the ambulatory care requirement that each resident must fulfill as part of their clinical training. Copyright © 2014 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Improving Nigerian health policymakers' capacity to access and utilize policy relevant evidence: outcome of information and communication technology training workshop.

PubMed

Uneke, Chigozie Jesse; Ezeoha, Abel Ebeh; Uro-Chukwu, Henry; Ezeonu, Chinonyelum Thecla; Ogbu, Ogbonnaya; Onwe, Friday; Edoga, Chima

2015-01-01

Information and communication technology (ICT) tools are known to facilitate communication and processing of information and sharing of knowledge by electronic means. In Nigeria, the lack of adequate capacity on the use of ICT by health sector policymakers constitutes a major impediment to the uptake of research evidence into the policymaking process. The objective of this study was to improve the knowledge and capacity of policymakers to access and utilize policy relevant evidence. A modified "before and after" intervention study design was used in which outcomes were measured on the target participants both before the intervention is implemented and after. A 4-point likert scale according to the degree of adequacy; 1 = grossly inadequate, 4 = very adequate was employed. This study was conducted in Ebonyi State, south-eastern Nigeria and the participants were career health policy makers. A two-day intensive ICT training workshop was organized for policymakers who had 52 participants in attendance. Topics covered included: (i). intersectoral partnership/collaboration; (ii). Engaging ICT in evidence-informed policy making; use of ICT for evidence synthesis; (iv) capacity development on the use of computer, internet and other ICT. The pre-workshop mean of knowledge and capacity for use of ICT ranged from 2.19-3.05, while the post-workshop mean ranged from 2.67-3.67 on 4-point scale. The percentage increase in mean of knowledge and capacity at the end of the workshop ranged from 8.3%-39.1%. Findings of this study suggest that policymakers' ICT competence relevant to evidence-informed policymaking can be enhanced through training workshop.

Improving Nigerian health policymakers’ capacity to access and utilize policy relevant evidence: outcome of information and communication technology training workshop

PubMed Central

Uneke, Chigozie Jesse; Ezeoha, Abel Ebeh; Uro-Chukwu, Henry; Ezeonu, Chinonyelum Thecla; Ogbu, Ogbonnaya; Onwe, Friday; Edoga, Chima

2015-01-01

Information and communication technology (ICT) tools are known to facilitate communication and processing of information and sharing of knowledge by electronic means. In Nigeria, the lack of adequate capacity on the use of ICT by health sector policymakers constitutes a major impediment to the uptake of research evidence into the policymaking process. The objective of this study was to improve the knowledge and capacity of policymakers to access and utilize policy relevant evidence. A modified “before and after” intervention study design was used in which outcomes were measured on the target participants both before the intervention is implemented and after. A 4-point likert scale according to the degree of adequacy; 1 = grossly inadequate, 4 = very adequate was employed. This study was conducted in Ebonyi State, south-eastern Nigeria and the participants were career health policy makers. A two-day intensive ICT training workshop was organized for policymakers who had 52 participants in attendance. Topics covered included: (i). intersectoral partnership/collaboration; (ii). Engaging ICT in evidence-informed policy making; use of ICT for evidence synthesis; (iv) capacity development on the use of computer, internet and other ICT. The pre-workshop mean of knowledge and capacity for use of ICT ranged from 2.19-3.05, while the post-workshop mean ranged from 2.67-3.67 on 4-point scale. The percentage increase in mean of knowledge and capacity at the end of the workshop ranged from 8.3%-39.1%. Findings of this study suggest that policymakers’ ICT competence relevant to evidence-informed policymaking can be enhanced through training workshop. PMID:26448807

Teaching Palatoplasty Using a High-Fidelity Cleft Palate Simulator.

