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.

Nurses Guidelines for Using Social Media by Finnish Nurses Association.

PubMed

Arifulla, Dinah; Olli, Johanna; Merasto, Merja

2016-01-01

To encourage the use of social media, Finnish Nurses Association worked on social media guidelines. The aim was to strengthen the use of social media as a tool for nurses for sharing of professional knowledge as well as the acquisition of knowledge in their free time and in the work field. Guidelines were based on Nurses Ethical Guidelines and was supplemented by literature review. To enforce the guidelines into action, was nursing twitter chat, #HOIchat, started. In addition, yearly held Finnish Nurses conference had a workshop where anybody could come for detailed information of social media tools and platforms as well as personal lessons how to get started and how to use various social media tools in everyday nursing.

Rock and Roll English Teaching: Content-Based Cultural Workshops

ERIC Educational Resources Information Center

Robinson, Tim

2011-01-01

In this article, the author shares a content-based English as a Second/Foreign Language (ESL/EFL) workshop that strengthens language acquisition, increases intrinsic motivation, and bridges cultural divides. He uses a rock and roll workshop to introduce an organizational approach with a primary emphasis on cultural awareness content and a…

Excellence in Physics Education Award Talk: Revitalizing Introductory Physics at Community Colleges and More

NASA Astrophysics Data System (ADS)

Hieggelke, Curtis

2009-05-01

This project started because many community college physics instructors wanted to improve the learning and understanding of their students in physics. However, these teachers, at that time, were isolated from many of the emerging developments in physics education research and computer technology such as MBL (microcomputer based laboratories). While there were some opportunities within the American Association of Physics Teachers to learn about recent educational developments, there was nothing targeted directly to the unique needs of the two-year college physics community; nor did many of the curriculum developers have much knowledge about this group. The initial goal of this project was to design and provide hands-on workshops to introduce new computer technology, software, curricular materials and approaches arising from physics education research to community college physics teachers. They would then have the background to decide if these new ideas were worthy of adoption and feasible at their institutions. NSF's Division of Undergraduate Education supported these workshop efforts by funding seven different grants from three different programs. These grants have led to 61 workshops with 52 workshop leaders, which were held at 23 community colleges in 14 states for over 1300 participants. This presentation will provide more details about these workshops, and about the subsequent development of the Conceptual Survey on Electricity and Magnetism, and a book on Ranking Tasks edited by us, but written by many participants in the early workshops. In addition, grants were received from NSF for the acquisition and development of computer lab technology that was later featured in some of the workshops. Finally, three NSF grants were received for the development of new educational materials called TIPERs (Tasks Inspired by Physics Education Research) that will be described.

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.

Supplemental action learning workshops: Understanding the effects of independent and cooperative workshops on students' knowledge

NASA Astrophysics Data System (ADS)

Morris, Kathryn Michelle

Community colleges enroll more than half of the undergraduate population in the United States, thereby retaining students of varying demographics with extracurricular demands differing from traditional four-year university students. Often in a collegiate lecture course, students are limited in their abilities to absorb and process information presented by their instructors due to content-specific cognitive gaps between the instructor and the student (Preszler, 2009). Research has shown that implementation of instructor-facilitated action learning workshops as supplemental instruction may help bridge these cognitive gaps allowing better student conceptualization and dissemination of knowledge (Drake, 2011; Fullilove & Treisman, 1990; Preszler, 2009; Udovic, Morris, Dickman, Postlethwait, & Wetherwax, 2002). The purpose of this study was to determine the effects of cooperative action learning workshops and independent action learning workshops on students' knowledge of specified topics within a General Biology I with lab course. The results of this investigation indicate that implementation of an instructor-facilitated action learning workshop did not affect students' knowledge gain; furthermore, attendance of a particular workshop style (independent or cooperative) did not affect students' knowledge gain.

Strong schools against suicidality and self-injury: Evaluation of a workshop for school staff.

PubMed

Groschwitz, Rebecca; Munz, Lara; Straub, Joana; Bohnacker, Isabelle; Plener, Paul L

2017-06-01

Nonsuicidal self-injury (NSSI) and suicidality are common among adolescents. School staff are often the first adults to be confronted with those behaviors. However, previous studies have shown a lack of knowledge and confidence in dealing with self-harming behaviors. Objectives of this study were to evaluate a workshop on NSSI and suicidality in adolescence for teachers, school social workers and school psychologists. In total, N = 267 school staff participated in 1 of 16 two-day workshops, which were offered in different cities in southern Germany. Pre-, post- and 6-month follow-up assessments were conducted concerning attitudes, confidence in own skills, perceived knowledge, and knowledge on NSSI and suicidality. Satisfaction with the workshop was evaluated directly after the workshop; changes in handling situations involving youth with self-harm were evaluated at follow-up. Overall, participants were very satisfied with the workshop. Few negative attitudes regarding NSSI and suicidality were prevalent before and after the workshop. Large effect sizes were found for improvement in confidence, perceived knowledge, and knowledge at postassessment, which were still present at 6-month follow-up. There were significant differences between professions, with teachers seemingly benefitting the most from the workshop. At follow-up, participants reported more changes in their own behavior than having been able to implement changes on a school level. A 2-day workshop seems to be effective in changing knowledge and confidence in school staff regarding NSSI and suicidality. Workshops catered to different professions (i.e., teachers and school psychologists) might be feasible. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

[The experience of the Permanent Workshop on Health and Nutrition Education - OPEAS: training of professionals for the promotion of healthy nutrition in schools].

PubMed

Juzwiak, Claudia Ridel; de Castro, Paula Morcelli; Batista, Sylvia Helena Souza da Silva

2013-04-01

This article analyzes the experience of the Permanent Workshop on Nutrition and Health Education, which provides ongoing education on health and nutrition for school nutritionists and educators. In 2009, nutritionists, principals/management assistants, pedagogical coordinators, teachers and nutrition undergraduates attended 10 workshops, which were based on Freire and Pichon-Rivière´s framework theories. Data analysis was performed using the Discourse of the Collective Subject method. At the beginning of their participation in the OPEAS, the relationship between educators and nutritionists was distant and few interdisciplinary activities were conducted. Communication among the school team, collaborative work with involvement of the whole school community, inclusion of food and nutrition education in the curricula, and provision of food as the central pedagogical tool were considered central to the promotion of healthy nutrition. In the final evaluation four central ideas were highlighted defining OPEAS as being important for knowledge acquisition, a setting for reflection, an opportunity for integration and a platform for putting ideas into practice. Ongoing education should be implemented with school professionals aiming to foster actions to promote healthy nutrition at school.

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

Entry Descent and Landing Workshop Proceedings. Volume 1; EDL Instrumentation Workshop Background and Motivation

NASA Technical Reports Server (NTRS)

Munk, Michelle M.; Lechniak, Jason

2015-01-01

Objective: Scope out a low-cost instrumentation effort for Discovery and/or New Frontiers-class missions, including acquisition strategy, for FY17-19 (TBR). This is intended to be a new Game-Changing project. MEDLI and MEDLI2 cost $25-$30M each. These costs are not sustainable. Solutions are too massive and large for small planetary missions. Share various perspectives and previous experiences; discuss costs. Establish the future mission needs and measurement/sensor priorities. Determine the best acquisition and phasing approach.

Multi-view Decision Making (MVDM) Workshop

DTIC Science & Technology

2009-02-01

reflect the realities of system-of-systems development, acquisition, fielding and support: multi-view decision making (MVDM). MVDM addresses the...including mission risk, interoperable acquisition, and operational security and survivability. Hence, a multi-view approach to decision making is

Improving sixth year medical students' performance in knee arthrocentesis using a synthetic knee model.

PubMed

Chiowchanwisawakit, Praveena; Ratanarat, Ranistha; Srinonprasert, Varalak

2015-09-01

A knee arthrocentesis (KA) workshop using synthetic knee model was arranged for all sixth-year medical students (MS) in our institute to ensure equity in receiving training. We evaluated confidence level and knowledge of KA and synovial fluid analysis testing pre- and post-workshop for MS. The workshop was divided into two parts. The first part was to provide knowledge in arthrocentesis and synovial fluid interpretation and the second was a practice session on the synthetic model under supervision. This is a report of pre-and post-workshop self-evaluation about the confidence in performing KA (0-10 scales), improvement of knowledge in KA, and synovial fluid analysis earned from attending the workshop. Pearson χ(2) test or Fisher's exact test was used to compare categorical variables, where appropriate. There were 247 MS attended and 228 (92.3%) evaluated the workshops. Ninety-six (42.1%) MS had experience in KA prior to this workshop. The mean (SD) levels of confidence in performing the procedure before and after the workshop were 3.6 (2.5) and 7.5 (1.7), respectively, P < 0.001. Improvement was shown regardless of previous exposure to KA. Knowledge of appropriate testing for synovial fluid was significantly improved in all items explored after the workshop and extended to the better scores earned from a competency examination. A hands-on structured workshop using a synthetic knee model for KA is a successful model for improving medical students' confidence in performing the procedure with evidence of sustaining knowledge in short-term follow-up. © 2015 Asia Pacific League of Associations for Rheumatology and Wiley Publishing Asia Pty Ltd.

Workshops as a Research Methodology

ERIC Educational Resources Information Center

Ørngreen, Rikke; Levinsen, Karin

2017-01-01

This paper contributes to knowledge on workshops as a research methodology, and specifically on how such workshops pertain to e-learning. A literature review illustrated that workshops are discussed according to three different perspectives: workshops as a means, workshops as practice, and workshops as a research methodology. Focusing primarily on…

Cancer genetics education in a low- to middle-income country: evaluation of an interactive workshop for clinicians in Kenya.

PubMed

Hill, Jessica A; Lee, Su Yeon; Njambi, Lucy; Corson, Timothy W; Dimaras, Helen

2015-01-01

Clinical genetic testing is becoming an integral part of medical care for inherited disorders. While genetic testing and counseling are readily available in high-income countries, in low- and middle-income countries like Kenya genetic testing is limited and genetic counseling is virtually non-existent. Genetic testing is likely to become widespread in Kenya within the next decade, yet there has not been a concomitant increase in genetic counseling resources. To address this gap, we designed an interactive workshop for clinicians in Kenya focused on the genetics of the childhood eye cancer retinoblastoma. The objectives were to increase retinoblastoma genetics knowledge, build genetic counseling skills and increase confidence in those skills. The workshop was conducted at the 2013 Kenyan National Retinoblastoma Strategy meeting. It included a retinoblastoma genetics presentation, small group discussion of case studies and genetic counseling role-play. Knowledge was assessed by standardized test, and genetic counseling skills and confidence by questionnaire. Knowledge increased significantly post-workshop, driven by increased knowledge of retinoblastoma causative genetics. One-year post-workshop, participant knowledge had returned to baseline, indicating that knowledge retention requires more frequent reinforcement. Participants reported feeling more confident discussing genetics with patients, and had integrated more genetic counseling into patient interactions. A comprehensive retinoblastoma genetics workshop can increase the knowledge and skills necessary for effective retinoblastoma genetic counseling.

Preliminary study of the effects of an educational workshop on therapeutic use of music and aesthetic experience with music in first-line nurses.

PubMed

Lai, Hui-Ling

2011-11-01

The purpose of this study was to assess the effects of an educational workshop on knowledge of and attitude toward therapeutic use of music and aesthetic experiences with music among first-line nurses. A one-group pre-test/post-test design was used. Forty-six first-line nurses, aged 21-56 years, were recruited from seven different hospitals. Questionnaires were used to assess the nurses' knowledge of and attitude toward therapeutic use of music and aesthetic experience with music before and after the workshop, and 3 months after the workshop. The workshop comprised three sessions; the nurses participated in 8h of instruction the first week and 4h, the second week covering analytical music appreciation, music staves comprehension, theory and practice of music therapy, and evidence-based music intervention. Educational workshop significantly improved knowledge of and attitudes toward therapeutic use of music and music aesthetic experiences (p<0.001). A sustained effect of the workshop was found at follow up 3-month after workshop. The mean change in scores for music aesthetic experiences between nurse with and without music backgrounds differed significantly (p=0.01). The workshop enhanced the knowledge of and attitude toward therapeutic use of music and aesthetic experiences with music among first-line nurses. Copyright © 2010 Elsevier Ltd. All rights reserved.

Providing Effective Professional Development for Teachers through the Lunar Workshops for Educators

NASA Astrophysics Data System (ADS)

Canipe, Marti; Buxner, Sanlyn; Jones, Andrea; Hsu, Brooke; Shaner, Andy; Bleacher, Lora

2014-11-01

In order to integrate current scientific discoveries in the classroom, K-12 teachers benefit from professional development and support. The Lunar Workshops for Educators is a series of weeklong workshops for grade 6-9 science teachers focused on lunar science and exploration, sponsored by the Lunar Reconnaissance Orbiter (LRO) and conducted by the LRO Education and Public Outreach (E/PO) Team. The Lunar Workshops for Educators, have provided this professional development for teachers for the last five years. Program evaluation includes pre- and post- content tests and surveys related to classroom practice, daily surveys, and follow-up surveys conducted during the academic year following the summer workshops to assess how the knowledge and skills learned at the workshop are being used in the classroom. The evaluation of the workshop shows that the participants increased their overall knowledge of lunar science and exploration. Additionally, they gained knowledge about student misconceptions related to the Moon and ways to address those misconceptions. The workshops impacted the ways teachers taught about the Moon by providing them with resources to teach about the Moon and increased confidence in teaching about these topics. Participants reported ways that the workshop impacted their teaching practices beyond teaching about the Moon, encouraging them to include more inquiry and other teaching techniques demonstrated in the workshops in their science classes. Overall, the program evaluation has shown the Lunar Workshops for Educators are effective at increasing teachers’ knowledge about the Moon and use of inquiry-based teaching into their classrooms. Additionally, the program supports participant teachers in integrating current scientific discoveries into their classrooms.

76 FR 38360 - Workshop-Monitoring Changes in Extreme Storm Statistics: State of Knowledge; Notice of Open...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-06-30

... Changes in Extreme Storm Statistics: State of Knowledge; Notice of Open Public Workshop AGENCY: National... .) SUPPLEMENTARY INFORMATION: This workshop will provide an update to the climate science surrounding extreme... storms. Specific topics include: Severe Thunderstorms (and associated hail and winds), tornadoes, extreme...

The impact of critical appraisal workshops on residents' evidence based medicine skills and knowledge.

PubMed

Nasr, Justine A; Falatko, John; Halalau, Alexandra

2018-01-01

To assess the impact of four evidence based medicine (EBM) critical appraisal education workshops in improving residents' EBM knowledge and skills. The eligible participants in the workshops were 88 residents-in-training, postgraduate years one through four, rotating through the outpatient internal medicine clinic. Four EBM workshops, consisting of 3 days each (30 minutes daily), were taught by our faculty. Topics covered included critical appraisal of randomized controlled trials, case-control and cohort studies, diagnosis studies, and systematic reviews. As a program evaluation, anonymous pre-workshop and post-workshop tests were administered. Each of the four sets of tests showed improvement in scores: therapy from 58% to 77% (42% response rate), harm from 65% to 73% (38% response rate), diagnosis from 49% to 68% (49% response rate), and systematic review from 57% to 72% (30% response rate). We found that teaching EBM in four short workshops improved EBM knowledge and critical appraisal skills related to the four topics.

Impact of a Developmental Care Training Course on the Knowledge and Satisfaction of Health Care Professionals in Neonatal Units: A Multicenter Study.

PubMed

Mosqueda-Peña, Rocío; Lora-Pablos, David; Pavón-Muñoz, Abraham; Ureta-Velasco, Noelia; Moral-Pumarega, María Teresa; Pallás-Alonso, Carmen Rosa

2016-04-01

The impact of health-related continuing education courses on knowledge acquisition and clinical practice is infrequently evaluated, despite higher numbers of people enrolling in them. The majority of health care professionals working in neonatal intensive care units (NICUs) have received no training in developmental care (DC). The purpose of this study was to determine whether participation in a theoretical-practical course on DC had an effect on the degree of knowledge possessed by professionals in general terms and with respect to neonatal intensive care. The relationship between course satisfaction and knowledge acquisition was also studied. This was an observational multicenter study conducted in 20 neonatal units in Madrid. A pre- and post-course questionnaire evaluated both knowledge and satisfaction levels regarding the course on DC and the Newborn Individualized Developmental Care and Assessment Program (NIDCAP). We carried out a multivariate linear regression analysis to determine whether there was a correlation between knowledge gained and satisfaction level. A total of 566 professionals participated, with a 99% pre-course and a 90% post-course response rate. The mean rate of correct pre-course answers was 65%, while the mean rate of post-course correct answers was 81% (p < 0.001). Results were similar at all levels of neonatal care (Level I: 64% vs 80%; Level II: 64% vs. 83%; and 65% vs. 81%). Scores on a scale of satisfaction from 1 to 5 were high (averages of above 4 for all lectures and workshops). Pre-course knowledge scores, but not satisfaction, significantly influenced post-course knowledge (β 0.499; p < 0.01). Previous DC knowledge among Madrid health care professionals was similar, regardless of the level of neonatal care. Course attendance significantly improved the rate of correct answers. Although course satisfaction was high, there did not seem to be a correlation between knowledge gained and satisfaction. Copyright © 2016. Published by Elsevier B.V.

Family Systems Training for Medical Students.

PubMed

Thabrew, Hiran

2018-05-01

To evaluate whether a workshop on family systems delivered to medical students could improve participants' understanding of families from a systemic point of view and help them recognise and address systemic issues that may be affecting their patients. Fifth year (senior) medical students ( n = 36) from the University of Auckland participated in a 90-min workshop about family systems. Pre- and post-workshop, self-reported measures of knowledge and confidence were completed and qualitative feedback was also obtained from participants. The workshop was well received and its interactive and role-play based nature were particularly appreciated. Participants reported gains in all explored areas of knowledge and understanding, suggesting that the workshop met its desired aims. This workshop is an educationally effective and expedient way to equip medical students with some knowledge and understanding about family systems. It may benefit their future work with individual patients and families.

Pathway-based analyses.

PubMed

Kent, Jack W

2016-02-03

New technologies for acquisition of genomic data, while offering unprecedented opportunities for genetic discovery, also impose severe burdens of interpretation and penalties for multiple testing. The Pathway-based Analyses Group of the Genetic Analysis Workshop 19 (GAW19) sought reduction of multiple-testing burden through various approaches to aggregation of highdimensional data in pathways informed by prior biological knowledge. Experimental methods testedincluded the use of "synthetic pathways" (random sets of genes) to estimate power and false-positive error rate of methods applied to simulated data; data reduction via independent components analysis, single-nucleotide polymorphism (SNP)-SNP interaction, and use of gene sets to estimate genetic similarity; and general assessment of the efficacy of prior biological knowledge to reduce the dimensionality of complex genomic data. The work of this group explored several promising approaches to managing high-dimensional data, with the caveat that these methods are necessarily constrained by the quality of external bioinformatic annotation.

Earth System Science for Elementary Teachers: An Innovative Approach to Teacher Professional Development.

NASA Astrophysics Data System (ADS)

Purkiss, C.

2015-12-01

In many professional development programs, teachers attend workshops to learn new knowledge and skills and then are expected to go back to their classrooms and implement what they learned. Often skills or an activity is learned but does not necessarily get practiced in the classroom. Very few professional development programs add direct, immediate practice with children where teachers can try out immediately the new activities or the knowledge they have just learned. In this case, the program directors wanted to see that, by having children to practice with in a non-threatening, low stakes environment, if participants would incorporate the activities and knowledge learned during the workshop into their classrooms in a more immediate way. Would immediate practice help participants internalize the new knowledge and skills and thus create a fund of knowledge that they would use immediately on their return to the classroom. As part of a grant for professional development for underserved elementary teachers on climate literacy, an innovative children's camp was added to a summer intensive workshop. Prior to the summer workshop, participants completed an eight-week online graduate level course on the basics of inquiry-based science. Participants then attended the intensive three-week workshop to gain knowledge in weather and climate and how to teach these concepts in their classrooms. The workshop was rich in materials and resources for participants. During the third week of the workshop, teachers were camp leaders to 100 elementary students in grades 3 through 5 who were participating in "Climate Camp". Various evaluation and assessments were completed during the program on all participants. Through various evaluation methods, it was found that there was a positive transfer of knowledge to the classroom.

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.

Impact of a personal CYP2D6 testing workshop on physician assistant student attitudes toward pharmacogenetics.

PubMed

O'Brien, Travis J; LeLacheur, Susan; Ward, Caitlin; Lee, Norman H; Callier, Shawneequa; Harralson, Arthur F

2016-03-01

We assessed the impact of personal CYP2D6 testing on physician assistant student competency in, and attitudes toward, pharmacogenetics (PGx). Buccal samples were genotyped for CYP2D6 polymorphisms. Results were discussed during a 3-h PGx workshop. PGx knowledge was assessed by pre- and post-tests. Focus groups assessed the impact of the workshop on attitudes toward the clinical utility of PGx. Both student knowledge of PGx, and its perceived clinical utility, increased immediately following the workshop. However, exposure to PGx on clinical rotations following the workshop seemed to influence student attitudes toward PGx utility. Personal CYP2D6 testing improves both knowledge and comfort with PGx. Continued exposure to PGx concepts is important for transfer of learning.

Effect of the science teaching advancement through modeling physical science professional development workshop on teachers' attitudes, beliefs and content knowledge and students' content knowledge

NASA Astrophysics Data System (ADS)

Dietz, Laura

The Science Teaching Advancement through Modeling Physical Science (STAMPS) professional development workshop was evaluated for effectiveness in improving teachers' and students' content knowledge. Previous research has shown modeling to be an effective method of instruction for improving student and teacher content knowledge, evidenced by assessment scores. Data includes teacher scores on the Force Concept Inventory (FCI; Hestenes, Wells, & Swackhamer, 1992) and the Chemistry Concept Inventory (CCI; Jenkins, Birk, Bauer, Krause, & Pavelich, 2004), as well as student scores on a physics and chemistry assessment. Quantitative data is supported by teacher responses to a post workshop survey and classroom observations. Evaluation of the data shows that the STAMPS professional development workshop was successful in improving both student and teacher content knowledge. Conclusions and suggestions for future study are also included.

Testing a Web-Based, Trained-Peer Model to Build Capacity for Evidence-Based Practices in Community Mental Health Systems.

PubMed

German, Ramaris E; Adler, Abby; Frankel, Sarah A; Stirman, Shannon Wiltsey; Pinedo, Paola; Evans, Arthur C; Beck, Aaron T; Creed, Torrey A

2018-03-01

Use of expert-led workshops plus consultation has been established as an effective strategy for training community mental health (CMH) clinicians in evidence-based practices (EBPs). Because of high rates of staff turnover, this strategy inadequately addresses the need to maintain capacity to deliver EBPs. This study examined knowledge, competency, and retention outcomes of a two-phase model developed to build capacity for an EBP in CMH programs. In the first phase, an initial training cohort in each CMH program participated in in-person workshops followed by expert-led consultation (in-person, expert-led [IPEL] phase) (N=214 clinicians). After this cohort completed training, new staff members participated in Web-based training (in place of in-person workshops), followed by peer-led consultation with the initial cohort (Web-based, trained-peer [WBTP] phase) (N=148). Tests of noninferiority assessed whether WBTP was not inferior to IPEL at increasing clinician cognitive-behavioral therapy (CBT) competency, as measured by the Cognitive Therapy Rating Scale. WBTP was not inferior to IPEL at developing clinician competency. Hierarchical linear models showed no significant differences in CBT knowledge acquisition between the two phases. Survival analyses indicated that WBTP trainees were less likely than IPEL trainees to complete training. In terms of time required from experts, WBTP required 8% of the resources of IPEL. After an initial investment to build in-house CBT expertise, CMH programs were able to use a WBTP model to broaden their own capacity for high-fidelity CBT. IPEL followed by WBTP offers an effective alternative to build EBP capacity in CMH programs, rather than reliance on external experts.

MSFC Skylab Orbital Workshop, volume 2. [design and development of electrical systems and attitude control system

NASA Technical Reports Server (NTRS)

1974-01-01

The design and development of the Skylab Orbital Workshop are discussed. The subjects considered are: (1) thrust attitude control system, (2) solar array system, (3) electrical power distribution system, (4) communication and data acquisition system, (5) illumination system, and (6) caution and warning system.

The effect of intimate exposure to alcohol abuse on the acquisition of knowledge about drinking.

PubMed

Rainer, J P

1994-01-01

This study explored how an alcohol education program might be structured to effectively educate college students about the consequences of alcohol use. The primary hypothesis tested stated that individuals would vary significantly in the amount of knowledge learned from a structured alcohol education workshop, based on the degree of familial or social exposure s/he has had to alcohol abuse. Social learning variables of locus of control, dogmatism, and expectancy for risk were tested for interaction with degree of exposure, to determine their influence on learning. A pretest-posttest control group was employed with a sample of 66 undergraduate college students. A four hour alcohol education program was administered to teach cognitive information and fact about alcohol, with a goal of facilitating responsible use/nonuse of alcohol. The Student Drinking Questionnaire measured acquisition of knowledge. The Adult Nowicki-Strickland Internal/External Scale measured locus of control, and Schultze's Short Dogmatism Scale measured dogmatism. The researcher developed an instrument for expectancy for risk. Multiple regression analyses yielded prediction equations for the variables under study. For the sample group, results demonstrated that a significant portion of the variance in the residualized posttest scores was accounted for by level of exposure and dogmatism. When the sample was blocked according to intimate or social exposure, dogmatism was the only construct entering the regression equation at a significant level for the intimate exposure group. None of the constructs were able to predict any of the residualized posttest scores for the social exposure group. It was concluded that: (1) Students in the sample learned differentially based on the degree of intimate exposure of alcohol; (2) Dogmatism is a moderating variable with acquisition of knowledge for those intimately exposed to alcohol abuse, but locus of control and expectancy for risk are not; and (3) Further research is needed to study the effects of differential learning goals set for different populations.

Interdisciplinary workshop in the philosophy of medicine: medical knowledge, medical duties.

PubMed

Bullock, Emma; Kingma, Elselijn

2014-12-01

On 27 September 2013, the Centre for the Humanities and Health (CHH) at King's College London hosted a 1-day workshop on 'Medical knowledge, Medical Duties'. This workshop was the fifth in a series of five workshops whose aim is to provide a new model for high-quality, open interdisciplinary engagement between medical professionals and philosophers. This report identifies the key points of discussion raised throughout the day and the methodology employed. © 2014 John Wiley & Sons, Ltd.

Interdisciplinary workshop in the philosophy of medicine: medical knowledge, medical duties

PubMed Central

Kingma, Elselijn

2014-01-01

Abstract On 27 September 2013, the Centre for the Humanities and Health (CHH) at King's College London hosted a 1‐day workshop on ‘Medical knowledge, Medical Duties’. This workshop was the fifth in a series of five workshops whose aim is to provide a new model for high‐quality, open interdisciplinary engagement between medical professionals and philosophers. This report identifies the key points of discussion raised throughout the day and the methodology employed. PMID:25470528

WORKSHOP ON IMPROVING THE QUALITY SYSTEM SPECIFICATIONS FOR EPA'S CONTRACTS

EPA Science Inventory

EPA is currently revising its quality-related policies for soliitations and contracts. This is a result of changes to the Federal Acquisition Regulations (FAR), new flexibility in contracting procedures such as simplified acquisition, and new type4s of contracting such as perform...

Astronaut Alan Bean looks over data acquisition camera on Skylab trainer

NASA Technical Reports Server (NTRS)

1972-01-01

Astronaut Alan L. Bean, commander for Skylab 3, the second manned Skylab mission, looks over the data acquisition camera mounted on the water tank in the upper level of the Orbital Workshop (OWS) one-G trainer at the Manned Spacecraft Center (MSC).

76 FR 60505 - Food Defense Workshop; Public Workshop

Federal Register 2010, 2011, 2012, 2013, 2014

2011-09-29

... space available basis on the day of the public workshop beginning at 8 a.m. The cost of registration at... businesses, with firsthand working knowledge of FDA's regulations and compliance policies. This workshop is...

Indigenous Knowledge and Learning. Papers Presented in the Workshop on Indigenous Knowledge and Skills and the Ways They Are Acquired (Cha'am, Thailand, March 2-5, 1988).

ERIC Educational Resources Information Center

Chulalongkorn Univ., Bangkok (Thailand).

This proceedings documents an international workshop that focused on the research linking indigenous knowledge and indigenous learning with rural intervention programs. Research into indigenous knowledge and indigenous learning could lead to an improvement in rural intervention programs by building upon the knowledge and skills indigenous to rural…

Offshore Energy Knowledge Exchange Workshop Report

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

none,

2012-04-12

A report detailing the presentations and topics discussed at the Offshore Energy Knowledge Exchange Workshop, an event designed to bring together offshore energy industry representatives to share information, best practices, and lessons learned.

Assessment of change in knowledge about research methods among delegates attending research methodology workshop.

PubMed

Shrivastava, Manisha; Shah, Nehal; Navaid, Seema

2018-01-01

In an era of evidence based medicine research is an essential part of medical profession whether clinical or academic. A research methodology workshop intends to help participants, those who are newer to research field or those who are already doing empirical research. The present study was conducted to assess the changes in knowledge of the participants of a research methodology workshop through a structured questionnaire. With administrative and ethical approval, a four day research methodology workshop was planned. The participants were subjected to a structured questionnaire (pre-test) containing 20 multiple choice questions (Q1-Q 20) related to the topics to be covered in research methodology workshop before the commencement of the workshop and then subjected to similar posttest questionnaire after the completion of workshop. The mean values of pre and post-test scores were calculated and the results were analyzed and compared. Out of the total 153 delegates, 45(29 %) were males and 108 were (71 %) females. 92 (60%) participants consented to fill the pre-test questionnaire and 68 (44%) filled the post-test questionnaire. The mean Pre-test and post-test scores at 95% Confidence Interval were 07.62 (SD ±3.220) and 09.66 (SD ±2.477) respectively. The differences were found to be significant using Paired Sample T test ( P <0.003). There was increase in knowledge of the delegates after attending research methodology workshops. Participatory research methodology workshops are good methods of imparting knowledge, also the long term effects needs to be evaluated.

Acquisition Program Transition Workshops: An Element of the DSMC Program Manager Mission Assistance Capability

DTIC Science & Technology

2011-10-01

specific modules as needed. The term “startup” is inclusive of any point in a DoD acquisition program. As noted above, methodology for conducting...Acquisition Sustainment =Decision Point =Milestone Review =Decision Point if PDR is not conducted before Milestone B ProgramA B Initiation) C IOC FOC...start a new program 2.2 Background Conclusions flowing from these observations led the Office of the Secretary of Defense, the De - fense Acquisition

Refining the aggregate exposure pathway.

PubMed

Tan, Yu-Mei; Leonard, Jeremy A; Edwards, Stephen; Teeguarden, Justin; Egeghy, Peter

2018-03-01

Advancements in measurement technologies and modeling capabilities continue to result in an abundance of exposure information, adding to that currently in existence. However, fragmentation within the exposure science community acts as an obstacle for realizing the vision set forth in the National Research Council's report on Exposure Science in the 21 st century to consider exposures from source to dose, on multiple levels of integration, and to multiple stressors. The concept of an Aggregate Exposure Pathway (AEP) was proposed as a framework for organizing and integrating diverse exposure information that exists across numerous repositories and among multiple scientific fields. A workshop held in May 2016 followed introduction of the AEP concept, allowing members of the exposure science community to provide extensive evaluation and feedback regarding the framework's structure, key components, and applications. The current work briefly introduces topics discussed at the workshop and attempts to address key challenges involved in refining this framework. The resulting evolution in the AEP framework's features allows for facilitating acquisition, integration, organization, and transparent application and communication of exposure knowledge in a manner that is independent of its ultimate use, thereby enabling reuse of such information in many applications.

Effectiveness of addiction science presentations to treatment professionals, using a modified Solomon study design.

PubMed

Erickson, Carlton K; Wilcox, Richard E; Miller, Gary W; Littlefield, John H; Lawson, Kenneth A

2003-01-01

Knowledge of addiction research findings is critical for healthcare professionals who treat addicted patients. However, there is little information available about the instructional effectiveness of lecture-slide presentations in changing knowledge vs. beliefs of such professionals. A modified Solomon four-group experimental design was used to assess the instructional effectiveness (knowledge gain vs. belief changes) of three-hour addiction science workshops presented to health-care professionals by neurobiologically-trained academic researchers. Effectiveness of the workshops was assessed by a 28-item questionnaire on participant versus control group knowledge/beliefs on addiction. Six-month follow-up questionnaires measured "retention" of knowledge and belief changes. The workshop participants showed significant knowledge gain and belief changes, whereas the two control groups showed no change in knowledge or beliefs. After six months, knowledge gains decreased, but were still higher than pre-test scores. In contrast, belief changes on three subscales persisted over six months in 40 to 52 percent of the subjects. These results illustrate a successful continuing education model by which academic researchers who are skilled teachers present a three-hour lecture-slide workshop with extensive question-and-answer sessions on addictions. We conclude that motivated health-care professionals can experience important knowledge gains and belief changes by participating in such workshops. In contrast to the transient retention of knowledge, belief changes persisted surprisingly well for at least six months in about half the subjects. These results suggest that long-term changes in the professional orientation of these health-care workers are possible.

Assessing Peer Leader Skill Acquisition and Group Dynamics in a First-Year Calculus Course

ERIC Educational Resources Information Center

Glover, Rebecca; Hammond, Nicholas B.; Smith, Justin; Guerra, Dalyana

2018-01-01

Peer-led team learning (PLTL), specifically the model known as 'Workshops', has been shown to contribute positively and significantly to student success in STEM courses across subjects (Gosser et al., 2001). Our research adds to the SOTL literature describing the effectiveness of Workshops by reporting on the changes in student leaders. We examine…

Southwest Park and Recreation Training Institute Proceedings (29th, Kingston, Oklahoma, February 5-8, 1984).

ERIC Educational Resources Information Center

Texas Tech Univ., Lubbock. Dept. of Park Administration and Landscape Architecture.

After presenting introductory material about the Institute and its participants, this document offers brief summaries of workshops held at this conference. Workshop topics were: (1) solar energy; (2) nonverbal communication; (3) land acquisition; (4) employee orientation and counseling; (5) neighborhood parks; (6) Arbor Day; (7) trees in the urban…

Evaluation of a faculty development program aimed at increasing residents' active learning in lectures.

PubMed

Desselle, Bonnie C; English, Robin; Hescock, George; Hauser, Andrea; Roy, Melissa; Yang, Tong; Chauvin, Sheila W

2012-12-01

Active engagement in the learning process is important to enhance learners' knowledge acquisition and retention and the development of their thinking skills. This study evaluated whether a 1-hour faculty development workshop increased the use of active teaching strategies and enhanced residents' active learning and thinking. Faculty teaching in a pediatrics residency participated in a 1-hour workshop (intervention) approximately 1 month before a scheduled lecture. Participants' responses to a preworkshop/postworkshop questionnaire targeted self-efficacy (confidence) for facilitating active learning and thinking and providing feedback about workshop quality. Trained observers assessed each lecture (3-month baseline phase and 3-month intervention phase) using an 8-item scale for use of active learning strategies and a 7-item scale for residents' engagement in active learning. Observers also assessed lecturer-resident interactions and the extent to which residents were asked to justify their answers. Responses to the workshop questionnaire (n  =  32/34; 94%) demonstrated effectiveness and increased confidence. Faculty in the intervention phase demonstrated increased use of interactive teaching strategies for 6 items, with 5 reaching statistical significance (P ≤ .01). Residents' active learning behaviors in lectures were higher in the intervention arm for all 7 items, with 5 reaching statistical significance. Faculty in the intervention group demonstrated increased use of higher-order questioning (P  =  .02) and solicited justifications for answers (P  =  .01). A 1-hour faculty development program increased faculty use of active learning strategies and residents' engagement in active learning during resident core curriculum lectures.

[Application of the International Guide for the Diagnosis and Treatment of Asthma using first-contact physicians, before and after an educational strategy].

PubMed

Segura Méndez, Nora Hilda; Herrera, Sonia; Hernández Martínez, Eduardo; Torres Salazar, Augusto; Espinola Reyna, Gerardo; del Rivero Hernández, Leonel

2003-01-01

The objective of the International Guide on Diagnosis and Treatment of Asthma is to reduce prevalence, mortality and morbidity of asthma. To demonstrate that implementation of educational workshop increases the knowledge of first contact physicians on the International Guide for Diagnosis and Treatment of Asthma. Fifty-nine first contact physicians participated. A validated questionnaire was applied before and after the workshop on the International Guide on Diagnosis and Treatment of Asthma. The Student's t test of the program SPSS was used for a statistical analysis. The grades obtained were 36% of correct answers before the workshop and 59% of correct answers after the workshop with a significant p < 0.05 specially in the general area of knowledge. As an educational technique this workshop improves the level of knowledge on the International Guide on Diagnosis and Treatment of Asthma of first contact physicians.

Planetary Protection Knowledge Gaps for Human Extraterrestrial Missions: Workshop Report

NASA Technical Reports Server (NTRS)

Race, Margaret S. (Editor); Johnson, James E. (Editor); Spry, James A. (Editor); Siegel, Bette; Conley, Catharine A.

2015-01-01

This report on Planetary Protection Knowledge Gaps for Human Extraterrestrial Missions summarizes the presentations, deliberations and findings of a workshop at NASA Ames Research Center, March 24-26, 2015, which was attended by more than 100 participants representing a diverse mix of science, engineering, technology, and policy areas. The main objective of the three-day workshop was to identify specific knowledge gaps that need to be addressed to make incremental progress towards the development of NASA Procedural Requirements (NPRs) for Planetary Protection during human missions to Mars.

Validation Workshop of the DRDC Concept Map Knowledge Model: Issues in Intelligence Analysis

DTIC Science & Technology

2010-06-29

group noted problems with grammar , and a more standard approach to the grammar of the linking term (e.g. use only active tense ) would certainly have...Knowledge Model is distinct from a Concept Map. A Concept Map is a single map, probably presented in one view, while a Knowledge Model is a set of...Agenda The workshop followed the agenda presented in Table 2-3. Table 2-3: Workshop Agenda Time Title 13:00 – 13:15 Registration 13:15 – 13:45

Reisebericht London: Interner Workshop: "Knowledge Based Systems in Information Science" (London Travel Report: Internal Workshop: "Knowledge Based Systems in Information Science").

ERIC Educational Resources Information Center

Simon, Hans-Reiner

Written in German, this report summarizes a workshop on teaching and research activities in information science that was held at the City University, London, and attended by faculty and students from the university's Department of Information Science and H.-R. Simon of the GID (Gesellschaft fur Information und Dokumentation), Frankfort am Main,…

The Impact of a Short Conservation Education Workshop on Argentinean Students' Knowledge about and Attitudes towards Species

ERIC Educational Resources Information Center

Nates, Juliana; Campos, Claudia; Lindemann-Matthies, Petra

2012-01-01

This study investigated the impact of a one-day conservation education workshop on knowledge about and attitudes towards species of 88 students from Valle Fertil, Argentina. Immediately before and after the workshop and one year later, students (aged 12 to 16) had to identify native and introduced exotic plant and animal species as well as…

Coordinated Information Services For a Discipline- Or Mission-Oriented Community.

ERIC Educational Resources Information Center

Engelbart, Douglas C.

An overview is given of the potential contribution of computerized information services to communities involved with common disciplines or common missions. The author first describes the knowledge workshop--an environment in which knowledge workers do their knowledge work--and then discusses the prototype of the community workshop which has been…

Feasibility and effectiveness of a brief, intensive phylogenetics workshop in a middle-income country.

PubMed

Pollett, S; Leguia, M; Nelson, M I; Maljkovic Berry, I; Rutherford, G; Bausch, D G; Kasper, M; Jarman, R; Melendrez, M

2016-01-01

There is an increasing role for bioinformatic and phylogenetic analysis in tropical medicine research. However, scientists working in low- and middle-income regions may lack access to training opportunities in these methods. To help address this gap, a 5-day intensive bioinformatics workshop was offered in Lima, Peru. The syllabus is presented here for others who want to develop similar programs. To assess knowledge gained, a 20-point knowledge questionnaire was administered to participants (21 participants) before and after the workshop, covering topics on sequence quality control, alignment/formatting, database retrieval, models of evolution, sequence statistics, tree building, and results interpretation. Evolution/tree-building methods represented the lowest scoring domain at baseline and after the workshop. There was a considerable median gain in total knowledge scores (increase of 30%, p<0.001) with gains as high as 55%. A 5-day workshop model was effective in improving the pathogen-applied bioinformatics knowledge of scientists working in a middle-income country setting. Copyright © 2015 The Authors. Published by Elsevier Ltd.. All rights reserved.

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

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

NASA Office of Aeronautics and Space Technology Summer Workshop. Volume 2: Sensing and data acquisitions panel

NASA Technical Reports Server (NTRS)

1975-01-01

Advanced technology requirements associated with sensing and data acquisition systems were assessed for future space missions. Sensing and data acquisition system payloads which would benefit from the use of the space shuttle in demonstrating technology readiness are identified. Topics covered include: atmospheric sensing payloads, earth resources sensing payloads, microwave systems sensing payloads, technology development/evaluation payloads, and astronomy/planetary payloads.

Transfer Wisdom Workshops: Coming to a NASA Center Near You

NASA Technical Reports Server (NTRS)

Lee, Denise

2003-01-01

In november 2001, the APPL Knowledge Sharing Initiative introduced a new product, the transfer wisdom workshop. The idea was to give practitioners at each of the NASA centers the opportunity to engage in a knowledge sharing activity.

Proceedings of the Workshop on Change of Representation and Problem Reformulation

NASA Technical Reports Server (NTRS)

Lowry, Michael R.

1992-01-01

The proceedings of the third Workshop on Change of representation and Problem Reformulation is presented. In contrast to the first two workshops, this workshop was focused on analytic or knowledge-based approaches, as opposed to statistical or empirical approaches called 'constructive induction'. The organizing committee believes that there is a potential for combining analytic and inductive approaches at a future date. However, it became apparent at the previous two workshops that the communities pursuing these different approaches are currently interested in largely non-overlapping issues. The constructive induction community has been holding its own workshops, principally in conjunction with the machine learning conference. While this workshop is more focused on analytic approaches, the organizing committee has made an effort to include more application domains. We have greatly expanded from the origins in the machine learning community. Participants in this workshop come from the full spectrum of AI application domains including planning, qualitative physics, software engineering, knowledge representation, and machine learning.

Astronaut Alan Bean looks over data acquisition camera on Skylab trainer

NASA Image and Video Library

1972-09-01

S72-39256 (1972) --- Astronaut Alan L. Bean, commander for Skylab 3, the second manned Skylab mission, looks over the data acquisition camera mounted on the water tank in the upper level of the Orbital Workshop (OWS) one-G trainer at the Manned Spacecraft Center (MSC). Photo credit: NASA

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.

Pre-service teacher professional development on climate change: Assessment of workshop success and influence of prior knowledge

NASA Astrophysics Data System (ADS)

Veron, D. E.; Ad-Marbach, G.; Fox-Lykens, R.; Ozbay, G.; Sezen-Barrie, A.; Wolfson, J.

2017-12-01

As states move to adopt the next generation science standards, in-service teachers are being provided with professional development that introduces climate change content and best practices for teaching climate change in the classroom. However, research has shown that it is challenging to bring this information into the higher education curriculum in education courses for pre-service teachers due to curricular and programming constraints. Over two years, the Maryland and Delaware Climate Change Assessment and Research (MADE-CLEAR) project explored a professional development approach for pre-service teachers which employed paired workshops that resulted in participant-developed lesson plans based on climate change content. The workshops were designed to provide pre-service teachers with climate change content related to the carbon cycle and to model a variety of techniques and activities for presenting this information in the classroom. Lesson plans were developed between the first and second workshop, presented at the second workshop and discussed with peers and in-service teachers, and then revised in response to feedback from the second workshop. Participant climate change content knowledge was assessed before the first workshop, and after the final revision of the lesson plan was submitted to the MADE-CLEAR team. Climate content knowledge was also assessed using the same survey for additional pre-service teacher groups who did not participate in the professional development. Results show that while the paired workshop approach increased climate content knowledge, the amount of improvement varied depending on the participants' prior knowledge in climate change content. In addition, some alternate conceptions of climate change were not altered by participant involvement in the professional development approach. Revised lesson plans showed understanding of underlying climate change impacts and demonstrated awareness of appropriate techniques for introducing this complex topic. These findings will be useful to those planning pre-service teacher professional development on climate change in the future.

Impact of Society of Hospital Medicine workshops on hospitalists' knowledge and perceptions of health care-associated infections and antimicrobial resistance.

PubMed

Bush-Knapp, Megan E; Budnitz, Tina; Lawton-Ciccarone, Rachel M; Sinkowitz-Cochran, Ronda L; Brinsley-Rainisch, Kristin J; Dressler, Daniel D; Williams, Mark V

2007-07-01

Health care-associated infections and antimicrobial resistance threaten the safety of hospitalized patients. New prevention strategies are necessary to address these problems. In response, the Society of Hospital Medicine (SHM) in collaboration with the Centers for Disease Control and Prevention developed and conducted workshops to educate hospitalists about conducting quality improvement programs to address antimicrobial resistance and health care-associated infections in hospitalized patients. SHM collected and analyzed data from pretests and posttests administered to physicians who attended SHM workshops in 2005 in 1 of 3 major cities: Denver, Colorado; Boston, Massachusetts; or Portland, Oregon. A total of 69 SHM members attended the workshops, and 50 completed both a pretest and a posttest. Scores on the knowledge-based questions increased significantly from pretest to posttest (x = 48% vs. 63%, P < .0001); however, perceptions of the problem of antimicrobial resistance did not change. Most participants (85%) rated the quality of the workshop as "very good" or "excellent" and rated the workshop sessions as "useful" (x = 3.9 on a 5.0 scale). Hospitalists who attended the SHM workshop increased their knowledge of health care-associated infections, antimicrobial resistance, and quality improvement programs related to these issues. Similar workshops should be considered in efforts to prevent health care-associated infections and antimicrobial resistance. (c) 2007 Society of Hospital Medicine.

NASA/SDIO Space Environmental Effects on Materials Workshop, part 2

NASA Technical Reports Server (NTRS)

Teichman, Louis A. (Compiler); Stein, Bland A. (Compiler)

1989-01-01

The National Aeronautics and Space Administration (NASA) and the Strategic Defense Initiative Organization (SDIO) cosponsored a workshop on Space Environmental Effects on Materials. The joint workshop was designed to inform participants of the present state of knowledge regarding space environmental effects on materials and to identify knowledge gaps that prevent informed decisions on the best use of advanced materials in space for long duration NASA and SDIO missions. Establishing priorities for future ground based and space based materials research was a major goal of the workshop. The end product of the workshop was an assessment of the current state-of-the-art in space environmental effects on materials in order to develop a national plan for spaceflight experiments.

Knowing and Learning Mathematics for Teaching: Proceedings of a Workshop (March 19-21, 1999).

ERIC Educational Resources Information Center

National Academy of Sciences - National Research Council, Washington, DC. Mathematical Sciences Education Board.

The Mathematics Teacher Preparation Content Workshop, held March 19-21, 1999, focused on two questions: (1) What is the mathematical knowledge teachers need to know in order to teach well? and (2) How can teachers develop the mathematical knowledge they need to teach well? Chapters include: (1) "Knowledge of Fundamental Mathematics for Teaching"…

78 FR 12763 - Fecal Microbiota for Transplantation; Public Workshop

Federal Register 2010, 2011, 2012, 2013, 2014

2013-02-25

... public workshop will be provided on a space available basis beginning at 8 a.m. If you need special... this workshop to provide a forum for the exchange of information, knowledge, and experience between...

Report of the Workshop on Intelligent Construction for Earthworks.

DOT National Transportation Integrated Search

2009-04-01

The objectives of this workshop were to update the strategies identified during the 2008 workshop; provide a collaborative exchange of ideas and experiences; share research results; increase participants' knowledge; develop research, education, and i...

One-day workshop-based training improves physical activity prescription knowledge in Latin American physicians: a pre-test post-test study.

PubMed

Arciniegas Calle, Maria C; Lobelo, Felipe; Jiménez, Mario A; Páez, Diana C; Cortés, Sebastian; de Lima, Andrés; Duperly, John

2016-12-05

The physical inactivity pandemic and related non-communicable diseases have made it imperative for medical doctors (MDs) to effectively provide lifestyle counseling as part of prevention and treatment plans for patients. A one-day certification workshop was designed to improve MDs PA prescription knowledge, as part of the Exercise is Medicine® (EIM®) global health initiative. The objective was to determine knowledge gain of MDs participating in a standardized, one-day PA prescription workshop performed throughout Latin America (LA). A 20-question multiple-choice test on PA topics, based on international guidelines, was completed before and after the workshop. Pre and post-test analyses, without a control group, were performed on 1044 MDs after the 8-h workshop that was delivered 41 times across 12 LA countries, from January 2014 to January 2015. Knowledge improvement was determined using the class-average normalized gain and individual relative gain. T-tests with 95% confidence interval levels were conducted to analyze differences between MD specialties. Test scores improved on average from 67 to 82% after the workshop (p <0.001). The average total individual relative gain was 29% [CI: 26 to 32%]. Relative gain by country ranged from 9.3% [CI: 2 to 16%; Nicaragua] to 73% [CI: 47 to 98%; Dominican Republic]. The mean of the 41 workshops' class-average normalized gain was 46% [CI: 42 to 51%]. The largest groups of participants were general practitioners (GPs) (33%; n = 348), internal medicine (19%; n = 194), and family medicine (9%n = 92) specialists. Relative gain for GPs was not different than for all grouped primary care specialties (30% vs. 27%, p =0.48). The knowledge gain was higher for the workshop modules on screening/risk stratification and prescription (43% [CI: 39-48%] and 38% [CI: 34-42%], than for the module on PA benefits and risks (26% [CI: 23-28%]). This one-day workshop had a positive impact on the knowledge gain of MD's on the topic of PA prescription. Although all groups of specialties increased knowledge, GPs and family medicine MDs benefited the most. This short course is an effective continuing education strategy for teaching PA assessment, counseling and prescription to MDs in Latin America, a topic rarely included in the training of MD's in the region and the world. Further follow-up is needed to ascertain impact on PA counseling practices.

Proceedings of the XIIIth IAGA Workshop on Geomagnetic Observatory Instruments, Data Acquisition, and Processing

USGS Publications Warehouse

Love, Jeffrey J.

2009-01-01

The thirteenth biennial International Association of Geomagnetism and Aeronomy (IAGA) Workshop on Geomagnetic Observatory Instruments, Data Acquisition and Processing was held in the United States for the first time on June 9-18, 2008. Hosted by the U.S. Geological Survey's (USGS) Geomagnetism Program, the workshop's measurement session was held at the Boulder Observatory and the scientific session was held on the campus of the Colorado School of Mines in Golden, Colorado. More than 100 participants came from 36 countries and 6 continents. Preparation for the workshop began when the USGS Geomagnetism Program agreed, at the close of the twelfth workshop in Belsk Poland in 2006, to host the next workshop. Working under the leadership of Alan Berarducci, who served as the chairman of the local organizing committee, and Tim White, who served as co-chairman, preparations began in 2007. The Boulder Observatory was extensively renovated and additional observation piers were installed. Meeting space on the Colorado School of Mines campus was arranged, and considerable planning was devoted to managing the many large and small issues that accompany an international meeting. Without the devoted efforts of both Alan and Tim, other Geomagnetism Program staff, and our partners at the Colorado School of Mines, the workshop simply would not have occurred. We express our thanks to Jill McCarthy, the USGS Central Region Geologic Hazards Team Chief Scientist; Carol A. Finn, the Group Leader of the USGS Geomagnetism Program; the USGS International Office; and Melody Francisco of the Office of Special Programs and Continuing Education of the Colorado School of Mines. We also thank the student employees that the Geomagnetism Program has had over the years and leading up to the time of the workshop. For preparation of the proceedings, thanks go to Eddie and Tim. And, finally, we thank our sponsors, the USGS, IAGA, and the Colorado School of Mines.

Parental Involvement and the Developmental Stages of Writing: Knowledge and Skills to Assist Children and Parent Perceptions on Their Experience

ERIC Educational Resources Information Center

Fernandez-Kaltenbach, Elena

2009-01-01

A kindergarten parent workshop series on the developmental stages of writing was created and assessed. The intended outcome was to empower parents with writing knowledge and writing skills so that they could apply this knowledge and skills at home with their child. The researcher developed the workshops from parent involvement research,…

Using interactive theatre to help fertility providers better understand sexual and gender minority patients.

PubMed

Tarasoff, Lesley A; Epstein, Rachel; Green, Datejie C; Anderson, Scott; Ross, Lori E

2014-12-01

To determine the effectiveness of interactive theatre as a knowledge translation and exchange (KTE) method to educate assisted human reproduction (AHR) service providers about lesbian, gay, bisexual, trans and queer (LGBTQ) patients. We transformed data from the 'Creating Our Families' study, a qualitative, community-based study of LGBTQ peoples' experiences accessing AHR services, into a script for an interactive theatre workshop for AHR service providers. Based on forum theatre principles, our workshop included five scenes illustrating LGBTQ people interacting with service providers, followed by audience interventions to these scenes. Before and after the workshop, service providers completed surveys to assess their knowledge and comfort concerning LGBTQ patients, as well as the modality of the interactive theatre workshop as a KTE strategy. Wilcoxon signed-rank tests were used to determine changes in preworkshop and postworkshop knowledge and comfort scores. Thirty AHR service providers attended the workshop. Twenty-three service providers (76.7%) fully completed the preworkshop and postworkshop evaluation forms. Service providers' knowledge scores significantly improved after the workshop, while their comfort scores minimally decreased. Most agreed that the interactive workshop was an effective KTE method. In comparison with traditional forms of KTE, interactive theatre may be particularly effective in engaging service providers and addressing their attitudes towards marginalised patient populations. Although the evaluation results of our interactive workshop were mostly positive, the long-term impact of the workshop is unknown. Long-term evaluations are needed to determine the effectiveness of arts-based KTE efforts. Other considerations for developing effective arts-based KTE strategies include adequate funding, institutional support, attention to power dynamics and thoughtful collaboration with forum theatre experts. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

Didactic Lecture Versus Interactive Workshop for Continuing Pharmacy Education on Reproductive Health: A Randomized Controlled Trial.

PubMed

Javadi, Mohammadreza; Kargar, Alireza; Gholami, Kheirollah; Hadjibabaie, Molouk; Rashidian, Arash; Torkamandi, Hassan; Sarayani, Amir

2015-09-01

Pharmacists are routinely providing reproductive health counseling in community pharmacies, but studies have revealed significant deficits in their competencies. Therefore, continuing pharmacy education (CPE) could be utilized as a valuable modality to upgrade pharmacists' capabilities. A randomized controlled trial was designed to compare the efficacy of CPE meetings (lecture based vs. workshop based) on contraception and male sexual dysfunctions. Sixty pharmacists were recruited for each CPE meeting. Small group training using simulated patients was employed in the workshop-based CPE. Study outcomes were declarative/procedural knowledge, attitudes, and satisfaction of the participants. Data were collected pre-CPE, post-CPE, and 2 months afterward and were analyzed using repeated measure analysis of variance and Mann-Whitney U test. Results showed that lecture-based CPE was more successful in improving pharmacists' knowledge post-CPE (p < .001). In contrast, a significant decrease was observed in the lecture-based group at follow-up (p = .002), whereas the workshop-based group maintained their knowledge over time (p = 1.00). Knowledge scores of both groups were significantly higher at follow-up in comparison with pre-CPE (p < .01). No significant differences were observed regarding satisfaction and attitudes scores between groups. In conclusion, an interactive workshop might not be superior to lecture-based training for improving pharmacists' knowledge and attitudes in a 1-day CPE meeting. © The Author(s) 2013.

Extended professional development for systemic curriculum reform

NASA Astrophysics Data System (ADS)

Kubitskey, Mary Elizabeth

Education standards call for adopting inquiry science instruction. Successful adoption requires professional development (PD) to support teachers, increasing the need for research on PD. This dissertation examines the question: What is the influence of high quality, curriculum aligned, long-term group workshops and related practice on teacher learning? I focus on the following subquestions: (1) What is the influence of high quality, curriculum aligned, long-term, group workshops on teacher knowledge and beliefs? (2) What is the impact of the workshops on teacher practice? (3) What is the influence of practice on student response? (4) What is the impact of practice and student response on teacher knowledge and beliefs? I focus on an instance of PD nested within a long-term systemic change initiative, tracing eleven science teachers' learning from workshops and associated enactments. The data included pre and post-unit interviews (n=22), two post-workshop interviews (n=17), workshop observations (n=2), classroom observations (n=24) and student work (n=351). I used mixed-methods analysis. Quantitative analysis measured teacher learning by comparing pre and post-unit interview ratings. Qualitative components included two case study approaches: logic model technique and cross-case synthesis, examining teacher learning within and across teachers. The findings suggested a teacher-learning model incorporating PD, teacher knowledge, beliefs, practice and student response. PD impacts teachers' knowledge by providing teachers with new knowledge, adapting previous knowledge, or convincing them to value existing knowledge they chose not to use. The workshops can influence beliefs, providing teachers with confidence and motivation to adopt the practice. Beliefs can mediate how knowledge manifested itself in practice that, in turn, impacts students' response. Student response influences the teachers' beliefs, either reinforcing or motivating change. This teacher-learning model suggests a PD design model for long-term systemic change, incorporating teacher practice and student response, providing guidance for teachers making adaptations that maintain reform. This dissertation responds to the call for empirical research linking PD to learning outcomes. These models are unique because practice becomes a continuum of PD, rather than outcome and stresses the importance of addressing teachers' beliefs. This PD design provides mechanisms for maintaining equivalence between the written and enacted curriculum, sustaining the integrity of the reform.

Clear-cut?: facilitating health librarians to use information research in practice.

PubMed

Booth, Andrew; Brice, Anne

2003-06-01

In 1999, staff at the universities of Sheffield and Oxford commenced an unfunded project to examine whether it is feasible to apply critical appraisal to daily library practice. This aimed to establish whether barriers experienced when appraising medical literature (such as lack of clinical knowledge, poor knowledge of research methodology and little familiarity with statistical terms) might be reduced when appraising research within a librarian's own discipline. Innovative workshops were devised to equip health librarians with skills in interpreting and applying research. Critical Skills Training in Appraisal for Librarians (CRISTAL) used purpose-specific checklists based on the Users' Guides to the Medical Literature. Delivery was via half-day workshops, based on a format used by the Critical Appraisal Skills Programme. Two pilot workshops in Sheffield and Oxford were evaluated using a brief post-workshop form. Participants recorded objectives in attending, their general understanding of research, and whether they had read the paper before the workshop. They were asked about the length, content and presentation of the workshop, the general format, organization and learning environment, whether it had been a good use of their time and whether they had enjoyed it. Findings must be interpreted with caution. The workshops were enjoyable and a good use of time. Although the scenario selected required no clinical knowledge, barriers remain regarding statistics and research methodology. Future workshops for librarians should include sessions on research design and statistics. Further developments will take forward these findings.

Pretest/Posttest Plus Prompts: Tools for Research and Evaluation

ERIC Educational Resources Information Center

Herron, Sherry; Gopal, Tamilselvi

2012-01-01

We conducted a series of summer workshops on bioinformatics to increase educators' knowledge of this new field of inquiry with the assumption that their knowledge will, in turn, impact student achievement. The workshops incorporated experiential learning and self-reflection (Loucks-Horsley et al. 1998). Educators demonstrated significant increases…

Assessing Knowledge Change in Computer Science

ERIC Educational Resources Information Center

Nash, Jane Gradwohl; Bravaco, Ralph J.; Simonson, Shai

2006-01-01

The purpose of this study was to assess structural knowledge change across a two-week workshop designed to provide high-school teachers with training in Java and Object Oriented Programming. Both before and after the workshop, teachers assigned relatedness ratings to pairs of key concepts regarding Java and Object Oriented Programming. Their…

Physician empowerment programme; a unique workshop for physician-managers of community clinics.

PubMed

Maza, Yafit; Shechter, Efrat; Pur Eizenberg, Neta; Segev, Efrat Gortler; Flugelman, Moshe Y

2016-10-14

The physician manager role in the health care system is invaluable as they serve as role models and quality setters. The requirements from physician managers have become more demanding and the role less prestigious; yet burnout and its prevention in this group have received little attention. Physician leadership development programmes have generally dealt directly with skill and knowledge acquisition. The aim of this research was to evaluate an intensive workshop designed to modify attitudes and improve skills of physician-managers of community clinics, through focus on personal well-being and empowerment. Two hundred fifty six physicians affiliated with Clalit Health Services, the largest health maintenance organization in Israel, participated in 16 IMPACT courses during the years 2013-2015. The programme comprised five full days during a two-week period, including an overnight and follow-up meetings three and six weeks later. Theoretical knowledge, experiential learning, practical tools, deep personal exercises, and simulations were conveyed through individual and group work. Topics included: models of self-awareness, outcome thinking, determining a personal and organizational vision, and creating a personal approach to leadership. At the end of each course, and by email at 6 or more months after completion of the course, participants were asked to anonymously respond to closed questions (on a scale of 1-6) and an open question. Mean scores for the contribution of IMPACT to participants' role of physician manager were 5.3 at the end of the course, and 4.7 at 6 or more months later. Mean scores at 6 or more months were 5.0 regarding the contribution of the programme to personal development, 4.4 regarding satisfaction in the role of physician manager, and 4.6 regarding their coping with managerial dilemmas. A workshop that focused on personal growth and self-awareness increased physicians' job satisfaction and their sense of managerial capability, coping with managerial dilemmas, and belonging to the organization.

Combining factual and heuristic knowledge in knowledge acquisition

NASA Technical Reports Server (NTRS)

Gomez, Fernando; Hull, Richard; Karr, Clark; Hosken, Bruce; Verhagen, William

1992-01-01

A knowledge acquisition technique that combines heuristic and factual knowledge represented as two hierarchies is described. These ideas were applied to the construction of a knowledge acquisition interface to the Expert System Analyst (OPERA). The goal of OPERA is to improve the operations support of the computer network in the space shuttle launch processing system. The knowledge acquisition bottleneck lies in gathering knowledge from human experts and transferring it to OPERA. OPERA's knowledge acquisition problem is approached as a classification problem-solving task, combining this approach with the use of factual knowledge about the domain. The interface was implemented in a Symbolics workstation making heavy use of windows, pull-down menus, and other user-friendly devices.

EXPECT: Explicit Representations for Flexible Acquisition

NASA Technical Reports Server (NTRS)

Swartout, BIll; Gil, Yolanda

1995-01-01

To create more powerful knowledge acquisition systems, we not only need better acquisition tools, but we need to change the architecture of the knowledge based systems we create so that their structure will provide better support for acquisition. Current acquisition tools permit users to modify factual knowledge but they provide limited support for modifying problem solving knowledge. In this paper, the authors argue that this limitation (and others) stem from the use of incomplete models of problem-solving knowledge and inflexible specification of the interdependencies between problem-solving and factual knowledge. We describe the EXPECT architecture which addresses these problems by providing an explicit representation for problem-solving knowledge and intent. Using this more explicit representation, EXPECT can automatically derive the interdependencies between problem-solving and factual knowledge. By deriving these interdependencies from the structure of the knowledge-based system itself EXPECT supports more flexible and powerful knowledge acquisition.

The Role of Community Education in Increasing Knowledge of Breast Health and Cancer: Findings from the Asian Breast Cancer Project in Boston, Massachusetts.

PubMed

Berger, Samantha; Huang, Chien-Chi; Rubin, Carolyn L

2017-03-01

In the past decade, cancer rates have significantly decreased in the USA, but breast cancer survival is lower in Asian American women, likely due to lower rates of screening behaviors in Asian Americans compared to other ethnicities, which could lead to later stage cancer diagnosis and increased mortality. This paper reports on the Asian Breast Cancer (ABC) Project, a three-phase peer-led community program designed to promote cancer prevention by improving breast cancer screening rates among Chinese and Vietnamese women in the Greater Boston area. The three phases of planning and coalition building, community health worker training, and the community workshop intervention are described. The workshop intervention was evaluated by comparing pre- and post-workshop questionnaires evaluating knowledge about breast cancer screening and prevention. Two hundred fifty-two women participated in the program across 14 workshops. Each participant completed questionnaires about demographics, access to health care, and a five-item self-administered questionnaire about breast cancer knowledge. Results showed that the majority of the women had received a clinical breast exam or mammogram in the past 12 months (69 and 59 %, respectively), and older women were more likely to get a mammogram (85 %) or clinical breast exams (74 %) compared to younger women. Eighty-one percent of women were interested in reminder systems. Baseline knowledge was high for three survey questions about mammograms and breast cancer risk (88-97 %). For questions with fewer correct answers at baseline, knowledge about the meaning of lumps in the breast significantly increased (69 to 80 % correct, p < 0.0001), as well as knowledge about frequency of clinical breast exam (48 to 67 % correct, p < 0.0001). This pilot project indicated a partial effectiveness of the community workshop in a population with high baseline knowledge. The education workshop increased knowledge about breast lumps and clinical exam frequency. We also identified that reminder systems and appointment assistance are desired by this population. Our findings inform future cancer screening strategies for Asian Americans.

Does an educational workshop have an impact on caregivers' levels of knowledge about cerebral palsy? A comparative, descriptive cross-sectional survey of Zimbabwean caregivers.

PubMed

Dambi, Jermaine M; Mandizvidza, Celia; Chiwaridzo, Matthew; Nhunzvi, Clement; Tadyanemhandu, Cathrine

2016-12-01

The diagnosis of a child with a life-long disability, such as cerebral palsy (CP), can be catastrophic to parents. It is often accompanied by feelings of despair, anxiety, hopelessness, and the fear of the unknown. Knowledge about CP is thus essential for caregiver adjustment and preparation for the caregiving role. However, there is a paucity of empirical evidence regarding the best method for educating caregivers. The aim of this study was therefore to evaluate the impact of an educational intervention on caregivers' knowledge about cerebral palsy. This cross-sectional survey included 49 caregivers of children with cerebral palsy. Convenience sampling was used to select participants from two central hospitals in Harare, Zimbabwe. The caregivers were divided into two groups based on whether or not they had attended an educational workshop. The knowledge of cerebral palsy questionnaire (KCPQ) was administered once to assess the caregivers' CP knowledge. The caregivers were comparable in terms of sociodemographic characteristics. The mean KCPQ scores for caregivers who attended workshops was 17.4 (SD 1.5), versus 13.8 (SD 2.5) for those without exposure to workshops. The differences between the two groups was statistically significant (U = 77.0, Z = -4.45, and P < 0.001). Our findings suggest that educational workshops may lead to improved CP knowledge among caregivers. This may better equip parents and guardians to meet the extra caregiving demands associated with CP, leading to improved health outcomes for children with CP and their caregivers.

Effectiveness of Addiction Science Presentations to Treatment Professionals, Using a Modified Solomon Study Design.

ERIC Educational Resources Information Center

Erickson, Carlton K.; Wilcox, Richard E.; Miller, Gary W.; Littlefield, John H.; Lawson, Kenneth A.

2003-01-01

Assesses the instructional effectiveness of three-hour addiction science workshops presented to health-care professionals. The workshop participants showed significant knowledge gain and belief changes. After six months, knowledge gains decreased, but were still higher than pre-test scores. Concludes that motivated health-care professionals can…

A Continuing Educational Initiative to Develop Nurses' Mental Health Knowledge and Skills in Rural and Remote Areas.

ERIC Educational Resources Information Center

Chang, Esther; Daly, John; Bell, Pamela; Brown, Tracey; Allan, Jan; Hancock, Karen

2002-01-01

Australian nurses (n=202) participated in mental health continuing education delivered via distance methods and regional workshops in rural areas. The majority increased content knowledge and thought audio- and videotapes were effective despite technical difficulties; 90% felt the experiential learning workshops and distance modules integrated…

The Heat is On! Confronting Climate Change in the Classroom

NASA Astrophysics Data System (ADS)

Bowman, R.; Atwood-Blaine, D.

2008-12-01

This paper discusses a professional development workshop for K-12 science teachers entitled "The Heat is On! Confronting Climate Change in the Classroom." This workshop was conducted by the Center for Remote Sensing of Ice Sheets (CReSIS), which has the primary goal to understand and predict the role of polar ice sheets in sea level change. The specific objectives of this summer workshop were two-fold; first, to address the need for advancement in science technology engineering and mathematics (STEM) education and second, to address the need for science teacher training in climate change science. Twenty-eight Kansas teachers completed four pre-workshop assignments online in Moodle and attended a one-week workshop. The workshop included lecture presentations by scientists (both face-to-face and via video-conference) and collaboration between teachers and scientists to create online inquiry-based lessons on the water budget, remote sensing, climate data, and glacial modeling. Follow-up opportunities are communicated via the CReSIS Teachers listserv to maintain and further develop the collegial connections and collaborations established during the workshop. Both qualitative and quantitative evaluation results indicate that this workshop was particularly effective in the following four areas: 1) creating meaningful connections between K-12 teachers and CReSIS scientists; 2) integrating distance-learning technologies to facilitate the social construction of knowledge; 3) increasing teachers' content understanding of climate change and its impacts on the cryosphere and global sea level; and 4) increasing teachers' self-efficacy beliefs about teaching climate science. Evaluation methods included formative content understanding assessments (via "clickers") during each scientist's presentation, a qualitative evaluation survey administered at the end of the workshop, and two quantitative evaluation instruments administered pre- and post- workshop. The first of these quantitative instruments measured teachers' efficacy beliefs about teaching climate science and the outcome expectancy they hold for student achievement. The second, a content test, measured the teachers' content knowledge of climate science and the cryosphere. Our results indicate that the teachers participating in the workshops showed significant increase in personal climate science teaching efficacy, outcome expectancy, and content knowledge of climate science, all at the p < 0.01 level. Interestingly, these results appear to be independent of each other. While one may think that changes in efficacy beliefs are caused by gains in content knowledge, our results show low correlation between these two factors.

[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.

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.

WESTPAC Workshop on Coastal Transport of Pollutants (Tokyo, Japan, March 27-31, 1980). Summary Report. Workshop Report No. 24.

ERIC Educational Resources Information Center

United Nations Educational, Scientific, and Cultural Organization, Paris (France). Intergovernmental Oceanographic Commission.

Provided is a 4-page summary of the WESTPAC (Western Pacific) Workshop On Coastal Transport of Pollutants and five appendices. Workshop objectives were to review present knowledge of the physical dispersion, accumulation, and transportation of pollutants, and analytical methods and data processing in the Western Pacific Region; identify major…

Using the AHP in a Workshop Setting to Elicit and Prioritize Fire Research Needs

Treesearch

Daniel L. Schmoldt; David L. Peterson

1997-01-01

The benefits of convening a group of knowledgeable specialists together in a workshop setting to tackle a difficult problem can often be offset by an over-abundance of unfocused and rambling discussion and by counterproductive group dynamics. In light of this workshop paradox, we have created a generic workshop framework based on the analytic hierarchy process, that...

Fourth Annual International Acquisitions Workshop: Access to Multiple Media Worldwide

NASA Technical Reports Server (NTRS)

1994-01-01

Topics discussed during the workshop include: (1) Multinational-Multiple media collections and activities spanning many countries; (2) Multiple media in North American trade and commerce; (3) African spotlight; (4) Europe-Multiple media in national libraries and services; (5) Scandinavian spotlight; (6) Internet update; (7) Multiple media in US federal agencies; (8) Open-source multiple media in US federal agencies; and (9) Multiple media at US federal technical agencies-NIST and NOAA.

Becoming Familiar with other Disciplines Through Hands-on Experience

NASA Astrophysics Data System (ADS)

Bremner, P. M.

2014-12-01

Transitioning to a new discipline can be challenging because of the need to quickly assimilate new skills and knowledge that others brought up in the field took years to develop. While reading and taking classes help to add knowledge, hands-on experience is key to developing your new skill set. Fieldwork is one obvious way to gain experience. Fieldwork provides intimate knowledge of your new found discipline, which is one component of your skill set. However, fieldwork is normally for a short period of time and very focused, which does not quickly provide the second component of your skill set, that is, insight into how your discipline fits in the big picture of solving problems. Academic workshops and internships can help provide the additional experience to bring any young researcher into this higher level of understanding. As a specific example, I'll talk about a summer workshop I recently attended called CIDER (Cooperative Institute for Dynamic Earth Research), which is open for students to apply for every year. This workshop provided the opportunity to learn a working knowledge of other disciplines in geology, and helped to expand my view of geophysics' place in solving real problems. The workshop is a month long, the first two weeks of which were lectures and tutorials of every discipline represented. The second two weeks consisted of new research on projects that were proposed by the attendees. The attendees select which of those projects to participate in, and join a team to work vigorously for two weeks. Teams may continue work after the CIDER workshop for presentations at AGU (as in my case) and has potential for publication later. Why this workshop succeeds in advancing young researchers' understanding is that different disciplines work side by side on their research project. Students need to be made aware of this workshop, and other workshops and internships like it, to provide this added hands-on experience.

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 Acquisition Using Linguistic-Based Knowledge Analysis

Treesearch

Daniel L. Schmoldt

1998-01-01

Most knowledge-based system developmentefforts include acquiring knowledge from one or more sources. difficulties associated with this knowledge acquisition task are readily acknowledged by most researchers. While a variety of knowledge acquisition methods have been reported, little has been done to organize those different methods and to suggest how to apply them...

Evaluating the impact of an intensive education workshop on evidence-informed decision making knowledge, skills, and behaviours: a mixed methods study.

PubMed

Yost, Jennifer; Ciliska, Donna; Dobbins, Maureen

2014-01-17

Health professionals require a unique set of knowledge and skills in order to meet increasing expectations to use research evidence to inform practice and policy decisions. They need to be able to find, access, interpret, and apply the best available research evidence, along with information about patient preferences, clinical expertise, and the clinical context and resources, to such decisions. This study determined preferences for continuing education following an intensive educational workshop and evaluated the impact of the workshop on evidence informed decision making (EIDM) knowledge, skills, and behaviours. An explanatory mixed methods, longitudinal study design was implemented among a convenience sample of various health care professionals attending the workshop. EIDM knowledge, skills, and behaviours were quantitatively measured at baseline and six month follow-up, with EIDM knowledge and skills measured additionally immediately following the educational workshop (post-test measurement). To determine participants preferences for continuing education, data were collected using quantitative survey (post-test measurement) and qualitative (individual telephone interviews after six-month follow-up) methods. EIDM knowledge and skills increased significantly from baseline to immediately following the intervention [5.6, 95% CI (3.7, 7.4), P < 0.001] and from baseline to six-month follow-up [3.7, 95% CI (2.1, 5.3), P < 0.001], with a significant decrease from immediately following the intervention to six-month follow-up [-1.9, 95% CI (-3.5, -0.3), P 0.018]. EIDM behaviours increased, but not significantly, from baseline to six-month follow-up [1.7, 95% CI (-0.3, 3.8), P 0.095]. At baseline and six-month follow-up there was a weak, non-significant positive correlation between EIDM knowledge and skills and EIDM behaviours (r = 0.29, P 0.069 and r = 0.24, P 0.136, respectively). Over time there was a shift in preferences for timing and frequency of online continuing education strategies. Willingness to participate in continuing education, however, remained evident. An intensive educational workshop shows promise for increasing EIDM knowledge and skills. Increasing EIDM knowledge and skills may promote the capacity of health professionals to use research evidence when making practice and policy decisions and, in turn, lead to positive patient outcomes.

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

'I didn't know why you had to wait': an evaluation of NHS infant-feeding workshops amongst women living in areas of high deprivation.

PubMed

Andrews, E J; Symon, A; Anderson, A S

2015-12-01

Inappropriate maternal and infant-feeding practices are known to have a major impact on morbidity in infancy, childhood and later life. Ring-fenced funding over 3 years from the Scottish Government to the National Health Service (NHS) in Scotland has allowed the development of a range of nutrition interventions for women of childbearing age and infants living in areas of deprivation to help address these issues. The present study aimed to determine mothers' knowledge of appropriate infant-feeding practices, opinions about feeding advice and any changes in practice following attendance at workshops. Fifteen semi-structured interviews with women who participated in NHS infant-feeding workshops. Verbatim transcripts were analysed using framework analysis. Participants appreciated the opportunity to enhance their knowledge and there was evidence of a reasonable understanding and awareness of appropriate infant-feeding behaviours following workshop attendance. However, the findings highlight the challenge of multiple sources of advice and identify persistent uncertainties about feeding practice. Reported feeding behaviour following workshops was encouraging (e.g. delayed weaning, increased use of -prepared fruits and vegetables), although there was also evidence of resistance to change. The legacy of the workshop in terms of reported confidence in infant feeding was also apparent. The workshops appears to aid current knowledge and practice about infant feeding but further work is needed to examine the long term impact of these interventions on maternal and infant dietary behaviours. © 2014 The British Dietetic Association Ltd.

Improving collaborative care in managing eating disorders: a pilot study.

PubMed

Heath, Olga; English, Denise; Simms, Joanne; Ward, Pamela; Hollett, Ann; Dominic, Anna

2013-01-01

The purpose of this pilot study was to evaluate the impact of a continuing interprofessional educational workshop focused on eating disorders in a rural area in Newfoundland and Labrador (NL), Canada. The pilot study helped determine if the eating disorder workshop was feasible for implementation to a broader audience. A conceptual model developed by our eating disorder team and described in the article guided this innovative program. The intensive 2-day workshop was piloted in one community with 41 health and education professionals in attendance. A key element was the focus on creating and sustaining collaborative care for eating disorders. Participants completed pre-post workshop measures of interprofessional attitudes and skills, self-reported knowledge, confidence, and intention to change practice (post questionnaire only). A 6-month follow-up survey measured self-reported practice change. There were significant positive changes in interprofessional attitudes and skills as well as knowledge and confidence in collaborative management of eating disorders. Post-workshop, 69% (n = 24/35) of participants indicated intention to change practice, and on follow-up, 7 of 10 respondents reported implementing changes in practice as a result of the workshop. Low response rate at follow-up was a limitation. Results support the impact of the workshop in improving knowledge, confidence, and attitudes toward collaboration and changing practice and the value of implementing the program province-wide. Copyright © 2013 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on CME, Association for Hospital Medical Education.

Incorporating a Weight Management Skills Workshop in Pharmacy Curricula in Australia

PubMed Central

Krass, Ines; Armour, Carol; Gill, Timothy; Chaar, Betty B.

2016-01-01

Objective. To develop, implement, and evaluate a competency-based weight management skills workshop for undergraduate pharmacy students in an Australian university. Design. A 3-hour workshop titled “Weight Management in Pharmacy” was implemented with a cohort of fourth-year undergraduate pharmacy students (n=180). Learning activities used included case-based learning, hands-on experience, role-play, and group discussion. Assessment. A 22-item attitudinal survey instrument and the validated Obesity Risk Knowledge (ORK-10) scale were administered at baseline and postworkshop to evaluate the impact of this educational workshop. There was significant improvement in the students’ ORK scores and students’ perceived level of self-confidence in performing weight management skills. Conclusion. An educational workshop designed to enhance professional competencies in weight management ensured graduates were “service-ready” and had the appropriate knowledge, skills, and attributes to deliver patient-centered pharmacy-based weight management services. PMID:27293236

Incorporating a Weight Management Skills Workshop in Pharmacy Curricula in Australia.

PubMed

Um, Irene S; Krass, Ines; Armour, Carol; Gill, Timothy; Chaar, Betty B

2016-05-25

Objective. To develop, implement, and evaluate a competency-based weight management skills workshop for undergraduate pharmacy students in an Australian university. Design. A 3-hour workshop titled "Weight Management in Pharmacy" was implemented with a cohort of fourth-year undergraduate pharmacy students (n=180). Learning activities used included case-based learning, hands-on experience, role-play, and group discussion. Assessment. A 22-item attitudinal survey instrument and the validated Obesity Risk Knowledge (ORK-10) scale were administered at baseline and postworkshop to evaluate the impact of this educational workshop. There was significant improvement in the students' ORK scores and students' perceived level of self-confidence in performing weight management skills. Conclusion. An educational workshop designed to enhance professional competencies in weight management ensured graduates were "service-ready" and had the appropriate knowledge, skills, and attributes to deliver patient-centered pharmacy-based weight management services.

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.

Knowledge-Based Vision Techniques for the Autonomous Land Vehicle Program

DTIC Science & Technology

1991-10-01

Knowledge System The CKS is an object-oriented knowledge database that was originally designed to serve as the central information manager for a...34 Representation Space: An Approach to the Integra- tion of Visual Information ," Proc. of DARPA Image Understanding Workshop, Palo Alto, CA, pp. 263-272, May 1989...Strat, " Information Management in a Sensor-Based Au- tonomous System," Proc. DARPA Image Understanding Workshop, University of Southern CA, Vol.1, pp

Summary of the Adolescent Literacy Workshop: State of the Science and Research Needs. Adolescent Literacy--Research Informing Practice: A Series of Workshops.

ERIC Educational Resources Information Center

Department of Education, Washington, DC.

This workshop was the first of two designed for the purpose of developing specific recommendations for a program of research on adolescent literacy. Together these workshops, jointly sponsored by government and private sector entities, will draw on the knowledge and experiences of researchers and practitioners who work with adolescents and their…

Community pharmacists' knowledge of diabetes management during Ramadan in Egypt.

PubMed

Amin, Mohamed E K; Chewning, Betty

2014-12-01

Although Muslim diabetic patients may be aware of their religious exemption from fasting, many still fast and adjust their medication regimens accordingly. Pharmacists have a significant potential to identify and prevent harm from medication misuse in Ramadan. This study examines Egyptian pharmacists' knowledge regarding management of diabetes during Ramadan. It also explores pharmacists' willingness to attend a 1 day workshop on medication regimen adjustment during Ramadan. Community pharmacies throughout Alexandria, Egypt. A cross-sectional study using a pretested self-administered survey was conducted among a random sample of community pharmacists. The survey included three knowledge questions relevant to counseling diabetic patients during Ramadan. Questions covered the recommended timing and dosing for metformin and insulin as well as the safe blood glucose range required for diabetic patients to safely continue their fast. Using logistic regression, a model was estimated to predict pharmacists' willingness to attend a workshop on the adjustment of medication regimens during Ramadan. Content analysis was used to analyze pharmacists' answers to the question concerning what they would like the workshop to cover. Pharmacists' aggregate scores for all three diabetes management knowledge questions and pharmacists' willingness to attend a workshop on the adjustment of medication regimens during Ramadan. Ninety three percent of the 298 approached pharmacists agreed to participate. Forty three pharmacists (15.9%) did not know the correct answer to any question, 118(43.7%) 24 answered one correctly, 86 (31.9%) answered two correctly and only 23 (8.5%) answered all 25 three correctly. Confidence in therapeutic knowledge regarding medication regimen 26 adjustment during Ramadan was not associated with the pharmacists' knowledge of diabetes management during Ramadan. One hundred seventy five (63.6%) pharmacists wanted to attend a workshop on adjusting medication regimens during Ramadan. This was significantly associated with pharmacists being Muslim (OR 3.52, CI 1.70-7.27) and of younger age (OR 30 = 0.98, CI 0.96-0.99978). Pharmacists offered specific content and communication process 31 suggestions for the workshop content. This study identifies variability among community pharmacists' knowledge of diabetes management during Ramadan. It also shows willingness among the majority of pharmacists to learn more about the topic.

African Mask-Making Workshop: Professional Development Experiences of Diverse Participants

ERIC Educational Resources Information Center

Rule, Audrey C.; Montgomery, Sarah E.; Kirkland-Holmes, Gloria; Watson, Dwight C.; Ayesiga, Yvonne

2015-01-01

Diverse education professionals learned about African cultures in a workshop experience by making African masks using authentic symbolism. Analysis of reflections to evaluate the workshop for applicability to participants with and without African heritage showed that both groups expanded their cultural knowledge of traditional African ethnic…

Powerful Students, Powerful Words: Writing and Learning in a Poetry Workshop

ERIC Educational Resources Information Center

Wiseman, Angela

2011-01-01

A poetry workshop can present opportunities to integrate students' knowledge and perspectives in classroom contexts, encouraging the use of language for expression, communication, learning and even empowerment. This paper describes how adolescent students respond to a poetry workshop in an English classroom centred on teaching writing that is…

Expanding Teacher Understanding of Wisconsin's Prairie Chickens

ERIC Educational Resources Information Center

Brown, Melinda S.; Sivek, Daniel J.; Thomas, Christine L.

2008-01-01

The principal author developed a workshop through the Becoming an Outdoors-Woman (BOW) program, based on central Wisconsin's prairie chicken population, to present teachers with the knowledge and skills needed to provide quality environmental education. Seventeen high school teachers attended the 2003 workshop. Pre-and post-workshop surveys were…

Domestic Violence Training Program for Residents

PubMed Central

Kripke, Elana Nudel; Steele, George; O'Brien, Mary K.; Novack, Dennis H.

1998-01-01

Domestic violence is occurring in epidemic proportions in the United States. Recent surveys have shown there is a need for educational programs for health care professionals. This report presents the results of a domestic violence workshop developed to increase knowledge and improve attitudes and skills in working with victims of domestic violence. The results of the workshop, measured by preintervention and postintervention attitude, knowledge, and skills surveys, are promising. There was a significant improvement in knowledge, self-assessed skills, and attitudes after the workshop. Although the full magnitude of the changes was not sustained over time, there was still significant improvement after 6 months in knowledge and attitude. Rates of detection and documentation did not change. Future educational programs will need to address maintaining routine screening for domestic violence in the primary care setting and to highlight more clearly the role of health care professionals in the detection and treatment of domestic violence. PMID:9844082

Teacher Workshops in the US: Goals, Best Practices and Impact

NASA Astrophysics Data System (ADS)

Hörst, S. M.

2011-10-01

The goal of the workshop is to educate the teachers on a few focused topics so that they can transfer the knowledge they gain to their students. We will recruit scientists who are attending the meeting to participate in the workshops and will also pair the teachers with scientists in the field who can serve as a resource for the teacher and their class throughout the school year. The scientists can answer questions the teachers may have, be available to do video lectures or interactive question and answer sessions over skype, and work with the teachers to develop hands-on classroom activities. We will partner closely with EPO professionals in NASA's Science Mission Directorate to ensure that best practices for the workshops are employed, including ensuring that the workshop and workshop materials are designed within the framework of the state standards, surveying participating teachers before the workshops about their needs and goals, assessing the participants pre-workshop knowledge, and engaging participants as learners during the workshop [1]. The impact of the workshop will be increased by providing the teachers and students with a scientist who will serve as a long-term resource. We will maintain contact with the teachers after the workshop to ensure that the scientists are still actively engaged in their classroom and to collect feedback. References [1] Shupla C, et al. (2011) Lessons Learned: Best Practices in Educator Workshops. 42nd Lunar and Planetary Science Conference, no. 2828. EPSC Abstracts Vol. 6, EPSC-DPS2011-1775, 2011 EPSC-DPS Joint Meeting 2011 c Author(s) 2011

A Workshop on Analysis and Evaluation of Enterprise Architectures

DTIC Science & Technology

2010-11-01

Rev. 8-98) Prescribed by ANSI Std Z39-18 This report was prepared for the SEI Administrative Agent ESC/XPK 5 Eglin Street Hanscom AFB, MA...Enterprise Business 4 2.3 Bounding Enterprise Architecture in Practice 5 3 Enterprise Architecture Design and Documentation Practices 7 3.1 Typical...Methods 12 4.5 Federation and Acquisition 13 5 Summary 14 5.1 Workshop Findings 14 5.2 Future Work 15 Appendix A – Survey of Enterprise Architecture

Structural and Informal Knowledge Acquisition and Dissemination in Organizational Learning: An Exploratory Analysis

ERIC Educational Resources Information Center

Hoe, Siu Loon; McShane, Steven

2010-01-01

Purpose: The topic of organizational learning is populated with many theories and models; many relate to the enduring organizational learning framework consisting of knowledge acquisition, knowledge dissemination, and knowledge use. However, most of the research either emphasizes structural knowledge acquisition and dissemination as a composite…

Wildfire Smoke and Health Risk Communication Workshop and Report

EPA Pesticide Factsheets

This workshop piloted an interdisciplinary and multi-stakeholder research problem formulation approach to improve understanding of knowledge gaps in health risk communication concerning wildfire smoke.

Development of a knowledge acquisition tool for an expert system flight status monitor

NASA Technical Reports Server (NTRS)

Disbrow, J. D.; Duke, E. L.; Regenie, V. A.

1986-01-01

Two of the main issues in artificial intelligence today are knowledge acquisition dion and knowledge representation. The Dryden Flight Research Facility of NASA's Ames Research Center is presently involved in the design and implementation of an expert system flight status monitor that will provide expertise and knowledge to aid the flight systems engineer in monitoring today's advanced high-performance aircraft. The flight status monitor can be divided into two sections: the expert system itself and the knowledge acquisition tool. The knowledge acquisition tool, the means it uses to extract knowledge from the domain expert, and how that knowledge is represented for computer use is discussed. An actual aircraft system has been codified by this tool with great success. Future real-time use of the expert system has been facilitated by using the knowledge acquisition tool to easily generate a logically consistent and complete knowledge base.

Development of a knowledge acquisition tool for an expert system flight status monitor

NASA Technical Reports Server (NTRS)

Disbrow, J. D.; Duke, E. L.; Regenie, V. A.