PubMed

Cheng, Homan; Podolsky, Dale J; Fisher, David M; Wong, Karen W; Lorenz, H Peter; Khosla, Rohit K; Drake, James M; Forrest, Christopher R

2018-01-01

Cleft palate repair is a challenging procedure for cleft surgeons to teach. A novel high-fidelity cleft palate simulator has been described for surgeon training. This study evaluates the simulator's effect on surgeon procedural confidence and palatoplasty knowledge among learners. Plastic surgery trainees attended a palatoplasty workshop consisting of a didactic session on cleft palate anatomy and repair followed by a simulation session. Participants completed a procedural confidence questionnaire and palatoplasty knowledge test immediately before and after the workshop. All participants reported significantly higher procedural confidence following the workshop (p < 0.05). Those with cleft palate surgery experience had higher procedural confidence before (p < 0.001) and after (p < 0.001) the session. Palatoplasty knowledge test scores increased in 90 percent of participants. The mean baseline test score was 28 ± 10.89 percent and 43 ± 18.86 percent following the workshop. Those with prior cleft palate experience did not have higher mean baseline test scores than those with no experience (30 percent versus 28 percent; p > 0.05), but did have significantly higher scores after the workshop (61 percent versus 35 percent; p < 0.05). All trainees strongly agreed or agreed that the simulator should be integrated into training and they would use it again. This study demonstrates the effective use of a novel cleft palate simulator as a training tool to teach palatoplasty. Improved procedural confidence and knowledge were observed after a single session, with benefits seen among trainees both with and without previous cleft experience.

Race equality education: implications of an audit of student learning.

PubMed

Bheenuck, Shekar; Miers, Margaret; Pollard, Katherine; Young, Pat

2007-07-01

Racial harassment continues to be a feature of the United Kingdom (UK) National Health Service (NHS). It has serious consequences for those at the receiving end and impacts negatively on attempts by the NHS to retain and recruit a diverse workforce. The prevalence and persistence of racist views and behaviours amongst NHS staff raises questions concerning the preparation and education of practitioners. In 2004 the Faculty of Health and Social Care, University of the West of England, Bristol, piloted a training workshop to prepare students on a pre-qualifying adult nursing programme to prevent, recognise and effectively manage incidences of racial harassment in the workplace. Students found the training workshop useful to their learning. They felt more aware of racial harassment issues in the NHS and the specific actions they can take in the prevention and management of these. The findings support introduction of the training workshop as an integral component of the preparation of all students on the Faculty's pre-qualifying nursing programmes.

Illustrating the multiple facets and levels of fidelity of implementation to a teacher classroom management intervention.

PubMed

Reinke, Wendy M; Herman, Keith C; Stormont, Melissa; Newcomer, Lori; David, Kimberly

2013-11-01

Many school-based interventions to promote student mental health rely on teachers as implementers. Thus, understanding the interplay between the multiple domains of fidelity to the intervention and intervention support systems such as coaching and teacher implementation of new skills is an important aspect of implementation science. This study describes a systematic process for assessing multiple domains of fidelity. Data from a larger efficacy trial of the Incredible Years Teacher Classroom Management (IY TCM) program are utilized. Data on fidelity to the IY TCM workshop training sessions and onsite weekly coaching indicate that workshop leaders and the IY TCM coach implemented the training and coaching model with adequate adherence. Further, workshop leaders' ratings of engagement were associated with teacher implementation of specific praise, following training on this content. Lastly, the IY TCM coach differentiation of teacher exposure to coaching was evaluated and found to be associated with teacher implementation of classroom management practices and student disruptive behavior.

Measuring the usefulness of family planning job aids following distribution at training workshops.

PubMed

Tumlinson, Katherine; Hubacher, David; Wesson, Jennifer; Lasway, Christine

2010-09-01

A job aid is a tool, such as a flowchart or checklist, that makes it easier for staff to carry out tasks by providing quick access to needed information. Many public health organizations are engaged in the production of job aids intended to improve adherence to important medical guidelines and protocols, particularly in resource-constrained countries. However, some evidence suggests that actual use of job aids remains low. One strategy for improving utilization is the introduction of job aids in training workshops. This paper summarizes the results of two separate evaluations conducted in Uganda and the Dominican Republic (DR) which measured the usefulness of a series of four family planning checklists 7-24 months after distribution in training workshops. While more than half of the health care providers used the checklists at least once, utilization rates were sub-optimal. However, the vast majority of those providers who utilized the checklists found them to be very useful in their work.

Evaluation of the Coaches Educators training implementation of the PAPA project: A comparison between Norway and France.

PubMed

Van Hoye, A; Larsen, T; Sovik, M; Wold, B; Heuzé, J-P; Samdal, O; Ommundsen, Y; Sarrazin, P

2015-10-01

This study cross-culturally compares the implementation process of the Empowering Coaching™ training program to grassroots coaches (GCs) by trained Coach Educators (CEs) from the Promoting Adolescent Physical Activity project in Norway and France. This program targets children's health through coach training to create a more positive environment. Using the RE-AIM framework, indicators of implementation processes at staff level were defined for adoption, implementation, and maintenance. CEs (n = 18) were interviewed about their professional use of the training, and video-filmed delivering the intervention trial workshops. GCs (n = 185) responded to a questionnaire after the workshops. Results showed that CEs were keen to participate in this project (16/18; 89%), to stay involved (12/16; 75%), and to diffuse the principles after the research project (12/12; 100%). CE training seemed effective as results indicated that CEs applied the principles of the program during the workshops and covered a high degree of the content (78%). Cross-cultural differences were found as the French Football Federation CE dropped out of the program, as Norwegian CEs delivered the content with higher fidelity and had higher enjoyment and pace scores than French CEs. More indicators are needed to use the RE-AIM framework for cross-cultural comparison. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

The Use of Classroom Discussion at a Law Enforcement Training Academy

ERIC Educational Resources Information Center

Lewis, Cynthia L.

2014-01-01

The ability to solve problems, think critically, and communicate effectively are necessary traits in law enforcement officers (LEOs). Individuals responsible for instructing LEOs must employ adult learning strategies to provide LEOs the opportunity to share ideas, experiences, beliefs, and knowledge. Discussion is one learning strategy that…

Developing leadership competencies among medical trainees: five-year experience at the Cleveland Clinic with a chief residents' training course.

PubMed

Farver, Carol F; Smalling, Susan; Stoller, James K

2016-10-01

Challenges in healthcare demand great leadership. In response, leadership training programs have been developed within academic medical centers, business schools, and healthcare organizations; however, we are unaware of any well-developed programs for physicians-in-training. To address this gap, we developed a two-day leadership development course for chief residents (CRs) at the Cleveland Clinic, framed around the concept of emotional intelligence. This paper describes our five-year experience with the CRs leadership program. Since inception, 105 CRs took the course; 81 (77%) completed before-and-after evaluations. Participants indicated that they had relatively little prior knowledge of the concepts that were presented and that the workshop greatly enhanced their familiarity with leadership competencies. Qualitative analysis of open-ended responses indicated that attendees valued the training, especially in conflict resolution and teamwork, and indicated specific action plans for applying these skills. Furthermore, the workshop spurred some participants to express plans to learn more about leadership competencies. This study extends prior experience in offering an emotional intelligence-based leadership workshop for CRs. Though the program is novel, further research is needed to more fully understand the impact of leadership training for CRs and for the institutions and patients they serve. © The Royal Australian and New Zealand College of Psychiatrists 2016.

29 CFR 553.226 - Training time.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 29 Labor 3 2011-07-01 2011-07-01 false Training time. 553.226 Section 553.226 Labor Regulations... Enforcement Employees of Public Agencies Tour of Duty and Compensable Hours of Work Rules § 553.226 Training time. (a) The general rules for determining the compensability of training time under the FLSA are set...

Improving College-to-Work Transitions through Enhanced Training for Employment

ERIC Educational Resources Information Center

Papier, Joy

2017-01-01

Historically in South Africa, apprentice training towards artisanship in the engineering trades has been characterised by a sharp separation between theoretical studies undertaken in a technical and vocational education and training (TVET) college and subsequent practical training undertaken in a workshop or through industry placement. TVET…

34 CFR 350.22 - What activities must a Rehabilitation Research and Training Center conduct?

Code of Federal Regulations, 2013 CFR

2013-07-01

... individuals with disabilities, through conferences, workshops, public education programs, in-service training... Training Center conduct? 350.22 Section 350.22 Education Regulations of the Offices of the Department of... DISABILITY AND REHABILITATION RESEARCH PROJECTS AND CENTERS PROGRAM What Rehabilitation Research and Training...