1986-01-01

Two of the main issues in artificial intelligence today are knowledge acquisition and knowledge representation. The Dryden Flight Research Facility of NASA's Ames Research Center is presently involved in the design and implementation of an expert system flight status monitor that will provide expertise and knowledge to aid the flight systems engineer in monitoring today's advanced high-performance aircraft. The flight status monitor can be divided into two sections: the expert system itself and the knowledge acquisition tool. This paper discusses the knowledge acquisition tool, the means it uses to extract knowledge from the domain expert, and how that knowledge is represented for computer use. An actual aircraft system has been codified by this tool with great success. Future real-time use of the expert system has been facilitated by using the knowledge acquisition tool to easily generate a logically consistent and complete knowledge base.

Knowledge Workshop Development

DTIC Science & Technology

1976-01-30

priorities. The mechanism also seems to act as a buffer between developer and user, softening the negative aspects of user frustration while still...structure ’ programming methods. 4) Documentation: Effective documentation methods must be developed and used since undocumented programs are virtually...1-W.,U1..W1 . II I u KNOWLEDGE WORKSHOP DEVELOPMENT Douglas C. Engelbart Stanford Research Institute AD-A022 997 Prepared for: Rome

Transformational leadership as a framework for nurse education about hypertension in Uganda.

PubMed

Spies, Lori A; Gray, Jennifer; Opollo, Jakki G; Mbalinda, Scovia; Nabirye, Rose; Asher, Cliff Aliga

2018-05-01

The aim of the study was to describe nurses' knowledge, skills, and confidence related to hypertension and to assess the impact of a hypertension education initiative based in transformational leadership. The exploratory study was conducted using a pre and posttest model of 18 Ugandan nurses during June of 2016 to assess knowledge and attitude about hypertension. Biometric screening of study participants was completed. Follow up information was collected from participants via email. Paired sample t-test revealed the nurses had increased knowledge after completion of workshop. Follow up e-mail query revealed the participants had acted on content of workshop and implemented programs in their communities to screen for and provide education related to hypertension. Biometric screening of participants found significant risk factors for hypertension but less than expected prevalence of hypertension. Despite having more formal education related to hypertension and healthy behaviors, nurses are at risk for obesity and hypertension. Their knowledge and commitment can be improved by an educational workshop. Linking educational workshops to a transformational leadership model that incorporates leadership of self, others, and systems has the potential to enhance nurses' health and leadership skills and to encourage dissemination of critical information. Copyright © 2018 Elsevier Ltd. All rights reserved.

The Assessment and Management of Suicide Risk: State of Workshop Education

PubMed Central

Pisani, Anthony R.; Cross, Wendi F.; Gould, Madelyn S.

2012-01-01

A systematic search of popular and scholarly databases identified workshops that addressed general clinical competence in the assessment or management of suicide risk, targeted mental health professionals, and had at least one peerreviewed publication. We surveyed workshop developers and examined empirical articles associated with each workshop. The state of workshop education is characterized by presenting the learning objectives, educational formats, instructor factors, and evaluation studies. Workshops are efficacious for transferring knowledge and shifting attitudes; however, their role in improving clinical care and outcomes of suicidal patients has yet to be determined. PMID:21477093

IFLA General Conference, 1990. Division of Collections and Services: Section of Acquisition and Exchange; Section of Interlending and Document Delivery, Section of Serial Publications. Booklet 5.

ERIC Educational Resources Information Center

International Federation of Library Associations, The Hague (Netherlands).

The 25 papers in this collection were presented at the meetings of three sections of the Division of Collections and Services and a workshop: (1) "Survey of International Exchange of Non-Official Publications: Progress Report" (Ulla Hojsgaard); (2) "Buying Media for Everyone: Public Library Acquisition in Scandinavia" (Tove Persson); (3) "The…

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.

Summary of the Second Workshop on Liquid Argon Time Projection Chamber Research and Development in the United States

DOE PAGES

Acciarri, R.; Adamowski, M.; Artrip, D.; ...

2015-07-28

The second workshop to discuss the development of liquid argon time projection chambers (LArTPCs) in the United States was held at Fermilab on July 8-9, 2014. The workshop was organized under the auspices of the Coordinating Panel for Advanced Detectors, a body that was initiated by the American Physical Society Division of Particles and Fields. All presentations at the workshop were made in six topical plenary sessions: i) Argon Purity and Cryogenics, ii) TPC and High Voltage, iii) Electronics, Data Acquisition and Triggering, iv) Scintillation Light Detection, v) Calibration and Test Beams, and vi) Software. This document summarizes the currentmore » efforts in each of these areas. It primarily focuses on the work in the US, but also highlights work done elsewhere in the world.« less

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

Engaging Scientists in K-12 Professional Development and Curriculum Development in the Context of Alaska's Large Marine Ecosystems

NASA Astrophysics Data System (ADS)

Sigman, M.; Anderson, A.; Deans, N. L.; Dublin, R.; Dugan, D.; Matsumoto, G. I.; Warburton, J.

2012-12-01

Alaska marine ecosystem-based professional development workshops have proven to be a robust context for engaging scientists from a variety of disciplines in overcoming barriers to communication and collaboration among scientists and educators. Scientists came away from scientist-teacher workshops with effective K-12 outreach strategies as well as a deeper understanding about how to contribute meaningfully to K-12 education. The establishment of the Alaskan Center for Ocean Sciences Education Excellence (COSEE-AK) in 2009 was the catalyst for a series of professional development workshops related to the North Pacific Research Board's (NPRB) marine focus areas (Bering Sea/Aleutian Islands, Gulf of Alaska, and Arctic Ocean) for Integrated Ecosystem Research Programs (IERPs). During 2010-2012, COSEE-AK and NPRB partnered with the Arctic Research Consortium of the U.S. (ARCUS), the Alaska Ocean Observing System (AOOS), and the Monterey Bay Aquarium Research Institute (MBARI) to support a five-day professional development workshop focused on each ecosystem. The workshops brought together three types of participants: 1) Alaska-focused marine ecosystem scientists; 2) rural Alaskan teachers living within each ecosystem; and 3) teachers from outside Alaska who had research experiences with scientists in the ecosystem. Over the course of the workshops, we developed a workshop model with four objectives: 1) to increase the science content knowledge of educators and their ability to teach ecosystem science; 2) to provide the scientists an opportunity to have broader impacts from their research on educators and Alaska Native and rural students; 3) to increase the knowledge and skills of educator and scientist participants to provide effective learning experiences for K-12 students; and 4) to facilitate the collaborative development of lesson plans. A total of 28 scientists and 41 educators participated in the three workshops. The success of the workshop for the educators was evaluated by pre- and post-workshop surveys of their perceived increase in content knowledge in specific topics and increased confidence in teaching those topics. The experiences of the scientists were evaluated based on recorded one-on-one interviews. Preliminary results indicate that the Arctic Ocean workshop was the most successful of the three in meeting the workshop objectives for both teacher and scientist participants. The gain in teachers' level of knowledge and confidence was significant for five scientific topics. Scientists reported gains in their understanding of K-12 education, working with teachers, lesson plan design, and how to make their science relevant to Alaska Native students and communities. A comparison of scientists responses from all three workshops indicate that the factors unique to the Arctic Ocean Workshop which contributed to meeting the workshop objectives in terms of scientist engagement were: 1) the sustained involvement of the scientists throughout the workshop, 2) an effective ratio of scientists to teachers (1:1), with flexibility for smaller group work), and 3) the involvement of Alaska Native scientists, educators, and community members in the collaborative work. The lesson plans have been posted to the ARCUS (http://www.polartrec.com) and MBARI (http://www.mbari/earth) websites.

Developing a Computer Workshop To Facilitate Computer Skills and Minimize Anxiety for Early Childhood Educators.

ERIC Educational Resources Information Center

Wood, Eileen; Willoughby, Teena; Specht, Jacqueline; Stern-Cavalcante, Wilma; Child, Carol

2002-01-01

Early childhood educators were assigned to one of three instructional conditions to assess the impact of computer workshops on their level of computer anxiety, knowledge, and comfort with technology. Overall, workshops provided gains that could translate into more effective and efficient computer use in the classroom. (Author)

PRELIMINARY ANNOUNCEMENT AND CALL FOR ABSTRACTS - WORKSHOP ON THE FATE, TRANSPORT, AND TRANSFORMATION OF MERCURY IN AQUATIC AND TERRESTRIAL ENVIRONMENTS

EPA Science Inventory

This publication is a preliminary announcement and call-for-abstracts for the 5/2001 Workshop on the Fate, Transport, and Transformation of Mercury in Aquatic and Terrestrial Environments. This workshop will 1) describe the current state of knowledge, gaps, and areas of consensus...

D. Carlos de Bragança, a Pioneer of Experimental Marine Oceanography: Filling the Gap Between Formal and Informal Science Education

NASA Astrophysics Data System (ADS)

Faria, Cláudia; Pereira, Gonçalo; Chagas, Isabel

2012-06-01

The activities presented in this paper are part of a wider project that investigates the effects of infusing the history of science in science teaching, toward students' learning and attitude. Focused on the work of D. Carlos de Bragança, King of Portugal from 1889 to 1908, and a pioneer oceanographer, the activities are addressed at the secondary Biology curriculum (grade 10, ages 15, 16). The proposed activities include a pre-visit orientation task, two workshops performed in a science museum and a follow-up learning task. In class, students have to analyse original historical excerpts of the king's work, in order to discuss and reflect about the nature of science. In the museum, students actively participate in two workshops: biological classification and specimen drawing. All students considered the project relevant for science learning, stating that it was important not only for knowledge acquisition but also for the understanding of the nature of science. As a final remark we stress the importance of creating activities informed by the history of science as a foundation for improving motivation, sustaining effective science teaching and meaningful science learning, and as a vehicle to promote a closer partnership between schools and science museums.

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

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"…

Examining the effects of a DNA fingerprinting workshop on science teachers' professional development and student learning

NASA Astrophysics Data System (ADS)

Sonmez, Duygu

The 21st century has become the age of biology with the completion of the human genome project and other milestone discoveries. Recent progress has redefined what it means to be scientifically literate, which is the ultimate goal in science education. "What students should know?" "What needs to be taught?" These questions lead to reformulation of the science curriculum due to the changing nature of scientific knowledge. Molecular biology is increasingly emphasized in the science curriculum along with applications of the latest developments within our daily lives, such as medicine or legal matters. However, many schools and classrooms exclude the latest advances in molecular genetics from science curriculum and even teach biology as a non-laboratory science. Many science educators wonder what can be done to help every child gain meaningful experiences with molecular genetics. Limited content knowledge among teachers due to the changing nature of scientific knowledge, and the rapid discoveries in technology are known to be a part of the problem for teachers, especially for teachers who have been in the workforce for many years. A major aim of professional development is to help teachers cope with the advances in scientific knowledge and provide paths for teachers to continually improve their knowledge and skills. The expectation is that increased knowledge and skills among teachers will be reflected in student achievement. Professional development is typically offered in a variety of formats, from short-term, one-shot workshop approaches to long term courses. The effectiveness of short-term exposures, though, is in many cases is questionable. One of the issues appears to be the gap between the incidence of teachers' attendance at professional development programs and the incidence of implementation in participants' classrooms. This study focuses on this issue by exploring the relationship between teachers' professional development attendance and their implementation behavior. The goal is to understand what factors affect teachers' decision making to implement the new knowledge and skills in their classrooms. For this purpose, the study focuses on the effects of a DNA fingerprinting workshop, which has been developed and is regularly offered by a large Midwestern university in the United States for secondary science teachers and their students through cooperation between the university and a large Midwestern public school district. The workshop focuses on the biotechnology applications of genetics---specifically, use of DNA fingerprinting technology in different areas of social life---while forensic science is emphasized. Results indicate that the teachers' motivation to attend the DNA Fingerprinting professional development workshop was mainly influenced by two variables: (1) the need to improve content knowledge and skills, and (2) requirements associated with current educational policies. Level of content knowledge was also found to be a factor contributing to teachers' motivation to implement the workshop. Concerns related to student maturity and classroom management were also identified as factors influencing teachers' implementation behavior. Evidence that the DNA Fingerprinting workshop can be successfully implemented by classroom teachers was obtained. The DNA fingerprinting workshop was found to be a successful model for packaging professional development experiences for content intensive areas.

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.

Acquisition of Simple and Complex Knowledge; A Knowledge Gap Perspective

ERIC Educational Resources Information Center

Le Heron, Judy; Sligo, Frank

2005-01-01

This paper assesses university students' acquisition of simple and complex knowledge, in exploring whether the knowledge gap hypothesis (KGH) with its origins in community-based research into people's informal learning from mass media, provides insights into students' acquisition and retention of information. The KGH posits that attempts to…

Knowledge Acquisition in Observational Astronomy.

ERIC Educational Resources Information Center

Vosniadou, Stella

This paper presents findings from research on knowledge acquisition in observational astronomy to demonstrate the kinds of intuitive models children form and to show how these models influence the acquisition of science knowledge. Sixty children of approximate ages 6, 9, and 12 were given a questionnaire to investigate their knowledge of the size,…

War-gaming application for future space systems acquisition: MATLAB implementation of war-gaming acquisition models and simulation results

NASA Astrophysics Data System (ADS)

Vienhage, Paul; Barcomb, Heather; Marshall, Karel; Black, William A.; Coons, Amanda; Tran, Hien T.; Nguyen, Tien M.; Guillen, Andy T.; Yoh, James; Kizer, Justin; Rogers, Blake A.

2017-05-01

The paper describes the MATLAB (MathWorks) programs that were developed during the REU workshop1 to implement The Aerospace Corporation developed Unified Game-based Acquisition Framework and Advanced Game - based Mathematical Framework (UGAF-AGMF) and its associated War-Gaming Engine (WGE) models. Each game can be played from the perspectives of the Department of Defense Acquisition Authority (DAA) or of an individual contractor (KTR). The programs also implement Aerospace's optimum "Program and Technical Baseline (PTB) and associated acquisition" strategy that combines low Total Ownership Cost (TOC) with innovative designs while still meeting warfighter needs. The paper also describes the Bayesian Acquisition War-Gaming approach using Monte Carlo simulations, a numerical analysis technique to account for uncertainty in decision making, which simulate the PTB development and acquisition processes and will detail the procedure of the implementation and the interactions between the games.

Circumpolar biodiversity monitoring program (CBMP): Coastal expert workshop meeting report

USGS Publications Warehouse

Anderson, Rebecca D.; McLennan, Donald; Thomson, Laura; Wegeberg, Susse; Pettersvik Arvnes, Maria; Sergienko, Liudmila; Behe, Carolina; Moss-Davies, Pitseolak; Fritz, Stacey; Christensen, Thomas K.; Price, Courtney

2016-01-01

The Coastal Expert Workshop, which took place in Ottawa, Canada from March 1 to 3, 2016, initiated the development of the Arctic Coastal Biodiversity Monitoring Plan (Coastal Plan). Meeting participants, including northern residents, representatives from industry, non-governmental organisations (NGOs), academia, and government regulators and agencies from across the circumpolar Arctic, discussed current biodiversity monitoring efforts, key issues facing biodiversity in Arctic coastal areas, and collectively identified monitoring indicators, or Focal Ecosystem Components (FECs). On February 29, the day before the workshop, a full day was allocated to Traditional Knowledge (TK) holders to meet and elucidate how this important knowledge can be included in the process of building the Coastal Plan and monitoring biodiversity in Arctic coastal areas, along with scientific data and variables. This document provides 1) background information about the Circumpolar Biodiversity Monitoring Programme and the Coastal Expert Monitoring Group, 2) overviews on workshop presentations and breakout sessions, and 3) details regarding outcomes of the workshop that will inform the drafting of the Coastal Plan.

[Interactive workshops as a dissemination strategy in psychology].

PubMed

Martínez-Martínez, Kalina Isela; Carrascosa-Venegas, César; Ayala-Velázquez, Héctor

2003-01-01

To assess whether interactive workshops are an effective strategy for promoting a psychological intervention model among healthcare providers, to treat problem drinkers. The study was conducted between the years 1999 and 2000, among 206 healthcare providers at seven Instituto Mexicano del Seguro Social (Mexican Institute of Social Security, IMSS) clinics. Study subjects were selected by hospital executive officers. The study design is a quasi-experimental pre-test/post-test study. Data on providers' attitudes, interests, and knowledge were collected using a questionnaire. After that, interactive workshops were conducted, and the same questionnaire was applied again at the end of the workshops. Statistical analysis was carried out using Student's t test for matched samples. Statistically significant differences were found in participants' knowledge on alcoholism t (206, 205) = -9.234, p = 0.001, as well as in their interest t (206, 205) = -2.318, p = 0.021. Interactive workshops are an effective tool to disseminate the Guided Self-Help Program conducted in IMSS clinics. Healthcare providers can become change-inducing/promoting agents of psychological innovations.

Special-"T" Training: Extended Follow-up Results from a Residency-Wide Professionalism Workshop on Transgender Health.

PubMed

Kidd, Jeremy D; Bockting, Walter; Cabaniss, Deborah L; Blumenshine, Philip

2016-10-01

Transgender people face unique challenges when accessing health care, including stigma and discrimination. Most residency programs devote little time to this marginalized population. The authors developed a 90-min workshop to enhance residents' ability to empathize with and professionally treat transgender patients. Attendees completed pre-, post, and 90-day follow-up surveys to assess perceived empathy, knowledge, comfort, interview skill, and motivation for future learning. Twenty-two residents (64.7 %) completed pre- and post-workshop surveys; 90.9 % of these completed the 90-day follow-up. Compared to baseline, there were statistically significant post-workshop increases in perceived empathy, knowledge, comfort, and motivation for future learning. However on 90-day follow-up, there were no statistically significant differences across any of the five domains, compared to baseline. This workshop produced significant short-term increases in resident professionalism toward transgender patients. However, extended follow-up results highlight the limitations of one-time interventions and call for recurrent programming to yield durable improvements.

Summary of the BioLINK SIG 2013 meeting at ISMB/ECCB 2013.

PubMed

Verspoor, Karin; Shatkay, Hagit; Hirschman, Lynette; Blaschke, Christian; Valencia, Alfonso

2015-01-15

The ISMB Special Interest Group on Linking Literature, Information and Knowledge for Biology (BioLINK) organized a one-day workshop at ISMB/ECCB 2013 in Berlin, Germany. The theme of the workshop was 'Roles for text mining in biomedical knowledge discovery and translational medicine'. This summary reviews the outcomes of the workshop. Meeting themes included concept annotation methods and applications, extraction of biological relationships and the use of text-mined data for biological data analysis. All articles are available at http://biolinksig.org/proceedings-online/. © The Author 2014. Published by Oxford University Press. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com.

Changes in One Teacher's Proportional Reasoning Instruction after Participating in a CGI Professional Development Workshop

ERIC Educational Resources Information Center

de la Cruz, Jessica A.

2016-01-01

This study examined how one teacher used research-based knowledge of how adolescents think about proportions. Observations, interviews, document collection, and a workshop intervention were utilized. The design of the workshop was inspired by the cognitively guided instruction studies and its purpose was to explore the research findings on…

Implementing a Digital Reading and Writing Workshop Model for Content Literacy Instruction in an Urban Elementary (K-8) School

ERIC Educational Resources Information Center

Ciampa, Katia

2016-01-01

This article describes how one urban elementary school's professional development workshop on technology helped teachers grow in their knowledge and practice of a digital reading and writing workshop model. Created in partnership with university faculty, school administration, and elementary teachers, this whole-school professional development…

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…

Workshop on Emergent Literacy in Childhood Report (Suva, Fiji, February 5-23, 1996).

ERIC Educational Resources Information Center

Golda Meir Mount Carmel International Training Centre, Haifa (Israel).

This document reports on a workshop on emergent literacy in early childhood held in Fiji. The workshop was sponsored by UNICEF and the Fiji Ministry of Education. The course objectives were to: (1) review education philosophies and methodologies currently influencing early childhood education in Fiji; (2) gain extended knowledge on language…

Hands-on Precision Agriculture Data Management Workshops for Producers and Industry Professionals: Development and Assessment

ERIC Educational Resources Information Center

Luck, Joe D.; Fulton, John P.; Rees, Jennifer

2015-01-01

Three Precision Agriculture Data Management workshops regarding yield monitor data were conducted in 2014, reaching 62 participants. Post-workshop surveys (n = 58) indicated 73% of respondents experienced a moderate to significant increase in knowledge related to yield monitor data usage. Another 72% reported that they planned to utilize best…

Future Technology Workshop: A Collaborative Method for the Design of New Learning Technologies and Activities

ERIC Educational Resources Information Center

Vavoula, Giasemi N.; Sharples, Mike

2007-01-01

We describe the future technology workshop (FTW), a method whereby people with everyday knowledge or experience in a specific area of technology use (such as using digital cameras) envision and design the interactions between current and future technology and activity. Through a series of structured workshop sessions, participants collaborate to…

Implementing Good Practices Programs to Encourage Production of High-Quality, Safer Produce in Mississippi

ERIC Educational Resources Information Center

Mahmoud, Barakat S. M.; Stafne, Eric T.; Coker, Christine H.; Bachman, Gary R.; Bell, Nicole

2016-01-01

Fifty-four growers/producers attended four 1-day good agricultural practices (GAP) and good handling practices (GHP) workshops at four locations in Mississippi. Pre- and post workshop survey data indicated that the participants' food safety knowledge increased by 15%. Furthermore, the workshops helped producers develop their own food safety plans.…

Proceedings of the NASA Laboratory Astrophysics Workshop

NASA Technical Reports Server (NTRS)

Salama, Farid (Editor)

2002-01-01

This document is the proceedings of the NASA Laboratory Astrophysics Workshop, convened May 1-3, 2002 at NASA's Ames Research Center. Sponsored by the NASA Office of Space Science (OSS), this programmatic workshop is held periodically by NASA to discuss the current state of knowledge in the interdisciplinary field of laboratory astrophysics and to identify the science priorities (needs) in support of NASA's space missions. An important goal of the Workshop is to provide input to OSS in the form of a white paper for incorporation in its strategic planning. This report comprises a record of the complete proceedings of the Workshop and the Laboratory Astrophysics White Paper drafted at the Workshop.

Teacher Directed Design: Content Knowledge, Pedagogy and Assessment under the Nevada K-12 Real-Time Seismic Network

NASA Astrophysics Data System (ADS)

Cantrell, P.; Ewing-Taylor, J.; Crippen, K. J.; Smith, K. D.; Snelson, C. M.

2004-12-01

Education professionals and seismologists under the emerging SUN (Shaking Up Nevada) program are leveraging the existing infrastructure of the real-time Nevada K-12 Seismic Network to provide a unique inquiry based science experience for teachers. The concept and effort are driven by teacher needs and emphasize rigorous content knowledge acquisition coupled with the translation of that knowledge into an integrated seismology based earth sciences curriculum development process. We are developing a pedagogical framework, graduate level coursework, and materials to initiate the SUN model for teacher professional development in an effort to integrate the research benefits of real-time seismic data with science education needs in Nevada. A component of SUN is to evaluate teacher acquisition of qualified seismological and earth science information and pedagogy both in workshops and in the classroom and to assess the impact on student achievement. SUN's mission is to positively impact earth science education practices. With the upcoming EarthScope initiative, the program is timely and will incorporate EarthScope real-time seismic data (USArray) and educational materials in graduate course materials and teacher development programs. A number of schools in Nevada are contributing real-time data from both inexpensive and high-quality seismographs that are integrated with Nevada regional seismic network operations as well as the IRIS DMC. A powerful and unique component of the Nevada technology model is that schools can receive "stable" continuous live data feeds from 100's seismograph stations in Nevada, California and world (including live data from Earthworm systems and the IRIS DMC BUD - Buffer of Uniform Data). Students and teachers see their own networked seismograph station within a global context, as participants in regional and global monitoring. The robust real-time Internet communications protocols invoked in the Nevada network provide for local data acquisition, remote multi-channel data access, local time-series data management, interactive multi-window waveform display and time-series analysis with centralized meta-data control. Formally integrating educational seismology into the K-12 science curriculum with an overall "positive" impact to science education practices necessarily requires a collaborative effort between professional educators and seismologists yet driven exclusively by teacher needs.

Increasing the health literacy of learning disability and mental health nurses in physical care skills: a pre and post-test evaluation of a workshop on diabetes care.

PubMed

Hemingway, Steve; Stephenson, John; Trotter, Fiona; Clifton, Andrew; Holdich, Phillip

2015-01-01

This paper presents the pre- and post-test results of the outcomes of a workshop designed to increase learning disability and mental health nurses' knowledge and skill to undertake interventions for service users at risk of, or with a diagnosis of, type 2 diabetes. Health literacy is also discussed as a way of explaining why such nurses may lack expertise in physical health care. Findings from the workshop show that learning disability and mental health nurses have the motivation to increase their health literacy (skills and knowledge) in diabetes care. The potential of such workshops, and how organisations looking forward to the future can build health literacy, is discussed. Copyright © 2014 Elsevier Ltd. All rights reserved.

Thematic Design: My Story is Better When Your Story is Better

NASA Technical Reports Server (NTRS)

Tobola, Kay; Allen, Jaclyn

2011-01-01

What does a well-designed thematic workshop look like? Walking into a presentation at a convention center or at a NASA center, one might see formal and informal educators receiving space science content from knowledgeable science experts, actively participating in topic-related activities, questioning, collaborating, and investigating, connecting topics and content to their education needs, and having fun. But what is really going on, and what did it take to get to this point-the point of delivery. This is an opportunity to share experience and knowledge pertaining to designing and conducting space science thematic workshops and trainings. It is an attempt to describe the thematic approach to space science education that has been demonstrated in Solar System Exploration Education Forum workshops over many years and to articulate the best practices pertain-ing to designing and presenting those workshops.

[Knowledge transfer to prevent falls in a cardiovascular setting].

PubMed

Malouin-Benoit, Marie-Christine; Cossette, Sylvie

2012-01-01

The objective of the clinical project was to plan and deploy a knowledge translation approach to prevent falls among elderly patients hospitalized in a unit of cardiovascular medicine. A combination of education strategies built around interactive workshops enabled the implementation of a screening tool and of an up-to-date preventive intervention guide. Twenty-four workshops were conducted in all three work shifts and an implementation follow-up was made. The participation rate was 93% of the unit's active staff The increased use of prevention tools and of an intervention guide to prevent falls suggests an increased level of awareness as a result of the project. The staff expressed their satisfaction on having been consulted and involved early in the implementation process. Moreover, the flexible schedule and focus on a bilateral sharing of knowledge through brief interactive workshops were appreciated.

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.

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

The Knowledge Economy and Postsecondary Education: Report of a Workshop (Washington, DC, May 14-15, 2001).

ERIC Educational Resources Information Center

Graham, Patricia Albjerg, Ed.; Stacey, Nevzer G., Ed.

The Committee on the Impact of the Changing Economy on the Education System of the Center for Education, National Research Council, held a workshop to discuss changes in postsecondary education practices in response to economic factors. The report results from the Committees deliberations, the discussions at the workshop, and the papers prepared…

Preparing Teachers to Prepare Students for Post-Secondary Science: Observations from a Workshop about Evolution in the Classroom

ERIC Educational Resources Information Center

Schrein, Caitlin M.; Lynch, John M.; Brem, Sarah K.; Marchant, Gary E.; Schedler, Karen K.; Spencer, Mark A.; Kazilek, Charles J.

2009-01-01

This paper summarizes the content and results of a workshop about the teaching of evolution presented to public middle school and high school science teachers by individuals involved both in university education and the professional development of teachers. The goals of the workshop were to: (1) provide teachers with knowledge and resources to…

Adolescent Development and the Biology of Puberty: Summary of a Workshop on New Research.

ERIC Educational Resources Information Center

Kipke, Michele D., Ed.

On March 23 and 24, 1998, the Forum on Adolescence gathered an interdisciplinary group of researchers and practitioners to review the state of knowledge about adolescent development at a workshop entitled "New Research on the Biology of Puberty and Adolescent Development." This workshop focused both on puberty, a set of physical changes rooted in…

Team-Based Peer Review as a Form of Formative Assessment--The Case of a Systems Analysis and Design Workshop

ERIC Educational Resources Information Center

Lavy, Ilana; Yadin, Aharon

2010-01-01

The present study was carried out within a systems analysis and design workshop. In addition to the standard analysis and design tasks, this workshop included practices designed to enhance student capabilities related to non-technical knowledge areas, such as critical thinking, interpersonal and team skills, and business understanding. Each task…

Software Product Lines: Report of the 2010 US Army Software Product Line Workshop

DTIC Science & Technology

2010-06-01

requirements and statement of work ( SOW ) tasks can be in- cluded in the request for proposal (RFP) and the contract. 2.2.1 Basic Product Line Acquisition... SOW tasks in Figure 1. Two additional tasks (at the third tier level) ac- count for sustaining the production capability over the life cycle and...Acquisition Strategy RFP and SOW Initial Product Line Scope Product Line Business Case Capability Description Document Teaming Product Line

National Children's Study Dietary Assessment Workshop

Cancer.gov

The National Children's Study dietary assessment workshop was an opportunity for experts in dietary assessment methodology to gather and discuss the current state of knowledge about methodologies used to assess dietary intake during pregnancy, lactation, infancy, childhood, and adolescence.

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.

A 3-armed randomized controlled trial of nurses' continuing education meetings on adverse drug reactions.

PubMed

Sarayani, Amir; Naderi-Behdani, Fahimeh; Hadavand, Naser; Javadi, Mohammadreza; Farsad, Fariborz; Hadjibabaie, Molouk; Gholami, Kheirollah

2015-01-01

Nurses' insufficient knowledge of adverse drug reactions is reported as a barrier to spontaneous reporting. Therefore, CE meetings could be utilized to enhance nurses' competencies. In a 3-armed randomized controlled trial, 496 nurses, working in a tertiary medical center, were randomly allocated to a didactic lecture, brainstorming workshop, or the control group (delayed education). Similar instructors (2 clinical pharmacists) prepared and delivered the educational content to all 3 groups. Outcomes were declarative/procedural knowledge (primary outcome), participation rate, and satisfaction. Knowledge was evaluated using a validated researcher-made questionnaire in 3 time points: immediately before, immediately after, and 3 months after each session. Participants' satisfaction was assessed immediately after each meeting via a standard tool. Data were analyzed using appropriate parametric and nonparametric tests. Rate of participation was 37.7% for the lecture group and 47.5% for the workshop group. The workshop participants were significantly more satisfied in comparison with the lecture group (p < .05). Mean knowledge scores were similar at baseline in the 3 study groups (43-47). Immediately after the meeting, knowledge was significantly higher in the lecture group (79.1 ± 11.9 vs 73.7 ± 11.3; p = .01). At the follow-up, knowledge scores of the lecture and workshop groups were similar, while significantly higher than the control group. However, the reduction of knowledge score was significantly higher in the lecture group (-13.0 ± 15.9% vs -5.7 ± 15.1%, p = .02). Educational interventions can improve nurses' knowledge of adverse drug reactions. Short-term learning could be achieved with lecture, but the retention of knowledge will be enhanced by simple interactive techniques. © 2015 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.

An Argument from Acquisition: Comparing English Metrical Stress Representations by How Learnable They Are from Child-Directed Speech

ERIC Educational Resources Information Center

Pearl, Lisa; Ho, Timothy; Detrano, Zephyr

2017-01-01

It has long been recognized that there is a natural dependence between theories of knowledge representation and theories of knowledge acquisition, with the idea that the right knowledge representation enables acquisition to happen as reliably as it does. Given this, a reasonable criterion for a theory of knowledge representation is that it be…

On the acquisition and representation of procedural knowledge

NASA Technical Reports Server (NTRS)

Saito, T.; Ortiz, C.; Loftin, R. B.

1992-01-01

Historically knowledge acquisition has proven to be one of the greatest barriers to the development of intelligent systems. Current practice generally requires lengthy interactions between the expert whose knowledge is to be captured and the knowledge engineer whose responsibility is to acquire and represent knowledge in a useful form. Although much research has been devoted to the development of methodologies and computer software to aid in the capture and representation of some of some types of knowledge, little attention has been devoted to procedural knowledge. NASA personnel frequently perform tasks that are primarily procedural in nature. Previous work is reviewed in the field of knowledge acquisition and then focus on knowledge acquisition for procedural tasks with special attention devoted to the Navy's VISTA tool. The design and development is described of a system for the acquisition and representation of procedural knowledge-TARGET (Task Analysis and Rule Generation Tool). TARGET is intended as a tool that permits experts to visually describe procedural tasks and as a common medium for knowledge refinement by the expert and knowledge engineer. The system is designed to represent the acquired knowledge in the form of production rules. Systems such as TARGET have the potential to profoundly reduce the time, difficulties, and costs of developing knowledge-based systems for the performance of procedural tasks.

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.

Radiology resident teaching skills improvement: impact of a resident teacher training program.

PubMed

Donovan, Andrea

2011-04-01

Teaching is considered an essential competency for residents to achieve during their training. Instruction in teaching skills may assist radiology residents in becoming more effective teachers and increase their overall satisfaction with teaching. The purposes of this study were to survey radiology residents' teaching experiences during residency and to assess perceived benefits following participation in a teaching skills development course. Study participants were radiology residents with membership in the American Alliance of Academic Chief Residents in Radiology or the Siemens AUR Radiology Resident Academic Development Program who participated in a 1.5-hour workshop on teaching skills development at the 2010 Association of University Radiologists meeting. Participants completed a self-administered, precourse questionnaire that addressed their current teaching strategies, as well as the prevalence and structure of teaching skills training opportunities at their institutions. A second postcourse questionnaire enabled residents to evaluate the seminar and assessed new knowledge and skill acquisition. Seventy-eight residents completed the precourse and postcourse questionnaires. The vast majority of respondents indicated that they taught medical students (72 of 78 [92.3%]). Approximately 20% of residency programs (17 of 78) provided residents with formal didactic programs on teaching skills. Fewer than half (46.8%) of the resident respondents indicated that they received feedback on their teaching from attending physicians (36 of 77), and only 18% (13 of 78) routinely gave feedback to their own learners. All of the course participants agreed or strongly agreed that this workshop was helpful to them as teachers. Few residency programs had instituted resident teacher training curricula. A resident teacher training workshop was perceived as beneficial by the residents, and they reported improvement in their teaching skills. Copyright © 2011 AUR. Published by Elsevier Inc. All rights reserved.

HIV infection and specific mucosal immunity: workshop 4B.

PubMed

Challacombe, S J; Fidel, P L; Tugizov, S; Tao, L; Wahl, S M

2011-04-01

Most HIV infections are transmitted across mucosal epithelium. An area of fundamental importance is understanding the role of innate and specific mucosal immunity in susceptibility or protection against HIV infection, as well as the effect of HIV infection on mucosal immunity, which leads to increased susceptibility to bacterial, fungal, and viral infections of oral and other mucosae. This workshop attempted to address 5 basic issues-namely, HIV acquisition across mucosal surfaces, innate and adaptive immunity in HIV resistance, antiviral activity of breast milk as a model mucosal fluid, neutralizing immunoglobulin A antibodies against HIV, and progress toward a mucosal vaccine against HIV. The workshop attendants agreed that progress had been made in each area covered, with much recent information. However, these advances revealed how little work had been performed on stratified squamous epithelium compared with columnar epithelium, and the attendants identified several important biological questions that had not been addressed. It is increasingly clear that innate immunity has an important biological role, although basic understanding of the mechanisms of normal homeostasis is still being investigated. Application of the emerging knowledge was lacking with regard to homeostatic mucosal immunity to HIV and its role in changing this homeostasis. With regard to breast milk, a series of studies have demonstrated the differences between transmitters and nontransmitters, although whether these findings could be generalized to other secretions such as saliva was less clear. Important progress toward an oral mucosal HIV vaccine has been made, demonstrating proof of principle for administering vaccine candidates into oral lymphoid tissues to trigger anti-HIV local and systemic immune responses. Similarly, experimental data emphasized the central role of neutralizing antibodies to prevent HIV infection via mucosal routes.

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.

Efficacy of an outdoor air pollution education program in a community at risk for asthma morbidity.

PubMed

Dorevitch, Samuel; Karandikar, Abhijay; Washington, Gregory F; Walton, Geraldine Penny; Anderson, Renate; Nickels, Leslie

2008-11-01

Asthma management guidelines recommend avoiding exposure to indoor and outdoor air pollutants. A limitation of such recommendations is that they do not provide information about how the public should obtain and act on air quality information. Although the Air Quality Index (AQI) provides simplified outdoor air quality forecasts, communities with high rates of asthma morbidity tend to have low rates of internet access due to factors such as low socioeconomic status. Assessments of knowledge about air quality among low-income minority communities are lacking, as are community-based programs to educate the public about using the AQI. An air quality education program and system for disseminating air quality information were developed to promote pollutant avoidance during the reconstruction of a major highway in a low-income minority community on Chicago's South Side. The program, which centered on workshops run by community asthma educators, was evaluated using a pre-test, post-test, and 1-year follow-up questionnaire. A total of 120 community workshop participants completed at least a portion of the evaluation process. At baseline, knowledge about air quality was limited. Following the workshops, substantial increases were noted in rates of correct answers to questions about health effects of air pollution, the availability of air quality information, and the color code for an AQI category. Approximately 1 year after the workshops were held, few participants could recall elements of the training. Few participants have internet access, and alternative means of distributing air quality information were suggested by study participants. Baseline knowledge of air quality information was limited in the community studied. Air quality education workshops conducted by community educators can increase knowledge about outdoor air quality and its impact on health over the short term. Refresher workshops or other efforts to sustain the knowledge increase may be useful. Given the known short-term and long-term effects of air quality on morbidity and mortality, air quality education efforts should be further developed, evaluated, and promoted for the general public, for people with underlying cardiopulmonary disease, and given the documented health disparities within the general population, for low-income and minority communities.

Knowledge into learning: comparing lecture, e-learning and self-study take-home packet instructional methodologies with nurses.

PubMed

Soper, Tracey

2017-04-01

The aim of this quantitative experimental study was to examine which of three instructional methodologies of traditional lecture, online electronic learning (e-learning) and self-study take-home packets are effective in knowledge acquisition of professional registered nurses. A true experimental design was conducted to contrast the knowledge acquisition of 87 registered nurses randomly selected. A 40-item Acute Coronary Syndrome (ACS) true/false test was used to measure knowledge acquisition. Based on 0.05 significance level, the ANOVA test revealed that there was no difference in knowledge acquisition by registered nurses based on which of three learning instructional method they were assigned. It can be concluded that while all of these instructional methods were equally effective in knowledge acquisition, these methods may not be equally cost- and time-effective. The study was able to determine that there were no significant differences in knowledge acquisition of nurses between the three instructional methodologies. The study also found that all groups scored at the acceptable level for certification. It can be concluded that all of these instructional methods were equally effective in knowledge acquisition but are not equally cost- and time-effective. Therefore, hospital educators may wish to formulate policies regarding choice of instructional method that take into account the efficient use of nurses' time and institutional resources.

Scientific background for soil monitoring on National Forests and Rangelands: workshop proceedings; April 29-30, 2008; Denver, CO

Treesearch

Deborah Page-Dumroese; Daniel Neary; Carl Trettin

2010-01-01

This workshop was developed to determine the state-of-the-science for soil monitoring on National Forests and Rangelands. We asked international experts in the field of soil monitoring, soil monitoring indicators, and basic forest soil properties to describe the limits of our knowledge and the ongoing studies that are providing new information. This workshop and the...

Spacecraft transmitter reliability

NASA Technical Reports Server (NTRS)

1980-01-01

A workshop on spacecraft transmitter reliability was held at the NASA Lewis Research Center on September 25 and 26, 1979, to discuss present knowledge and to plan future research areas. Since formal papers were not submitted, this synopsis was derived from audio tapes of the workshop. The following subjects were covered: users' experience with space transmitters; cathodes; power supplies and interfaces; and specifications and quality assurance. A panel discussion ended the workshop.

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…

Workshop Results: Teaching Geoscience to K-12 Teachers

NASA Astrophysics Data System (ADS)

Nahm, A.; Villalobos, J. I.; White, J.; Smith-Konter, B. R.

2012-12-01

A workshop for high school and middle school Earth and Space Science (ESS) teachers was held this summer (2012) as part of an ongoing collaboration between the University of Texas at El Paso (UTEP) and El Paso Community College (EPCC) Departments of Geological Sciences. This collaborative effort aims to build local Earth science literacy and educational support for the geosciences. Sixteen teachers from three school districts from El Paso and southern New Mexico area participated in the workshop, consisting of middle school, high school, early college high school, and dual credit faculty. The majority of the teachers had little to no experience teaching geoscience, thus this workshop provided an introduction to basic geologic concepts to teachers with broad backgrounds, which will result in the introduction of geoscience to many new students each year. The workshop's goal was to provide hands-on activities illustrating basic geologic and scientific concepts currently used in introductory geology labs/lectures at both EPCC and UTEP to help engage pre-college students. Activities chosen for the workshop were an introduction to Google Earth for use in the classroom, relative age dating and stratigraphy using volcanoes, plate tectonics utilizing the jigsaw pedagogy, and the scientific method as a think-pair-share activity. All activities where designed to be low cost and materials were provided for instructors to take back to their institutions. A list of online resources for teaching materials was also distributed. Before each activity, a short pre-test was given to the participants to gauge their level of knowledge on the subjects. At the end of the workshop, participants were given a post-test, which tested the knowledge gain made by participating in the workshop. In all cases, more correct answers were chosen in the post-test than the individual activity pre-tests, indicating that knowledge of the subjects was gained. The participants enjoyed participating in these activities and intend to use them in their classes in the future. Copies of the materials used in this workshop are available upon request.

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.

Promoting evidence informed policymaking for maternal and child health in Nigeria: lessons from a knowledge translation workshop

PubMed Central

Uneke, Chigozie Jesse; Sombie, Issiaka; Uro-Chukwu, Henry Chukwuemeka; Mohammed, Yagana Gidado; Johnson, Ermel

2018-01-01

Background: Knowledge translation (KT) is a process that ensures that research evidence gets translated into policy and practice. In Nigeria, reports indicate that research evidence rarely gets into policymaking process. A major factor responsible for this is lack of KT capacity enhancement mechanisms. The objective of this study was to improve KT competence of an implementation research team (IRT), policymakers and stakeholders in maternal and child health to enhance evidence-informed policymaking. Methods: This study employed a “before and after” design, modified as an intervention study. The study was conducted in Bauchi, north-eastern Nigeria. A three-day KT training workshop was organized and 15 modules were covered including integrated and end-of-grant KT; KT models, measures, tools and strategies; priority setting; managing political interference; advocacy and consensus building/negotiations; inter-sectoral collaboration; policy analysis, contextualization and legislation. A 4-point Likert scale pre-/post-workshop questionnaires were administerd to evaluate the impact of the training, it was designed in terms of extent of adequacy; with “grossly inadequate” representing 1 point, and “very adequate” representing 4 points. Results: A total of 45 participants attended the workshop. There was a noteworthy improvement in the participants’ understanding of KT processes and strategies. The range of the preworkshop mean of participants knowledge of modules taught was from 2.04-2.94, the range for the postworkshop mean was from 3.10–3.70 on the 4-point Likert scale. The range of percentage increase in mean for participants’ knowledge at the end of the workshop was from 13.3%–55.2%. Conclusion: The outcome of this study suggests that using a KT capacity building programme e.g., workshop, health researchers, policymakers and other stakeholders can acquire capacity and skill that will facilitate evidence-to-policy link. PMID:29423364

Diabetic foot workshop: Improving technical and educational skills for nurses.

PubMed

Aalaa, Maryam; Sanjari, Mahnaz; Shahbazi, Samimeh; Shayeganmehr, Zahra; Abooeirad, Maryam; Amini, Mohammad Reza; Adibi, Hossien; Mehrdad, Neda

2017-01-01

Diabetes mellitus as one of the most common metabolic disorders has some complications, one of the main ones is diabetic foot (DF). Appropriate care and education prevents 85% of diabetic foot amputations. An ideal management to prevent and treat diabetic foot necessitates a close collaboration between the health team members and the diabetic patient. Therefore, improving nurses' knowledge about DF care and advancement in the quality of care provided by the nurses could significantly improve diabetic foot prevention and management. Therefore, the aim of DF workshop was to improve technical and educational skills of the nurses to prevent and manage diabetic foot. Considering the vital role of the nurses in providing DF care, EMRI decided to conduct Diabetic foot workshop for them. The following five steps were designed for the 14 coordinating sessions in the workshop: Goals definition, deciding about attendees, location selection, creating agenda, and developing a follow-up plan. "Diabetic Foot Workshop for Nurses" provides appropriate training to DF nurses at the national level; and combining theory and practice in this workshop not only increases nurses' knowledge, but also improves their skills in the field of the diabetic foot. Providing education and care to patients by DF nurse specialists instead of general nurses could be an important output of this workshop, which may lead to DF prevention and amputation decrease in the long term.

Educational videos for practitioners attending Baby Friendly Hospital Initiative workshops supporting breastfeeding positioning, attachment and hand expression skills: Effects on knowledge and confidence.