7 CFR 1945.35 - Special EM loan training.

Code of Federal Regulations, 2012 CFR

2012-01-01

... workshop and a test. (c) Objective. The basic objective of this training program is to keep State and... 7 Agriculture 13 2012-01-01 2012-01-01 false Special EM loan training. 1945.35 Section 1945.35...) PROGRAM REGULATIONS (CONTINUED) EMERGENCY Disaster Assistance-General § 1945.35 Special EM loan training...

34 CFR 350.22 - What activities must a Rehabilitation Research and Training Center conduct?

Code of Federal Regulations, 2011 CFR

2011-07-01

... individuals with disabilities, through conferences, workshops, public education programs, in-service training... Training Center conduct? 350.22 Section 350.22 Education Regulations of the Offices of the Department of... DISABILITY AND REHABILITATION RESEARCH PROJECTS AND CENTERS PROGRAM What Rehabilitation Research and Training...

7 CFR 1945.35 - Special EM loan training.

Code of Federal Regulations, 2011 CFR

2011-01-01

... workshop and a test. (c) Objective. The basic objective of this training program is to keep State and... 7 Agriculture 13 2011-01-01 2009-01-01 true Special EM loan training. 1945.35 Section 1945.35...) PROGRAM REGULATIONS (CONTINUED) EMERGENCY Disaster Assistance-General § 1945.35 Special EM loan training...

34 CFR 350.22 - What activities must a Rehabilitation Research and Training Center conduct?

Code of Federal Regulations, 2012 CFR

2012-07-01

... individuals with disabilities, through conferences, workshops, public education programs, in-service training... Training Center conduct? 350.22 Section 350.22 Education Regulations of the Offices of the Department of... DISABILITY AND REHABILITATION RESEARCH PROJECTS AND CENTERS PROGRAM What Rehabilitation Research and Training...

34 CFR 350.22 - What activities must a Rehabilitation Research and Training Center conduct?

Code of Federal Regulations, 2014 CFR

2014-07-01

... individuals with disabilities, through conferences, workshops, public education programs, in-service training... Training Center conduct? 350.22 Section 350.22 Education Regulations of the Offices of the Department of... DISABILITY AND REHABILITATION RESEARCH PROJECTS AND CENTERS PROGRAM What Rehabilitation Research and Training...

Insect Identification Educational Volunteers Created in Train-the-Trainer Workshops in Oregon and Washington

ERIC Educational Resources Information Center

Corp, Mary K.; Rondon, Silivia I.; Van Vleet, Stephen M.

2013-01-01

The "train-the-trainer" model successfully created volunteer educators in insect identification. Intensive training programs prepared 71 individuals during 2 1/2-day (20 hour) training sessions. Trainees included university Extension faculty (13), agricultural professionals (13), and certified Master Gardeners (45). The sessions were…

Health Impact Assessment Training Bijelo Polje Community Workshop

EPA Science Inventory

The main objective of the session is to develop capacity on this decision-making tool during a mini-workshop on the Health Impact Assessment (HIA) in Bijelo Polje, Montenegro. The HIA is a combination of procedures, methods and tools that systematically judges the potential, and ...

THE US EPA WORKSHOP ON RESEARCH AND RISK ASSESSMENT FOR ARSENIC

EPA Science Inventory

The U.S. Environmental Protection Agency sponsored an international Workshop on Research and Risk Assessment for Arsenic at the National Conservation Training Center in Shepherdstown, West Virginia, from May 31 to June 2, 2006. This special issue of Toxicology and Applied Pharma...

Feasibility and acceptability of SMS text messaging in a prostate cancer educational intervention for African American men.

PubMed

Le, Daisy; Holt, Cheryl L; Saunders, Darlene R; Wang, Min Qi; Coriolan, Annie; Savoy, Alma D; Slade, Jimmie L; Muwwakkil, Bettye; Atkinson, Nancy L

2016-12-01

African Americans' greater access to mobile phones makes short messaging service technology a promising complement to health promotion interventions. Short messaging service text messages were added to the Men's Prostate Awareness Church Training project, a men's health intervention for African American men. We report on the feasibility and acceptability of the use of short messaging service text messages in the intervention. Short messaging service text messages served as (1) workshop reminders; (2) post-workshop message reinforcement; (3) spiritual/motivational messages; and (4) participant retention. At workshop 4, over 65 percent of participants wished to continue receiving the messages. While there was an increase in recall over time, more than one-third of the participants did not recall receiving the 53 text messages. However, recall was considerably greater among men who attended the Men's Prostate Awareness Church Training workshops. Overall, the inclusion of text messages in health promotion interventions targeting mature African American men was found to be feasible and acceptable. © The Author(s) 2015.

The Effect of Attending Good Psychiatric Management (GPM) Workshops on Attitudes Toward Patients With Borderline Personality Disorder.

PubMed

Keuroghlian, Alex S; Palmer, Brian A; Choi-Kain, Lois W; Borba, Christina P C; Links, Paul S; Gunderson, John G

2016-08-01

The effect that attending a 1-day workshop on Good Psychiatric Management (GPM) had on attitudes about borderline personality disorder (BPD) was assessed among 297 clinicians. Change was recorded by comparing before and after scores on a 9-item survey previously developed to assess the effects of workshops on Systems Training for Emotional Predictability and Problem Solving (STEPPS). Participants reported decreased inclination to avoid borderline patients, dislike of borderline patients, and belief that BPD's prognosis is hopeless, as well as increased feeling of competence, belief that borderline patients have low self-esteem, feeling of being able to make a positive difference, and belief that effective psychotherapies exist. Less clinical experience was related to an increased feeling of competence and belief that borderline patients have low self-esteem. These findings were compared to those from the STEPPS workshop. This assessment demonstrates GPM's potential for training clinicians to meet population-wide needs related to borderline personality disorder.

[A questionnaire survey for pharmacists participating in a home medical care training workshop].

PubMed

Hirotani, Yoshihiko; Yoshioka, Atsuko; Umezawa, Hanako; Kawamura, Daisuke; Takahashi, Tomoki; Ikeda, Kenji; Urashima, Yoko; Myotoku, Michiaki

2012-12-01

To clarify the issues associated with promoting pharmacists' participation in home medical care(HMC), we performed a questionnaire survey for pharmacists who participated in a HMC training workshop. The cumulative number of participants in the workshop was 284; the majority of the participants was from mid-sized pharmacies and had been working for over 10 years. The rate of pharmacists engaged in HMC was 69% and their main practices were "drug delivery to patients" and "drug administration guidance for patients at home". Many participants responded that the key items for HMC were "cooperation with people with different type of jobs", "a wide pharmaceutical knowledge", and "effective involvement with patients and their families". The present main issues regarding HMC were "low pharmaceutical care fees", "deficiency of pharmacists", and "insufficient collaboration with people with different type of jobs". In order to resolve these issues, it is necessary to construct a cooperation system with other medical and welfare-related societies and to continuously organize such workshop.

The Effect of Attending Good Psychiatric Management (GPM) Workshops on Attitudes Toward Patients with Borderline Personality Disorder

PubMed Central

Keuroghlian, Alex S.; Palmer, Brian A.; Choi-Kain, Lois W.; Borba, Christina P. C.; Links, Paul S.; Gunderson, John G.

2015-01-01

The effect that attending a 1-day workshop on good psychiatric management (GPM) had on attitudes about borderline personality disorder (BPD) was assessed among 297 clinicians. Change was recorded by comparing before and after scores on a 9-item survey previously developed to assess the effects of workshops on Systems Training for Emotional Predictability and Problem Solving (STEPPS). Participants reported decreased inclination to avoid borderline patients, dislike of borderline patients, and belief that BPD’s prognosis is hopeless, as well as increased feeling of competence, belief that borderline patients have low self-esteem, feeling of being able to make a positive difference, and belief that effective psychotherapies exist. Less clinical experience was related to an increased feeling of competence and belief that borderline patients have low self-esteem. These findings were compared to those from the STEPPS workshop. This assessment demonstrates GPM’s potential for training clinicians to meet population-wide needs related to borderline personality disorder. PMID:26111249

Transplant Procurement Management Model Training: Marked Improvement in the Mindset of In-Hospital Procurement Coordinators at Hyogo Prefecture, Japan.