PubMed

Wallace, Louise M; Ma, Yuanying; Qiu, Li Qian; Dunn, Orla M

2018-04-26

UNICEF Baby Friendly Initiative (BFHI) is the global standard for maternity and community services requiring all practitioners to be trained to support mothers in the essential skills of supporting positioning and attachment, and hand expression. These studies aim to rigorously assess knowledge in nurses, midwives, and doctors in these skills, tested before and after watching short videos demonstrating these skills. Practitioners were attending BFHI education, and the video study was additional. In Phase 1 clinicians in England were randomised to one of two videos (practitioner role play or clinical demonstration). The results showed improvements in knowledge and confidence, and a preference for clinical demonstration by mothers and infants. The clinical demonstration video was evaluated in China in Phase 2 where expert trainers viewed the video after completing the BHFI workshop, and in Phase 3 practitioners viewed the video before the BHFI workshop. Phase 2 with expert trainers only showed improvement in knowledge of hand expression but not positioning and attachment. In Phase 3 clinicians showed improved knowledge for both skills. In all Phases there were statistically significant improvements in confidence in practice in both skills. Viewing short videos increased knowledge, particularly about teaching hand expression, and confidence in both skills. Copyright © 2018. Published by Elsevier Ltd.

Management of Risk and Uncertainty in Systems Acquisition: Proceedings of the 1983 Defense Risk and Uncertainty Workshop Held at Fort Belvoir, Virginia on 13-15 July 1983

DTIC Science & Technology

1983-07-15

categories, however, represent the reality in major acquisition and are often overlooked. Although Figure 1 does not reflect tne dynamics and Interactions...networking and improved computer capabili- ties probabilistic network simulation became a reality . The Naval Sea Systems Command became involved in...reasons for using the WBS are plain: 1. Virtually all risk-prone activities are performed by the contractor, not Government. Government is responsible

Proceedings of the Open Sessions of the Workshop on Imaging Trackers and Autonomous Acquisition Applications for Missile Guidance Held at Redstone Arsenal, Alabama on 19-20 November 1979

DTIC Science & Technology

1979-11-01

a generalized cooccurrence matrix. Describing image texture is an important problem in the design of image understanding systems . Applications as...display system design optimization and video signal processing. Based on a study by Southern Research Institute , a number of options were identified...Specification for Target Acquisition Designation System (U), RFP # AMC-DP-AAH-H4020, i2 Apr 77. 4. Terminal Homing Applications of Solid State Image

Active-learning instruction on emergency contraception counseling.

PubMed

Young, Shardae; Griffin, Brooke; Vest, Kathleen

2013-06-12

To increase pharmacy students' knowledge of and confidence in counseling patients regarding emergency contraception and to identify any barriers to counseling patients about emergency contraception. Approximately 200 third-year pharmacy students participated in the Women's Health Therapeutics workshop at Midwestern University Chicago College of Pharmacy. Students observed a 5-minute skit of a counseling session on emergency contraception and then were asked to pair up with a classmate and practice counseling each other regarding the use of emergency contraception following a checklist of key points. One hundred eighty-nine students completed pre- and post-workshop survey instruments. Students' knowledge scores increased from 86% to 93% (p<0.001). Approximately 25% of the students stated they were confident in counseling patients on emergency contraception before completing the active-learning exercise compared to 58.5% after (p<0.001). The most common barrier to counseling that students identified on the pre- and post-workshop survey was lack of knowledge. Participation in an active-learning exercise significantly increased pharmacy students' knowledge of and confidence in counseling patients regarding emergency contraception and significantly reduced several barriers to counseling identified prior to participation.

Effects of Prior Knowledge on Memory: Implications for Education

ERIC Educational Resources Information Center

Shing, Yee Lee; Brod, Garvin

2016-01-01

The encoding, consolidation, and retrieval of events and facts form the basis for acquiring new skills and knowledge. Prior knowledge can enhance those memory processes considerably and thus foster knowledge acquisition. But prior knowledge can also hinder knowledge acquisition, in particular when the to-be-learned information is inconsistent with…

Fetal and Infant Nutrition and Susceptibility to Obesity: Summary of a Workshop (Washington, D. C., February 28 and March 1, 1977).

ERIC Educational Resources Information Center

National Academy of Sciences-National Research Council, Washington, DC. Food and Nutrition Board.

This report summarizes the proceedings of a workshop designed to review the current state of knowledge on prenatal and early postnatal determinants of obesity, and to identify areas for further research. The workshop was sponsored by the Committee on Nutrition of the Mother and Preschool Child, Food and Nutrition Board of the National Academy of…

E-mental health in ethnic minority: A comparison of youtube and talk-based educational workshops in dementia.

PubMed

Zheng, Xin; Woo, Benjamin K P

2017-02-01

Innovation in information and communication technology has been transforming health service delivery. This study aims to compare YouTube against traditional talk-based workshops in delivering dementia knowledge to the Chinese-American population. Results reveal that E-mental health has enormous potential; however, for the older Chinese-American ethnic population, talk-based workshop is still more desired in delivering dementia education to targeted age groups. As YouTube has become a readily available and widely distributed media for prevention and psychoeducational efforts, this study demonstrates the utility of YouTube in delivering dementia knowledge. Nevertheless, viewer appeals need to be addressed by making the first few minutes engaging. Copyright © 2016 Elsevier B.V. All rights reserved.

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.

Fit for work? Evaluation of a workshop for rheumatology teams.

PubMed

Cohen, D; Khan, S; Marfell, N

2016-06-01

People with rheumatoid arthritis (RA) may rapidly cease work prematurely due to ill-health. A recent survey noted that a quarter of respondents with RA experienced job loss within a year of diagnosis and 50% stopped work within 6 years. To develop and pilot workshops to increase the knowledge, skills and confidence of rheumatology team members to support work-related issues in outpatient clinics. A 3-h interactive workshop, informed by rheumatology experts and the Royal College of General Practitioners (RCGP) National Education Programme (NEP) about work and health, was developed to address both knowledge and skills in the management of health and work consultations in an outpatient setting. Questionnaires were developed for use pre- and immediately post-workshop, with questions that focused on the confidence of delegates in managing these discussions and the importance they placed upon them. Ninety-nine participants attended five workshops throughout the UK between 2013 and 2104. Seventy-three per cent (72) completed the post-workshop questionnaire. Eighty-nine per cent found the workshop useful or very useful, 88% found it relevant or very relevant and 79% responded that it had an impact or a considerable impact on their practice. Wilcoxon matched pairs signed rank tests were carried out that showed an overall increase in confidence after training. The results suggest that the workshop was both relevant and useful to participants and had an impact on their practice. This was true for all specialities. The workshops also highlighted participants' desire to understand how to use the 'fit note' to enhance their patient management. © The Author 2015. Published by Oxford University Press on behalf of the Society of Occupational Medicine. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Awareness Regarding Perineal Protection, Obstetric Anal Sphincter Injury, and Episiotomy Among Obstetrics and Gynecology Residents; Effects of an Educational Workshop.

PubMed

Stecher, Anna M; Yeung, Jennifer; Crisp, Catrina C; Pauls, Rachel N

Appropriate perineal protection may reduce rates of obstetric anal sphincter injuries (OASIS). We sought to investigate the knowledge and attitudes of obstetrics and gynecology residents concerning perineal protection, OASIS, and episiotomy before and after an educational workshop. This was an institutional review board-approved cross-sectional survey study of obstetrics and gynecology residents. Two experts in perineal protection, whose methods have been shown to reduce OASIS by 50%, provided 1 week of education. Residents were taught in hands-on workshops and labor and delivery wards. Residents were surveyed regarding experiences, knowledge, and opinions of perineal protection, OASIS, and episiotomy. Surveys were administered immediately before and after the workshop and at 3 months following. All 31 residents participated. Almost all (97%) felt it was possible to reduce the incidence of OASIS prior to the workshop. Statistically significant increases were noted following training in the number that felt it was "very effective" to use the 2-handed technique taught in the workshop (P = 0.002), as well as those that reported most commonly performing a mediolateral episiotomy (protective against OASIS, if used selectively) when episiotomy was indicated (P = 0.001). The percent that reported feeling "comfortable" or "very comfortable" performing episiotomies increased from 45% to 77% immediately after the workshop (P = 0.002); this declined to 55% at 3 months. A large majority (77%) reported that the workshop was beneficial; 65% described an impact to patient care. A workshop targeting perineal protection improved awareness and changed clinical practice in this group of residents. Ongoing education regarding perineal protection and episiotomy may reinforce behavior modifications.

Systematic reviews, systematic error and the acquisition of clinical knowledge

PubMed Central

2010-01-01

Background Since its inception, evidence-based medicine and its application through systematic reviews, has been widely accepted. However, it has also been strongly criticised and resisted by some academic groups and clinicians. One of the main criticisms of evidence-based medicine is that it appears to claim to have unique access to absolute scientific truth and thus devalues and replaces other types of knowledge sources. Discussion The various types of clinical knowledge sources are categorised on the basis of Kant's categories of knowledge acquisition, as being either 'analytic' or 'synthetic'. It is shown that these categories do not act in opposition but rather, depend upon each other. The unity of analysis and synthesis in knowledge acquisition is demonstrated during the process of systematic reviewing of clinical trials. Systematic reviews constitute comprehensive synthesis of clinical knowledge but depend upon plausible, analytical hypothesis development for the trials reviewed. The dangers of systematic error regarding the internal validity of acquired knowledge are highlighted on the basis of empirical evidence. It has been shown that the systematic review process reduces systematic error, thus ensuring high internal validity. It is argued that this process does not exclude other types of knowledge sources. Instead, amongst these other types it functions as an integrated element during the acquisition of clinical knowledge. Conclusions The acquisition of clinical knowledge is based on interaction between analysis and synthesis. Systematic reviews provide the highest form of synthetic knowledge acquisition in terms of achieving internal validity of results. In that capacity it informs the analytic knowledge of the clinician but does not replace it. PMID:20537172

Producing Qualified Graduates and Assuring Education Quality in the Knowledge-Based Society: Roles and Issues of Graduate Education. Report of the International Workshop on Graduate Education, 2009. RIHE International Seminar Reports. No.14

ERIC Educational Resources Information Center

Research Institute for Higher Education, Hiroshima University, 2010

2010-01-01

Through being specially funded by the Ministry of Education and Science in 2008, the Research Institute for Higher Education (RIHE) in Hiroshima University has been able to implement a new research project on the reform of higher education in the knowledge-based society of the 21st century. Thus RIHE hosted the second International Workshop on…

Advancing student nurse knowledge of the biomedical sciences: A mixed methods study.

PubMed

Craft, Judy; Christensen, Martin; Bakon, Shannon; Wirihana, Lisa

2017-01-01

Nursing students' ability to learn, integrate and apply bioscience knowledge to their clinical practice remains a concern. To evaluate the implementation, influence, and student perspective of a team-teaching workshop to integrate bioscience theory with clinical nursing practice. The team-teaching workshop was offered prior to commencement of the university semester as a refresher course at an Australian university. This study employed a sequential explanatory mixed methods design incorporating both quantitative and qualitative items. An evaluation survey with quantitative and qualitative items and a focus group were employed. The qualitative data were analysed using a thematic approach. The quantitative data was combined with the emergent themes in the qualitative data. Participants were final year nursing students. Nine students attended the workshop. All students completed the evaluation (N=9) and 44.4% (N=4) attended the focus group. The results revealed six themes: (1) lectures are an inadequate teaching strategy for bioscience; (2) teaching strategies which incorporate active learning engage students; (3) the team-teaching workshop provides an effective learning environment; (4) the workshop content should be expanded; (5) pharmacology should relate to bioscience, and bioscience should relate to nursing; and (6) team-teaching was effective in integrating pharmacology with bioscience, and then translating this into nursing practice. Students had felt there was disjointedness between pharmacology and bioscience, and between bioscience and nursing care within their undergraduate studies. The workshop that was based on team-teaching bridged those gaps, utilised active learning strategies and provided an effective learning environment. Team-teaching that employs active learning strategies is an effective approach to assist nursing students to integrate bioscience knowledge into their nursing practice. Copyright © 2016 Elsevier Ltd. All rights reserved.

The road to successful ITS software acquisition. Volume 1, Overview and themes

DOT National Transportation Integrated Search

2000-01-01

This document consists of an 8-page printed summary proceedings and 14 PDF files that contain 14 papers presented at the International Workshop on ITS Benefits, held in Turin, Italy, November 9, 2000. The summary proceedings and PDF files are availab...

Addressing the impact that workshop site coordinators and administrators have on the teaching of science in the classroom

NASA Astrophysics Data System (ADS)

McKenna, Valerie E.

This dissertation studied the beliefs and practices of principals, workshop site coordinators, and science support personnel in two Central Florida school districts and compared those beliefs and practices to the literature on effective science in-service education. It is important to understand these beliefs and practices because they directly affect the content and pedagogical knowledge of classroom teachers, yet this aspect of instructional practices has been ignored in the science education literature. This study used a grounded theory methodology using open-ended individual interviews, participants observation, and documented analysis. Constant comparisons were built through analyzing the data. The research shows that in-service providers' and administrators' beliefs are aligned with the effective science education in-service literature. The conditions and context are ripe for changes because principals and workshop site coordinators' beliefs are aligned with the literature and changes are already beginning to take place. The intervening conditions may lead to improved teacher knowledge, teaching, and learning because standardized testing is expanding to incorporate the content area of science. Also workshop site coordinators are trying to set up a variety of opportunities to attend workshops on the same topic throughout the school year. Budgets are being restructured at the school level and district level to incorporate more science content professional development. However, it is too early to show how much improvement there will be in standardized test scores or whether teachers' have a deeper understanding of science content knowledge or effective science instruction.

New Challenges for a Core Procedure: Development of a Faculty Workshop for Skills Maintenance for Abdominal Hysterectomy.

PubMed

Berkowitz, Lori R; James, Kaitlyn; Petrusa, Emil; York-Best, Carey; Kaimal, Anjali J

2018-02-05

To describe the development of a low-cost educational module for OB/GYN faculty skills maintenance for total abdominal hysterectomy (TAH), a low frequency core procedure in obstetrics and gynecology. After review of existing educational tools and utilization of a modified Delphi method to establish consensus regarding key procedural components for skills maintenance, a 2-hour workshop was developed to review knowledge and participate in a simulation focused on the critical steps in performing TAH. An expert in TAH delivered a lecture highlighting important surgical considerations. Participants then rotated through simulation stations for critical steps in TAH: dissecting the bladder, identifying the ureter, and closing the cuff. Knowledge gains were assessed with a written pre- and posttest. Consecutive focus groups were conducted with participants on effectiveness of the workshop, and suggestions for improvement. Ideas identified in the first focus group were incorporated into the second workshop. Massachusetts General Hospital, an academic tertiary care facility with a single Obstetrics and Gynecology faculty group, located in Boston, Massachusetts. Eligible participants were recruited via email from full time specialists in General Obstetrics and Gynecology at Massachusetts General Hospital. Of the 25 eligible gynecology faculty subjects, 22 participated (88%). On pre or post-test comparison, 70% of participants scored higher on the posttest, demonstrating an increase in knowledge of critical TAH surgical steps. Focus group analyses identified the need for increased review and training demonstrations of TAH, and recommended continued offering of the workshop. Based on focus group responses and pre or posttest comparisons, the workshop was deemed feasible and enhanced short-term learning. Future directions include utilizing more challenging anatomic models and simulation scenarios and optimizing integration of expert demonstration and individualized coaching, as well as identifying regionally tailored surgical workshop programming. Copyright © 2018 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Structuration and acquisition of medical knowledge. Using UMLS in the conceptual graph formalism.

PubMed Central

Volot, F.; Zweigenbaum, P.; Bachimont, B.; Ben Said, M.; Bouaud, J.; Fieschi, M.; Boisvieux, J. F.

1993-01-01

The use of a taxonomy, such as the concept type lattice (CTL) of Conceptual Graphs, is a central structuring piece in a knowledge-based system. The knowledge it contains is constantly used by the system, and its structure provides a guide for the acquisition of other pieces of knowledge. We show how UMLS can be used as a knowledge resource to build a CTL and how the CTL can help the process of acquisition for other kinds of knowledge. We illustrate this method in the context of the MENELAS natural language understanding project. PMID:8130568

Knowledge Acquisition, Knowledge Programming, and Knowledge Refinement.

ERIC Educational Resources Information Center

Hayes-Roth, Frederick; And Others

This report describes the principal findings and recommendations of a 2-year Rand research project on machine-aided knowledge acquisition and discusses the transfer of expertise from humans to machines, as well as the functions of planning, debugging, knowledge refinement, and autonomous machine learning. The relative advantages of humans and…

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.

Report on the Western Burrowing Owl (Speotyto cunicularia) conservation workshop

Treesearch

Geoffrey L. Holroyd; Troy I. Wellicome

1997-01-01

This workshop was convened to review the current status of the Western Burrowing Owl (Speotyto cunicularia hypugaea) in North America, to discuss means by which we can improve our knowledge of this owl, and to initiate conservation action to benefit the species.

Traffic signal operations workshop : an engineer's guide to traffic signal timing and design.

DOT National Transportation Integrated Search

2008-01-01

Scope: (1) Workshop is intended to show engineers and technicians how various guidelines and tools can be used to develop effective signal timing and detection design, (2) Participant is assumed to have a working knowledge of traffic signal equipment...

Exozodiacal Dust Workshop

NASA Technical Reports Server (NTRS)

Backman, D. E. (Editor); Caroff, L. J. (Editor); Sandford, S. A. (Editor); Wooden, D. H. (Editor)

1998-01-01

The purpose of the workshop was to understand what effect circumstellar dust clouds will have on NASA's proposed Terrestrial Planet Finder (TPF) mission's ability to search for terrestrial-sized planets orbiting stars in the solar neighborhood. The workshop participants reviewed the properties of TPF, summarized what is known about the local zodiacal cloud and about exozodiacal clouds, and determined what additional knowledge must be obtained to help design TPF for maximum effectiveness within its cost constraint. Recommendations were made for ways to obtain that additional knowledge, at minimum cost. The workshop brought together approximately 70 scientists, from four different countries. The active participants included astronomers involved in the study of the local zodiacal cloud, in the formation of stars and planetary systems, and in the technologies and techniques of ground- and space-based infrared interferometry. During the course of the meeting, 15 invited talks and 20 contributed poster papers were presented, and there were four working sessions. This is a collection of the invited talks, contributed poster papers, and summaries of the working sessions.

The relationship of learning motivation, achievement and satisfaction for nurses learning simple excel VBA information systems programming.

PubMed

Lee, Ying Li; Chien, Tsai Feng; Kuo, Ming Chuan; Chang, Polun

2014-01-01

This study aims to understand the relationship between participating nurses' motivation, achievement and satisfaction before and after they learned to program in Excel Visual Basic for Applications (Excel VBA). We held a workshop to train nurses in developing simple Excel VBA information systems to support their clinical or administrative practices. Before and after the workshop, the participants were evaluated on their knowledge of Excel VBA, and a questionnaire was given to survey their learning motivation and satisfaction. Statistics softwares Winsteps and SPSS were used for data analysis. Results show that the participants are more knowledgeable about VBA as well as more motivated in learning VBA after the workshop. Participants were highly satisfied with the overall arrangement of the workshop and instructors, but didn't have enough confidence in promoting the application of Excel VBA themselves. In addition, we were unable to predict the participants' achievement by their demographic characteristics or pre-test motivation level.

Emerging treatment paradigms of ocular surface disease: proceedings of the Ocular Surface Workshop.

PubMed

Rolando, M; Geerling, G; Dua, H S; Benítez-del-Castillo, J M; Creuzot-Garcher, C

2010-01-01

The objective of the Ocular Surface Workshop in Rome, Italy, on 6 February 2009, was to enhance the understanding of ocular surface disease (OSD) through an exploration of the nature of its complexities and current treatment paradigms across Europe. It was hoped that the peer-to-peer discussions and updates regarding common knowledge, clinical practices and shared experiences at this workshop would subsequently shape future treatment approaches to OSD.

The Black Experience: Social, Cultural and Economic Considerations. Proceedings of a Workshop on the Black Experience. (1st, Chapel Hill, North Carolina, March 14, 1980).

ERIC Educational Resources Information Center

Johnson, Audreye E., Ed.

This publication consists of the proceedings of a workshop on the social, cultural, and economic experiences of Blacks. The workshops' goals were to intensify the interest of social workers in the Black experience; to examine the values which have an impact on services to Black people; to increase the knowledge of social workers about Blacks; and…

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.

A workshop series using peer-grading to build drug information, writing, critical-thinking, and constructive feedback skills.

PubMed

Davis, Lindsay E

2014-12-15

To utilize a skills-based workshop series to develop pharmacy students' drug information, writing, critical-thinking, and evaluation skills during the final didactic year of training. A workshop series was implemented to focus on written (researched) responses to drug information questions. These workshops used blinded peer-grading to facilitate timely feedback and strengthen assessment skills. Each workshop was aligned to the didactic coursework content to complement and extend learning, while bridging and advancing research, writing, and critical thinking skills. Attainment of knowledge and skills was assessed by rubric-facilitated peer grades, faculty member grading, peer critique, and faculty member-guided discussion of drug information responses. Annual instructor and course evaluations consistently revealed favorable student feedback regarding workshop value. A drug information workshop series using peer-grading as the primary assessment tool was successfully implemented and was well received by pharmacy students.

An overview of data acquisition, signal coding and data analysis techniques for MST radars

NASA Technical Reports Server (NTRS)

Rastogi, P. K.

1986-01-01

An overview is given of the data acquisition, signal processing, and data analysis techniques that are currently in use with high power MST/ST (mesosphere stratosphere troposphere/stratosphere troposphere) radars. This review supplements the works of Rastogi (1983) and Farley (1984) presented at previous MAP workshops. A general description is given of data acquisition and signal processing operations and they are characterized on the basis of their disparate time scales. Then signal coding, a brief description of frequently used codes, and their limitations are discussed, and finally, several aspects of statistical data processing such as signal statistics, power spectrum and autocovariance analysis, outlier removal techniques are discussed.

Research- and Practice-Based Nutrition Education and Cooking Workshops in Pediatric Oncology: Protocol for Implementation and Development of Curriculum

PubMed Central

Chaput, Cynthia; Beaulieu-Gagnon, Sabrina; Bélanger, Véronique; Drouin, Simon; Bertout, Laurence; Lafrance, Lucie; Olivier, Cinthia; Robitaille, Marthe; Laverdière, Caroline; Sinnett, Daniel; Marquis, Marie

2018-01-01

Background Progresses in childhood cancer treatment, diagnosis, and management have resulted in childhood cancer survival rates of over 80%. However, this therapeutic success comes with a heavy price: two-thirds of childhood cancer survivors will be affected by further complications, including cardiovascular and metabolic diseases. Adequate nutrition during cancer treatment is essential to ensure the child’s optimal development, improve tolerance to treatments, and can contribute to lower the risk of developing cardiometabolic diseases. Side effects of cancer treatments can negatively impact children’s nutritional intake and eating behaviors. Involving the families of childhood cancer patients in educational workshops could be a promising avenue to promote healthy eating during and after cancer treatment. Objective The objectives of this study were to develop, validate, and implement a family-based nutrition education and cooking workshop curriculum in a pediatric oncology setting that addresses the nutritional issues encountered during treatments while promoting the adoption of healthy eating habits for the prevention of long-term cardiometabolic effects. Methods The workshops were developed and validated following an 8-step iterative process, including a review of the literature and consultations with a steering committee. An evaluation tool was also developed. A nonrandomized study protocol was elaborated to implement the workshops and measure their impact. The themes of the 6 research- and practice-based lessons are as follows: meal fortification during cancer treatment, changes in taste during cancer therapy and their impact on children, adapting diet to eating-related side effects of treatments, nutritional support during cancer treatment, Mediterranean diet and health, and planning quick and economic meals. The validation process included consultations with the institution’s clinical nutrition professionals. Self-administered post questionnaires were developed according to the content of each workshop to measure short-term outcomes, namely, participants’ perception of knowledge acquisition, behavioral intention, and satisfaction. Medium-term outcomes that will be evaluated are participants’ anthropometric profile, quality of the diet, and circulating biomarkers of metabolic health. Results The project was funded in 2016 and enrollment will be completed in 2021. Data analysis is currently under way and the first results are expected to be submitted for publication in 2019. Conclusions This research- and practice-based nutrition education and cooking demonstration curriculum could be a valuable complement to a multidisciplinary lifestyle intervention for the prevention of long-term cardiometabolic complications in childhood cancer. PMID:29317383

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

LANDSAT-D Investigations Workshop

NASA Technical Reports Server (NTRS)

1982-01-01

Viewgraphs are presented which highlight LANDSAT-D project status and ground segment; early access TM processing; LANDSAT-D data acquisition and availability; LANDSAT-D performance characterization; MSS pre-NOAA characterization; MSS radiometric sensor performance (spectral information, absolute calibration, and ground processing); MSS geometric sensor performance; and MSS geometric processing and calibration.

Dynamic Calorimetry for Students

ERIC Educational Resources Information Center

Kraftmakher, Yaakov

2007-01-01

A student experiment on dynamic calorimetry is described. Dynamic calorimetry is a powerful technique for calorimetric studies, especially at high temperatures and pressures. A low-power incandescent lamp serves as the sample. The ScienceWorkshop data-acquisition system with DataStudio software from PASCO Scientific displays the results of the…

Assessment of long-term knowledge retention following single-day simulation training for uncommon but critical obstetrical events

PubMed Central

Vadnais, Mary A.; Dodge, Laura E.; Awtrey, Christopher S.; Ricciotti, Hope A.; Golen, Toni H.; Hacker, Michele R.

2013-01-01

Objective The objectives were to determine (i) whether simulation training results in short-term and long-term improvement in the management of uncommon but critical obstetrical events and (ii) to determine whether there was additional benefit from annual exposure to the workshop. Methods Physicians completed a pretest to measure knowledge and confidence in the management of eclampsia, shoulder dystocia, postpartum hemorrhage and vacuum-assisted vaginal delivery. They then attended a simulation workshop and immediately completed a posttest. Residents completed the same posttests 4 and 12 months later, and attending physicians completed the posttest at 12 months. Physicians participated in the same simulation workshop 1 year later and then completed a final posttest. Scores were compared using paired t-tests. Results Physicians demonstrated improved knowledge and comfort immediately after simulation. Residents maintained this improvement at 1 year. Attending physicians remained more comfortable managing these scenarios up to 1 year later; however, knowledge retention diminished with time. Repeating the simulation after 1 year brought additional improvement to physicians. Conclusion Simulation training can result in short-term and contribute to long-term improvement in objective measures of knowledge and comfort level in managing uncommon but critical obstetrical events. Repeat exposure to simulation training after 1 year can yield additional benefits. PMID:22191668

Teaching High School Chemistry in the Context of Pharmacology Helps Both Teachers and Students Learn

PubMed Central

Schwartz-Bloom, Rochelle D.; Halpin, Myra J.; Reiter, Jerome P.

2014-01-01

Few studies demonstrate the impact of teaching chemistry embedded in a context that has relevance to high school students. We build upon our prior work showing that pharmacology topics (i.e., drugs), which are inherently interesting to high school students, provide a useful context for teaching chemistry and biology. In those studies, teachers were provided professional development for the Pharmacology Education Partnership (PEP) in an onsite venue (either five-day or one-day workshop). Given financial difficulties to travel, teachers have asked for alternatives for professional development. Thus, we developed the same PEP training workshop using a distance learning (DL) (two-way live video) approach. In this way, 121 chemistry and biology teachers participated in the DL workshops to learn how to incorporate the PEP modules into their teaching. They field-tested the modules over the year in high school chemistry and biology classes. Teacher knowledge of chemistry and biology increased significantly after the workshop and was maintained for at least a year. Their students (N = 2309) demonstrated a significant increase in knowledge of chemistry and biology concepts, with higher scores as the number of modules used increased. The increase in both teacher and student knowledge in these subjects was similar to that found previously when teachers were provided with onsite professional development. PMID:24882881

Development of Professional Teacher Competences for Cooperation with Parents

ERIC Educational Resources Information Center

Viskovic, Ivana; Višnjic Jevtic, Adrijana

2017-01-01

Based on the belief that professional competences can partially be developed through professional training a cycle of ten educational workshops was designed. Combining theoretical knowledge, quality practice examples and discussions, the workshops strived to improve professional teacher competences. The assumed outcome was determined by difference…

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…

Connecting Changes in Secondary Mathematics Teachers' Knowledge to Their Experiences in a Professional Development Workshop

ERIC Educational Resources Information Center

Boston, Melissa D.

2013-01-01

This investigation describes secondary mathematics teachers' learning and instructional change following their participation in a professional development workshop, the Enhancing Secondary Mathematics Teacher Preparation Project (ESP) (2004-2005), specifically focused on the selection and implementation of cognitively challenging mathematical…

An Integrated Model of Knowledge Acquisition and Innovation: Examining the Mediation Effects of Knowledge Integration and Knowledge Application

ERIC Educational Resources Information Center

Dahiyat, Samer E.

2015-01-01

The aim of this research is to empirically investigate the relationships among the three vital knowledge management processes of acquisition, integration and application, and their effects on organisational innovation in the pharmaceutical manufacturing industry in Jordan; a knowledge-intensive business service (KIBS) sector. Structural equation…

The Human Side of Knowledge Management: An Annotated Bibliography.

ERIC Educational Resources Information Center

Mayer, Pamela S.

This annotated bibliography lists books and articles that have direct application to managing the human side of knowledge acquisition, transfer, and application. What is meant by the human dimension of knowledge is how motivation and learning affect the acquisition and transfer of knowledge and how group dynamics mediate the role of knowledge in…

Documentation and knowledge acquisition

NASA Technical Reports Server (NTRS)

Rochowiak, Daniel; Moseley, Warren

1990-01-01

Traditional approaches to knowledge acquisition have focused on interviews. An alternative focuses on the documentation associated with a domain. Adopting a documentation approach provides some advantages during familiarization. A knowledge management tool was constructed to gain these advantages.

Interprofessional education workshops in the workplace for pre-registration learners: Aligning to National Standards.

PubMed

Kent, Fiona; Courtney, Jade; Thorpe, Jo

2018-03-01

The inclusion of formal interprofessional education activities within clinical placements aligns with the national agenda in Australia to increase the focus on collaborative practice. However, the challenge remains for health services to determine how to achieve this goal. The education team at one health service elected to align new interprofessional education initiatives to the National Standards for Quality in Healthcare, to increase student focus on the complex domains of practice that require collaborative practice. An interprofessional falls prevention workshop was created for students on clinical placement. In the pilot phase, the 2h workshops ran four times across three months. Simultaneously, a second group of students were invited to complete an online falls prevention module. Knowledge gains from the two interventions were compared using a Mann Whitney test and qualitative data was thematically coded. There was no significant difference in fall prevention knowledge between the two interventions. Thematic analysis illustrated workshops promoted an increased understanding of others roles, person-centred care, interprofessional communication and collaboration. This pilot study has demonstrated that 2h interprofessional educational workshops are a feasible, replicable and useful addition to profession-specific clinical placements. The interprofessional workshop offered the opportunity for students of different professions to come together, practice interprofessional communication, explore the roles and responsibilities of others and collaborate in the theoretical management of a clinical case. Copyright © 2017 Elsevier Ltd. All rights reserved.

Early intervention to promote medical student interest in surgery and the surgical subspecialties.

PubMed

Patel, Madhukar S; Mowlds, Donald S; Khalsa, Bhavraj; Foe-Parker, Jennifer E; Rama, Asheen; Jafari, Fariba; Whealon, Matthew D; Salibian, Ara; Hoyt, David B; Stamos, Michael J; Endres, Jill E; Smith, Brian R

2013-01-01

Concerns about projected workforce shortages are growing, and attrition rates among surgical residents remain high. Early exposure of medical students to the surgical profession may promote interest in surgery and allow students more time to make informed career decisions. The objective of this study was to evaluate the impact of a simple, easily reproducible intervention aimed at increasing first- and second-year medical student interest in surgery. Surgery Saturday (SS) is a student-organized half-day intervention of four faculty-led workshops that introduce suturing, knot tying, open instrument identification, operating room etiquette, and basic laparoscopic skills. Medical students who attended SS were administered pre-/post-surveys that gauged change in surgical interest levels and provided a self-assessment (1-5 Likert-type items) of knowledge and skills acquisition. First- and second-year medical students. Change in interest in the surgical field as well as perceived knowledge and skills acquisition. Thirty-three first- and second-year medical students attended SS and completed pre-/post-surveys. Before SS, 14 (42%) students planned to pursue a surgical residency, 4 (12%) did not plan to pursue a surgical residency, and 15 (46%) were undecided. At the conclusion, 29 (88%) students indicated an increased interested in surgery, including 87% (13/15) who were initially undecided. Additionally, attendees reported a significantly (p < 0.05) higher comfort level in the following: suturing, knot tying, open instrument identification, operating room etiquette, and laparoscopic instrument identification and manipulation. SS is a low resource, high impact half-day intervention that can significantly promote early medical student interest in surgery. As it is easily replicable, adoption by other medical schools is encouraged. Copyright © 2012 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Knowledge acquisition and representation using fuzzy evidential reasoning and dynamic adaptive fuzzy Petri nets.

PubMed

Liu, Hu-Chen; Liu, Long; Lin, Qing-Lian; Liu, Nan

2013-06-01

The two most important issues of expert systems are the acquisition of domain experts' professional knowledge and the representation and reasoning of the knowledge rules that have been identified. First, during expert knowledge acquisition processes, the domain expert panel often demonstrates different experience and knowledge from one another and produces different types of knowledge information such as complete and incomplete, precise and imprecise, and known and unknown because of its cross-functional and multidisciplinary nature. Second, as a promising tool for knowledge representation and reasoning, fuzzy Petri nets (FPNs) still suffer a couple of deficiencies. The parameters in current FPN models could not accurately represent the increasingly complex knowledge-based systems, and the rules in most existing knowledge inference frameworks could not be dynamically adjustable according to propositions' variation as human cognition and thinking. In this paper, we present a knowledge acquisition and representation approach using the fuzzy evidential reasoning approach and dynamic adaptive FPNs to solve the problems mentioned above. As is illustrated by the numerical example, the proposed approach can well capture experts' diversity experience, enhance the knowledge representation power, and reason the rule-based knowledge more intelligently.

The effects of educational interventions on pharmacists' knowledge, attitudes and beliefs towards low back pain.

PubMed

Abdel Shaheed, Christina; Maher, Christopher G; Mak, Wendy; Williams, Kylie A; McLachlan, Andrew J

2015-08-01

Practitioner beliefs and attitudes towards low back pain (LBP) influence treatment decisions. Little is known about pharmacists' knowledge, attitudes and beliefs towards LBP. To investigate the effect of educational interventions on pharmacists' knowledge, attitudes and beliefs towards LBP. Setting Sydney Metropolitan Area. Knowledge, attitudes and beliefs was measured using the "Pharmacists' Back Beliefs Questionnaire", with items from two previously reported questionnaires on back beliefs. Responses from pharmacists attending a 2-h educational workshop on LBP (n = 204) and pharmacists recruiting participants for a LBP clinical trial (n = 66) were compared to responses from a control group of pharmacists (n = 65) to allow an evaluation of the two interventions. Responses from workshop participants were also evaluated before and after the session. Participants indicated their agreement with statements about LBP on a 5-point Likert scale. Preferred responses were based on guidelines for the evidence-based management of LBP. The primary analysis evaluated total score on the nine-inevitability items of the Back Beliefs Questionnaire ("inevitability score"). Inevitability score. There was no significant difference in inevitability score between LBP clinical trial pharmacists and the control group [mean difference (MD) 0.47 (95 % CI -1.35 to 2.29; p = 0.61)]. The educational workshop led to a significant and favourable change in inevitability score (MD 7.23 p < 0.001) and notable changes in responses to misconceptions regarding bed rest and the need for imaging (p < 0.001) among participating pharmacists. Pharmacists attending the educational workshop provided the most compelling evidence that education specifically aimed at delivering evidence-based information can be successful in changing practitioner knowledge, beliefs and attitudes towards LBP.

Active-Learning Instruction on Emergency Contraception Counseling

PubMed Central

Young, Shardae; Vest, Kathleen

2013-01-01

Objective. To increase pharmacy students’ knowledge of and confidence in counseling patients regarding emergency contraception and to identify any barriers to counseling patients about emergency contraception. Design. Approximately 200 third-year pharmacy students participated in the Women’s Health Therapeutics workshop at Midwestern University Chicago College of Pharmacy. Students observed a 5-minute skit of a counseling session on emergency contraception and then were asked to pair up with a classmate and practice counseling each other regarding the use of emergency contraception following a checklist of key points. Assessment. One hundred eighty-nine students completed pre- and post-workshop survey instruments. Students’ knowledge scores increased from 86% to 93% (p<0.001). Approximately 25% of the students stated they were confident in counseling patients on emergency contraception before completing the active-learning exercise compared to 58.5% after (p<0.001). The most common barrier to counseling that students identified on the pre- and post-workshop survey was lack of knowledge. Conclusion. Participation in an active-learning exercise significantly increased pharmacy students’ knowledge of and confidence in counseling patients regarding emergency contraception and significantly reduced several barriers to counseling identified prior to participation. PMID:23788815

Developing the Capacity of Farmers to Understand and Apply Seasonal Climate Forecasts through Collaborative Learning Processes

ERIC Educational Resources Information Center

Cliffe, Neil; Stone, Roger; Coutts, Jeff; Reardon-Smith, Kathryn; Mushtaq, Shahbaz

2016-01-01

Purpose: This paper documents and evaluates collaborative learning processes aimed at developing farmer's knowledge, skills and aspirations to use seasonal climate forecasting (SCF). Methodology: Thirteen workshops conducted in 2012 engaged over 200 stakeholders across Australian sugar production regions. Workshop design promoted participant…

Primary Treatment and Sludge Digestion Workshop.

ERIC Educational Resources Information Center

Ontario Ministry of the Environment, Toronto.

This manual was developed for use at workshops designed to upgrade the knowledge of experienced wastewater treatment plant operators. Each of the sixteen lessons has clearly stated behavioral objectives to tell the trainee what he should know or do after completing that topic. Areas covered in this manual include: sewage characteristics;…

Activated Sludge Process Workshop Manual.

ERIC Educational Resources Information Center

Ontario Ministry of the Environment, Toronto.

This manual was developed for use at workshops designed to upgrade the knowledge of experienced wastewater treatment plant operators. Each of the lessons in this document has clearly stated behavioral objectives to tell the trainee what he should know or do after completing that topic. Areas covered in this manual include: types and factors…

A Medical Student Workshop in Mechanical Ventilation.

ERIC Educational Resources Information Center

And Others; Kushins, Lawrence G.

1980-01-01

In order to teach applied respiratory physiology to medical students, the anesthesiology faculty at the University of Florida College of Medicine has designed and implemented a course that includes a laboratory workshop in mechanical ventilation of an animal model that allows students to apply and expand their knowledge. (JMD)

A Manual on Production Improvement in a Rehabilitation Workshop. Reprint No. 17.

ERIC Educational Resources Information Center

Caddick, James W.

This manual for supervisors of rehabilitation workshops or plants focuses on knowledge, techniques, and application of work simplification and production standards. Four chapters providing introductory material discuss common goals of rehabilitation and production and human factors. The first of seven chapters (chapter 5) on work simplification…

Drama Education in the Age of AIDS

ERIC Educational Resources Information Center

Singh, Lorraine

2012-01-01

This article arose out of my involvement in an undergraduate drama module at the School of Education, University of KwaZulu-Natal, where I made use of workshop theatre methodologies to explore how second-year drama students construct knowledge and develop sociocultural understandings of critical issues in society. The workshop theatre project…

Transformative Research-Based Pedagogy Workshops for Chemistry Graduate Students and Postdocs

ERIC Educational Resources Information Center

Bauer, Christopher; Libby, R. Daniel; Scharberg, Maureen; Reider, David

2013-01-01

One-day professional development workshops for graduate students and postdocs were held at top National Research Council--ranked chemistry research departments. Attendees intend to pursue academic careers, yet their experience and knowledge about teaching and learning were small. Postsurveys indicated that despite the short duration, the workshop…

Surface Water Treatment Workshop Manual.

ERIC Educational Resources Information Center

Ontario Ministry of the Environment, Toronto.

This manual was developed for use at workshops designed to increase the knowledge of experienced water treatment plant operators. Each of the fourteen lessons in this document has clearly stated behavioral objectives to tell the trainee what he should know or do after completing that topic. Areas covered in this manual include: basic water…

On the Cutting Edge: Face-to-Face and Virtual Professional Development for Current and Future Geoscience Faculty

NASA Astrophysics Data System (ADS)

Macdonald, H.; Manduca, C. A.; Mogk, D. W.; Tewksbury, B. J.; Iverson, E. A.; Kirk, K. B.; Beane, R. J.; McConnell, D.; Wiese, K.; Wysession, M. E.

2011-12-01

On the Cutting Edge, a comprehensive, discipline-wide professional development program for current and future geoscience faculty, aims to develop a geoscience professoriate committed to high-quality instruction based on currency in scientific knowledge, good pedagogic practice, and research on learning. Our program provides an integrated workshop series and online teaching resources. Since 2002, we have offered more than 80 face-to-face workshops, virtual workshops and webinars, and hybrid events. Participants come from two-year colleges and four-year colleges and universities. The workshop series is designed to address the needs of faculty in all career stages at the full spectrum of institutions and covering the breadth of the geoscience curriculum. We select timely and compelling topics and create opportunities of interest to faculty. We offer workshops on course design, new geoscience research and pedagogical topics, core geoscience curriculum topics, and introductory courses as well as workshops for early career faculty and for future faculty. Our workshops are designed to model good teaching practice. We set workshop goals that guide workshop planning and evaluation. Workshops are interactive, emphasize participant learning, provide opportunities for participants to interact and share experience/knowledge, provide good resources, give participants time to reflect and to develop action plans, and help transform their ideas about teaching. We emphasize the importance of adaptation in the context of their specific situations. For virtual workshops and webinars we use icebreakers and other structured interactions to build a comfortable workshop community; promote interaction through features on webinar software, chat-aided question and answer, small-group synchronous interactions, and/or discussion boards; plan detailed schedules for workshop events; use asynchronous discussions and recordings of synchronous events given that participants are busy with their daily commitments; and provide sufficient technical support for participants and leaders. The importance of making the workshop useful and immediately applicable does not diminish with virtual events. One key lesson is the need to be purposeful with virtual communication strategies; the discussion boards, chat-aided discussion, and small group interactions need a specific focus, purpose, or product. Both face-to-face and virtual workshops that appear to flow spontaneously reflect extensive planning, a clear understanding of the program and its objectives by everyone involved, and realistic estimates for how long activities will really take. The workshop content and structures that we have developed result in high rates of satisfaction by participants.

Effects of Writing Instruction on Kindergarten Students' Writing Achievement: An Experimental Study

ERIC Educational Resources Information Center

Jones, Cindy D'On

2015-01-01

This full-year experimental study examined how methods of writing instruction contribute to kindergarten students' acquisition of foundational and compositional early writing skills. Multiple regression with cluster analysis was used to compare 3 writing instructional groups: an interactive writing group, a writing workshop group, and a…

Innovative UK Approaches to Acquisition Management

DTIC Science & Technology

2009-05-01

Financial and Operational Imperatives Size of UK armed forces UK Industry ? Political influence PFI / PPP Increased Scrutiny - NAO “ Commercialisation “ of the...acquisition KNOWLEDGE (EXPERIENCE – Lessons learned) KNOWLEDGE (Training) KNOWLEDGE ( Education ) OPTIMAL OPERATIONAL PERFORMANCE Operational Capability UK

ASK Florida; a climate change education professional development program for middle school teachers in Florida

NASA Astrophysics Data System (ADS)

Weihs, R. R.