PubMed

Yoshikawa, M; Yoshinaga, K; Imamura, Y; Hayashi, T; Osako, T; Takahashi, K; Kaneko, M; Fujisawa, M; Kamidono, S

2016-09-01

The organ donation rate in Japan is much lower than that in other developed countries for several reasons. An advanced educational program for in-hospital procurement coordinators is a possible solution for this. We introduced a Transplant Procurement Management (TPM) educational program at Hyogo Prefecture, Japan. Ten healthcare professionals at Hyogo Prefecture participated in the Advanced International TPM course to educate themselves on TPM and held 2 TPM Model Organ Procurement Training Workshops at Hyogo Prefecture for in-hospital procurement coordinators. Furthermore, we held 2 workshops outside Hyogo Prefecture and at the same time undertook a pre-workshop questionnaire survey to evaluate the ability and motivation with respect to organ donation. To evaluate the effectiveness of the workshops, we conducted post-workshop and 3-months-after workshop questionnaire surveys. The results of the pre-workshop survey revealed that in-hospital procurement coordinators lacked the knowledge regarding the entire organ donation process, the current status of organ donation in Japan, and the definition of brain death. Moreover, they did not completely understand the meaning of "organ donation." The results of the post-workshop questionnaire survey showed that the educational program was effective to improve the knowledge and skills of organ donation and motivated behavioral changes among the participants. The survey results showed that our TPM model educational program offered sufficient knowledge and skills to increase organ donation at Hyogo Prefecture. We will continue this program and make an effort to further contribute to the Japanese organ donation activities. Copyright © 2016 Elsevier Inc. All rights reserved.

Knowledge, Attitudes and Practices of Law Enforcement Officers on Rabies and Animal Control Issues in Kansas.

PubMed

Straily, A; Trevino-Garrison, I

2017-03-01

Rabies is a deadly zoonoses endemic in the United States, including Kansas. Animal control programmes that emphasize vaccination of dogs and cats, removal of stray animals and enforcement of licensure programmes have historically been essential in reducing the risk of rabies exposures to humans (Beran, 1991). Kansas does not mandate the use of animal control officers [ACOs] and in areas where there is no designated animal control officer, law enforcement officers [LEOs] are required to fill that role. Little is known about LEOs' knowledge of rabies, their current practices in responding to animal-related calls or if they receive any specialized training to perform the duties of an ACO. A web-based, voluntary and anonymous survey was sent to law enforcement officers in Kansas in January 2014. The survey included questions about animal control practices and a self-assessment of rabies knowledge. The response rate was 16.2%. All respondents indicated LEOs will respond to animal-related calls, even if there was an ACO available in their department or jurisdiction. A majority of respondents indicated they had not received training on safe animal handling (62.9%, 61/97) or zoonoses prevention (85.6%, 83/97), even though a strong majority considered such training important (89.7% and 79.4%, respectively). Most respondents (>80%) were able to correctly identify animals capable of transmitting rabies but were less aware of how rabies was transmitted or the severity of rabies in humans. Our results demonstrate that Kansas LEOs perform animal control duties, many without the proper training, even though most consider such training to be important to be able to perform their duties safely. Training on safe animal handling and zoonoses prevention should be provided to all LEOs in Kansas to enable them to safely execute their duties and provide timely and accurate information to citizens regarding rabies prevention. © 2016 Blackwell Verlag GmbH.

C.E.T.A. in Balance-of-State Areas. Workshop Report of the Rural Manpower Policy Research Consortium, June 6-7, 1974. Special Paper No. 24.

ERIC Educational Resources Information Center

Moser, Collette H., Comp.

The workshop on the Comprehensive Employment and Training Act (CETA) in Balance-of-State areas explored the implications for rural areas of various manpower policies. In a previous workshop, it was found that a close correlation existed between counties classified as Balance-of-State and those classified as "rural" by the U.S. Department…

Coral Taxonomy. Results and Recommendations of a Regional Unesco (COMAR)/UNEP Workshop with Advanced Training (Phuket Marine Biological Centre, Thailand, February 10-26, 1984). Unesco Reports in Marine Science No. 33.