2012-12-01

A series of professional development workshops covering the fundamentals of climate change have been developed and facilitated for two groups of middle school science teachers in three Florida counties. The NASA-supported joint venture between Florida State University's Center for Ocean-Atmospheric Prediction Studies (COAPS) and the University of South Florida's (USF's) Coalition for Science Literacy, ASK Florida, focuses on expanding and deepening teachers' content knowledge of a wide range of climate change topics, connecting local and regional changes to the global picture, and supporting classroom implementation and effective teaching practices. Education experts from USF, climate scientists from COAPS, and Hillsborough county teachers and science coaches coordinated and developed the workshop content, which is based on Florida's Next Generation Sunshine State Standards in science, science curriculum guides for 6th grade, and teacher interest. Several scientists have facilitated activities during the workshop, including professors in meteorology and climatology, research scientists in the field, a NOAA program manager, the state climatologists for Florida, and others. Having these climate scientists present during the workshop provides teachers an opportunity to interact directly with the scientists and gain insight into the climatology field. Additionally, we host an open-forum discussion panel during which teachers can ask the experts about any topics of interest. Activities are designed to enhance the scientific skill level of the teachers. Introductory activities reinforce teachers' abilities to distinguish facts from opinions and to evaluate sources. Other activities provide hands-on experience using actual scientific data from NASA and other agencies. For example, teachers analyze precipitation data to create distributions of Florida rainfall, examine sea level trends at various locations, identify Atlantic hurricane frequencies during the phases of ENSO, and create maps of climate data available on the MYNASADATA web portal. The human aspect of climate change is addressed by discussing anthropological influences such as land use changes. In addition, we examine scientific and public use and interpretation of climate models, scenarios, and projections, and explore adaptation and mitigation strategies for Florida-specific climate projections. Pedagogy is incorporated throughout the workshops to demonstrate how the content and activities can be adapted for their students. Furthermore, we support educators in overcoming obstacles associated with teaching global and regional climate change. This program targets teachers from Title-I schools because students from these schools are typically underrepresented in the STEM fields. Additionally, classroom technology is often limited; therefore, it is important to adapt resources so they can be used in the classroom with or without computers. Activities are presented through an inquiry-based format to encourage knowledge acquisition and discovery similar to that occurring in the actual scientific field. Finally, we prepare teachers to address apathetic or antiscientific sentiments their students may have about climate change by identifying the background issues and ideology and developing strategies to make the content more relevant to their students' lives.

The Environmental Impacts of Boating; Proceedings of a Workshop held at Woods Hole Oceanographic Institution, Woods Hole MA USA, December 7 to 9, 1994.

DTIC Science & Technology

1998-03-01

workshop was the revelation of the greater activity and knowledge base of many state-level environmental managers than that for members of the academic...discussion and get as knowledgeable as we can. And then we can use the information to educate the public to get them concerned and help them understand...court. As I have observed from airplanes, jet skiers run in shallow water looking for animals. They stop near turtles or large sharks in shallow water

Developing implant dentistry education in Europe: the continuum from undergraduate to postgraduate education and continuing professional development.

PubMed

Mattheos, N; de Bruyn, H; Hultin, M; Jepsen, S; Klinge, B; Koole, S; Sanz, M; Ucer, C; Lang, N P

2014-03-01

Implant dentistry is a treatment modality which has mainstream clinical practice of comprehensive care, which however is not adequately represented in the undergraduate dental curricula. A consensus workshop organised by ADEE in 2008, set the benchmarks for the knowledge and competences a modern dental practitioner must possess with regard to implant dentistry, as well as defined undergraduate and postgraduate pathways for the acquisition of these competences. Today, 5 years later, there exist several challenges for the implementation of these benchmarks in both undergraduate curricula but also post-graduation educational pathways. A consensus workshop was organised by ADEE, bringing together 48 opinion leaders, including academic teachers of all disciplines related to implant dentistry, specialists, representatives of relevant scientific and professional associations, as well as industry delegates. The objectives of the workshop were to evaluate the existing scientific literature, reported experience and best practices in order to identify potential and limitations for the implementation of implant dentistry in the undergraduate curriculum, as well produce recommendations for the optimal educational structures for postgraduate programmes and continuing professional development. The scientific committee conducted two European-wide questionnaire surveys to better document the current state of education in implant dentistry. Upon completion of the surveys, reviewers were appointed to produce three scientific review papers, identifying current achievements and future challenges. Finally, during the 3 days of the workshop, all the evidence was reviewed and the main conclusions and recommendations that were adopted by all participants are reported in the present Consensus Paper. Implementation of implant dentistry in the undergraduate curriculum has improved significantly, but still lags behind the benchmarks set in 2008 and the diversity between institutions remains big. At the post-graduation level, there is currently a wide diversity of courses and pathways towards competences related to implant dentistry and there is at present a great need for quality assurance, as well as standardisation and transparency of the learning outcomes. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Evaluation, Use, and Refinement of Knowledge Representations through Acquisition Modeling

ERIC Educational Resources Information Center

Pearl, Lisa

2017-01-01

Generative approaches to language have long recognized the natural link between theories of knowledge representation and theories of knowledge acquisition. The basic idea is that the knowledge representations provided by Universal Grammar enable children to acquire language as reliably as they do because these representations highlight the…

Facilitating knowledge of mental health nurses to undertake physical health interventions: a pre-test/post-test evaluation.

PubMed

Hemingway, Steve; Clifton, Andrew; Stephenson, John; Edward, Karen-Leigh

2014-04-01

The aim of this project was to develop and deliver an evidence-based educational package with a physical and mental health focus to clinicians and other health care workers in mental health settings. For individuals who experience mental disorders, pharmacotherapy is often considered as a first line of treatment. However, owing to adverse drug reactions and pre-existing physical conditions, outcomes for clients/service users may be compromised. Mortality and morbidity rates of people diagnosed with a serious mental illness caused by physical health conditions do not compare favourably with the general population. This paper reports on a physical skills project that was developed in collaboration between the University of Huddersfield and South West Yorkshire Partnership Foundation Trust. Pre-post study design: five workshops were conducted in the fields of intramuscular injections, diabetes, health improvement, oral health and wound care. A total of 180 pairs of questionnaires to assess practitioner and student skills and knowledge were administered to participants before and after workshops. All workshops resulted in a statistically significant improvement in subject skills and knowledge scores (P < 0.001 in all cases). Questionnaires also elicited participant satisfaction with the workshops: over 99% of participants reported being 'satisfied' or 'very satisfied' with the workshops. Mental health nurses are the largest group of registered practitioners working in the mental health setting and thus need to be harnessed to make a positive contribution to the improvement of the physical health status of service users with a serious mental illness. © 2014 John Wiley & Sons Ltd.

Food allergies in school: design and evaluation of a teacher-oriented training action.

PubMed

Ravarotto, Licia; Mascarello, Giulia; Pinto, Anna; Schiavo, Maria Rita; Bagni, Marina; Decastelli, Lucia

2014-12-04

Food allergies are perceived as a significant problem in school environments; as a result, a teacher's ability to recognise and deal with allergic reactions is of fundamental importance to protect children's health. This paper includes the results of a study conducted for the purposes of designing, implementing and monitoring a specific set of teacher-oriented communication actions. The study involved designing, implementing and assessing five workshops. These workshops were designed on the basis of the analysis of perceptions and information needs investigated by three focus groups (25 teachers). The level of the teachers' knowledge and appreciation of the workshops was evaluated by using two structured questionnaires (n = 158). The teachers feel that they are insufficiently informed about food allergies; this knowledge gap is confirmed by an analysis of their knowledge before participating in the workshops. According to the teachers, the information which would be most useful to them has to do with the practical management of allergies in school. They feel that there is a lack of a professional contact person for precise and reliable information on health issues. The workshops seem to be appreciated as an information method. In addition, there appears to be a need to involve all children in awareness raising activities and education projects on this subject. There is an urgent need for training actions on food allergies in Italian schools, in particular the communication of practical information regarding the management of allergies and emergencies. More communication between the medical and school staff is, in particular, advisable.

Understanding and practice of evidence based search strategy among postgraduate dental students: a preliminary study.

PubMed

Qureshi, Ambrina; Bokhari, Syed Akhtar Hussain; Pirvani, Madiha; Dawani, Narendar

2015-06-01

One of the core attributes of competent practice is the ability to locate and analyze high-quality evidence. Research on information seeking knowledge of dental graduates is scarce. The objective was to evaluate pertinent knowledge and skills on formulation of answerable questions and searching skills through the understanding and application of EBP. Participants' understanding and abilities to develop answerable questions in application of EBP were assessed through a quasi-experimental study design among freshly inducted postgraduate dental students at Dow University of Health Sciences. Pre and post workshop activity sessions were conducted and assessment was made through a tool that was an adaptation of the Fresno Test. The assessments performed were calculated for mean scores and standard deviations to draw descriptive results for the participants' understanding of the search items and clinical question formulation skills. Wilcoxon-signed rank test was performed to compare the pre and post workshop mean scores. Forty two participants (females = 20, males = 22) attended the workshop. Pre-workshop knowledge and understanding about the terminologies used in EBP was low among participants. Post-workshop performance of the participants to formulate a question, find evidence and search on PubMed was improved to a "Limited" level. The improvements were statistically significant but could not attain "Strong" and "Excellent" grades as far as the EBP skills were concerned. This study observed a potential to improve search skills of dental graduates after their training and exposure to search strategies available on databases. Copyright © 2015 Elsevier Inc. All rights reserved.

The 'dark side' and 'bright side' of personality: when too much conscientiousness and too little anxiety are detrimental with respect to the acquisition of medical knowledge and skill.

PubMed

Ferguson, Eamonn; Semper, Heather; Yates, Janet; Fitzgerald, J Edward; Skatova, Anya; James, David

2014-01-01

Theory suggests that personality traits evolved to have costs and benefits, with the effectiveness of a trait dependent on how these costs and benefits relate to the present circumstances. This suggests that traits that are generally viewed as positive can have a 'dark side' and those generally viewed as negative can have a 'bright side' depending on changes in context. We test this in a sample of 220 UK medical students with respect to associations between the Big 5 personality traits and learning outcomes across the 5 years of a medical degree. The medical degree offers a changing learning context from pre-clinical years (where a more methodical approach to learning is needed) to the clinical years (where more flexible learning is needed, in a more stressful context). We argue that while trait conscientiousness should enhance pre-clinical learning, it has a 'dark side' reducing the acquisition of knowledge in the clinical years. We also suggest that anxiety has a 'bright side' enhancing the acquisition of skills in the clinical years. We also explore if intelligence enhances learning across the medical degree. Using confirmatory factor analysis and structural equation modelling we show that medical skills and knowledge assessed in the pre-clinical and clinical years are psychometrically distinguishable, forming a learning 'backbone', whereby subsequent learning outcomes are predicted by previous ones. Consistent with our predictions conscientiousness enhanced preclinical knowledge acquisition but reduced the acquisition of clinical knowledge and anxiety enhanced the acquisition of clinical skills. We also identified a curvilinear U shaped association between Surgency (extraversion) and pre-clinical knowledge acquisition. Intelligence predicted initial clinical knowledge, and had a positive total indirect effect on clinical knowledge and clinical skill acquisition. For medical selection, this suggests that selecting students high on conscientiousness may be problematic, as it may be excluding those with some degree of moderate anxiety.

The ‘Dark Side’ and ‘Bright Side’ of Personality: When Too Much Conscientiousness and Too Little Anxiety Are Detrimental with Respect to the Acquisition of Medical Knowledge and Skill

PubMed Central

Ferguson, Eamonn; Semper, Heather; Yates, Janet; Fitzgerald, J. Edward; Skatova, Anya; James, David

2014-01-01

Theory suggests that personality traits evolved to have costs and benefits, with the effectiveness of a trait dependent on how these costs and benefits relate to the present circumstances. This suggests that traits that are generally viewed as positive can have a ‘dark side’ and those generally viewed as negative can have a ‘bright side’ depending on changes in context. We test this in a sample of 220 UK medical students with respect to associations between the Big 5 personality traits and learning outcomes across the 5 years of a medical degree. The medical degree offers a changing learning context from pre-clinical years (where a more methodical approach to learning is needed) to the clinical years (where more flexible learning is needed, in a more stressful context). We argue that while trait conscientiousness should enhance pre-clinical learning, it has a ‘dark side’ reducing the acquisition of knowledge in the clinical years. We also suggest that anxiety has a ‘bright side’ enhancing the acquisition of skills in the clinical years. We also explore if intelligence enhances learning across the medical degree. Using confirmatory factor analysis and structural equation modelling we show that medical skills and knowledge assessed in the pre-clinical and clinical years are psychometrically distinguishable, forming a learning ‘backbone’, whereby subsequent learning outcomes are predicted by previous ones. Consistent with our predictions conscientiousness enhanced preclinical knowledge acquisition but reduced the acquisition of clinical knowledge and anxiety enhanced the acquisition of clinical skills. We also identified a curvilinear U shaped association between Surgency (extraversion) and pre-clinical knowledge acquisition. Intelligence predicted initial clinical knowledge, and had a positive total indirect effect on clinical knowledge and clinical skill acquisition. For medical selection, this suggests that selecting students high on conscientiousness may be problematic, as it may be excluding those with some degree of moderate anxiety. PMID:24586353

Community Interactive Research Workshop Series: Community Members Engaged as Team Teachers to Conduct Research.

PubMed

Nguyen-Truong, Connie Kim; Tang, Joannie; Hsiao, Chiao-Yun

2017-01-01

Vietnamese women are diagnosed with cervical cancer at twice the rate of non-Hispanic White women and the highest compared to Chinese, Filipino, Korean, and Japanese women. ἀ e Vietnamese Women's Health Project, a community-based participatory research partnership, was developed to address this concern. In earlier studies, community members received research training. To describe how we developed an innovative curricular research training framework. Community members developed their own learning goals and activities, taught alongside a nurse scientist, and participated in a community interactive research workshop series. Popular education principles were used to guide team teaching. Topics, learning goals, lesson plans, and an evaluation w ere de veloped t ogether. ἀ ree, 4 -5.5 h our workshops were hosted. Topics included qualitative research, art of hearing data, reflexivity, analysis, validity, and dissemination. Community members and a nurse scientist co-constructed knowledge through participatory methods. ἀe workshops ran concurrent to the study timeline to inform community members' research activities and vice versa. A range from 8 to 20 participants attended the workshops, of which six community members were team teachers and three facilitated at each workshop. In an evaluation, team teachers reported workshop strengths: an empathetic and trusting learn ing environment, a sense of ownership in learning, a greater under standing of roles in research partnerships, and a feel ing of safety to conduct research with academic investigators. Academic investigators need to be aware that co-constructing knowledge is foundational to long-term sustainability of community-based participatory research partnership (CBPR) partnerships, but requires building team capacity to conduct research collaboratively.

Extreme Conditions Modeling Workshop Report

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

Coe, R. G.; Neary, V. S.; Lawson, M. J.

2014-07-01

Sandia National Laboratories (SNL) and the National Renewable Energy Laboratory (NREL) hosted the Wave Energy Converter (WEC) Extreme Conditions Modeling (ECM) Workshop in Albuquerque, NM on May 13th-14th, 2014. The objective of the workshop was to review the current state of knowledge on how to model WECs in extreme conditions (e.g. hurricanes and other large storms) and to suggest how U.S. Department of Energy (DOE) and national laboratory resources could be used to improve ECM methods for the benefit of the wave energy industry.

Outcomes in mothers with rheumatic diseases and their offspring workshop

PubMed Central

Neville, Autumn; Bernatsky, Sasha; Kuriya, Bindee; Bujold, Emmanuel; Chakravarty, Eliza; Platt, Robert W; Bérard, Anick; Vinet, Évelyne

2017-01-01

This conference report describes six presentations that were given during a Canadian Institutes for Health Research-funded workshop. The goal of the workshop was to discuss key knowledge gaps in the study of outcomes in mothers with rheumatic diseases and their offspring. Presentations focused on epidemiological and methodological issues associated with the reproductive and perinatal health of women with rheumatic diseases. Discussions of relevant recent research allowed for discovery of potential data sources that could facilitate interdisciplinary research and created the opportunity for future collaborations.

Manage Toward Success - Utilization of Analytics in Acquisition Decision Making

DTIC Science & Technology

2015-04-01

on the concept of knowledge- based acquisition described by the GAO. In the GAO (2005) report for National Aeronautics and Space Administration ( NASA ...acquisition programs, GAO recommended to NASA , and NASA subsequently con- curred, that transition to a knowledge-based acquisition framework will...Certification and Accreditation Process; ERAM = Enterprise Risk Assessment Manager; EVMS = Earned Value Management System; GOV = Government; POA&M = Plan of

Sixth Annual Workshop on Meteorological and Environmental Inputs to Aviation Systems, 26-28 October 1982, Tullahoma, Tenn

NASA Technical Reports Server (NTRS)

Camp, D. W.; Frost, W.; Coons, F.; Evanich, P.; Sprinkle, C. H.

1984-01-01

The six workshops whose proceedings are presently reported considered the subject of meteorological and environmental information inputs to aviation, in order to satisfy workshop-sponsoring agencies' requirements for (1) greater knowledge of the interaction of the atmosphere with aircraft and airport operators, (2) a better definition and implementation of meteorological services to operators, and (3) the collection and interpretation of data useful in establishing operational criteria that relate the atmospheric science input to aviation community operations. Workshop topics included equipment and instrumentation, forecasts and information updates, training and simulation facilities, and severe weather, icing and wind shear.

Summary report of a workshop on research opportunities in plant biochemistry, December 11--13, 1992, Kona, Hawaii

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

Not Available

1992-12-31

A DOE-sponsored workshop was held December 11--13, 1992 in Kona, Hawaii to discuss those aspects of fundamental research in plant biochemistry deemed essential to provide the basic information base necessary for exploiting plant biotechnology to meet future societal needs. Twenty nine scientists, with interests representing many of the various areas of plant biochemistry, participated. The workshop was intended to define in both broad and specific terms the current state of knowledge in the general area of metabolic biochemistry, and to identify those areas that afford unusual opportunity or that are relatively underdeveloped in comparison with other areas of plant biology.more » Participants provided critiques of the state of knowledge of the major areas of metabolic biochemistry in relation to a series of questions that are presented herein.« less

Modeling Teacher Professional Development Through a Telescope Making Workshop

NASA Astrophysics Data System (ADS)

Meredith, J. T.; Schleigh, S. P.; Lee, T. D.

2010-08-01

The International Year of Astronomy (IYA2009) provides a springboard to develop innovative enduring educational programming directed toward astronomy education. We examine current professional development models focusing on astronomy and discuss the need for improvement. We propose a professional development design that follows the medical field philosophy using a low cost telescope making workshop as a vehicle to test and modify the model. The workshop promotes teacher content knowledge, pedagogical content knowledge and develops skills and confidence in an inquiry, integrative lesson. This model can be shared with professional development leaders, coordinators and teachers in any topic or level of education. Professional development designs such as the proposed promote excitement and interest in astronomy and makes it possible for underserved and economically depressed regions to have opportunities to promote the values of scientific investigation, STEM education, and public awareness of astronomy.

Conceptual Knowledge Acquisition in Biomedicine: A Methodological Review

PubMed Central

Payne, Philip R.O.; Mendonça, Eneida A.; Johnson, Stephen B.; Starren, Justin B.

2007-01-01

The use of conceptual knowledge collections or structures within the biomedical domain is pervasive, spanning a variety of applications including controlled terminologies, semantic networks, ontologies, and database schemas. A number of theoretical constructs and practical methods or techniques support the development and evaluation of conceptual knowledge collections. This review will provide an overview of the current state of knowledge concerning conceptual knowledge acquisition, drawing from multiple contributing academic disciplines such as biomedicine, computer science, cognitive science, education, linguistics, semiotics, and psychology. In addition, multiple taxonomic approaches to the description and selection of conceptual knowledge acquisition and evaluation techniques will be proposed in order to partially address the apparent fragmentation of the current literature concerning this domain. PMID:17482521

Impact of scientific and technological advances.

PubMed

Dragan, I F; Dalessandri, D; Johnson, L A; Tucker, A; Walmsley, A D

2018-03-01

Advancements in research and technology are transforming our world. The dental profession is changing too, in the light of scientific discoveries that are advancing biological technology-from new biomaterials to unravelling the genetic make-up of the human being. As health professionals, we embrace a model of continuous quality improvement and lifelong learning. Our pedagogical approach to incorporating the plethora of scientific-technological advancements calls for us to shift our paradigm from emphasis on skill acquisition to knowledge application. The 2017 ADEE/ADEA workshop provided a forum to explore and discuss strategies to ensure faculty, students and, ultimately, patients are best positioned to exploit the opportunities that arise from integrating new technological advances and research outcomes. Participants discussed methods of incorporating the impact of new technologies and research findings into the education of our dental students. This report serves as a signpost of the way forward and how to promote incorporation of research and technology advances and lifelong learning into the dental education curriculum. © 2018 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Improving chronic lung disease management in rural and remote Australia: the Breathe Easy Walk Easy programme.

PubMed

Johnston, Catherine L; Maxwell, Lyndal J; Boyle, Eileen; Maguire, Graeme P; Alison, Jennifer A

2013-01-01

To evaluate the impact of a chronic lung disease management training programme, Breathe Easy Walk Easy (BEWE), for rural and remote health-care practitioners. Quasi-experimental, before and after repeated measures design. Health-care practitioners (n = 33) from various professional backgrounds who attended the BEWE training workshop were eligible to participate. Breathe Easy Walk Easy, an interactive educational programme, consisted of a training workshop, access to online resources, provision of community awareness-raising materials and ongoing telephone/email support. Participant confidence, knowledge and attitudes were assessed via anonymous questionnaire before, immediately after and at 3 and 12 months following the BEWE workshop. At 12 months, local provision of pulmonary rehabilitation services and patient outcome data (6-min walk test results before and after pulmonary rehabilitation) were also recorded. Measured knowledge (score out of 19) improved significantly after the workshop (mean difference 7.6 correct answers, 95% confidence interval: 5.8-9.3). Participants' self-rated confidence and knowledge also increased. At 12-month follow up, three locally run pulmonary rehabilitation programmes had been established. For completing patients, there was a significant increase in 6-min walk distance following rehabilitation of 48 m (95% confidence interval: 18-70 m). The BEWE programme increased rural and remote health-care practitioner knowledge and confidence in delivering management for people living with chronic lung disease and facilitated the establishment of effective pulmonary rehabilitation programmes in regional and remote Australian settings where access to such programmes is limited. © 2012 The Authors. Respirology © 2012 Asian Pacific Society of Respirology.

Research Knowledge Assessment: A Study of MSW Students' Acquisition and Retention of Research Knowledge

ERIC Educational Resources Information Center

Secret, Mary; Abell, Melissa L.; Ward, Christopher J.; Charles, Jennifer L. K.; Perkins, Nathan H.

2017-01-01

In response to the need for meaningful data about student learning in research courses, we developed and implemented the Research Knowledge Assessment instrument to measure MSW student acquisition, application, and retention of research knowledge over a 3-year period across the research curriculum. Initial findings indicated that students entered…

Conceptual, Pedagogical, Cultural, and Political Dilemmas of Implementing a Constructivist Workshop Approach to Teaching Literacy

ERIC Educational Resources Information Center

Porath, Suzanne L.

2016-01-01

Approached as an epistemology, implementing a constructivist workshop approach to literacy can challenge the traditional paradigm of teacher-focused instruction and transform to one where students construct knowledge together and learn through active engagement in authentic reading and writing. This study illustrated how two third-grade teachers…

International Workshop on Educational Infrastructure: Conclusions (Summary of Proceedings, Guadalajara, Jalisco, Mexico, February 24-27, 2002).

ERIC Educational Resources Information Center

Organisation for Economic Cooperation and Development, Paris (France). Programme on Educational Building.

This document summarizes themes developed and conclusions from the International Workshop on Educational Infrastructure. The opening topic was "Delivering Education and Training in the Knowledge Society." It was clear to participants that educational infrastructure must go hand-in-hand with reengineering processes to adjust to the needs…

Geriatric Nutrition Workshop for the Dietetic Assistant.

ERIC Educational Resources Information Center

Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

This workshop guide is a unit of study for teaching dietetic assistants to work with elderly persons. The objective of the unit is to enable the students to apply knowledge of the physiological and psychological effects of aging in providing nutritional care to the elderly in independent living and nursing home situations. Following the unit…

77 FR 6567 - Assessment of Analgesic Treatment of Chronic Pain-A Public Workshop; Request for Comments

Federal Register 2010, 2011, 2012, 2013, 2014

2012-02-08

... investigators, regulators, manufacturers, patients, caregivers, and advocacy groups. Where gaps in our knowledge... with CNCP. FDA will be considering the following questions during the workshop: 1. What is currently... pharmaceuticals chronically for the treatment of pain? 3. What is known regarding use of pain biomarkers (e.g...

A Multidisciplinary Guided Practical on Type I Diabetes Engaging Students in Inquiry-Based Learning

ERIC Educational Resources Information Center

Mingueneau, M.; Chaix, A.; Scotti, N.; Chaix, J.; Reynders, A.; Hammond, C.; Thimonier, J.

2015-01-01

In the present article, we describe a 3-day experimental workshop on type I diabetes aimed at helping high school students to understand how fundamental research on glycemia regulation contributes to the development of scientific knowledge and therapeutic strategies. The workshop engaged students in open-ended investigations and guided…

Report of the Second AID - NAFSA Workshop.

ERIC Educational Resources Information Center

Agency for International Development (Dept. of State), Washington, DC. Office of International Training.

The second AID-NAFSA workshop members included many of the staff of the Office of International Training, 31 Foreign Student Advisors, and 23 other members of NAFSA. The three main objectives of the program are: to improve the capability of the participants by new knowledge and skills; to expose them to modernization and popular participation at…

Primary Treatment and Sludge Digestion Workshop. Second Edition (Revised).

ERIC Educational Resources Information Center

Ontario Ministry of the Environment, Toronto.

This manual was developed for use at workshops designed to upgrade the knowledge of experienced wastewater treatment plant operators. Each of the sixteen lessons has clearly stated behavioral objectives to tell the trainee what he should know or do after completing that topic. The body of the text provides content information, procedure outlines,…

The Energy Crisis in the Public Schools; Alternative Solutions.

ERIC Educational Resources Information Center

Grossbach, Wilmar; Shaffer, William

One hundred and eighty school personnel held a workshop with representatives of the petroleum, natural gas, and electrical power industries. The objectives of the workshop were (1) to provide participants with a common body of knowledge and a common understanding of the energy crisis and its implications for the public schools, (2) to delineate…

Supplemental Action Learning Workshops: Understanding the Effects of Independent and Cooperative Workshops on Students' Knowledge

ERIC Educational Resources Information Center

Morris, Kathryn Michelle

2016-01-01

Community colleges enroll more than half of the undergraduate population in the United States, thereby retaining students of varying demographics with extracurricular demands differing from traditional four-year university students. Often in a collegiate lecture course, students are limited in their abilities to absorb and process information…

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,…

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…

From TPACK-in-Action Workshops to Classrooms: CALL Competency Developed and Integrated

ERIC Educational Resources Information Center

Tai, Shu-Ju Diana

2015-01-01

This study investigated the impact of a CALL teacher education workshop guided by the TPACK-in-Action model (Tai, 2013). This model is framed within Technological Pedagogical Content Knowledge (TPACK, Mishra & Koehler, 2006) and advocates a learning-by-doing approach (Chapelle & Hegelheimer, 2004) to understand how English teachers develop…

Interactive Distance Learning Effectively Provides Winning Sports Nutrition Workshops.

ERIC Educational Resources Information Center

Ricketts, Jennifer; Hoelscher-Day, Sharon; Begeman, Gale; Houtkooper, Linda

2001-01-01

Interactive distance-education (n=226) and face-to-face (n=129) continuing education workshops for health care and education professionals on sports nutrition were evaluated immediately and after 6 months. The well-designed distance-education format was as effective and acceptable as face to face and increased sports nutrition knowledge. (SK)

Exploring Responses to Xenophobia: Using Workshopping as Critical Pedagogy

ERIC Educational Resources Information Center

Singh, L.; Francis, D.

2010-01-01

Our article arises out of our involvement in an undergraduate module (Drama Education 310) at UKZN Faculty of Education, where we used workshop theatre to explore how students construct knowledge and develop socio-cultural understandings of critical events in society such as Xenophobia. The project reflects how young black students constitute…

Trauma-Informed Care for Children in the Child Welfare System: An Initial Evaluation of a Trauma-Informed Parenting Workshop.

PubMed

Sullivan, Kelly M; Murray, Kathryn J; Ake, George S

2016-05-01

An essential but often overlooked component to promoting trauma-informed care within the child welfare system is educating and empowering foster, adoptive, and kinship caregivers (resource parents) with a trauma-informed perspective to use in their parenting as well as when advocating for services for their child. In this first evaluation of the National Child Traumatic Stress Network's trauma-informed parenting workshop (Caring for Children who Have Experienced Trauma, also known as the Resource Parent Curriculum), participant acceptance and satisfaction and changes in caregiver knowledge and beliefs related to trauma-informed parenting were examined. Data from 159 ethnically diverse resource parents were collected before and after they participated in the workshop. Results demonstrate that kinship and nonkinship caregivers showed significant increases in their knowledge of trauma-informed parenting and their perceived self-efficacy parenting a child who experienced trauma. Nonkinship caregivers increased on their willingness to tolerate difficult child behaviors, whereas kinship caregivers did not show a significant change. Participants also demonstrated high levels of satisfaction with the workshop. Although these preliminary results are important as the first empirical study supporting the workshop's effectiveness, the limitations of this study and the directions for future research are discussed. © The Author(s) 2015.

Cancer Treatment-Related Cardiotoxicity: Understanding the Current State of Knowledge and Developing Future Research Priorities

Cancer.gov

Cancer Treatment-Related Cardiotoxicity: Understanding the Current State of Knowledge and Developing Future Research Priorities, a 2013 workshop sponsored by the Epidemiology and Genomics Research Program.

A knowledge engineering taxonomy for intelligent tutoring system development

NASA Technical Reports Server (NTRS)

Fink, Pamela K.; Herren, L. Tandy

1993-01-01

This paper describes a study addressing the issue of developing an appropriate mapping of knowledge acquisition methods to problem types for intelligent tutoring system development. Recent research has recognized that knowledge acquisition methodologies are not general across problem domains; the effectiveness of a method for obtaining knowledge depends on the characteristics of the domain and problem solving task. Southwest Research Institute developed a taxonomy of problem types by evaluating the characteristics that discriminate between problems and grouping problems that share critical characteristics. Along with the problem taxonomy, heuristics that guide the knowledge acquisition process based on the characteristics of the class are provided.

Evaluation of two school-based HIV prevention interventions in the border city of Tijuana, Mexico.

PubMed

Martinez-Donate, Ana P; Hovell, Melbourne F; Zellner, Jennifer; Sipan, Carol L; Blumberg, Elaine J; Carrizosa, Claudia

2004-08-01

This research project examined the individual and combined effectiveness of an HIV prevention workshop and a free condom distribution program in four high schools in Tijuana, Mexico. Adolescents (N = 320) completed baseline measures on sexual practices and theoretical correlates and participated in a two-part study. In Study 1, students were randomly assigned to an HIV prevention workshop or a control condition, with a 3-month follow-up assessment. Results indicate three significant workshop benefits regarding HIV transmission by altering sexual initiation, access to condoms, and traditional beliefs regarding condoms. In Study 2, we set up a condom distribution program at two of the participating schools, and students completed a 6-month follow-up assessment. Results indicate that exposure to the workshop followed by access to the condom distribution program yielded two beneficial results for reducing HIV transmission: moderating sexual initiation and increasing condom acquisition. Access to the condom distribution program alone had no effects on behavioral and psychosocial correlates of HIV transmission. We discuss implications of these results.

Acadia National Park Climate Change Scenario Planning Workshop summary

USGS Publications Warehouse

Star, Jonathan; Fisichelli, Nicholas; Bryan, Alexander; Babson, Amanda; Cole-Will, Rebecca; Miller-Rushing, Abraham J.

2016-01-01

This report summarizes outcomes from a two-day scenario planning workshop for Acadia National Park, Maine (ACAD). The primary objective of the workshop was to help ACAD senior leadership make management and planning decisions based on up-to-date climate science and assessments of future uncertainty. The workshop was also designed as a training program, helping build participants' capabilities to develop and use scenarios. The details of the workshop are given in later sections. The climate scenarios presented here are based on published global climate model output. The scenario implications for resources and management decisions are based on expert knowledge distilled through scientist-manager interaction during workgroup break-out sessions at the workshop. Thus, the descriptions below are from these small-group discussions in a workshop setting and should not be taken as vetted research statements of responses to the climate scenarios, but rather as insights and examinations of possible futures (Martin et al. 2011, McBride et al. 2012).

Interactive case-based learning improves resident knowledge and confidence in reproductive endocrinology and infertility.

PubMed

Goldman, Kara N; Tiegs, Ashley W; Uquillas, Kristen; Nachtigall, Margaret; Fino, M Elizabeth; Winkel, Abigail F; Lerner, Veronica

2017-06-01

Resident physicians' scores on the REI section of the CREOG exam are traditionally low, and nearly 40% of house staff nation-wide perceive their REI knowledge to be poor. We aimed to assess whether an interactive case-based group-learning curriculum would narrow the REI knowledge gap by improving understanding and retention of core REI concepts under the time constraints affecting residents. A three-hour case-based workshop was developed to address four primary CREOG objectives. A multiple-choice test was administered immediately before and after the intervention and 7 weeks post-workshop, to evaluate both knowledge and confidence. Following the intervention, residents self-reported increased confidence with counseling and treatment of PCOS, ovulation induction cycle monitoring, counseling and treatment of POI, and breaking bad news related to infertility (p < 0.05). The multiple-choice exam was re-administered 7 weeks post-intervention, and scores remained significantly improved compared to pre-workshop scores (p < 0.05). At that time, all residents either strongly agreed (91.7%) or agreed (8.3%) that the case-based interactive format was preferable to traditional lecture-based teaching. In conclusion, a nontraditional curriculum aimed at teaching core REI concepts to residents through interactive case-based learning can be successfully integrated into a residency curriculum, and significantly improves knowledge and confidence of critical concepts in REI.

Educational intervention assessment aiming the hearing preservation of workers at a hospital laundry.

PubMed

Fontoura, Francisca Pinheiro; Gonçalves, Cláudia Giglio de Oliveira; Willig, Mariluci Hautsch; Lüders, Debora

2018-02-19

Evaluate the effectiveness of educational interventions on hearing health developed at a hospital laundry. Quantitative assessment conducted at a hospital laundry. The study sample comprised 80 workers of both genders divided into two groups: Study Group (SG) and Control Group (CG). The educational interventions in hearing preservation were evaluated based on a theoretical approach using the Participatory Problem-based Methodology in five workshops. To assess the results of the workshops, an instrument containing 36 questions on knowledge, attitudes, and practices in hearing preservation at work was used. Questionnaires A and B were applied prior to and one month after intervention, respectively. The answers to both questionnaires were analyzed by group according to gender and schooling. Results of the pre-intervention phase showed low scores regarding knowledge about hearing health in the work setting for both groups, but significant improvement in knowledge was observed after intervention in the SG, with 77.7% of the answers presenting significant difference between the groups. There was also an improvement in the mean scores, with 35 responses (95.22%) presenting scores >4 (considered adequate). The women presented lower knowledge scores than the men; however, these differences were not observed in the SG after the workshops. Schooling was not a relevant factor in the assessment. The educational proposal grounded in the Participatory Problem-based Methodology expanded knowledge about hearing health at work among the participants.

Network-based approaches to climate knowledge discovery

NASA Astrophysics Data System (ADS)

Budich, Reinhard; Nyberg, Per; Weigel, Tobias

2011-11-01

Climate Knowledge Discovery Workshop; Hamburg, Germany, 30 March to 1 April 2011 Do complex networks combined with semantic Web technologies offer the next generation of solutions in climate science? To address this question, a first Climate Knowledge Discovery (CKD) Workshop, hosted by the German Climate Computing Center (Deutsches Klimarechenzentrum (DKRZ)), brought together climate and computer scientists from major American and European laboratories, data centers, and universities, as well as representatives from industry, the broader academic community, and the semantic Web communities. The participants, representing six countries, were concerned with large-scale Earth system modeling and computational data analysis. The motivation for the meeting was the growing problem that climate scientists generate data faster than it can be interpreted and the need to prepare for further exponential data increases. Current analysis approaches are focused primarily on traditional methods, which are best suited for large-scale phenomena and coarse-resolution data sets. The workshop focused on the open discussion of ideas and technologies to provide the next generation of solutions to cope with the increasing data volumes in climate science.

Making short-term climate forecasts useful: Linking science and action

PubMed Central

Buizer, James; Jacobs, Katharine; Cash, David

2016-01-01

This paper discusses the evolution of scientific and social understanding that has led to the development of knowledge systems supporting the application of El Niño-Southern Oscillation (ENSO) forecasts, including the development of successful efforts to connect climate predictions with sectoral applications and actions “on the ground”. The evolution of “boundary-spanning” activities to connect science and decisionmaking is then discussed, setting the stage for a report of outcomes from an international workshop comprised of producers, translators, and users of climate predictions. The workshop, which focused on identifying critical boundary-spanning features of successful boundary organizations, included participants from Australia, Hawaii, and the Pacific Islands, the US Pacific Northwest, and the state of Ceará in northwestern Brazil. Workshop participants agreed that boundary organizations have multiple roles including those of information broker, convenor of forums for engagement, translator of scientific information, arbiter of access to knowledge, and exemplar of adaptive behavior. Through these roles, boundary organizations will ensure the stability of the knowledge system in a changing political, economic, and climatic context. The international examples reviewed in this workshop demonstrated an interesting case of convergent evolution, where organizations that were very different in origin evolved toward similar structures and individuals engaged in them had similar experiences to share. These examples provide evidence that boundary organizations and boundary-spanners fill some social/institutional roles that are independent of culture. PMID:20133668

Making short-term climate forecasts useful: Linking science and action.

PubMed

Buizer, James; Jacobs, Katharine; Cash, David

2016-04-26

This paper discusses the evolution of scientific and social understanding that has led to the development of knowledge systems supporting the application of El Niño-Southern Oscillation (ENSO) forecasts, including the development of successful efforts to connect climate predictions with sectoral applications and actions "on the ground". The evolution of "boundary-spanning" activities to connect science and decisionmaking is then discussed, setting the stage for a report of outcomes from an international workshop comprised of producers, translators, and users of climate predictions. The workshop, which focused on identifying critical boundary-spanning features of successful boundary organizations, included participants from Australia, Hawaii, and the Pacific Islands, the US Pacific Northwest, and the state of Ceará in northwestern Brazil. Workshop participants agreed that boundary organizations have multiple roles including those of information broker, convenor of forums for engagement, translator of scientific information, arbiter of access to knowledge, and exemplar of adaptive behavior. Through these roles, boundary organizations will ensure the stability of the knowledge system in a changing political, economic, and climatic context. The international examples reviewed in this workshop demonstrated an interesting case of convergent evolution, where organizations that were very different in origin evolved toward similar structures and individuals engaged in them had similar experiences to share. These examples provide evidence that boundary organizations and boundary-spanners fill some social/institutional roles that are independent of culture.

Circumpolar Biodiversity Monitoring Programme: Coastal Expert Workshop meeting summary

USGS Publications Warehouse

Thomson, L.; McLennan, Donald; Anderson, Rebecca D.; Wegeberg, S.; Pettersvik Arvnes, Maria; Sergienko, Liudmila; Behe, Carolina; Moss-Davies, Pitseolak; Fritz, S.; Christensen, T.; Price, C.

2016-01-01

The Coastal Expert Workshop brought together a diverse group of coastal experts with the common goal of developing a biodiversity monitoring program for coastal ecosystems across the circumpolar Arctic. Meeting participants, including northern residents, industry and Non-Governmental Organization (NGO) representatives, scientists, and government regulators from across the circumpolar Arctic, gathered at the Lord Elgin Hotel in Ottawa from March 1 to 3, 2016, to discuss current biodiversity monitoring efforts, understand key issues facing biodiversity in the Arctic coastal areas and suggest monitoring indicators, or Focal Ecosystem Components, for the program. A Traditional Knowledge Holders meeting was held on February 29, 2016 in conjunction with the workshop. The following document provides a summary of the workshop activities and outcomes, and will be followed by a more complete Workshop Report.

A healthy turn in urban climate change policies; European city workshop proposes health indicators as policy integrators.

PubMed

Keune, Hans; Ludlow, David; van den Hazel, Peter; Randall, Scott; Bartonova, Alena

2012-06-28

The EU FP6 HENVINET project reviewed the potential relevance of a focus on climate change related health effects for climate change policies at the city region level. This was undertaken by means of a workshop with both scientists, city representatives from several EU-countries, representatives of EU city networks and EU-experts. In this paper we introduce some important health related climate change issues, and discuss the current city policies of the participating cities. The workshop used a backcasting format to analyse the future relevance of a health perspective, and the main benefits and challenges this would bring to urban policy making. It was concluded that health issues have an important function as indicators of success for urban climate change policies, given the extent to which climate change policies contribute to public health and as such to quality of life. Simultaneously the health perspective may function as a policy integrator in that it can combine several related policy objectives, such as environmental policies, health policies, urban planning and economic development policies, in one framework for action. Furthermore, the participants to the workshop considered public health to be of strategic importance in organizing public support for climate change policies. One important conclusion of the workshop was the view that the connection of science and policy at the city level is inadequate, and that the integration of scientific knowledge on climate change related health effects and local policy practice is in need of more attention. In conclusion, the workshop was viewed as a constructive advance in the process of integration which hopefully will lead to ongoing cooperation. The workshop had the ambition to bring together a diversity of actor perspectives for exchange of knowledge and experiences, and joint understanding as a basis for future cooperation. Next to the complementarities in experience and knowledge, the mutual critical reflection was a bonus, as ideas had the opportunity to be scrutinized by others, leading to more robustness and common ground. The structured backcasting approach was helpful in integrating all of this with one common focus, embracing diversity and complexity, and stimulating reflection and new ideas.

A healthy turn in urban climate change policies; European city workshop proposes health indicators as policy integrators

PubMed Central

2012-01-01

Background The EU FP6 HENVINET project reviewed the potential relevance of a focus on climate change related health effects for climate change policies at the city region level. This was undertaken by means of a workshop with both scientists, city representatives from several EU-countries, representatives of EU city networks and EU-experts. In this paper we introduce some important health related climate change issues, and discuss the current city policies of the participating cities. Methods The workshop used a backcasting format to analyse the future relevance of a health perspective, and the main benefits and challenges this would bring to urban policy making. Results It was concluded that health issues have an important function as indicators of success for urban climate change policies, given the extent to which climate change policies contribute to public health and as such to quality of life. Simultaneously the health perspective may function as a policy integrator in that it can combine several related policy objectives, such as environmental policies, health policies, urban planning and economic development policies, in one framework for action. Furthermore, the participants to the workshop considered public health to be of strategic importance in organizing public support for climate change policies. One important conclusion of the workshop was the view that the connection of science and policy at the city level is inadequate, and that the integration of scientific knowledge on climate change related health effects and local policy practice is in need of more attention. In conclusion, the workshop was viewed as a constructive advance in the process of integration which hopefully will lead to ongoing cooperation. Conclusions The workshop had the ambition to bring together a diversity of actor perspectives for exchange of knowledge and experiences, and joint understanding as a basis for future cooperation. Next to the complementarities in experience and knowledge, the mutual critical reflection was a bonus, as ideas had the opportunity to be scrutinized by others, leading to more robustness and common ground. The structured backcasting approach was helpful in integrating all of this with one common focus, embracing diversity and complexity, and stimulating reflection and new ideas. PMID:22759496

EM-21 Retrieval Knowledge Center: Waste Retrieval Challenges

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

Fellinger, Andrew P.; Rinker, Michael W.; Berglin, Eric J.

EM-21 is the Waste Processing Division of the Office of Engineering and Technology, within the U.S. Department of Energy’s (DOE) Office of Environmental Management (EM). In August of 2008, EM-21 began an initiative to develop a Retrieval Knowledge Center (RKC) to provide the DOE, high level waste retrieval operators, and technology developers with centralized and focused location to share knowledge and expertise that will be used to address retrieval challenges across the DOE complex. The RKC is also designed to facilitate information sharing across the DOE Waste Site Complex through workshops, and a searchable database of waste retrieval technology information.more » The database may be used to research effective technology approaches for specific retrieval tasks and to take advantage of the lessons learned from previous operations. It is also expected to be effective for remaining current with state-of-the-art of retrieval technologies and ongoing development within the DOE Complex. To encourage collaboration of DOE sites with waste retrieval issues, the RKC team is co-led by the Savannah River National Laboratory (SRNL) and the Pacific Northwest National Laboratory (PNNL). Two RKC workshops were held in the Fall of 2008. The purpose of these workshops was to define top level waste retrieval functional areas, exchange lessons learned, and develop a path forward to support a strategic business plan focused on technology needs for retrieval. The primary participants involved in these workshops included retrieval personnel and laboratory staff that are associated with Hanford and Savannah River Sites since the majority of remaining DOE waste tanks are located at these sites. This report summarizes and documents the results of the initial RKC workshops. Technology challenges identified from these workshops and presented here are expected to be a key component to defining future RKC-directed tasks designed to facilitate tank waste retrieval solutions.« less

Lessons with Living Harvest Mice: An empirical study of their effects on intrinsic motivation and knowledge acquisition

NASA Astrophysics Data System (ADS)

Wilde, Matthias; Hußmann, Jona Samuel; Lorenzen, Simone; Meyer, Annika; Randler, Christoph

2012-12-01

The aim of this study was to evaluate the effects of living animals on pupils' intrinsic motivation and knowledge. Various studies from the late 1970s and 1980s stress the high effectiveness of authentic learning experiences in pupils' knowledge acquisition. However, there are only few current empirical studies on this topic. The research question of our study is to assess whether the use of living animals in the biology classroom supports intrinsic motivation and knowledge acquisition. In a pre-/post-test design, 185 fifth graders received two different treatments: the experimental group (N = 74) was taught with living harvest mice (Micromys minutus) and the control group (N = 111) received lessons with the same content which was presented in short film clips on laptop computers. Knowledge acquisition was assessed with open-ended and closed questions, while intrinsic motivation was tested with an adapted version of the Intrinsic Motivation Inventory (IMI). There were no differences in knowledge acquisition between the treatments. However, the results of the IMI showed significant differences in favour of the experimental group in interest/enjoyment, perceived competence, and perceived autonomy. Thus, living animals exert a positive influence on motivation.

Visual Knowledge in Tactical Planning: Preliminary Knowledge Acquisition Phase 1 Technical Report

DTIC Science & Technology

1990-04-05

MANAGEMENT INFORMATION , COMMUNICATIONS, AND COMPUTER SCIENCES Visual Knowledge in Tactical Planning: Preliminary Knowledge Acquisition Phase I Technical...perceived provides information in multiple modalities and, in fact, we may rely on a non-verbal mode for much of our understanding of the situation...some tasks, almost all the pertinent information is provided via diagrams, maps, znd other illustrations. Visual Knowledge Visual experience forms a

Understanding the Process; Financial Responsibilities of Governing Boards. User's Manual.

ERIC Educational Resources Information Center

Association of Governing Boards of Universities and Colleges, 1980

1980-01-01

A supplement to a slide presentation on financial responsibilities of governing boards, suitable for use at a trustee workshop, is presented. A flow of funds model which depicts the five major financial zones (acquisition, allocation, current fund, plant fund, and endowment and similar funds) is the visual devise used through the presentation.…

Standing Sound Waves in Air with DataStudio

ERIC Educational Resources Information Center

Kraftmakher, Yaakov

2010-01-01

Two experiments related to standing sound waves in air are adapted for using the ScienceWorkshop data-acquisition system with the DataStudio software from PASCO scientific. First, the standing waves are created by reflection from a plane reflector. The distribution of the sound pressure along the standing wave is measured. Second, the resonance…

Comparing Two Methods of Writing Instruction: Effects on Kindergarten Students' Reading Skills

ERIC Educational Resources Information Center

Jones, Cindy D'on; Reutzel, D. Ray; Fargo, Jamison D.

2010-01-01

This experimental study directly compared the effects of two prevalent forms of classroom writing instruction, interactive writing and writing workshop, on kindergarten students' acquisition of early reading skills. Repeated measures data was collected at four points over 16 weeks to monitor growth of 151 kindergarten students in phonological…

Science Teachers' Epistemic Cognition in Instructional Decision Making

ERIC Educational Resources Information Center

Ponnock, Annette R.

2017-01-01

One understudied barrier to science education reform concerns teachers' cognitive processes and how they relate to instructional decision-making. Epistemic cognition--teachers' beliefs about knowledge and knowledge acquisition and goals for their students' knowledge acquisition--could provide important insights into the choices science teachers…

TARGET's role in knowledge acquisition, engineering, validation, and documentation

NASA Technical Reports Server (NTRS)

Levi, Keith R.

1994-01-01

We investigate the use of the TARGET task analysis tool for use in the development of rule-based expert systems. We found TARGET to be very helpful in the knowledge acquisition process. It enabled us to perform knowledge acquisition with one knowledge engineer rather than two. In addition, it improved communication between the domain expert and knowledge engineer. We also found it to be useful for both the rule development and refinement phases of the knowledge engineering process. Using the network in these phases required us to develop guidelines that enabled us to easily translate the network into production rules. A significant requirement for TARGET remaining useful throughout the knowledge engineering process was the need to carefully maintain consistency between the network and the rule representations. Maintaining consistency not only benefited the knowledge engineering process, but also has significant payoffs in the areas of validation of the expert system and documentation of the knowledge in the system.

Knowledge and technology transfer to improve the municipal solid waste management system of Durango City, Mexico.

PubMed

Valencia-Vázquez, Roberto; Pérez-López, Maria E; Vicencio-de-la-Rosa, María G; Martínez-Prado, María A; Rubio-Hernández, Rubén

2014-09-01

As society evolves its welfare level increases, and as a consequence the amount of municipal solid waste increases, imposing great challenges to municipal authorities. In developed countries, municipalities have established integrated management schemes to handle, treat, and dispose of municipal solid waste in an economical and environmentally sound manner. Municipalities of developing and transition countries are not exempted from the challenges involving municipal solid waste handling, but their task is not easy to accomplish since they face budget deficits, lack of knowledge, and deficiencies in infrastructure and equipment. In the northern territory of Mexico, the municipality of Durango is facing the challenge of increased volumes of waste with a lack of adequate facilities and infrastructure. This article analyses the evolution of the municipal solid waste management of Durango city, which includes actions such as proper facilities construction, equipment acquisition, and the implementation of social programmes. The World Bank, offering courses to municipal managers on landfill operation and waste management, promoted the process of knowledge and technology transfer. Thereafter, municipal authorities attended regional and some international workshops on waste management. In addition they followed suggestions of international contractors and equipment dealers with the intention to improve the situation of the waste management of the city. After a 15-year period, transfer of knowledge and technology resulted in a modern municipal solid waste management system in Durango municipality. The actual system did not reach the standard levels of an integrated waste management system, nevertheless, a functional evaluation shows clear indications that municipality actions have put them on the right pathway. © The Author(s) 2014.

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.

Some Aspects of Developing Background Knowledge in Second Language Acquisition Revisited

ERIC Educational Resources Information Center

Zashchitina, Galina; Moysyak, Natalia

2017-01-01

The article focuses on defining how background knowledge impacts on second-language acquisition by giving a brief overview of schema theory, the interaction of the basic modes of information processing. A challenge of dealing with culturally specific texts in second language acquisition is also touched upon. Different research-supported views on…

Do procedural skills workshops during family practice residency work?

PubMed Central

MacKenzie, Mark S.; Berkowitz, Jonathan

2010-01-01

ABSTRACT OBJECTIVE To determine if participation in a procedural skills workshop during family practice residency affects future use of these skills in postgraduate clinical practice. DESIGN Survey involving self-assessment of procedural skills experience and competence. SETTING British Columbia. PARTICIPANTS 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. MAIN OUTCOME MEASURES Self-assessed experience and competence in the 6 office-based procedural skills that were taught during the procedural skills workshops in 2001 and 2003. RESULTS 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. CONCLUSION 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. PMID:20705868

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.

Making USGS information effective in the electronic age

USGS Publications Warehouse

Hutchinson, Debbie R.; Sanders, Rex; Faust, T.

2003-01-01

Executive Summary -- The USGS Coastal and Marine Geology Program (CMGP) held a workshop on 'Making USGS Information Effective in the Electronic Age' in Woods Hole, MA, on 6-8 February 2001. The workshop was designed to address broad issues of knowledge and communication, and to help develop the mission, vision, and goals of the National Knowledge Bank called for in the 1999 NRC review of the CMGP. Presentations led by historians and philosophers yield to a wide-ranging review and discussion of the role of USGS science in society: USGS science is important to government to understand certain complicated public policy issues (such as the environment), but we must participate in two-way public dialogs to increase our relevance and usefulness. Presentations led by USGS communications experts reviewed the principles of audience analysis and effective communications: this focused look at audiences, markets, and products provided an introduction to the behaviors, the tools, and the terminology that might be applied to public discourse. Presentations by several information technology experts showed the potential - and pitfalls - of current schemes for Web-based information access. Finally, several brainstorming sessions developed action items, vision, and characteristics of a knowledge bank. Based on the workshop discussions and results, the authors developed the National Knowledge Bank Mission, Vision, and Goals statements.

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.

Introducing sensitive issues and self-care strategies to first year midwifery students.

PubMed

Cummins, Allison M; Wight, Raechel; Watts, Nicole; Catling, Christine

2018-06-01

first year midwifery students learn early in semester about situations in midwifery where a high level of emotion is expressed, such as taking a sexual history, being faced with the body image changes of pregnancy and working with women in the extreme pain of labour. Commencing students usually have not had exposure to the realities of studying and working in midwifery, and often have an idealised view of midwifery that may lead to attrition from the course. We aimed to equip students with personal and professional tools to discuss sensitive issues in midwifery and promote self-care through the development of two workshops. The first workshop focussed on sensitive issues in midwifery and the second on self-care strategies. quantitative and qualitative data were collected pre and post workshops using a survey. the workshops were developed at one university in New South Wales, Australia. Beginning first year midwifery students MEASUREMENTS: feeling more comfortable, confident and knowledgeable was measured using a paired t-test from the responses on a pre and post workshop survey. Content analysis was performed on the qualitative survey responses. there were significant increases in the students feeling more comfortable to discuss sensitive issues in midwifery following the first workshop. They found meeting new people, respecting opinions, normalizing confronting topics to be valuable and useful. The second workshop found significant differences in being more confident and knowledgeable to access and try new self-care strategies in both their personal and professional life. Students discussed learning to be more mindful in order to prepare for stressful situations. They became aware of their feeling and thoughts when under stress and said they would practice techniques including meditation. the workshops assisted the students to develop peer support, self-care strategies and coping mechanisms when faced with the intimate and sometimes confronting nature of midwifery practice. Through embedding these first year workshops early in the degree we hope to address attrition rates and facilitate the students' to become the compassionate, caring, woman-centred midwives that they envisioned. the workshops have the potential for replication in other universities to support and nurture beginning midwifery students. Copyright © 2018 Elsevier Ltd. All rights reserved.

Armstrong Flight Research Center Flight Test Capabilities and Opportunities for the Applications of Wireless Data Acquisition Systems

NASA Technical Reports Server (NTRS)

Hang, Richard

2015-01-01

The presentation will overview NASA Armstrong Flight Research Centers flight test capabilities, which can provide various means for flight testing of passive and active wireless sensor systems, also, it will address the needs of the wireless data acquisition solutions for the centers flight instrumentation issues such as additional weight caused by added instrumentation wire bundles, connectors, wire cables routing, moving components, etc., that the Passive Wireless Sensor Technology Workshop may help. The presentation shows the constraints and requirements that the wireless sensor systems will face in the flight test applications.

A Pre-Post Evaluation of OpenMinds: a Sustainable, Peer-Led Mental Health Literacy Programme in Universities and Secondary Schools.

PubMed

Patalay, Praveetha; Annis, Jennifer; Sharpe, Helen; Newman, Robbie; Main, Dominic; Ragunathan, Thivvia; Parkes, Mary; Clarke, Kelly

2017-11-01

Engaging young people in the design and delivery of mental health education could lead to more effective interventions; however, few of these interventions have been evaluated. This study aimed to gain preliminary evidence with regards to the efficacy and acceptability of OpenMinds: a peer-designed and facilitated mental health literacy programme for university and secondary school students. The programme involves a structured programme of education and training for university medical students, who then deliver workshops in secondary schools. Pre- and post-surveys were completed by 234 school students who received two workshops and 40 university medical students who completed the OpenMinds programme and delivered the workshops. The main outcomes in both groups were components of mental health literacy (non-stigmatising attitudes, knowledge, social distance and helping attitudes). Perceived teaching efficacy and interest in mental health careers (university medical students) and workshop acceptability (school students) were also examined. University and school student participation in OpenMinds was associated with significant improvements in three of four mental health literacy elements in both samples. Knowledge and attitudes improved in both samples, social distance improved only in the university sample and knowledge of helping behaviours increased in the school sample. University students' perceived teaching efficacy improved but there was no change in their reported interest in pursuing psychiatry in their career. Acceptability was high; over 70% of the school students agreed that they enjoyed the workshops and liked being taught by a university student. This study provides preliminary evidence for the acceptability and efficacy of OpenMinds as a sustainable peer-led model of mental health education for young people. The OpenMinds programme is ready for efficacy testing in a randomised trial.

Computational Modeling for Language Acquisition: A Tutorial With Syntactic Islands.

PubMed

Pearl, Lisa S; Sprouse, Jon

2015-06-01

Given the growing prominence of computational modeling in the acquisition research community, we present a tutorial on how to use computational modeling to investigate learning strategies that underlie the acquisition process. This is useful for understanding both typical and atypical linguistic development. We provide a general overview of why modeling can be a particularly informative tool and some general considerations when creating a computational acquisition model. We then review a concrete example of a computational acquisition model for complex structural knowledge referred to as syntactic islands. This includes an overview of syntactic islands knowledge, a precise definition of the acquisition task being modeled, the modeling results, and how to meaningfully interpret those results in a way that is relevant for questions about knowledge representation and the learning process. Computational modeling is a powerful tool that can be used to understand linguistic development. The general approach presented here can be used to investigate any acquisition task and any learning strategy, provided both are precisely defined.

Burkitt lymphoma research in East Africa: highlights from the 9th African organization for research and training in cancer conference held in Durban, South Africa in 2013

PubMed Central

2014-01-01

A one-day workshop on Burkitt lymphoma (BL) was held at the 9th African Organization for Research and Training in Cancer (AORTIC) conference in 2013 in Durban, South Africa. The workshop featured 15 plenary talks by delegates representing 13 institutions that either fund or implement research on BL targeting AORTIC delegates primarily interested in pediatric oncology. The main outcomes of the meeting were improved sharing of knowledge and experience about ongoing epidemiologic BL research, BL treatment in different settings, the role of cancer registries in cancer research, and opportunities for African scientists to publish in scientific journals. The idea of forming a consortium of BL to improve coordination, information sharing, accelerate discovery, dissemination, and translation of knowledge and to build capacity, while reducing redundant efforts was discussed. Here, we summarize the presentations and discussions from the workshop. PMID:25686906

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.

Results from pre- and post- tests of professional development astronomy workshops for teachers in Peru

NASA Astrophysics Data System (ADS)

Deustua, Susana; Ros, Rosa

2015-08-01

Since 2009, the Network for Astronomy School Education (NASE) has held 55+ workshops in countries in Asia, Africa, Europe and Latin America, training more than 1200 teachers and potentially reaching one million or more students. Like modern professional development programs, NASE’s emphasis is on interactive, hands-on learning. However, our emphasis is on “low-tech” tools that are readily available, and, inexpensive. Teachers are led through a series of activities that cover a wide range of topics in astronomy, more or less equivalent to that covered in the typical 1st year astronomy course in US colleges.In 2014 we adopted the Astronomy Diagnostic Test as pre- and post- workshop tests to guage the change in teachers’ knowledge as a result of participation in this intervention. In this paper we discuss the first results using the Astronomy Diagnostic Test in astronomy workshops in Peru during March 2014 and February 2015. NASE workskhops were held at the facilities of the Observatorio de Radio de Sicaya of the Instituto Geofisico del Peru, in Chupaca, a farming community approximately 20 km from the Andean city, Huancayo. Sponsors of the Chupaca workshop were the IGP, NASE and the UGEL (regional school district). The second workshop was held at the University of Ica, in the coastal city of Ica, 250 km south of Lima, sponsored by the Instituto Geofisico del Peru and the University, and the 3rd workshop in Lima.We will discuss our results, which for the most part do indeed show a positive change in knowledge, but in a couple of areas the change is either null or negative.

A "Mental-Health-at-the-Workplace" Educational Workshop Reduces Managers' Stigma Toward Depression.

PubMed

Hamann, Johannes; Mendel, Rosmarie; Reichhart, Tatjana; Rummel-Kluge, Christine; Kissling, Werner

2016-01-01

Stigma and discrimination are important factors hindering people with mental health conditions to stay employed or successfully make their careers. We surveyed 580 German managers before and after visiting a "mental-health-at-the-workplace" educational workshop using the Depression Stigma Scale. The workshop significantly reduced stigma toward depression. Managers at baseline already exhibited lower stigma toward depression compared with the general population. In addition, female gender and higher education predicted lower stigma, which is in line with findings from other studies. We conclude that an educational workshop giving practical guidance regarding "mental-health-at-the-workplace" reduces managers' stigma toward depression and improves knowledge regarding depression, its course, and its treatment.

Proceedings of the 2nd Annual Workshop on Meteorological and Environmental Inputs to Aviation Systems

NASA Technical Reports Server (NTRS)

Frost, W. (Editor); Camp, D. W. (Editor); Durham, D. E. (Editor)

1978-01-01

The proceedings of a workshop held at the University of Tennessee Space Institute, Tullahoma, Tennessee, March 28-30, 1978, are reported. The workshop was jointly sponsored by NASA, NOAA, FAA, and brought together many disciplines of the aviation communities in round table discussions. The major objectives of the workshop are to satisfy such needs of the sponsoring agencies as the expansion of our understanding and knowledge of the interactions of the atmosphere with aviation systems, as the better definition and implementation of services to operators, and as the collection and interpretation of data for establishing operational criteria, relating the total meteorological inputs from the atmospheric sciences to the needs of aviation communities.

Knowledge Acquisition and Readiness Assurance Testing: The Connected Notes Intervention

ERIC Educational Resources Information Center

Young, Mark R.

2016-01-01

The responsibility for knowledge acquisition is increasingly being shifted to students though the utilization of experiential learning, teamwork, online, and flipped classroom pedagogies. Students are expected to enter the classroom prepared to engage in thoughtful knowledge application activities; however, many students have not adequately…

The Academic Knowledge Management Model of Small Schools in Thailand

ERIC Educational Resources Information Center

Tumtuma, Chamnan; Chantarasombat, Chalard; Yeamsang, Theerawat

2015-01-01

The Academic Knowledge Management Model of Small Schools in Thailand was created by research and development. The quantitative and qualitative data were collected via the following steps: a participatory workshop meeting, the formation of a team according to knowledge base, field study, brainstorming, group discussion, activities carried out…

Supporting French Teachers for a Paradigm Shift in Grammar Education: A Teacher Trainer's Perspective

ERIC Educational Resources Information Center

Thibeault, Joël

2016-01-01

This article presents a series of pedagogical workshops that was offered over two years to a cohort of 50 teachers practising in Ontarian French schools. Focusing on grammar teaching, the workshops' objectives were to: (a) contribute to the teachers' development of linguistic knowledge consistent with the grammar under new provincial standards and…

Nursing Home Staff Characteristics and Knowledge Gain from a Didactic Workshop on Depression and Behavior Management

ERIC Educational Resources Information Center

Meeks, Suzanne; Burton, Elizabeth G.

2004-01-01

Depression is a prevalent and serious problem among nursing home residents. Nursing home staff members are gatekeepers for mental health treatment for residents, but may know little about depression and its management. We evaluated a didactic workshop for nursing home staff on depressive symptoms and management. Results for 58 staff participants…

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:…

Developing Interview Skills and Visual Literacy: A New Model of Engagement for Academic Libraries

ERIC Educational Resources Information Center

Denda, Kayo

2015-01-01

This case study presents a cocurricular initiative at the Margery Somers Foster Center at Rutgers University Libraries in New Brunswick, NJ. The initiative resulted in an interview workshop for the course Knowledge and Power, a "mission course" of the Douglass Residential College. This discussion-based workshop uses visual and multimedia…

76 FR 52954 - Workshop: Advancing Research on Mixtures; New Perspectives and Approaches for Predicting Adverse...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-08-24

... observers based on available space. DATES: The workshop will be held September 26-27, 2011, and begin each... prioritize the knowledge gaps and challenges in mixtures research specific to each of the following... close sooner if the 85 spaces for observers are filled. At that time, persons wishing to attend the...

Form and Governance: Considering the Drama as a "Technology of the Self"

ERIC Educational Resources Information Center

Cahill, Helen

2012-01-01

Foucault's "technologies of the self" provides a frame through which to review the way in which different drama conventions work to govern the knowledge of the self that can be represented through the drama. The "Learning Partnerships" workshops provide the field site for the study. These workshops position high school drama students as coaches…

Aeronautics Technology Possibilities for 2000: Report of a Workshop (January 1984).

ERIC Educational Resources Information Center

National Academy of Sciences - National Research Council, Washington, DC. Commission on Engineering and Technical Systems.

The National Research Council's Aeronautics and Space Engineering Board conducted a workshop in January 1984 to project what the state of knowledge of aeronautical technology could be in the year 2000 if necessary supporting resources were made available. Eight panels were organized to assess possibilities in the areas of: (1) aerodynamics; (2)…

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…

Creating Teachers' Perceptual, Behavioral, and Attitudinal Change Using Professional Development Workshops

ERIC Educational Resources Information Center

Shriner, Michael; Schlee, Bethanne; Hamil, Melissa; Libler, Rebecca

2009-01-01

As part of an on-going project designed to impact teacher quality at the pre-service, induction, and professional development levels, this paper summarizes the parametric results of a series of four different workshops conducted in the summer of 2007. In an effort to glean a better understanding of their knowledge, attitudinal, perceptual, and…

Report of the Surgeon General's Workshop on Children with HIV Infection and Their Families (Philadelphia, Pennsylvania, April 6-9, 1987).

ERIC Educational Resources Information Center

Silverman, Benjamin K., Ed.; Waddell, Anthony, Ed.

This publication summarizes current knowledge about Acquired Immunodeficiency Syndrome (AIDS) in children and recommends future directions for research, prevention, and amelioration of the effects of pediatric AIDS. After an excerpt from Surgeon General Koop's keynote address, contents provide selections from workshop presentations concerning (1)…

Effective Professional Development for Teachers: A Checklist

ERIC Educational Resources Information Center

Hunzicker, Jana

2011-01-01

Teachers know it is important to keep their professional knowledge and skills up to date, and presentation-style workshops are an efficient way to accomplish this. However, "one shot," "sit and get" workshops are becoming less effective in today's busy world. Much of the information gained is not likely to be remembered, and even less is likely to…

Building Capacity for Research and Audit: Outcomes of a Training Workshop for Pacific Physicians and Nurses

ERIC Educational Resources Information Center

Ekeroma, Alec J.; Kenealy, Tim; Shulruf, Boaz; Nosa, Vili; Hill, Andrew

2015-01-01

Building the research capacity of clinicians in the Pacific Island countries is important in addressing evidence gaps relevant to local policy and clinical practice. This paper aimed to assess the effectiveness of a reproductive health research workshop in increasing research knowledge and intention to perform research amongst a diverse group of…

Applying Knowledge-Based Methods to Design and Implement an Air Quality Workshop

Treesearch

Daniel L. Schmoldt; David L. Peterson

1991-01-01

In response to protection needs in class I wilderness areas, forest land managers of the USDA Forest Service must provide input to regulatory agencies regarding air pollutant impacts on air quality-related values. Regional workshops have been convened for land managers and scientists to discuss the aspects and extent of wilderness protection needs. Previous experience...

Environmental Virology Workshop Summary, Tucson, Arizona, Jan 7-12, 2013

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

Sullivan, Matthew

Full Text of the report: A total of 66 researchers participated in this workshop, including 44 attendees, 3 program officers from private and federal funding agencies, and 19 workshop teachers. The workshop was incredibly productive and focused on identifying knowledge-gaps critical for predictive modeling, and developing the framework (experimental, informatic, theoretical) needed to obtain the data. All attendees developed a strong foundation in cutting-edge methods and a network of researchers that are now aiding in advancing environmental virology research. To more broadly reach Environmental Virologists, a subset of the attendees since proposed and ran a viromics workshop at the Americanmore » Society of Microbiology meeting in 2014 in Boston, MA where the workshop sold-out. The workshop proposal was accepted again by ASM and is scheduled to occur at the New Orleans meeting in May, 2015. Additionally, PI Sullivan is co-convening a ''Viromics: Tools and Concepts'' session at the FEMS meeting in the Netherlands in June 2015 to continue getting the word out about Environmental Virology. A second formal Environmental Virology Workshop is being planned to occur in Scotland in summer 2016, likely held jointly with the Aquatic Virology Workshop. I wish to thank DOE for their critical support for this workshop which has helped galvanize the field.« less

Comparing differences in teacher learning and involvement in water quality activities with the use of a Web tutorial and with face-to-face instruction

NASA Astrophysics Data System (ADS)

Cleveland, April Jones

The integration of technology into the K--12 classroom has become a key focus in the last several years. However, teachers are often left out of this integration process, and subsequently training in the use of the technologies in a classroom setting is often minimal in nature. Teachers are left on their own as they struggle to integrate technology into their curriculum. Web-based professional development has the potential to alleviate both time and place constraints teachers often confront when trying to attend traditional professional programs to upgrade their technology skills. This study focuses on 70 upper elementary, middle, and high school teachers who volunteered to take part in this study in which a web-based tutorial was used as a tool for professional development and data collection. A comparison of settings allowed these teachers to participate in one of three ways: (1) in a workshop-type setting with an instructional leader; (2) in a workshop-type setting with a facilitator; and (3) on the web without an instructional leader or informal peer interaction. All the groups used the same web-based tutorial on water quality monitoring for instructional purposes. Research data included pretest and post-test measurement from all three groups as well as their analysis of a known water sample. The Microcomputer Utilization in Teaching Efficacy Beliefs Instrument (MUTEBI) was administered to all the participants as a measurement of self-efficacy beliefs as they relate to the use of computers in science teaching. In addition to the quantitative data collected, qualitative data was also compiled. The results of the study indicate that all the participants were equal in terms of knowledge acquisition, but may have derived "unanticipated benefits" from interaction with their peers in the workshop-type settings. The results also indicate that as teachers' self-rating of computer expertise increased, their scores on the Microcomputer Utilization in Teaching Efficacy Beliefs Instrument (MUTEBI) increased as well.

Impact of sex education on knowledge and attitude of adolescent school children of Loni village.

PubMed

Avachat, Shubhada Sunil; Phalke, Deepak Baburao; Phalke, Vaishali Deepak

2011-11-01

Reproductive capability is now established at earlier age. But the subject of adolescent sexuality is taboo in most societies. There is widespread ignorance about risks of unprotected sex, problems among adolescents. Unfortunately need of sex education is not perceived and fulfilled in India especially in rural areas. The present study was conducted to assess the need and demonstrate the impact of sex education among adolescent school children. The impact of sex education workshop was tested by analysing pre- and postintervention questionnaire. The felt need of sex education increased considerably and the knowledge regarding contraceptives increased from manifolds after the intervention. There was significant increase in knowledge about menstrual hygiene, sexually transmitted diseases, etc, after sex education workshop. This study concludes that there is intense need of sex education and it has significant impact on knowledge of adolescent school children.

The task of the HIV translator: transforming global AIDS knowledge in an awareness workshop.

PubMed

Wardlow, Holly

2012-01-01

The globalization of standardized knowledge about HIV and AIDS depends in part on local AIDS awareness educators who receive training from national and international organizations and then, ideally, disseminate what they have learned. In this article I analyze textual and observational data from a five-day introductory AIDS awareness workshop in rural Papua New Guinea. Although the instructor adhered to the handbook provided by the National AIDS Council for much of the information, she departed from it significantly when informing participants about the "root causes" of HIV's spread and in giving them advice about prevention. I explicate where her extratextual knowledge came from as well as its overall message to target audiences. I suggest that textual silences in AIDS awareness handbooks can motivate local HIV translators to embark on a kind of semiosis-the ongoing production of new, hybrid knowledge about HIV.

Retrieval Enhances Route Knowledge Acquisition, but Only When Movement Errors Are Prevented

ERIC Educational Resources Information Center

Kelly, Jonathan W.; Carpenter, Shana K.; Sjolund, Lori A.

2015-01-01

Studies of the "testing effect" have shown that retrieval significantly improves learning. However, most of these studies have been restricted to simple types of declarative verbal knowledge. Five experiments were designed to explore whether testing improves acquisition of route knowledge, which has a procedural component consisting of…

Using a Quasi-Experimental Research Design to Assess Knowledge in Continuing Medical Education Programs

ERIC Educational Resources Information Center

Markert, Ronald J.; O'Neill, Sally C.; Bhatia, Subhash C.

2003-01-01

Introduction: The objectives of continuing medical education (CME) programs include knowledge acquisition, skill development, clinical reasoning and decision making, and health care outcomes. We conducted a yearlong medical education research study in which knowledge acquisition in our CME programs was assessed. Method: A randomized…

Sources of Knowledge Acquisition: Perspectives of the High School Teacher/Coach

ERIC Educational Resources Information Center

Wilson, Laurie M.; Bloom, Gordon A.; Harvey, William J.

2010-01-01

Background: Research on coach development and knowledge acquisition has traditionally focused on those working at either university or Olympic levels. Despite the large body of research using these participants, there are relatively few empirical studies on the knowledge development of high school coaches, in particular, physical education…

Nurturing Phonemic Awareness and Alphabetic Knowledge in Pre-Kindergartners.

ERIC Educational Resources Information Center

Steinhaus, Patricia L.

Reading research continues to identify phonemic awareness and knowledge of the alphabetic principle as key factors in the literacy acquisition process and to indicate that they greatly facilitate decoding efforts. While research indicates that phonemic awareness and alphabetic knowledge are necessary to literacy acquisition, many early childhood…

Joint STFC Futures/BIR workshop "Cancer care: new detector and sensor technologies and their potential impact", Harwell Oxford, 5-6 October 2011.

PubMed

Camanzi, B; Green, S

2012-12-01

The workshop "Cancer care: new detector and sensor technologies and their potential impact", organised jointly by the Science and Technology Facilities Council (STFC) and the British Institute of Radiology, brought together representatives from the cancer community (clinicians, medical physicists, National Health Service representatives and general practitioners with an interest in cancer) and STFC-supported scientists involved in basic research in physics and technology. The workshop aimed to raise awareness of the cancer challenge, share knowledge and identify novel solutions in the area of detectors and sensors to addressing the cancer challenge. A further aim of this workshop was to commence discussion on the formation of new multidisciplinary community networks. The workshop identified the synergies between the two communities and the potential for developing new collaborative ideas and projects.

Increasing transcultural awareness: the McMaster-Aga Khan-CIDA Project workshop model.

PubMed

Smith, S E

1997-01-01

McMaster-Aga Khan-CIDA Project personnel at McMaster University School of Nursing over a period of four years designed and conducted eight one-day introductory workshops for nurses, faculty, staff, host families, and others involved with Pakistani nurses and Lady Health Visitors studying in Canada. The workshops (entitled Increasing Intercultural Awareness) assisted the Canadian and international participants to improve their awareness and knowledge of transcultural communication in preparation for working and socializing together. Using a participatory and active-learning approach, the workshop method introduced participants to transcultural communication; emphasized appreciation of cultural values, similarities and differences; and provided country-specific information on Pakistan. This article outlines the workshop design and rationale and describes specific examples of the transcultural nursing principles, practices, and teaching activities included in the one-day event.

The Results of an Era of Teacher Professional Development at McDonald Observatory

NASA Astrophysics Data System (ADS)

Finkelstein, K. D.; Hemenway, M. K.; Preston, S.; Wetzel, M.; Meyer, J.; Rood, M.

2014-07-01

During the past decade, McDonald Observatory has been developing and refining its Teacher Professional Development Workshops, many of which have been supported by NASA. Metrics include attendance, perceived knowledge gain, and readiness to apply what was learned in the classroom. Evaluations show impact through the classroom application at five to six months after the workshops and through consistently high positive workshop results. This paper will show that a) our Teacher Professional Development Workshops are consistently well attended, b) the workshops improve teachers' confidence and their understanding of concepts, c) teachers enjoy unique interactions with astronomers and engineers, d) teachers appreciate hands-on and inquiry-based activities that are modeled and tied to state and national standards, and e) many teachers experience using the activities in their classrooms with good results.

Acquisition of Three Word Knowledge Aspects through Reading

ERIC Educational Resources Information Center

Daskalovska, Nina

2016-01-01

A number of studies have shown that second or foreign language learners can acquire vocabulary through reading. The aim of the study was to investigate (a) the effects of reading an authentic novel on the acquisition of 3 aspects of word knowledge: spelling, meaning, and collocation; (b) the influence of reading on the acquisition of partial and…

Defense Acquisitions: Assessments of Selected Weapon Programs

DTIC Science & Technology

2015-03-01

offices on technology, design , and manufacturing knowledge; the use of knowledge- based acquisition practices; and the implementation of acquisition...and production maturity using two data-collection instruments, including a questionnaire on issues such as systems engineering reviews, design ...Demonstrating technology maturity is a prerequisite for moving forward into system development, during which the focus should be on design and

What have we learnt about the cultural, social and behavioural determinants of health? From selected readings to the first Health Transition Workshop.

PubMed

Caldwell, J C; Caldwell, P

1991-04-01

The article explores the issue of whether the holding of an international workshop in Canberra in 1989, and the preparation of papers for it, increased our knowledge of the cultural, social and behavioural determinants of health and whether the publication of the proceedings placed new knowledge in the public domain. The approach adopted is to compare those proceedings with a collection of selected readings on the subject made shortly before as part of the same program and also with certain other publications. The conclusions reached are that, in addition to having stimulated interest in the field, the workshop and its proceedings furthered knowledge in at least five important areas: (1) the existence of mortality-prone households; (2) the impact of differing cultural situations of women in terms of individualism on their children's survival; (3) the mechanisms whereby maternal education is translated into child survival; (4) the impact of culture and ethnicity on mortality; and (5) indirect indices of the impact of care. The workshop failed to contribute to substantial advances (or draw attention to the lack of advance) in the following areas: (1) the measurement of Third World morbidity or health; (2) adult health transition; (3) the impact of radicalism or egalitarianism in communities other than Kerala and Sri Lanka on mortality; (4) the impact of lifestyle diseases on Third World mortality; (5) the identification of economically optimum mixes of social change and the provision of health services in reducing mortality and improving health; and (6) the employment of health transition knowledge in the reduction of mortality and the improvement of health.

Research- and Practice-Based Nutrition Education and Cooking Workshops in Pediatric Oncology: Protocol for Implementation and Development of Curriculum.

PubMed

Chaput, Cynthia; Beaulieu-Gagnon, Sabrina; Bélanger, Véronique; Drouin, Simon; Bertout, Laurence; Lafrance, Lucie; Olivier, Cinthia; Robitaille, Marthe; Laverdière, Caroline; Sinnett, Daniel; Marquis, Marie; Marcil, Valérie

2018-01-09

Progresses in childhood cancer treatment, diagnosis, and management have resulted in childhood cancer survival rates of over 80%. However, this therapeutic success comes with a heavy price: two-thirds of childhood cancer survivors will be affected by further complications, including cardiovascular and metabolic diseases. Adequate nutrition during cancer treatment is essential to ensure the child's optimal development, improve tolerance to treatments, and can contribute to lower the risk of developing cardiometabolic diseases. Side effects of cancer treatments can negatively impact children's nutritional intake and eating behaviors. Involving the families of childhood cancer patients in educational workshops could be a promising avenue to promote healthy eating during and after cancer treatment. The objectives of this study were to develop, validate, and implement a family-based nutrition education and cooking workshop curriculum in a pediatric oncology setting that addresses the nutritional issues encountered during treatments while promoting the adoption of healthy eating habits for the prevention of long-term cardiometabolic effects. The workshops were developed and validated following an 8-step iterative process, including a review of the literature and consultations with a steering committee. An evaluation tool was also developed. A nonrandomized study protocol was elaborated to implement the workshops and measure their impact. The themes of the 6 research- and practice-based lessons are as follows: meal fortification during cancer treatment, changes in taste during cancer therapy and their impact on children, adapting diet to eating-related side effects of treatments, nutritional support during cancer treatment, Mediterranean diet and health, and planning quick and economic meals. The validation process included consultations with the institution's clinical nutrition professionals. Self-administered post questionnaires were developed according to the content of each workshop to measure short-term outcomes, namely, participants' perception of knowledge acquisition, behavioral intention, and satisfaction. Medium-term outcomes that will be evaluated are participants' anthropometric profile, quality of the diet, and circulating biomarkers of metabolic health. The project was funded in 2016 and enrollment will be completed in 2021. Data analysis is currently under way and the first results are expected to be submitted for publication in 2019. This research- and practice-based nutrition education and cooking demonstration curriculum could be a valuable complement to a multidisciplinary lifestyle intervention for the prevention of long-term cardiometabolic complications in childhood cancer. ©Cynthia Chaput, Sabrina Beaulieu-Gagnon, Véronique Bélanger, Simon Drouin, Laurence Bertout, Lucie Lafrance, Cinthia Olivier, Marthe Robitaille, Caroline Laverdière, Daniel Sinnett, Marie Marquis, Valérie Marcil. Originally published in JMIR Research Protocols (http://www.researchprotocols.org), 09.01.2018.

Teacher Professional Development in Laredo, TX

NASA Astrophysics Data System (ADS)

Finkelstein, Keely D.; Macri, L. M.; Hemenway, M.; Wetzel, M.; Preston, S.; Rood, M.

2014-01-01

In the fall of 2012, McDonald Observatory, Texas A&M University, and Texas A&M International University conducted a series of workshops on astronomy content for 5th - 8th grade teachers in Laredo, Texas. Three one-day workshops were held at the Lamar Bruni Vergara Planetarium of Texas A&M International University, using a mix of in-person and distance learning technology. Texas A&M professor Lucas Macri gave public talks in English and Spanish, and a lunch-time presentation to the teachers. A series of evaluation tools were used to assess the success of the workshops. A Nominal Group Technique (NGT) discussion was used, through which groups developed consensus answers about their learning, expectations for classroom use, and satisfaction with the workshop. The Astronomy/Space Science Test (MOSART Grades 5-8) was also issued as a pre- and post-test to assess gains in knowledge. Teacher consensus was that the materials and activities of the workshop had been helpful for learning and that they expected to use many of them in their classrooms. However, the evaluation also showed that teachers would have preferred the Observatory educator be physically present for all workshops. Past video-conferencing workshops, where local facilitators first participated in workshops at the Observatory, showed better feedback and results concerning this point. Comparing those results to the present case, we conclude that more clearly defined roles and better training for the science specialists and local facilitators would improve the video conference experience for the teachers. Comparison of pre- and post-test results showed improved teacher knowledge. An additional benefit of this project was the further development of partnerships between McDonald Observatory and Texas A&M International University, which has resulted in further education projects, including a video-conference presentation series to eight-grade students and their families. This secondary project focused on motivating and increasing underserved students from the Laredo area in STEM fields, and featured lectures from University of Texas / McDonald Observatory astronomers.

Assessment of changes in knowledge and stigmatization following tuberculosis training workshops in taiwan.

PubMed

Wu, Ping-Sheng; Chou, Pesus; Chang, Nien-Tzu; Sun, Wen-Jung; Kuo, Hsu-Sung

2009-05-01

There is little understanding of the depth of knowledge of health workers involved in tuberculosis (TB) control programs, and even less is known about health workers attaching stigma to TB patients. This study surveyed health workers enrolled in TB training workshops prior to the execution of the directly observed treatment, short course (DOTS) program. All participants attended the training course and completed structured questionnaires before (pre-test) and after training (post-test). The questionnaires were collected immediately following completion and the scores were analyzed. Pair comparison of knowledge scores revealed that all participants made statistically significant improvements in level of TB knowledge, except those who had a history of TB (p = 0.331). Pair comparison of stigmatization scores revealed a reduction in stigmatization, with the DOTS workers attaching less stigma to TB patients. After training, caregivers, including women (p = 0.012), public health workers (p = 0.028), 40-49-year-old subjects (p = 0.035), those with an education of < 12 years (p = 0.024), those who had been a volunteer (p = 0.018), and those who had a history of TB and those who did not (p = 0.034, p = 0.036), were significantly less likely to stigmatize patients. TB knowledge was not found to be significantly correlated with stigmatization (pre-test, p = 0.298; post-test, p = 0.821). Training workshops in TB control were effective for promotion of knowledge and elimination of stigmatization in first-line caregivers. DOTS workers attached less stigma to TB patients than public health workers, and older workers who had been volunteers attached the least stigma.

Does one workshop on respecting cultural differences increase health professionals' confidence to improve the care of Australian Aboriginal patients with cancer? An evaluation.

PubMed

Durey, Angela; Halkett, Georgia; Berg, Melissa; Lester, Leanne; Kickett, Marion

2017-09-15

Aboriginal Australians have worse cancer survival rates than other Australians. Reasons include fear of a cancer diagnosis, reluctance to attend mainstream health services and discrimination from health professionals. Offering health professionals education in care focusing on Aboriginal patients' needs is important. The aim of this paper was to evaluate whether participating in a workshop improved the confidence of radiation oncology health professionals in their knowledge, communication and ability to offer culturally safe healthcare to Aboriginal Australians with cancer. Mixed methods using pre and post workshop online surveys, and one delivered 2 months later, were evaluated. Statistical analysis determined the relative proportion of participants who changed from not at all/a little confident at baseline to fairly/extremely confident immediately and 2 months after the workshop. Factor analysis identified underlying dimensions in the items and nonparametric tests recorded changes in mean dimension scores over and between times. Qualitative data was analysed for emerging themes. Fifty-nine participants attended the workshops, 39 (66% response rate) completed pre-workshop surveys, 32 (82% of study participants) completed post-workshop surveys and 25 (64% of study participants) completed surveys 2 months later. A significant increase in the proportion of attendees who reported fair/extreme confidence within 2 days of the workshop was found in nine of 14 items, which was sustained for all but one item 2 months later. Two additional items had a significant increase in the proportion of fair/extremely confident attendees 2 months post workshop compared to baseline. An exploratory factor analysis identified three dimensions: communication; relationships; and awareness. All dimensions' mean scores significantly improved within 2 days (p < 0.005) and persisted to 2 months. The workshop raised awareness about barriers and enablers to delivering services respectful of cultural differences, led to a willingness to reflect on pre-existing beliefs and assumptions about Aboriginal Australians that in some cases resulted in improved care. Single workshops co-delivered by an Aboriginal and non-Aboriginal presenter can be effective in building health professionals' confidence and translating into practice knowledge of respectful care of Aboriginal patients with cancer. Sustaining improvements may require integrating this approach into ongoing professional development.

Advanced Cardiac Life Support Training by Problem-Based Method: Effect on the Trainee's Skills, Knowledge and Evaluation of Trainers.

PubMed

Hosseini, Seyed Kianoosh; Ghalamkari, Marziyeh; Yousefshahi, Fardin; Mireskandari, Seyed Mohammad; Rezaei Hamami, Mohsen

2013-10-28

Cardiopulmonary-cerebral resuscitation (CPCR) training is essential for all hospital workers, especially junior residents who might become the manager of the resuscitation team. In our center, the traditional CPCR knowledge training curriculum for junior residents up to 5 years ago was lecture-based and had some faults. This study aimed to evaluate the effect of a problem-based method on residents' CPCR knowledge and skills as well as their evaluation of their CPCR trainers. This study, conducted at Tehran University of Medical Sciences, included 290 first-year residents in 2009-2010 - who were trained via a problem-based method (the problem-based group) - and 160 first-year residents in 2003-2004 - who were trained via a lecture-based method (the lecture-based group). Other educational techniques and facilities were similar. The participants self-evaluated their own CPCR knowledge and skills pre and post workshop and also assessed their trainers' efficacy post workshop by completing special questionnaires. The problem-based group, trained via the problem-based method, had higher self-assessment scores of CPCR knowledge and skills post workshop: the difference as regards the mean scores between the problem-based and lecture-based groups was 32.36 ± 19.23 vs. 22.33 ± 20.35 for knowledge (p value = 0.003) and 10.13 ± 7.17 vs. 8.19 ± 8.45 for skills (p value = 0.043). The residents' evaluation of their trainers was similar between the two study groups (p value = 0.193), with the mean scores being 15.90 ± 2.59 and 15.46 ± 2.90 in the problem-based and lecture-based groups - respectively. The problem-based method increased our residents' self-evaluation score of their own CPCR knowledge and skills.

Applied Linguistics and Language Acquisition in the Elementary Education Setting

ERIC Educational Resources Information Center

Napier Boyer, Pamela

2010-01-01

The purpose of this research was to ascertain if the reading comprehension skills of English-speaking fifth grade students improve when they study a second language. The research was done in an inner-city elementary school in Rochester, New York. The researcher provided a weekly after-school workshop in foreign languages for a group of children…

SKYLAB (SL)-4 - CREW TRAINING (ORBITAL WORKSTATION [OWS]) - JSC

NASA Image and Video Library

1973-08-22

S73-32848 (10 Sept. 1973) --- Scientist-astronaut Edward G. Gibson, science pilot for the third manned Skylab mission (Skylab 4), reads the markings on a magazine of 400 feet of film for the 16mm Data Acquisition Camera (DAC), during a training exercise in the Orbital Workshop (OWS) trainer at Johnson Space Center. Photo credit: NASA

The 2009 DOD Cost Research Workshop: Acquisition Reform

DTIC Science & Technology

2010-02-01

2 ACEIT Enhancement, Help-Desk/Training, Consulting DASA-CE–3 Command, Control, Communications, Computers, Intelligence, Surveillance, and...Management Information System (OSMIS) online interactive relational database DASA-CE–2 Title: ACEIT Enhancement, Help-Desk/Training, Consulting Summary...support and training for the Automated Cost estimator Integrated Tools ( ACEIT ) software suite. ACEIT is the Army standard suite of analytical tools for

A Workshop on High Energy Astrophysical for Amateur Astronomers

NASA Technical Reports Server (NTRS)

Fishman, Gerald J.; Mattei, J. A.; Rose, M. Franklin (Technical Monitor)

2000-01-01

Amateur astronomers are, in general, an enthusiastic and dynamic group of individuals who can help greatly in astronomy public outreach and education programs. In the U.S., they outnumber professional astronomers by over a factor of ten. Over eighty amateur astronomers from all over the U.S. and abroad attended a unique workshop in Huntsville, Alabama in April of this year. Most attendees were provided with travel grants under the condition that they disseminate knowledge gained at the workshop to civic groups, astronomy clubs and science teacher groups in their home communities. Twelve lecturers were given over two days, primarily by active high-energy researchers from NASA-MSFC and NASA-GSFC. Funding for the workshop was provided by a variety of NASA-sponsored projects, offices within OSS and private funding sources. The workshop attendees were selected by the AAVSO, which also administered the funding for the workshop. This high-leverage educational and public outreach program was deemed to be highly successful and bodes well for similar, future workshops. Many of the participants have already begun to give public talks on HEA and GRBs.