ERIC Educational Resources Information Center

United Nations Educational, Scientific, and Cultural Organization, Paris (France). Div. of Marine Sciences.

This document reports on a workshop on coral species present in Thailand and on the status of coral taxonomy in central Indo-Pacific countries. The report discusses workshop aims, summarizes field and laboratory studies, provides a tentative checklist of hermatypic coral species from Thailand, assesses the status of coral taxonomy in participating…

Asbestos Model Accreditation Plan (MAP) Enforcement Response Policy

EPA Pesticide Factsheets

The Asbestos Model Accreditation Plan (MAP) (40 CFR 763 Subpart E Appendix C) mandates safety training for those who do asbestos removal work, and implements the additional training requirements mandated by Congress

Improving the Teaching Skills of Residents in a Surgical Training Program: Results of the Pilot Year of a Curricular Initiative in an Ophthalmology Residency Program.

PubMed

Chee, Yewlin E; Newman, Lori R; Loewenstein, John I; Kloek, Carolyn E

2015-01-01

To design and implement a teaching skills curriculum that addressed the needs of an ophthalmology residency training program, to assess the effect of the curriculum, and to present important lessons learned. A teaching skills curriculum was designed for the Harvard Medical School (HMS) Residency Training Program in Ophthalmology. Results of a needs assessment survey were used to guide curriculum objectives. Overall, 3 teaching workshops were conducted between October 2012 and March 2013 that addressed areas of need, including procedural teaching. A postcurriculum survey was used to assess the effect of the curriculum. Massachusetts Eye and Ear Infirmary, a tertiary care institution in Boston, MA. Overall, 24 residents in the HMS Residency Training Program in Ophthalmology were included. The needs assessment survey demonstrated that although most residents anticipated that teaching would be important in their future career, only one-third had prior formal training in teaching. All residents reported they found the teaching workshops to be either very or extremely useful. All residents reported they would like further training in teaching, with most residents requesting additional training in best procedural teaching practices for future sessions. The pilot year of the resident-as-teacher curriculum for the HMS Residency Training Program in Ophthalmology demonstrated a need for this curriculum and was perceived as beneficial by the residents, who reported increased comfort in their teaching skills after attending the workshops. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Police Training to Align Law Enforcement and HIV Prevention: Preliminary Evidence From the Field

PubMed Central

Agrawal, Alpna; Moreau, Bruce; Kumar, Pratima; Weiss-Laxer, Nomi; Heimer, Robert

2011-01-01

Having identified gaps in implementation of Rhode Island's syringe access law and police occupational safety education, public health and police professionals developed police training to boost legal knowledge, improve syringe access attitudes, and address needlestick injuries. Baseline data (94 officers) confirmed anxiety about needlestick injuries, poor legal knowledge, and occupational risk overestimation. Before training, respondents believed that syringe access promotes drug use (51%), increases likelihood of police needlestick injuries (58%), and fails to reduce epidemics (38%). Pretraining to posttraining evaluation suggested significant shifts in legal and occupational safety knowledge; changes in attitudes toward syringe access were promising. Training that combines occupational safety with syringe access content can help align law enforcement with public health goals. Additional research is needed to assess street-level effect and to inform intervention tailoring. PMID:21940924

Digital Soil Mapping - A platform for enhancing soil learning

NASA Astrophysics Data System (ADS)

Owens, Phillip; Libohova, Zamir; Monger, Curtis; Lindbo, David; Schmidt, Axel

2017-04-01

The expansion of digital infrastructure and tools has generated massive data and information as well as a need for reliable processing and accurate interpretations. Digital Soil Mapping is no exception in that it has provided opportunities for professionals and the public to interact at field and training/workshop levels in order to better understand soils and their benefits. USDA-NRCS National Cooperative Soil Survey regularly conducts training and workshops for soil scientists and other professionals in the US and internationally. A combination of field experiences with workshops conducted in a class environment offers ideal conditions for enhancing soil learning experiences. Examples from US, Haiti and Central America show that Digital Soil Mapping (DSM) tools are very effective for understanding and visualizing soils and their functioning at different scales.