[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.

Self-assessed efficacy of a clinical musculoskeletal anatomy workshop: A preliminary survey.

PubMed

Saavedra, Miguel Ángel; Navarro-Zarza, José E; Alvarez-Nemegyei, José; Canoso, Juan J; Kalish, Robert A; Villaseñor-Ovies, Pablo; Hernández-Díaz, Cristina

2015-01-01

To survey the efficacy of a practical workshop on clinical musculoskeletal anatomy held in five American countries. A self-assessment competence questionnaire sent to participants 1-3 months after the workshop. Results were compared to the results of a practical, instructor-assessed, pre-workshop test. The response rate of participants was 76.4%. The overall, self-assessed competence score for anatomical items that had been included in the pre-test was 76.9 (scale 0-100) as compared to an overall score of 48.1 in the practical, pre-workshop test (p<0.001). For items that were addressed in the workshop, but not included in the pre-test, self-assessed competence was rated at 62.9. Differences in anatomical knowledge between individuals from different countries and professional groups noted in the practical pre-test were no longer present in the post-test self-assessment. From this preliminary data and supporting evidence from the literature we believe that our anatomy workshop provides an effective didactic tool for increasing competence in musculoskeletal anatomy. Copyright © 2014 Elsevier España, S.L.U. All rights reserved.

Evolution of a research prototype expert system for endemic populations of mountain pine beetle in lodgepole pine forests

Treesearch

Dale L. Bartos; Kent B. Downing

1989-01-01

A knowledge acquisition program was written to aid in obtaining knowledge from the experts concerning endemic populations of mountain pine beetle in lodgepole pine forest. An application expert system is then automatically generated by the knowledge acquisition program that contains the codified base of expert knowledge. Data can then be entered into the expert system...

Knowledge Acquisition: A Review of Tools and Ideas.

DTIC Science & Technology

1987-08-01

tools. However, none could be applied directly to solving the problem of acquiring knowledge for the ASPA. RECOMMENDATIONS Develop a tool based on...the social sciences. BACKGROUND Because of the newness and complexity of the knowledge acquisition problem, the background of the knowledge...4. Minimal (does not incorporate any unnecessary complexities ) 5. Expected (experts are not in disagreement over any important aspect) (Grover 1983

Children's daily activities and knowledge acquisition: A case study among the Baka from southeastern Cameroon.

PubMed

Gallois, Sandrine; Duda, Romain; Hewlett, Barry; Reyes-García, Victoria

2015-12-24

The acquisition of local knowledge occurs through complex interactions between individual and contextual characteristics: as context changes, so it changes the acquisition of knowledge. Contemporary small-scale societies facing rapid social-ecological change provide a unique opportunity to study the relation between social-ecological changes and the process of acquisition of local knowledge. In this work, we study children's involvement in subsistence related activities (i.e., hunting and gathering) in a context of social-ecological change and discuss how such involvement might condition the acquisition of local knowledge during childhood. We interviewed 98 children from a hunter-gatherer society, the Baka, living in two different villages in southeastern Cameroon and assessed their involvement in daily activities. Using interviews, we collected self-reported data on the main activities performed during the previous 24 h. We describe the frequency of occurrence of daily activities during middle childhood and adolescence and explore the variation in occurrence according to the sex, the age group, and the village of residency of the child. We also explore variation according to the season in which the activity is conducted and to the predicted potential of the activity for the acquisition of local knowledge. Baka children and adolescents engage in subsistence-related activities (i.e., hunting and gathering) and playing more frequently than in other activities (i.e., traditional tales or schooling). Gender differences in children's subsistence activities emerge at an early age. Engagement in activities also varies with age, with adolescents spending more time in agricultural activities, modern leisure (i.e., going to bars), and socializing than younger children. When conducting similar activities, adolescents use more complex techniques than younger children. Subsistence activities, which present a high potential for transmission of local knowledge, continue to be predominant in Baka childhood. However, Baka children also engage in other, non-traditional activities, such as modern forms of leisure, or schooling, with a low potential for the transmission of local knowledge. Baka children's involvement in non-traditional activities might have unforeseen impacts on the acquisition of local knowledge.

Assessing College Student Subjective and Objective Knowledge in an Online Financial Education Program

ERIC Educational Resources Information Center

Bowles, Charity

2017-01-01

Purpose: This purpose of this correlational study using Joo's (2008) financial wellness framework was to determine the impact of an online financial literacy workshop on student subjective knowledge, dependent on indicators of stress, behavior, and objective knowledge, when controlling for demographic differences at a large public university.…

Returning fire to the land: celebrating traditional knowledge and fire

Treesearch

Frank K. Lake; Vita Wright; Penelope Morgan; Mary McFadzen; Dave McWethy; Camille Stevens-Rumann

2017-01-01

North American tribes have traditional knowledge about fire effects on ecosystems, habitats, and resources. For millennia, tribes have used fire to promote valued resources. Sharing our collective understanding of fire, derived from traditional and western knowledge systems, can benefit landscapes and people. We organized two workshops to investigate how traditional...

Evaluation of Community Health Education Workshops among Chinese Older Adults in Chicago: A Community-Based Participatory Research Approach

ERIC Educational Resources Information Center

Dong, Xinqi; Li, Yawen; Chen, Ruijia; Chang, E-Shien; Simon, Melissa

2013-01-01

Background: Health education is one of the proven ways to improve knowledge and change health attitudes and behaviors. This study is intended to assess the effectiveness of five health workshops in a Chinese community, focusing on depression, elder abuse, nutrition, breast cancer and stroke. Methods: A community-based participatory research…

The Effects of an Intervention Coach on the Implementation of Writing Workshop in a First Grade Classroom

ERIC Educational Resources Information Center

Holman, Linda A.

2010-01-01

The study documented the experience of a classroom teacher and an intervention coach as they collaborated to implement writing workshop with first grade students. Qualitative and quantitative data were collected using a pre-post design to study the impact of intervention coaching on the teacher's knowledge and the students. writing development. A…

Sexual History Inquiry and HIV Counseling: Improving Clinical Skills and Medical Knowledge through an Interactive Workshop Utilizing Standardized Patients

ERIC Educational Resources Information Center

Haist, Steven A.; Lineberry, Michelle J.; Griffith, Charles H.; Hoellein, Andrew R.; Talente, Gregg M.; Wilson, John F.

2008-01-01

Background: Sexual history and HIV counseling (SHHIVC) are essential clinical skills. Our project's purpose was to evaluate a standardized patient educational intervention teaching third-year medical students SHHIVC. Methods: A four-hour standardized patient workshop was delivered to one-half of the class each of three consecutive years at one…

Strong Schools against Suicidality and Self-Injury: Evaluation of a Workshop for School Staff

ERIC Educational Resources Information Center

Groschwitz, Rebecca; Munz, Lara; Straub, Joana; Bohnacker, Isabelle; Plener, Paul L.

2017-01-01

Nonsuicidal self-injury (NSSI) and suicidality are common among adolescents. School staff are often the first adults to be confronted with those behaviors. However, previous studies have shown a lack of knowledge and confidence in dealing with self-harming behaviors. Objectives of this study were to evaluate a workshop on NSSI and suicidality in…

"Now I See How My Students Feel": Expansive Learning in a Language Awareness Workshop

ERIC Educational Resources Information Center

Fajardo, Guadalupe Ruiz; Torres-Guzmán, María E.

2016-01-01

This study looks at a case study research on a language awareness workshop in a New York public school with a dual language (Spanish/English) program. A learner-centred lesson, taught in Spanish, focused on basic personal information exchanges for in-service teachers who taught only in English and who had some limited knowledge of Spanish. The…

Materials Developed from American Indian Culture-Based Curriculum Workshop (Tacoma, Washington, April 18-19, 1979). Book Three.

ERIC Educational Resources Information Center

Disney, Dick, Comp.

The major thrust of the third American Indian Culture-Based Curriculum Workshop was the development of ideas and materials oriented toward American Indian stories and legends in such a manner that librarians could acquire the needed skills and knowledge to ensure their authenticity and proficiency of presentations to both Indian and non-Indian…

Proceedings of the workshop on management of giant sequoia; May 24-25, 1985; Reedley, California

Treesearch

C. Phillip Weatherspoon; Y. Robert Iwamoto; Douglas D. Piirto

1986-01-01

Giant sequoia (Sequoiadendron giganteum [Lindl.] Buchholz) has long been noted for its size and beauty. It is widely planted as an ornamental and increasingly is being utilized for timber production. The workshop was the first ever designed to bring together the state-of-knowledge on giant sequoia and its management. Presentations covered its history...

From an Idea to a Working Robot Prototype: Distributing Knowledge of Robotics through Science Museum Workshops

NASA Astrophysics Data System (ADS)

Polishuk, Alexander; Verner, Igor; Mir, Ronen

This paper presents our experience of teaching robotics to primary and middle school students at the Gelfand Center for Model Building, Robotics & Communication which is part of the Israel National Museum of Science, Technology and Space (MadaTech). The educational study examines the value and characteristics of students’ teamwork in the museum robotics workshops.

Designing Futuristic Nursing Programs. Highlights of the Workshop, Chiefs, Nursing Service (Bethesda, Maryland, November 10-14, 1975).

ERIC Educational Resources Information Center

Veterans Administration, Washington, DC. Dept. of Medicine and Surgery.

Major contents of this report are the four major presentations made at a workshop designed to give 200 nursing service chiefs a uniform approach for upgrading and expanding skills and knowledge relevant to achieving the mission of the Veterans Administration (VA) Nursing Service. "Facing the Future" focuses on the VA Nursing Service as…

Selecting and Equipping a Home Workshop. Capsules 1-5. Teacher's Guide [and] Student Material.

ERIC Educational Resources Information Center

Sack, Richard

This unit of study provides teaching guidelines and student material intended for use in high school advanced industrial arts programs. The objective is to help students plan and purchase equipment for a home workshop. A necessary prerequisite is a knowledge of the operations and uses of the equipment involved. The material is divided into five…

Adverse Outcome Pathways: From Research to Regulation ...

EPA Pesticide Factsheets

An adverse outcome pathway (AOP) organizes existing knowledge on chemical mode of action, starting with a molecular initiating event such as receptor binding, continuing through key events, and ending with an adverse outcome such as reproductive impairment. AOPs can help identify knowledge gaps where more research is needed to understand the underlying mechanisms, aid in chemical hazard characterization, and guide the development of new testing approaches that use fewer or no animals. A September 2014 workshop co-sponsored by NICEATM and PCRM considered how the AOP concept could improve regulatory assessments of chemical toxicity. Scientists from 21 countries, representing industry, academia, regulatory agencies, and special interest groups, attended the workshop, titled Adverse Outcome Pathways: From Research to Regulation. Workshop plenary presentations were followed by breakout sessions that considered regulatory acceptance of AOPs and AOP-based tools, criteria for building confidence in an AOP for regulatory use, and requirements to build quantitative AOPs and AOP networks. Discussions during the closing session emphasized a need to increase transparent and inclusive collaboration, especially with disciplines outside of toxicology. Additionally, to increase impact, working groups should be established to systematically prioritize and develop AOPs. Multiple collaborative projects and follow-up activities resulted from the workshop. This manuscript provides a

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.

An Analysis of the Content and Questions of the Physics Textbooks of the Basic Education Level (Ages 13-15) in Libya.

ERIC Educational Resources Information Center

Khoja, Suleiman; Ventura, Frank

1997-01-01

Determines the extent physics textbooks contribute to physics teaching objectives and knowledge acquisition in Libya. Analysis of seventh- through ninth-grade physics textbooks and cognitive demand shows a limited effect of textbook content on knowledge acquisition and educational objectives. Suggestions are made for promoting the acquisition of…

[Acquisition of arithmetic knowledge].

PubMed

Fayol, Michel

2008-01-01

The focus of this paper is on contemporary research on the number counting and arithmetical competencies that emerge during infancy, the preschool years, and the elementary school. I provide a brief overview of the evolution of children's conceptual knowledge of arithmetic knowledge, the acquisition and use of counting and how they solve simple arithmetic problems (e.g. 4 + 3).

Learning a New Curricular Approach: Mechanisms of Knowledge Acquisition in Preservice Teachers.

ERIC Educational Resources Information Center

Rovegno, Inez

1992-01-01

Reports a study of preservice physical educators' acquisition of knowledge of a nontraditional movement approach to physical education. Interviews and field observations indicated that before student teaching their knowledge of deeper content objectives was weak. In early field experiences, students attended to aspects of the approach relevant to…

Widening the Knowledge Acquisition Bottleneck for Constraint-Based Tutors

ERIC Educational Resources Information Center

Suraweera, Pramuditha; Mitrovic, Antonija; Martin, Brent

2010-01-01

Intelligent Tutoring Systems (ITS) are effective tools for education. However, developing them is a labour-intensive and time-consuming process. A major share of the effort is devoted to acquiring the domain knowledge that underlies the system's intelligence. The goal of this research is to reduce this knowledge acquisition bottleneck and better…

Blending better beverage options: a nutrition education and experiential workshop for youths.

PubMed

Isoldi, Kathy K; Dolar, Veronika

2015-01-01

To reduce intake of sugar-sweetened beverages (SSBs) in youths as a means to reduce obesity risk. Youths 5-14 years old attending a summer program were given a two-hour workshop addressing the sugar content in SSBs, the health risks from drinking SSBs, and hands-on preparation as well as tastings of low-sugar beverage alternatives. Data on usual intake of SSBs was obtained at baseline, and pre- and postprogram surveys were conducted to gauge change in knowledge and/or attitudes regarding SSBs. There were 128 participants (63% male) in the program. SSBs were commonly consumed with over 80% reporting regular consumption (mean daily intake 17.9 ounces). Significant increase in knowledge regarding the sugar content of commonly consumed SSBs was achieved; however change in attitudes was not significant. The large majority of youths reported enjoying the workshop and intention to reduce intake of SSBs following program participation. SSBs are commonly consumed by youths. Knowledge regarding the sugar content of SSBs is easier to impart to youths than influencing attitudes held about these beverages. Long-term interventions that reach out to parents and address the widespread availability of SSBs are needed to influence resistant attitudes and beverage choosing behaviors in youths.

Extreme Conditions Modeling Workshop Report

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

Coe, Ryan Geoffrey; Neary, Vincent Sinclair; Lawon, Michael J.

2014-07-01

Sandia National Laboratories (SNL) and the National Renewable Energy Laboratory (NREL) hosted the Wave Energy Converter (WEC) Extreme Conditions Modeling (ECM) Workshop in Albuquerque, New Mexico on May 13–14, 2014. The objective of the workshop was to review the current state of knowledge on how to numerically and experimentally model WECs in extreme conditions (e.g. large ocean storms) and to suggest how national laboratory resources could be used to improve ECM methods for the benefit of the wave energy industry. More than 30 U.S. and European WEC experts from industry, academia, and national research institutes attended the workshop, which consistedmore » of presentations from W EC developers, invited keynote presentations from subject matter experts, breakout sessions, and a final plenary session .« less

A Study of the Education of Geology

NASA Astrophysics Data System (ADS)

Berglin, R. S.; Baldridge, A. M.; Buxner, S.; Crown, D. A.

2013-12-01

An Evaluation and Assessment Method for Workshops in Science Education and Resources While many professional development workshops train teachers with classroom activities for students, Workshops in Science Education and Resources (WISER): Planetary Perspectives is designed to give elementary and middle school teachers the deeper knowledge necessary to be confident teaching the earth and space science content in their classrooms. Two WISER workshops, Deserts of the Solar System and Volcanoes of the Solar System, place an emphasis on participants being able to use learned knowledge to describe or 'tell the story of' a given rock. In order to understand how participants' knowledge and ability to tell the story changes with instruction, we are investigating new ways of probing the understanding of geologic processes. The study will include results from both college level geology students and teachers, focusing on their understanding of geologic processes and the rock cycle. By studying how new students process geologic information, teachers may benefit by learning how to better teach similar information. This project will help to transfer geologic knowledge to new settings and assess education theories for how people learn. Participants in this study include teachers participating in the WISER program in AZ and introductory level college students at St. Mary's College of California. Participants will be videotaped drawing out their thought process on butcher paper as they describe a given rock. When they are done, they will be asked to describe what they have put on the paper and this interview will be recorded. These techniques will be initially performed with students at St. Mary's College of California to understand how to best gather information. An evaluation of their prior knowledge and previous experience will be determined, and a code of their thought process will be recorded. The same students will complete a semester of an introductory college level Physical Geology course and then complete the assessment process, with the same rock again. Data will be compared to see how the thought process has changed. By studying the initial thought process, teachers can meet students at their level. At the end of the student research, this project will also be applied to elementary and middle school teachers in Tucson, Arizona at WISER workshops. This study will draw conclusions on how participants' thought processes change through WISER-type instruction.

Automatic acquisition of domain and procedural knowledge

NASA Technical Reports Server (NTRS)

Ferber, H. J.; Ali, M.

1988-01-01

The design concept and performance of AKAS, an automated knowledge-acquisition system for the development of expert systems, are discussed. AKAS was developed using the FLES knowledge base for the electrical system of the B-737 aircraft and employs a 'learn by being told' strategy. The system comprises four basic modules, a system administration module, a natural-language concept-comprehension module, a knowledge-classification/extraction module, and a knowledge-incorporation module; details of the module architectures are explored.

Improving Chinese nursing students' communication skills by utilizing video-stimulated recall and role-play case scenarios to introduce them to the SBAR technique.

PubMed

Wang, Weiwen; Liang, Zhan; Blazeck, Alice; Greene, Brian

2015-07-01

Effective communication among healthcare workers is critically important for patient safety and quality care. The purpose of this pilot study was to evaluate outcomes of a workshop designed to teach Chinese nursing students to use the Situation-Background-Assessment-Recommendation (SBAR) communication tool and examine their attitudes toward utilizing SBAR as a communication tool. A convenience sample of 18 master's degree nursing students at a Chinese university was introduced to SBAR through a workshop. The workshop combined the SBAR tool, video-stimulated recall and role-play case scenarios to illustrate potential positive and negative communication-related patient outcomes. Students completed a 12-item questionnaire before and after participating in the workshop. Four of the items examined the four elements of the SBAR tool (situation, background, assessment, recommendation, score range 0-20), and eight of the items evaluated students' self-perceived attitudes towards utilizing the SBAR tool in their clinical practice (score range 0-40). Pre- and post-workshop scores on the four elements of the SBAR tool demonstrate significant improvement in knowledge of SBAR (14.0±2.9 vs. 16.6±2.2, respectively; p=0.009). Pre- and post-workshop scores on the items testing students' self-perceived abilities also demonstrate significant improvement (26.9±3.5 vs. 32.6±4.5, respectively; p<0.01) in using SBAR. Total scores increased significantly from 40.9±5.0 to 49.2±5.9 (p<0.01). Moreover, 93.8% of the students agreed and strongly agreed that they would use SBAR during clinical practice. Participating in the SBAR workshop in combination with video-stimulated recall and role-play case scenarios significantly improved the Chinese nursing students' knowledge of SBAR and their self-perceived attitudes towards using SBAR tool. Future studies using a larger sample size and longer post-workshop follow-up are needed to confirm the long-term benefits of the workshop. Copyright © 2015 Elsevier Ltd. All rights reserved.

Marketing practitioner’s tacit knowledge acquisition using Repertory Grid Technique (RTG)

NASA Astrophysics Data System (ADS)

Azmi, Afdhal; Adriman, Ramzi

2018-05-01

The tacit knowledge of Marketing practitioner’s experts is excellent resources and priceless. It takes into account their experiential, skill, ideas, belief systems, insight and speculation into management decision-making. This expertise is an individual intuitive judgment and personal shortcuts to complete the work efficiently. Tacit knowledge of Marketing practitioner’s experts is one of best problem solutions in marketing strategy, environmental analysis, product management and partner’s relationship. This paper proposes the acquisition method of tacit knowledge from Marketing practitioner’s using Repertory Grid Technique (RGT). The RGT is a software application for tacit acquisition knowledge to provide a systematic approach to capture and acquire the constructs from an individual. The result shows the understanding of RGT could make TKE and MPE get a good result in capturing and acquiring tacit knowledge of Marketing practitioner’s experts.

The effects of an intervention to increase liberal arts mathematics and science majors' knowledge of and attitudinal favorability toward the teaching profession

NASA Astrophysics Data System (ADS)

Klemballa, Carolyn

In light of the persistent shortage of qualified mathematics and science teachers and the new teacher qualification provisions of the recently passed No Child Left Behind Act, This study tested the impact of an educational intervention designed to enhance interest in public school teaching careers among undergraduate students who were declared/intended majors in mathematics and/or natural science. Besides salary, research reveals content fear as the biggest roadblock to attracting mathematics and science teachers. Because of this, liberal arts majors in mathematics and science are a target pool of individuals to recruit into teaching. The researcher hypothesized that knowledge and attitudinal favorability would both increase after an intervention about teaching careers and that an increase in one variable would be associated with the other. Also, knowledge and attitudinal favorability would have a greater increase after a more intensive intervention than a less intensive intervention or no intervention. The researcher also hypothesized that if undergraduates were less decided in their career, lower classmen, and female, their attitudes toward the teaching profession would increase the most. One hundred eighty-nine college students, 73 males and 116 females, including 85 freshmen, 67 sophomores, 18 juniors and 19 seniors, at University A and University B were randomly assigned to a workshop, reading, or control group. The workshop group attended a workshop about the teaching profession. The reading group read articles with the same information presented in the workshop. The control group read unrelated articles. The findings from this study indicate that an intervention about teaching does significantly increase both knowledge and attitudinal favorability toward teaching (p < .01). A low significant correlation was found between knowledge and attitudinal favorability (p < .05). Findings also suggested that a more intensive intervention yields a higher increase in both knowledge and attitudinal favorability than a less intensive intervention (p < .01). Lastly, the level of career indecision, undergraduate class, and gender did not have a significant relationship with attitudinal favorability towards teaching. Based on these findings, the researcher made recommendations for future research and policy, in particular urging more communication between schools of education and liberal arts.

Evaluating Adult Groundwater Education.

ERIC Educational Resources Information Center

Gerakis, Argyrios

1998-01-01

One-day groundwater education workshops held to educate soil conservation personnel were assessed for effect on participant knowledge using a quasiexperimental design. Participants were tested on their groundwater knowledge and attitude toward groundwater conservation before and after the training. Participant scores improved significantly in only…

How to conduct a workshop on medical writing: Tips, advice and experience sharing.

PubMed

Rathore, Farooq Azam; Mansoor, Sahibzada Nasir

2015-06-01

Medical writing has become an essential skill for anybody in academia and engaged in teaching. Workshops on medical writing are an effective way to teach the essential skills of medical writing to students and faculty members. There is a huge demand for these workshops all around the globe. Usually there is no curriculum of medical writing for the undergraduates or dedicated structured training sessions for the faculty members. One of the authors won an Author AID grant to conduct a series of workshops on medical writing. Eight workshops were conducted in three months, benefitting more than 200 students and faculty staff. We share our experience of holding this successful series of workshops with the aim that it might serve as a guide for researchers and faculty members who are eager to share and transfer their skills and knowledge. We also offer lessons learnt during this educational activity, tips to improve the quality and delivery of the content with limited resources and maximizing the impact. Experienced medical writers need to conduct these workshops to transfer their skills and to facilitate their colleagues and students to become better medical writers. Planning, rehearsal, motivation, resource management, good team work, audience analysis and feedback can make a workshop successful. Well prepared workshop content delivered in an interactive way with a variety of activities makes the workshop an engaging and interesting educational activity.

Research into the development of a knowledge acquisition taxonomy

NASA Technical Reports Server (NTRS)

Fink, Pamela K.

1991-01-01

Monthly progress reports for September 1990 to January 1991 are given. Topics that are briefly covered include problem solving and learning taxonomies, knowledge acquisition techniques, software design, air traffic control, and space shuttle flight control.

Genetic education for primary care providers

PubMed Central

Carroll, June C.; Rideout, Andrea L.; Wilson, Brenda J.; Allanson, Judith MD; Blaine, Sean M.; Esplen, Mary Jane; Farrell, Sandra A.; Graham, Gail E.; MacKenzie, Jennifer; Meschino, Wendy; Miller, Fiona; Prakash, Preeti; Shuman, Cheryl; Summers, Anne; Taylor, Sherry

2009-01-01

ABSTRACT OBJECTIVE To increase primary care providers’ awareness and use of genetic services; increase their knowledge of genetic issues; increase their confidence in core genetic competencies; change their attitudes toward genetic testing for hereditary diseases; and increase their confidence as primary care genetic resources. DESIGN Participants completed a workshop and 3 questionnaires: a baseline questionnaire, a survey that provided immediate feedback on the workshop itself, and a follow-up questionnaire 6 months later. SETTING Ontario. PARTICIPANTS Primary care providers suggested by deans of nursing, midwifery, family medicine, and obstetric programs, as well as coordinators of nurse practitioner programs, in Ontario and by the Ontario College of Family Physicians. INTERVENTION A complex educational intervention was developed, including an interactive workshop and PowerPoint educational modules on genetic topics for participants’ use (available at www.mtsinai.on.ca/FamMedGen/). MAIN OUTCOME MEASURES Awareness and use of genetic services, knowledge of genetics, confidence in core clinical genetic skills, attitudes toward genetic testing, and teaching activities related to genetics. RESULTS The workshop was attended by 29 participants; of those, 21 completed the baseline questionnaire and the 6-month follow-up questionnaire. There was no significant change found in awareness or reported use of genetic services. There was significant improvement in self-assessed knowledge of (P = .001) and confidence in (P = .005) skills related to adult-onset genetic disorders. There were significant increases in confidence in many core genetic competencies, including assessing risk of hereditary disorders (P = .033), deciding who should be offered referral for genetic counseling (P = .003), discussing prenatal testing options (P = .034), discussing benefits, risks, and limitations of genetic testing (P = .033), and describing what to expect at a genetic counseling session (P = .022). There was a significant increase in the number of primary care providers agreeing that genetic testing was beneficial in the management of adult-onset diseases (P = .031) and in their confidence in being primary care genetic resources for adult-onset genetic disorders (P = .006). CONCLUSION Educational interventions that include interactive peer resource workshops and educational modules can increase knowledge of and confidence in the core competencies needed for the delivery of genetic services in primary care. PMID:20008584

Perspectives on Science Teacher Professional Development: A study of the ASSET Experience

NASA Astrophysics Data System (ADS)

Reeves, Katrina; Miller, Scott; Foster, Andrea

2015-01-01

The Astronomy Summer School of East Texas (ASSET) is a two-year NASA-funded teacher professional development program created to help improve middle and high school science teachers' knowledge of and attitudes toward astronomy. During an intensive summer astronomy course experience, science teachers are taught astronomy concepts and principles through engaging pedagogical techniques. The workshop models hands-on/minds-on teaching strategies that strengthened teachers' own pedagogical content knowledge and ways of teaching astronomy to students.As part of our second year of ASSET, participants were observed and interviewed before, during and after the workshop experience to ascertain their perspectives on their own professional development and understanding of astronomy. Interview data, participant observations, surveys, and artifact data (journaling, one-minute papers, etc...) were analyzed and three broad themes emerged regarding the significance of the ASSET experience on teacher enhancement of content knowledge, pedagogical content knowledge (PCK), and the significance of teacher professional development communities in teaching and learning science. We will discuss the major implications of our observations and outline what tools and techniques can be best implemented as part of professional development workshops such as ASSET.This project is supported by the NASA Science Mission Directorate Education and Public Outreach for Earth and Space Science (EPOESS), which is part of the Research Opportunities in Space and Earth Sciences (ROSES), Grant Number NNX12AH11G.

Knowledge Transfer Project: Cultivating Smart Energy Solutions through Dynamic Peer-to-Peer Learning

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

As energy policy makers and professionals convene in the Oresund region for the 9th Annual Clean Energy Ministerial (CEM9), the global community is as united as ever around the common goal of accelerating the transition to global clean energy. Through sustained collective effort and thought leadership, CEM partners and stakeholders are systematically addressing the barriers to the widescale deployment of clean energy technologies. Pivotal to their progress is the efficient sharing and dissemination of knowledge. To address that need, the CEM-initiative International SmartGrid Action Network (ISGAN) launched the Knowledge Transfer Project (KTP) in March 2016 to capture, collect, and sharemore » knowledge about smart grid technologies among countries and key stakeholders. Building on ISGAN's experience with delivering deep-dive workshops, the KTP fosters meaningful international dialogue on smart grids with a focus on developing competence and building capacity. After a successful 2016 pilot project and two consecutive projects, each with a different focus and structure, the KTP has become an established practice that can support existing ISGAN or CEM initiatives. To accommodate different purposes, needs, and practical circumstances, ISGAN has adopted three basic models for delivering KTP workshops: Country-Centric, Multilateral, and Hybrid. This fact sheet describes each approach through case studies of workshops in Mexico, India, and Belgium, and invites new ideas and partners for future KTPs.« less

Workshop Report on Managing Solar Radiation

NASA Technical Reports Server (NTRS)

Lane, Lee (Compiler); Caldeira, Ken (Compiler); Chatfield, Robert (Compiler); Langhoff, Stephanie (Compiler)

2007-01-01

The basic concept of managing Earth's radiation budget is to reduce the amount of incoming solar radiation absorbed by the Earth so as to counterbalance the heating of the Earth that would otherwise result from the accumulation of greenhouse gases. The workshop did not seek to decide whether or under what circumstances solar radiation management should be deployed or which strategies or technologies might be best, if it were deployed. Rather, the workshop focused on defining what kinds of information might be most valuable in allowing policy makers more knowledgeably to address the various options for solar radiation management.

Effectiveness of a Curricular and Professional Development Intervention at Improving Elementary Teachers' Science Content Knowledge and Student Achievement Outcomes: Year 1 Results

ERIC Educational Resources Information Center

Diamond, Brandon S.; Maerten-Rivera, Jaime; Rohrer, Rose Elizabeth; Lee, Okhee

2014-01-01

Teacher knowledge of science content is an important but under-studied construct. A curricular and professional development intervention consisting of a fifth grade science curriculum, teacher workshops, and school site support was studied to determine its effect on teachers' science content knowledge as measured by a science knowledge test,…

Defense Acquisitions: Assessments of Selected Weapon Programs

DTIC Science & Technology

2012-03-01

knowledge-based practices. As a result , most of these programs will carry technology, design, and production risks into subsequent phases of the...acquisition process that could result in cost growth or schedule delays. GAO also assessed the implementation of selected acquisition reforms and found...knowledge-based practices. As a result , most of these programs will carry technology, design, and production risks into subsequent phases of the

Diffusion-Weighted Imaging Outside the Brain: Consensus Statement From an ISMRM-Sponsored Workshop

PubMed Central

Taouli, Bachir; Beer, Ambros J.; Chenevert, Thomas; Collins, David; Lehman, Constance; Matos, Celso; Padhani, Anwar R.; Rosenkrantz, Andrew B.; Shukla-Dave, Amita; Sigmund, Eric; Tanenbaum, Lawrence; Thoeny, Harriet; Thomassin-Naggara, Isabelle; Barbieri, Sebastiano; Corcuera-Solano, Idoia; Orton, Matthew; Partridge, Savannah C.; Koh, Dow-Mu

2016-01-01

The significant advances in magnetic resonance imaging (MRI) hardware and software, sequence design, and postprocessing methods have made diffusion-weighted imaging (DWI) an important part of body MRI protocols and have fueled extensive research on quantitative diffusion outside the brain, particularly in the oncologic setting. In this review, we summarize the most up-to-date information on DWI acquisition and clinical applications outside the brain, as discussed in an ISMRM-sponsored symposium held in April 2015. We first introduce recent advances in acquisition, processing, and quality control; then review scientific evidence in major organ systems; and finally describe future directions. PMID:26892827

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.

Investigating Student Perceptions of Knowledge Acquisition within a Role-Play Simulation of the Convention on Biological Diversity

ERIC Educational Resources Information Center

Schnurr, Matthew A.; De Santo, Elizabeth M.; Green, Amanda D.; Taylor, Alanna

2015-01-01

This article investigates the particular mechanisms through which a role-play simulation impacts student perceptions of knowledge acquisition. Longitudinal data were mobilized in the form of quantitative and qualitative surveys to examine whether the simulation succeeded in increasing knowledge around both content and skills. It then delves deeper…

Course Ontology-Based User's Knowledge Requirement Acquisition from Behaviors within E-Learning Systems

ERIC Educational Resources Information Center

Zeng, Qingtian; Zhao, Zhongying; Liang, Yongquan

2009-01-01

User's knowledge requirement acquisition and analysis are very important for a personalized or user-adaptive learning system. Two approaches to capture user's knowledge requirement about course content within an e-learning system are proposed and implemented in this paper. The first approach is based on the historical data accumulated by an…

Designing Interaction as a Learning Process: Supporting Users' Domain Knowledge Development in Interaction

ERIC Educational Resources Information Center

Choi, Jung-Min

2010-01-01

The primary concern in current interaction design is focused on how to help users solve problems and achieve goals more easily and efficiently. While users' sufficient knowledge acquisition of operating a product or system is considered important, their acquisition of problem-solving knowledge in the task domain has largely been disregarded. As a…

The Effects of Kinetic Structure on Knowledge About and Performance of a Psychomotor Skill: Teaching Students to Use the Compound Microscope

ERIC Educational Resources Information Center

Simmons, Ellen Stephanie

1977-01-01

Investigates effects of method of presentation and structure on secondary student's acquisition of knowledge and psychomotor skills in teaching use of the compound microscope. Psychomotor skills and knowledge acquisitions were both found to be directly related to high structure and separated presentations. (SL)

The Process of Facilitating Knowledge Acquisition and Retention: An Inquiry into Magnetic Poles with Challenging Questions

ERIC Educational Resources Information Center

Okulu, Hasan Zühtü; Ünver, Ayse Oguz

2018-01-01

The current research is to give an example to the inquiry-based science teaching implementations for facilitating knowledge acquisition and retention in a short period of time. Thus, the aim of the research is to transfer of acquired knowledge into different situations using sequential inquiry activities, which have challenging questions for…

Dealing with largemouth bass virus: benefits of multisector collaboration

USGS Publications Warehouse

Terre, David R.; Schramm, Harold; Grizzle , John M.; Fries, Loraine T.

2015-01-01

Largemouth bass virus (LMBV), a recently identified pathogen, affected largemouth bass (Micropterus salmoides) in the southeastern United States beginning in the 1990s. Concern about the impacts of this little-known pathogen on largemouth bass populations, effects on fisheries management, and the need to provide anglers and the media with consistent and accurate information prompted a private organization (Bass Anglers Sportsman Society) to invite managers and researchers from state and federal agencies and universities to a series of five annual public workshops beginning in 2000. These workshops provided a mechanism to share information, identify and prioritize action items, and develop consensus information and outreach materials that could be provided to bass anglers and the media. Regionalizing the LMBV issue and collaboration among researchers, managers, and a fishing organization may also have allayed angler and media concerns. The process embodied in these workshops is offered as a successful example of multi-agency, multi-sector collaboration to facilitate information acquisition and guide action to address a regional fisheries management issue.

Knowledge structures and the acquisition of a complex skill.

PubMed

Day, E A; Arthur, W; Gettman, D

2001-10-01

The purpose of this study was to examine the viability of knowledge structures as an operationalization of learning in the context of a task that required a high degree of skill. Over the course of 3 days, 86 men participated in 9 training sessions and learned a complex video game. At the end of acquisition, participants' knowledge structures were assessed. After a 4-day nonpractice interval, trainees completed tests of skill retention and skill transfer. Findings indicated that the similarity of trainees' knowledge structures to an expert structure was correlated with skill acquisition and was predictive of skill retention and skill transfer. However, the magnitude of these effects was dependent on the method used to derive the expert referent structure. Moreover, knowledge structures mediated the relationship between general cognitive ability and skill-based performance.

Knowledge acquisition and rapid protyping of an expert system: Dealing with real world problems

NASA Technical Reports Server (NTRS)

Bailey, Patrick A.; Doehr, Brett B.

1988-01-01

The knowledge engineering and rapid prototyping phases of an expert system that does fault handling for a Solid Amine, Water Desorbed CO2 removal assembly for the Environmental Control and Life Support System for space based platforms are addressed. The knowledge acquisition phase for this project was interesting because it could not follow the textbook examples. As a result of this, a variety of methods were used during the knowledge acquisition task. The use of rapid prototyping and the need for a flexible prototype suggested certain types of knowledge representation. By combining various techniques, a representative subset of faults and a method for handling those faults was achieved. The experiences should prove useful for developing future fault handling expert systems under similar constraints.

[To what extent do reviewers of multiple-choice questions need to be trained? A comparison between handing out information sheets and brief workshop sessions].

PubMed

Öchsner, Wolfgang; Böckers, Anja

2016-01-01

A competent review process is crucial to ensure the quality of multiple-choice (MC) questions. However, the acquisition of reviewing skills should not cause any unnecessary additional burden for a medical staff that is already facing heavy workloads. 100 MC questions, for which an expert review existed, were presented to 12 novices. In advance, six participants received a specific information sheet covering critical information for high-calibre review; the other six participants attended a 2.5-hour workshop covering the same information. The review results of both groups were analysed with a licensed version of the IBM software SPSS 19.0 (SPSS Inc., Chicago, IL). The results of the workshop group were distinctly closer to the experts' results (gold standard) than those of the information sheet group. For the quantitatively important category of medium quality MC questions, the results of the workshop group did not significantly differ from the experts' results. In the information sheet group the results were significantly poorer than the experts', regardless of the quality of the questions. Distributing specific information sheets to MC question reviewers is not sufficient for ensuring the quality of the review so that - regardless of the increased effort involved - a recommendation to conduct specific workshops must be made. Copyright © 2014. Published by Elsevier GmbH.

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.

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…

Complete the Picture: Evaluation Fills In the Missing Pieces That Feedback Can't Provide

ERIC Educational Resources Information Center

Dumas, Chad; Jenkins, Lee

2013-01-01

The workshop is done--How does anyone know that staff learned what they needed to learn? How does anyone know that the content of the workshop day is now common knowledge among the attendees? Two key indicators are feedback and evaluation. Feedback from participants is what the presenter uses to fine-tune his or her professional learning delivery.…

Unexpected Self-Expression and the Limits of Narrative Inquiry: Exploring Unconscious Dynamics in a Community-Based Digital Storytelling Workshop

ERIC Educational Resources Information Center

Brushwood Rose, Chloe; Granger, Colette A.

2013-01-01

This study explores the tension between self-knowledge and self-expression, and how it manifests in the processes of storytelling that unfold in digital storytelling workshops offered to new immigrant women living in Toronto, Canada. Both in their multi-modal complexity and in the significant shifts from their original telling, the digital stories…

Moving California Correctional Education into the Future: Directions and Strategies. Transfer of Knowledge Workshop (Sacramento, California, April 6-8, 1987).

ERIC Educational Resources Information Center

California State Dept. of the Youth Authority, Sacramento.

This publication is the product of a two and one-half day workshop that was held to develop directions and strategies for meeting the future needs of California correctional education. The first part of the document contains the opening session address by California Assemblyman John Vasconcellos and two presentations--"The Doomed and the…

Lessons Learned from the Development and Implementation of a Parent Nutrition Education Program with Low-Income Latina Mothers in an Urban School District Setting

ERIC Educational Resources Information Center

Thai, Chan Le; Prelip, Michael; Erausquin, Jennifer Toller; Slusser, Wendelin

2012-01-01

This article describes the steps involved in the development and implementation of a parent nutrition education workshop series for a low-income, primarily Spanish-speaking population in an urban school district setting. Overall, those parents who participated in the nutrition education workshops showed positive changes in their knowledge,…

Research Brief.

PubMed

Schoenfelder, Erin; McCabe, Connor; Fife, Aurora; Herzig, Lisa; Ahrens, Kym

2017-01-01

Adolescents with ADHD are at risk of functional problems that may be mitigated by consistent ADHD treatment. This study pilots a brief intervention for adolescents with ADHD and their parents to increase treatment knowledge and family motivation to seek treatment. The 3-hr curriculum was developed by a multidisciplinary team and included psychoeducation, goal setting, and motivational interviewing. Fifteen adolescents and 20 caregivers participated in the workshop, completed pre- and post-test assessments, and reported on acceptability. Acceptability and satisfaction with the intervention were high. Perceived knowledge of ADHD increased post intervention; stigma was unchanged. Parents reported more acceptability of stimulant medications and less willingness to use special diets or cognitive games. Family feedback informed modifications to the curriculum. The Teen ADHD Workshop is a feasible and acceptable intervention to increase knowledge of ADHD and evidence-based treatments. Further research will evaluate effects on treatment participation.

Workshop on data acquisition and trigger system simulations for high energy physics

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

NONE

1992-12-31

This report discusses the following topics: DAQSIM: A data acquisition system simulation tool; Front end and DCC Simulations for the SDC Straw Tube System; Simulation of Non-Blocklng Data Acquisition Architectures; Simulation Studies of the SDC Data Collection Chip; Correlation Studies of the Data Collection Circuit & The Design of a Queue for this Circuit; Fast Data Compression & Transmission from a Silicon Strip Wafer; Simulation of SCI Protocols in Modsim; Visual Design with vVHDL; Stochastic Simulation of Asynchronous Buffers; SDC Trigger Simulations; Trigger Rates, DAQ & Online Processing at the SSC; Planned Enhancements to MODSEM II & SIMOBJECT -- anmore » Overview -- R.; DAGAR -- A synthesis system; Proposed Silicon Compiler for Physics Applications; Timed -- LOTOS in a PROLOG Environment: an Algebraic language for Simulation; Modeling and Simulation of an Event Builder for High Energy Physics Data Acquisition Systems; A Verilog Simulation for the CDF DAQ; Simulation to Design with Verilog; The DZero Data Acquisition System: Model and Measurements; DZero Trigger Level 1.5 Modeling; Strategies Optimizing Data Load in the DZero Triggers; Simulation of the DZero Level 2 Data Acquisition System; A Fast Method for Calculating DZero Level 1 Jet Trigger Properties and Physics Input to DAQ Studies.« less

Exploring Changes to a Teacher's Teaching Practices and Student Learning through a Volleyball Content Knowledge Workshop

ERIC Educational Resources Information Center

Kim, Insook

2016-01-01

This paper describes how improving a teacher's content knowledge changes his teaching practices and its subsequent effects on student learning during a middle school volleyball instructional unit. The study was designed to challenge teacher educators' thinking about the importance of in-depth content knowledge for effective teaching by…

Post-Graduate Life Science Institute for Secondary School Teachers. Executive Summary.

ERIC Educational Resources Information Center

Baylor Coll. of Medicine, Houston, TX.

The goal of the project was to improve the quality and increase the amount of science knowledge of secondary school life science teachers through a series of workshops and summer institutes using medical school life scientists as the primary vehicle to transfer knowledge to teachers who would then transmit that knowledge to their students. A total…

Competition in Defense Acquisitions

DTIC Science & Technology

2009-02-01

Murrel Coast and Elaina Smallwood , 2001a. Long-Run Costs and Performance Effects of Competitive Sourcing. Alexandria, VA: Center for Naval Analyses. 7...Research Service, Washington, D.C. 9. Davis, Norman C. 1996. An Information Based Revolution in Military Affairs. Strategic Review 24, no. 1: 43-53...Program Manager Workshop Briefing. Naval Inventory Control Point Office. 27. Kovacic, William E. & Dennis E. Smallwood . 1994. Competition

Does Improving Joint Attention in Low-Quality Child-Care Enhance Language Development?

ERIC Educational Resources Information Center

Rudd, Loretta C.; Cain, David W.; Saxon, Terrill F.

2008-01-01

This study examined effects of professional development for child-care staff on language acquisition of children ages 14-36 months. Child-care staff from 44 child-care centres agreed to participate in the study. Child-care staff from one-half of the child-care centres were randomly assigned to a one-time, four-hour workshop followed by three…

An assessment of lower back pain in young adults: implications for college health education.

PubMed

Reis, J; Flegel, M; Kennedy, C

1996-05-01

A convenience sample of 243 undergraduates completed a 36-item questionnaire on their knowledge about back care and exercise patterns before they attended lectures and a workshop on back mechanics. At the workshop, the students were individually evaluated for posture, hamstring flexibility, hip flexor flexibility, back and abdominal strength, and lifting technique. Twenty-nine percent of the students reported that they experienced no back pain; 71% experienced lower back pain 1 to 5 days a week. The majority were neglectful of their posture, lifting and carrying techniques, and scored fair-to-poor on the hamstring flexibility test, possibly foreshadowing back problems in later life. The majority of respondents were unsure of what exercises to do for back care. Within the subgroup of students who claimed they were knowledgeable about exercise, more than 50% were performing ineffective and potentially harmful exercises. The results underscored the potential worth of health education on back care offered through didactic instruction and experiential workshops.

Charge It! Translating Electric Vehicle Research Results to Engage 7th and 8th Grade Girls

NASA Astrophysics Data System (ADS)

Egbue, Ona; Long, Suzanna; Ng, Ean-Harn

2015-10-01

Despite attempts to generate interest in science and technology careers, US students continue to show reduced interest in science, technology, engineering and mathematics (STEM) majors at the collegiate level. If girls are not engaged in STEM learning by the middle school level, studies show that they are even less likely to choose a science- or engineering-related major. This article presents results from a workshop for 7th and 8th grade girls designed to promote knowledge building in the area of sustainability and alternative energy use in transportation and to stimulate greater interest in STEM subjects. The workshop based on research conducted at University X focused on basic concepts of electric vehicles and electric vehicles' batteries. Tests were conducted to evaluate the students' knowledge and perceptions of electric vehicles and to determine the impact of the workshop. Early exposure to meaningful engineering experiences for these young girls may boost interest and the eventual pursuit of engineering and technology education paths.

Employing Model-Based Reasoning in Interdisciplinary Research Teams: Evidence-Based Practices for Integrating Knowledge Across Systems

NASA Astrophysics Data System (ADS)

Pennington, D. D.; Vincent, S.

2017-12-01

The NSF-funded project "Employing Model-Based Reasoning in Socio-Environmental Synthesis (EMBeRS)" has developed a generic model for exchanging knowledge across disciplines that is based on findings from the cognitive, learning, social, and organizational sciences addressing teamwork in complex problem solving situations. Two ten-day summer workshops for PhD students from large, NSF-funded interdisciplinary projects working on a variety of water issues were conducted in 2016 and 2017, testing the model by collecting a variety of data, including surveys, interviews, audio/video recordings, material artifacts and documents, and photographs. This presentation will introduce the EMBeRS model, the design of workshop activities based on the model, and results from surveys and interviews with the participating students. Findings suggest that this approach is very effective for developing a shared, integrated research vision across disciplines, compared with activities typically provided by most large research projects, and that students believe the skills developed in the EMBeRS workshops are unique and highly desireable.

Knowledge Acquisition for the Onboard Planner of an Autonomous Spacecraft

NASA Technical Reports Server (NTRS)

Muscettola, Nicola; Rajan, Kanna

1997-01-01

This paper discusses the knowledge acquisition issues involved in transitioning their novel technology in to space flight software, developing the planer in the context of a large software projet and completing the work under a compressed development schedule.

Educational Software: Evaluation? No! Utility? Yes!

ERIC Educational Resources Information Center

Hofmann, Rich

1985-01-01

The utility of educational software is associated with three components: (1) type of learning (cognitive development, individually facilitated acquisition of knowledge, teacher-facilitated acquisition of knowledge, memorization); (2) type of experience (self-directed or purposive environmental experience); and (3) user perception of software…

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.

Addressing Racism in Medical Education An Interactive Training Module.

PubMed

White-Davis, Tanya; Edgoose, Jennifer; Brown Speights, Joedrecka S; Fraser, Kathryn; Ring, Jeffrey M; Guh, Jessica; Saba, George W

2018-05-01

Education of health care clinicians on racial and ethnic disparities has primarily focused on emphasizing statistics and cultural competency, with minimal attention to racism. Learning about racism and unconscious processes provides skills that reduce bias when interacting with minority patients. This paper describes the responses to a relationship-based workshop and toolkit highlighting issues that medical educators should address when teaching about racism in the context of pernicious health disparities. A multiracial, interdisciplinary team identified essential elements of teaching about racism. A 1.5-hour faculty development workshop consisted of a didactic presentation, a 3-minute video vignette depicting racial and gender microaggression within a hospital setting, small group discussion, large group debrief, and presentation of a toolkit. One hundred twenty diverse participants attended the workshop at the 2016 Society of Teachers of Family Medicine Annual Spring Conference. Qualitative information from small group facilitators and large group discussions identified some participants' emotional reactions to the video including dismay, anger, fear, and shame. A pre/postsurvey (N=72) revealed significant changes in attitude and knowledge regarding issues of racism and in participants' personal commitment to address them. Results suggest that this workshop changed knowledge and attitudes about racism and health inequities. Findings also suggest this workshop improved confidence in teaching learners to reduce racism in patient care. The authors recommend that curricula continue to be developed and disseminated nationally to equip faculty with the skills and teaching resources to effectively incorporate the discussion of racism into the education of health professionals.

Comparing Multidimensional and Continuum Models of Vocabulary Acquisition: An Empirical Examination of the Vocabulary Knowledge Scale

ERIC Educational Resources Information Center

Stewart, Jeffrey; Batty, Aaron Olaf; Bovee, Nicholas

2012-01-01

Second language vocabulary acquisition has been modeled both as multidimensional in nature and as a continuum wherein the learner's knowledge of a word develops along a cline from recognition through production. In order to empirically examine and compare these models, the authors assess the degree to which the Vocabulary Knowledge Scale (VKS;…

The Effect of Concept Mapping with Different Levels of Generativity and Learners' Self-Regulated Learning Skills on Knowledge Acquisition and Representation

ERIC Educational Resources Information Center

Lim, Kyu Yon

2008-01-01

The purpose of this study was to investigate the effectiveness of concept mapping strategies with different levels of generativity in terms of knowledge acquisition and knowledge representation. Also, it examined whether or not learners' self-regulated learning (SRL) skills influenced the effectiveness of concept mapping strategies with different…

"If We Lose Their Language We Lose Our History": Knowledge and Disposition in Maori Language Acquisition Policy

ERIC Educational Resources Information Center

Albury, Nathan John

2018-01-01

Localising knowledge and dispositions helps to predict the likely success of top-down language policies. In so far as language acquisition is a pillar of language revitalisation policy, then community perspectives on learning a minority language deserve attention. This article presents the knowledge, dispositions, and ideas of around 1,300…

Experimental Evidence of the Relative Effectiveness of Problem-Based Learning for Knowledge Acquisition and Retention

ERIC Educational Resources Information Center

Wijnen, Marit; Loyens, Sofie M. M.; Schaap, Lydia

2016-01-01

This study investigated the effects of problem-based learning (PBL) on knowledge acquisition and knowledge retention in a controlled experiment in a lab setting. Eighty-eight first-year psychology students were randomly assigned to either a PBL condition, a lecture condition, or a self-study condition. All participants had the opportunity to study…

A mixed-method evaluation of peer-education workshops for school-aged children to teach about antibiotics, microbes and hygiene

PubMed Central

Young, Vicki L.; Cole, Amy; Lecky, Donna M.; Fettis, Dennis; Pritchard, Beth; Verlander, Neville Q.; Eley, Charlotte V.; McNulty, Cliodna A. M.

2017-01-01

Abstract Background: Delivering health topics in schools through peer education is known to be beneficial for all students involved. In this study, we have evaluated a peer-education workshop that aims to educate primary and secondary school students on hygiene, the spread of infection and antibiotics. Methods: Four schools in south-west England, in a range of localities, took part in peer-education workshops, with students completing before, after and knowledge-retention questionnaires. Mixed-effect logistic regression and mixed-effect linear regression were used to analyse the data. Data were analysed by topic, region and peer/non-peer-educator status. Qualitative interviews and focus groups with students and educators were conducted to assess changes in participants’ skills, confidence and behaviour. Results: Qualitative data indicated improvements in peer-educator skills and behaviour, including confidence, team-working and communication. There was a significant improvement in knowledge for all topics covered in the intervention, although this varied by region. In the antibiotics topic, peer-educators’ knowledge increased in the retention questionnaire, whereas non-peer-educators’ knowledge decreased. Knowledge declined in the retention questionnaires for the other topics, although this was mostly not significant. Conclusions: This study indicates that peer education is an effective way to educate young people on important topics around health and hygiene, and to concurrently improve communication skills. Its use should be encouraged across schools to help in the implementation of the National Institute for Health and Care Excellence (NICE) guidance that recommends children are taught in an age-appropriate manner about hygiene and antibiotics. PMID:28333334

Variables that Correlate with Faculty Use of Research-Based Instructional Strategies

NASA Astrophysics Data System (ADS)

Henderson, Charles; Dancy, Melissa H.; Niewiadomska-Bugaj, Magdalena

2010-10-01

During the Fall of 2008 a web survey, designed to collect information about pedagogical knowledge and practices, was completed by a representative sample of 722 physics faculty across the United States (a 50.3% response rate). This paper examines how 20 predictor variables correlate with faculty knowledge about and use of research-based instructional strategies (RBIS). Profiles were developed for each of four faculty levels of knowledge about and use of RBIS. Logistic regression analysis was used to identify a subset of the variables that could predict group membership. Five significant predictor variables were identified. High levels of knowledge and use of RBIS were associated with the following characteristics: attendee of the physics and astronomy new faculty workshop, attendee of at least one talk or workshop related to teaching in the last two years, satisfaction with meeting instructional goals, regular reader of one or more journals related to teaching, and being female. High research productivity and large class sizes were not found to be barriers to use of at least some RBIS.

Factors that Facilitate and Impede Effective Knowledge Translation in Population Health Promotion: Results from a Consultation Workshop in Iran.

PubMed

Shooshtari, Shahin

2012-01-01

The workshop that this paper reports, held in Iran in May of 2011, at the 1st Inter-national and 4th National Congress on Health Education and Promotion, had three main objec-tives: 1) to introduce participants to the knowledge translation (KT) concept, along with its mod-els and methods; 2) to enhance participants' knowledge of how KT could apply to public health education and promotion ; and 3) to learn from different participating stakeholder groups about the factors that facilitate or impede effective KT in public health education and promotion in Iran. The workshop consisted of three components: introducing the KT concept, assessing the KT capacity of participants, and facilitating a discussion of the important contextual factors that promote and impede effective KT. Of the 26 individuals from across the country participat-ing in the workshop, 17 took part in a KT capacity assessment activity. They classified them-selves into one of the following three stakeholder groups: administrators and policymakers (n=6), practitioners (n=2), and researchers (n=9). There were different capacities for KT across the three stakeholder groups. The re-ported challenges for effective KT include "lack of resources and funding"; "lack of time"; "poor quality of relationships and lack of trust between health policymakers, administrators, re-searchers, and clinicians"; "inadequate skills possessed by healthcare professionals and adminis-trators for assessment and adaptation of research findings"; and "poor involvement of commu-nity partners in the research process." There is a great need to develop effective strategies to overcome the reported barri-ers for effective KT.

"The Things of the Sky": Ethnoastronomy of an Indigenous Community as a Source for the Proposal of a Paradidactic Material

NASA Astrophysics Data System (ADS)

Garcia, Caroline da Silva; Costa, Samuel; Pascolai, Suzy; Campos, Mateus Zanette

2016-08-01

The aim of this study was to identify the ethnoastronomy knowledge of a northern indigenous community of Rio Grande do Sul, as source for the production of a paradidactic material to be used at the local school. The research was performed in three steps: a pedagogical workshop, a survey of ethnoastronomy knowledge and the production of a paradidactic booklet. The pedagogical workshop made public the indigenous people's traditional knowledge concerning the creation of the Sun and the Moon . The survey showed considerable traditional knowledge on astronomy around some topics, such as the creation of the Sun and the Moon, the phases of the Moon, the seasons of the year and the stars, and the paradidactic material produced was established itself as the start of a revival process of local knowledge among the community members. This experience has been an early stage of a work that should be encouraged, in order to go further towards the elucidation of ethnoastronomy of the Indians from the Guarani MBYÁ village Nhu Porá.

Knowledge acquisition in the fuzzy knowledge representation framework of a medical consultation system.

PubMed

Boegl, Karl; Adlassnig, Klaus-Peter; Hayashi, Yoichi; Rothenfluh, Thomas E; Leitich, Harald

2004-01-01

This paper describes the fuzzy knowledge representation framework of the medical computer consultation system MedFrame/CADIAG-IV as well as the specific knowledge acquisition techniques that have been developed to support the definition of knowledge concepts and inference rules. As in its predecessor system CADIAG-II, fuzzy medical knowledge bases are used to model the uncertainty and the vagueness of medical concepts and fuzzy logic reasoning mechanisms provide the basic inference processes. The elicitation and acquisition of medical knowledge from domain experts has often been described as the most difficult and time-consuming task in knowledge-based system development in medicine. It comes as no surprise that this is even more so when unfamiliar representations like fuzzy membership functions are to be acquired. From previous projects we have learned that a user-centered approach is mandatory in complex and ill-defined knowledge domains such as internal medicine. This paper describes the knowledge acquisition framework that has been developed in order to make easier and more accessible the three main tasks of: (a) defining medical concepts; (b) providing appropriate interpretations for patient data; and (c) constructing inferential knowledge in a fuzzy knowledge representation framework. Special emphasis is laid on the motivations for some system design and data modeling decisions. The theoretical framework has been implemented in a software package, the Knowledge Base Builder Toolkit. The conception and the design of this system reflect the need for a user-centered, intuitive, and easy-to-handle tool. First results gained from pilot studies have shown that our approach can be successfully implemented in the context of a complex fuzzy theoretical framework. As a result, this critical aspect of knowledge-based system development can be accomplished more easily.

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.

Evaluation of a brief intervention to assist health visitors and community practitioners to engage with fathers as part of the healthy child initiative.

PubMed

Humphries, Heatha; Nolan, Mary

2015-07-01

To improve engagement of Health Visitors and Community Practitioners delivering the Healthy Child Programme with fathers. To evaluate a one-day, father-focused workshop with a supporting handbook for Practitioners. To identify institutional and organisational barriers to engagement with fathers. The UK government policy encourages health professionals to engage with fathers. This derives from robust evidence that fathers' early involvement with their children impacts positively on emotional, behavioural and educational development. Yet, there is little evidence that the importance of engaging fathers is reflected in Health Visitor training or that primary-care services are wholly embracing father-inclusive practice. The Fatherhood Institute (FI), a UK charity, has developed a workshop for Practitioners delivering the Healthy Child Programme. A 'before and after' evaluation study, comprising a survey followed by telephone interviews, evaluated the impact of the FI workshop on Health Visitors' and Community Practitioners' knowledge, attitudes and behaviour in practice. A total of 134 Health Visitors and Community Practitioners from eight NHS Trusts in England attended the workshop from November 2011 to January 2014 at 12 sites. A specially constructed survey, incorporating a validated questionnaire, was administered before the workshop, immediately afterwards and three months later. Telephone interviews further explored participants' responses. Analysis of the questionnaire data showed that the workshop and handbook improved participants' knowledge, attitudes and behaviour in practice. This was sustained over a three-month period. In telephone interviews, most participants said that the workshop had raised their awareness of engaging fathers and offered them helpful strategies. However, they also spoke of barriers to engagement with fathers. NHS Trusts need to review the training and education of Health Visitors and Community Practitioners and take a more strategic approach towards father-inclusive practice and extend services to meet the needs of fathers.

A reusable knowledge acquisition shell: KASH

NASA Technical Reports Server (NTRS)

Westphal, Christopher; Williams, Stephen; Keech, Virginia

1991-01-01

KASH (Knowledge Acquisition SHell) is proposed to assist a knowledge engineer by providing a set of utilities for constructing knowledge acquisition sessions based on interviewing techniques. The information elicited from domain experts during the sessions is guided by a question dependency graph (QDG). The QDG defined by the knowledge engineer, consists of a series of control questions about the domain that are used to organize the knowledge of an expert. The content information supplies by the expert, in response to the questions, is represented in the form of a concept map. These maps can be constructed in a top-down or bottom-up manner by the QDG and used by KASH to generate the rules for a large class of expert system domains. Additionally, the concept maps can support the representation of temporal knowledge. The high degree of reusability encountered in the QDG and concept maps can vastly reduce the development times and costs associated with producing intelligent decision aids, training programs, and process control functions.

National security and national competitiveness: Open source solutions; NASA requirements and capabilities

NASA Technical Reports Server (NTRS)

Cotter, Gladys A.

1993-01-01

Foreign competitors are challenging the world leadership of the U.S. aerospace industry, and increasingly tight budgets everywhere make international cooperation in aerospace science necessary. The NASA STI Program has as part of its mission to support NASA R&D, and to that end has developed a knowledge base of aerospace-related information known as the NASA Aerospace Database. The NASA STI Program is already involved in international cooperation with NATO/AGARD/TIP, CENDI, ICSU/ICSTI, and the U.S. Japan Committee on STI. With the new more open political climate, the perceived dearth of foreign information in the NASA Aerospace Database, and the development of the ESA database and DELURA, the German databases, the NASA STI Program is responding by sponsoring workshops on foreign acquisitions and by increasing its cooperation with international partners and with other U.S. agencies. The STI Program looks to the future of improved database access through networking and a GUI; new media; optical disk, video, and full text; and a Technology Focus Group that will keep the NASA STI Program current with technology.

Identification and evaluation of scientific uncertainties related to fish and aquatic resources in the Colorado River, Grand Canyon - summary and interpretation of an expert-elicitation questionnaire

USGS Publications Warehouse

Kennedy, Theodore A.

2013-01-01

Identifying areas of scientific uncertainty is a critical step in the adaptive management process (Walters, 1986; Runge, Converse, and Lyons, 2011). To identify key areas of scientific uncertainty regarding biologic resources of importance to the Glen Canyon Dam Adaptive Management Program, the Grand Canyon Monitoring and Research Center (GCMRC) convened Knowledge Assessment Workshops in May and July 2005. One of the products of these workshops was a set of strategic science questions that highlighted key areas of scientific uncertainty. These questions were intended to frame and guide the research and monitoring activities conducted by the GCMRC in subsequent years. Questions were developed collaboratively by scientists and managers. The questions were not all of equal importance or merit—some questions were large scale and others were small scale. Nevertheless, these questions were adopted and have guided the research and monitoring efforts conducted by the GCMRC since 2005. A new round of Knowledge Assessment Workshops was convened by the GCMRC in June and October 2011 and January 2012 to determine whether the research and monitoring activities conducted since 2005 had successfully answered some of the strategic science questions. Oral presentations by scientists highlighting research findings were a centerpiece of all three of the 2011–12 workshops. Each presenter was also asked to provide an answer to the strategic science questions that were specific to the presenter’s research area. One limitation of this approach is that these answers represented the views of the handful of scientists who developed the presentations, and, as such, they did not incorporate other perspectives. Thus, the answers provided by presenters at the Knowledge Assessment Workshops may not have accurately captured the sentiments of the broader group of scientists involved in research and monitoring of the Colorado River in Glen and Grand Canyons. Yet a fundamental ingredient of resilient decisionmaking and problem-solving is incorporation of a wide range of perspectives (Carpenter and others, 2009). To ensure that a wide range of scientists had an opportunity to weigh in on the strategic science questions, the GCMRC elicited additional perspectives through written questionnaires. Independently soliciting responses from scientists through questionnaires had the added advantage of allowing all scientists to freely and openly share their views on complex and controversial topics—something which may not have occurred in the group setting of the June 2011 Knowledge Assessment Workshop because of dominance by one or more scientists. The purpose of this report is to document and interpret the questionnaire responses.

ESKAPE/CF: A Knowledge Acquisition Tool for Expert Systems Using Cognitive Feedback

DTIC Science & Technology

1991-03-01

NAVAL POSTGRADUATE SCHOOL Monterey, California AD-A241 815i!1! lit 1i iill 1111 !! I 1111 ST E * ODTIC OCT22 z 99I; THESIS ESKAPE /CF: A KNOWLEDGE...11. TITLE (include Security Classification) ESKAPE /CF: A KNOWLEDGE ACQUISITION TOOL FOR EXPERT SYSTEMS USING COGNITIVE FEEDBACK (U) e PERSOIAL AUTVR(Yl...tool using Cognitive Feedback ( ESKAPE /CF), based on Lens model techniques which have demonstrated effectiveness in cap- turing policy knowledge. The

The Effects of Tailoring Knowledge Acquisition on Colorectal Cancer Screening Self-Efficacy

PubMed Central

Jerant, Anthony; To, Patricia; Franks, Peter

2015-01-01

Interventions tailored to psychological factors such as personal and vicarious behavioral experiences can enhance behavioral self-efficacy, but are complex to develop and implement. Information seeking theory suggests tailoring acquisition of health knowledge (without concurrent psychological factor tailoring) could enhance self-efficacy, simplifying the design of tailored behavior change interventions. To begin to examine this issue, the authors conducted exploratory analyses of data from a randomized controlled trial, comparing the effects of an experimental colorectal cancer (CRC) screening intervention tailoring knowledge acquisition with the effects of a non-tailored control on CRC screening knowledge and self-efficacy in 1159 patients comprising three ethnicity/language strata (Hispanic/Spanish 23.4%, Hispanic/English 27.2%, non-Hispanic/English 49.3%) and five recruitment center strata. Adjusted for study strata, the mean post-intervention knowledge score was significantly higher in the experimental group versus control. Adjusted experimental intervention exposure (B = 0.22, 95% CI [0.14, 0.30]), pre-intervention knowledge (B = 0.11, 95% CI [0.05, 0.16]), and post-intervention knowledge (B = 0.03, 95% CI [0.01, 0.05]) were independently associated with subsequent CRC screening self-efficacy (p < .001 all associations). These exploratory findings suggest tailoring knowledge acquisition may enhance self-efficacy, with potential implications for tailored intervention design, but require confirmation in studies specifically designed to examine this issue. PMID:25928315

Public Perception of Invasive Plant Species: Assessing the impact of workshop activities to promote young students' awareness

NASA Astrophysics Data System (ADS)

Schreck Reis, Catarina; Marchante, Hélia; Freitas, Helena; Marchante, Elizabete

2013-03-01

Invasive species are one of the main threats to biodiversity worldwide. Even though they are identified and recognized as such by the Portuguese law, the majority of the population is not yet aware of this problem. Aiming to increase awareness about biological invasions among young students, a workshop on Invasive Plant Species was organized at the Botanical Museum of the University of Coimbra. A total of 170 teenager students from five schools participated in the workshop. Three activities were prepared, focusing on: (1) identification of invasive plants, (2) competition between native and invasive plants and (3) control of invasive plants. One year later, questionnaires were sent to the participants, aiming to appraise workshop effectiveness, and this questionnaire revealed that these students know more about invasive plant species than a comparable group of students that did not participate in the workshop. The results clearly showed that practical informal education activities may be effective in raising public awareness. Questionnaires were essential to evaluate the knowledge acquired and retained by the students during the workshop.

[Narrative and faculty development: results of a five years experience with a creative writing workshop].

PubMed

Walker, María Rosa; Zúñiga, Denisse; Triviño, Ximena

2012-05-01

Narrative medicine has showed to be a powerful instrument to reinforce relationships, identity, and self-knowledge among health professionals. Subjective issues have been recently recognized as relevant for faculty development in addition to the technical aspects. Since 2006 a creative writing workshop has been included as part of the Diploma in Medical Education at the medical school of the Pontificia Universidad Católica de Chile. To describe the experience and results of the creative writing workshop (2006-2010). Descriptive and retrospective study with a qualitative and quantitative design. Thirty-six teachers of the School of Medicine attended a 12-hour workshop. The Kirkpatrick model for evaluation of educational outcomes was used to report the data obtained in the course evaluation survey and in the stories produced. There were positive results at the four levels of Kirkpatrick evaluation model. The learning objectives of the workshop were achieved and 83 stories were created, compiled and published. The creative writing workshop can provide faculty with protected time for reflective practice about academic experiences and produce educational outcomes at different levels of the Kirkpatrick model.

The Effects of a Computerized Professional Development Program on Teachers and Students with and without Disabilities in Secondary General Education Classes

ERIC Educational Resources Information Center

Schumaker, Jean B.; Fisher, Joseph B.; Walsh, Lisa D.

2010-01-01

Effects of a computerized professional development (PD) program were investigated in two studies. For each, teachers were randomly assigned to either a Virtual Workshop (VW) group that used a computerized program for PD or to an Actual Workshop (AW) group that participated in a live PD session. In Study 1, the teachers' knowledge about and…

Improving Cancer-Related Outcomes with Connected Health - Acknowledgements

Cancer.gov

The President’s Cancer Panel is grateful to all participants who invested their time to take part in the series of workshops on connected health and cancer. A complete list of participants is in Series Information. The Panel is especially appreciative to the series co-chairs who graciously contributed their time and knowledge on this topic, providing valuable guidance during workshop planning and extensive input on this report.

Tube wall temperature monitoring technique

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

Granton, R.L.

1985-07-01

In 1977, Monsanto and Conoco undertook the construction of a new, modern technology ethylene plant at Chocolate Bayou, near Alvin, Texas. This plant included high severity cracking furnaces with potential tube wall temperatures considerably higher than any we had previously experienced. Furnace on-stream time between decokes, a factor in the economics of plant operation, was limited by tube wall temperature, thus requiring its accurate knowledge. Earlier work with other ethylene furnaces had also demonstrated our lack of knowledge concerning high temperature measurements in a furnace firebox environment. This had to change. An outside consultant was called upon to provide amore » threeday workshop on radiant tube temperature sensing. The workshop consisted of two days of formal training in the theory and practice of temperature measurement and one day of field training. This workshop was conducted at a site away from the plant. Approximately 20 engineers (manufacturing and technical groups) attended. The major topics covered by this workshop are as follows: radiant tube temperature sensing, radiation situation of radiant tubes, g.a. method: sample calculations, noncontact sensors: methods of specifying and purchasing, thermal imager strategies, calibration of noncontact sensors, avoiding problems with noncontact sensors, optical aids to radiant tube viewing, tube temperature management and its environmental implications, and contact temperature sensors.« less

Integrating themes, evidence gaps, and research needs identified by workshop on iron screening and supplementation in iron-replete pregnant women and young children.

PubMed

Brannon, Patsy M; Stover, Patrick J; Taylor, Christine L

2017-12-01

This report addresses the evidence and the uncertainties, knowledge gaps, and research needs identified by participants at the NIH workshop related to iron screening and routine iron supplementation of largely iron-replete pregnant women and young children (6-24 mo) in developed countries. The workshop presentations and panel discussions focused on current understanding and knowledge gaps related to iron homeostasis, measurement of and evidence for iron status, and emerging concerns about supplementing iron-replete members of these vulnerable populations. Four integrating themes emerged across workshop presentations and discussion and centered on 1 ) physiologic or developmental adaptations of iron homeostasis to pregnancy and early infancy, respectively, and their implications, 2 ) improvement of the assessment of iron status across the full continuum from iron deficiency anemia to iron deficiency to iron replete to iron excess, 3 ) the linkage of iron status with health outcomes beyond hematologic outcomes, and 4 ) the balance of benefit and harm of iron supplementation of iron-replete pregnant women and young children. Research that addresses these themes in the context of the full continuum of iron status is needed to inform approaches to the balancing of benefits and harms of screening and routine supplementation. © 2017 American Society for Nutrition.

Meeting report: international workshop on endocrine disruptors: exposure and potential impact on consumers health.

PubMed

Rousselle, C; Ormsby, J N; Schaefer, B; Lampen, A; Platzek, T; Hirsch-Ernst, K; Warholm, M; Oskarsson, A; Nielsen, P J; Holmer, M L; Emond, C

2013-02-01

The French Agency for Food, Environmental and Occupational Health and Safety (Anses) hosted a two-day workshop on Endocrine Disruptors: Exposure and Potential Impact on Consumers Health, bringing together participants from international organizations, academia, research institutes and from German, Swedish, Danish and French governmental agencies. The main objective of the workshop was to share knowledge and experiences on endocrine disruptors (ED) exposure and potential impact on consumers' health, to identify current risk assessment practices and knowledge gaps and issue recommendations on research needs and future collaboration. The following topics were reviewed: (1) Definition of ED, (2) endpoints to be considered for Risk assessment (RA) of ED, (3) non-monotonic dose response curves, (4) studies to be considered for RA (regulatory versus academic studies), (5) point of departure and uncertainty factors, (6) exposure assessment, (7) regulatory issues related to ED. The opinions expressed during this workshop reflect day-to-day experiences from scientists, regulators, researchers, and others from many different countries in the fields of risk assessment, and were regarded by the attendees as an important basis for further discussions. Accordingly, the participants underlined the need for more exchange in the future to share experiences and improve the methodology related to risk assessment for endocrine disrupters. Copyright © 2012 Elsevier Inc. All rights reserved.

Knowledge sharing to facilitate regulatory decision-making in regard to alternatives to animal testing: Report of an EPAA workshop.

PubMed

Ramirez, Tzutzuy; Beken, Sonja; Chlebus, Magda; Ellis, Graham; Griesinger, Claudius; De Jonghe, Sandra; Manou, Irene; Mehling, Annette; Reisinger, Kerstin; Rossi, Laura H; van Benthem, Jan; van der Laan, Jan Willem; Weissenhorn, Renate; Sauer, Ursula G

2015-10-01

The European Partnership for Alternative Approaches to Animal Testing (EPAA) convened a workshop Knowledge sharing to facilitate regulatory decision-making. Fifty invited participants from the European Commission, national and European agencies and bodies, different industry sectors (chemicals, cosmetics, fragrances, pharmaceuticals, vaccines), and animal protection organizations attended the workshop. Four case studies exemplarily revealed which procedures are in place to obtain regulatory acceptance of new test methods in different sectors. Breakout groups discussed the status quo identifying the following facilitators for regulatory acceptance of alternatives to animal testing: Networking and communication (including cross-sector collaboration, international cooperation and harmonization); involvement of regulatory agencies from the initial stages of test method development on; certainty on prerequisites for test method acceptance including the establishment of specific criteria for regulatory acceptance. Data sharing and intellectual property issues affect many aspects of test method development, validation and regulatory acceptance. In principle, all activities should address replacement, reduction and refinement methods (albeit animal testing is generally prohibited in the cosmetics sector). Provision of financial resources and education support all activities aiming at facilitating the acceptance and use of alternatives to animal testing. Overall, workshop participants recommended building confidence in new methodologies by applying and gaining experience with them. Copyright © 2015 Elsevier Inc. All rights reserved.

New Zealand Teachers' Understanding of Childhood Mild Traumatic Brain Injury: Investigating and Enhancing Teacher Knowledge and Practice

ERIC Educational Resources Information Center

Case, Rosalind Jane Leamy; Starkey, Nicola J.; Jones, Kelly; Barker-Collo, Suzanne; Feigin, Valery

2017-01-01

This two-phase study investigated New Zealand primary school teachers' knowledge and perceptions of childhood mild Traumatic Brain Injury (mTBI), and evaluated the effectiveness of a professional development workshop for enhancing teacher knowledge regarding mTBI. In phase one, 19 teachers from schools in the Waikato and Bay of Plenty engaged in…

Measuring Acquisition Workforce Quality through Dynamic Knowledge and Performance: An Exploratory Investigation to Interrelate Acquisition Knowledge with Process Maturity

DTIC Science & Technology

2013-10-08

Sciences, and Graduate School of Business & Public Policy Dr. Rene G. Rendon, Associate Professor Graduate School of Business & Public Policy...ES) Naval Postgraduate School,Graduate School of Business & Public Policy,Monterey,CA,93943 8. PERFORMING ORGANIZATION REPORT NUMBER 9. SPONSORING...report was supported by the Acquisition Research Program of the Graduate School of Business & Public Policy at the Naval Postgraduate School. To

Improving rural and remote practitioners' knowledge of the diabetic foot: findings from an educational intervention.

PubMed

Schoen, Deborah E; Gausia, Kaniz; Glance, David G; Thompson, Sandra C

2016-01-01

This study aimed to determine knowledge of national guidelines for diabetic foot assessment and risk stratification by rural and remote healthcare professionals in Western Australia and their implementation in practice. Assessment of diabetic foot knowledge, availability of equipment and delivery of foot care education in a primary healthcare setting at baseline enabled evaluation of the effectiveness of a diabetic foot education and training program for generalist healthcare professionals. This study employed a quasi-experimental pre-test/post-test study design. Healthcare practitioners' knowledge, attitudes and practice of diabetic foot assessment, diabetic foot risks, risk stratification, and use of the 2011 National Health and Medical Research Council Guidelines were investigated with an electronic pre-test survey(.) Healthcare professionals then undertook a 3-h education and training workshop before completing the electronic post-test knowledge, attitudes and practice survey. Comparison of pre-test/post-test survey findings was used to assess the change in knowledge, attitudes and intended practice due to the workshops. Two hundred and forty-six healthcare professionals from two rural and remote health regions of Western Australia participated in training workshops. Monofilaments and diabetes foot care education brochures, particularly brochures for Aboriginal people, were reported as not readily available in rural and remote health services. For most participants (58 %), their post-test knowledge score increased significantly from the pre-test score. Use of the Guidelines in clinical settings was low (19 %). The healthcare professionals' baseline diabetic foot knowledge was adequate to correctly identify the high risk category. However, stratification of the intermediate risk category was poor, even after training. This study reports the first assessment of Western Australia's rural and remote health professionals' knowledge, attitudes and practices regarding the diabetic foot. It shows that without training, generalists' levels of knowledge concerning the diabetic foot was low and they were unlikely to assess foot risk. The findings from this study in a rural and remote setting cast doubt on the ability of generalist healthcare professionals to stratify risk appropriately, especially for those at intermediate risk, without clinical decision support tools.

Masks in Pedagogical Practice

ERIC Educational Resources Information Center

Roy, David

2016-01-01

In Drama Education mask work is undertaken and presented as both a methodology and knowledge base. There are numerous workshops and journal articles available for teachers that offer knowledge or implementation of mask work. However, empirical examination of the context or potential implementation of masks as a pedagogical tool remains…

Circumpolar Arctic vegetation mapping workshop

USGS Publications Warehouse

Walker, D. A.; Markon, C.J.

1996-01-01

The first Circumpolar Arctic Vegetation Mapping Workshop was held in the historic village of Lakta on the outskirts of St. Petersburg, Russia, March 21-25, 1994. The primary goals of the workshop were to: (1) review the status of arctic vegetation mapping in the circumpolar countries and (2) develop a strategy for synthesizing and updating the existing information into a new series of maps that portray the current state of knowledge. Such products are important for a number of purposes, such as the international effort to understand the consequences of global change in Arctic regions, to predict the direction of future changes, and for informed planning of resource development in the Arctic.

Representation of Biomedical Expertise in Ontologies: a Case Study about Knowledge Acquisition on HTLV viruses and their clinical manifestations.

PubMed

Cardoso Coelho, Kátia; Barcellos Almeida, Maurício

2015-01-01

In this paper, we introduce a set of methodological steps for knowledge acquisition applied to the organization of biomedical information through ontologies. Those steps are tested in a real case involving Human T Cell Lymphotropic Virus (HTLV), which causes myriad infectious diseases. We hope to contribute to providing suitable knowledge representation of scientific domains.

Pedagogy for Knowledge Recognition and Acquisition: Knowing and Being at the Close of the Mechanical Age

ERIC Educational Resources Information Center

Jaros, Milan

2009-01-01

It is the outstanding intellectual challenge of our age to find ways of providing citizens with access to and competent acquisition of the new applications and systems of knowledge. The purpose of this article is twofold. First, it is to justify at the conceptual level that we are facing an unprecedented shift in the way knowledge is generated and…

The Impact of Length of Study Abroad on Collocational Knowledge: The Case of Saudi Students in Australia

ERIC Educational Resources Information Center

Alqarni, Ibrahim R.

2017-01-01

This study investigates the impact that study in Australia has on the lexical knowledge of Saudi Arabian students. It focuses on: 1) the effects that the length of study in Australia has on the acquisition of lexical collocations, as reflected by lexical knowledge tests, and 2) whether there is a significant gender difference in the acquisition of…

The Acquisition of Mathematics Pedagogical Content Knowledge in University Mathematics Education Courses: Results of a Mixed Methods Study on the Effectiveness of Teacher Education in Germany

ERIC Educational Resources Information Center

Buchholtz, Nils Frederik

2017-01-01

This paper reports on a longitudinal mixed methods evaluation study on the acquisition and development of mathematical pedagogical content knowledge (MPCK) of future teachers at several German universities. The study is a German supplementary study to the international comparative TEDS-M 2008 study. Besides the pedagogical content knowledge that…

Lessons with Living Harvest Mice: An Empirical Study of Their Effects on Intrinsic Motivation and Knowledge Acquisition

ERIC Educational Resources Information Center

Wilde, Matthias; Hubmann, Jona Samuel; Lorenzen, Simone; Meyer, Annika; Randler, Christoph

2012-01-01

The aim of this study was to evaluate the effects of living animals on pupils' intrinsic motivation and knowledge. Various studies from the late 1970s and 1980s stress the high effectiveness of authentic learning experiences in pupils' knowledge acquisition. However, there are only few current empirical studies on this topic. The research question…

Blending Better Beverage Options: A Nutrition Education and Experiential Workshop for Youths

PubMed Central

Isoldi, Kathy K.; Dolar, Veronika

2015-01-01

Objective. To reduce intake of sugar-sweetened beverages (SSBs) in youths as a means to reduce obesity risk. Methods. Youths 5–14 years old attending a summer program were given a two-hour workshop addressing the sugar content in SSBs, the health risks from drinking SSBs, and hands-on preparation as well as tastings of low-sugar beverage alternatives. Data on usual intake of SSBs was obtained at baseline, and pre- and postprogram surveys were conducted to gauge change in knowledge and/or attitudes regarding SSBs. Results. There were 128 participants (63% male) in the program. SSBs were commonly consumed with over 80% reporting regular consumption (mean daily intake 17.9 ounces). Significant increase in knowledge regarding the sugar content of commonly consumed SSBs was achieved; however change in attitudes was not significant. The large majority of youths reported enjoying the workshop and intention to reduce intake of SSBs following program participation. Conclusion. SSBs are commonly consumed by youths. Knowledge regarding the sugar content of SSBs is easier to impart to youths than influencing attitudes held about these beverages. Long-term interventions that reach out to parents and address the widespread availability of SSBs are needed to influence resistant attitudes and beverage choosing behaviors in youths. PMID:25874119

Autonomously acquiring declarative and procedural knowledge for ICAT systems

NASA Technical Reports Server (NTRS)

Kovarik, Vincent J., Jr.

1993-01-01

The construction of Intelligent Computer Aided Training (ICAT) systems is critically dependent on the ability to define and encode knowledge. This knowledge engineering effort can be broadly divided into two categories: domain knowledge and expert or task knowledge. Domain knowledge refers to the physical environment or system with which the expert interacts. Expert knowledge consists of the set of procedures and heuristics employed by the expert in performing their task. Both these areas are a significant bottleneck in the acquisition of knowledge for ICAT systems. This paper presents a research project in the area of autonomous knowledge acquisition using a passive observation concept. The system observes an expert and then generalizes the observations into production rules representing the domain expert's knowledge.

Men's Educational Group Appointments in Rural Nicaragua.

PubMed

Campbell, Bruce B; Gonzalez, Hugo; Campbell, McKenzie; Campbell, Kent

2017-03-01

Men's preventive health and wellness is largely neglected in rural Nicaragua, where a machismo culture prevents men from seeking health care. To address this issue, a men's educational group appointment model was initiated at a rural health post to increase awareness about hypertension, and to train community health leaders to measure blood pressure. Men's hypertension workshops were conducted with patient knowledge pretesting, didactic teaching, and posttesting. Pretesting and posttesting performances were recorded, blood pressures were screened, and community leaders were trained to perform sphygmomanometry. An increase in hypertension-related knowledge was observed after every workshop and community health leaders demonstrated proficiency in sphygmomanometry. In addition, several at-risk patients were identified and follow-up care arranged. Men's educational group appointments, shown to be effective in the United States in increasing patient knowledge and satisfaction, appear to function similarly in a resource-constrained environment and may be an effective mechanism for reaching underserved men in Nicaragua.

Project ECHO Telementoring Intervention for Managing Chronic Pain in Primary Care: Insights from a Qualitative Study.

PubMed

Carlin, Leslie; Zhao, Jane; Dubin, Ruth; Taenzer, Paul; Sidrak, Hannah; Furlan, Andrea

2017-09-27

Family physicians in Canada receive little training in chronic pain management; concomitantly, they face increasing pressure to reduce their prescribing of opioids. Project ECHO Ontario Chronic Pain/Opioid Stewardship (ECHO) is a telementoring intervention for primary care practitioners that enhances their pain management skills. This qualitative study reports participants' experiences and assessment of ECHO. An opportunistic sample of multidisciplinary primary care providers attending one of three residential weekend workshops participated in focus group discussions. University or hospital facilities in Toronto, Thunder Bay, and Kingston, Ontario, Canada. Seventeen physicians and 20 allied health professionals. Six focus group discussions were conducted at three different sites during 2014 and 2015. Transcripts were analyzed using a qualitative-descriptive approach involving analytic immersion in the data, reflection, and achieving consensus around themes discerned from transcribed discussions. Findings resolved into five main themes: 1) challenges of managing chronic pain in primary care; 2) ECHO participation and improvement in patient-provider interaction and participant knowledge; 3) the diffusion of knowledge gained through ECHO to participants' colleagues and patients; 4) ECHO participation generating a sense of community; and 5) disadvantages associated with participating in ECHO. Managing patients with chronic pain in primary care can be difficult, particularly in remote or underserved practices. Project ECHO offers guidance to primary care practitioners for their most challenging patients, promotes knowledge acquisition and diffusion, and stimulates the development of a "community of practice." © 2017 American Academy of Pain Medicine. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com

76 FR 14954 - National Professional Development Program; Office of English Language Acquisition, Language...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-03-18

... Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students; Overview... to provide instruction that accelerates ELs' acquisition of language, literacy, and content knowledge.... Rosalinda Barrera, Assistant Deputy Secretary and Director for English Language Acquisition, Language...

Materiel Solutions for Special Operations Forces

DTIC Science & Technology

2015-03-28

Continually developed a repository of UNC System-wide defense research expertise and infrastructure resources to enable effective identification of UNC...antennas and more. • Mr. Jim Geurts, USSOCOM Acquisition Executive, visited the campuses of UNC Chapel Hill and NCSU in March 2013. He met with...game theory, and political science. The goal of the workshop was to explore cutting edge techniques to measure the effectiveness of special operations

Youths Teaching Youths: Learning to Code as an Example of Interest-Driven Learning

ERIC Educational Resources Information Center

Vickery, Jacqueline

2014-01-01

This column examines a case study focusing on web design as an example of interest-driven learning and the acquisition of (digital media) literacies. A summer workshop was offered at a working-class public library, led by a self-taught seventeen year old girl. Nine students (ages 8-16) learned basic HTML and CSS and designed their own websites in…

Using the System of Least Prompts to Teach Personal Hygiene Skills to a High School Student with Comorbid Visual Impairment and Autism Spectrum Disorder

ERIC Educational Resources Information Center

Probst, Kristi M.; Walker, Virginia L.

2017-01-01

Introduction: This study evaluated the effectiveness of a workshop and follow-up coaching sessions on the implementation of the system of least prompts procedure by classroom team members and explored whether this intervention resulted in personal hygiene skill acquisition by a male high school student with comorbid visual impairment and autism…

The Colorado Humanitarian Surgical Skills Workshop: A Cadaver-Based Workshop to Prepare Residents for Surgery in Austere Settings.

PubMed

Lin, Yihan; Mukhopadhyay, Swagoto; Meguid, Robert A; Kuwayama, David P

Interest in humanitarian surgery is high among surgical and obstetric residents. The Colorado Humanitarian Surgical Skills Workshop is an annual 2-day course exposing senior residents to surgical techniques essential in low- and middle-income countries but not traditionally taught in US residencies. We evaluated the course's ability to foster resident comfort, knowledge, and competence in these skills. The cohort of course participants was studied prospectively. Participants attended didactic sessions followed by skills sessions using cadavers. Sample areas of focus included general surgery (mesh-free hernia repair), orthopedics (powerless external fixation), and neurosurgery (powerless craniotomy). Before and after the course, participants answered a questionnaire assessing confidence with taught skills; took a knowledge-based test composed of multiple choice and open-ended questions; and participated in a manual skills test of tibial external fixation. The Center for Surgical Innovation, University of Colorado School of Medicine. A total of 12 residents (11 general surgical and 1 obstetric) from ten US institutions. After the course, participants perceived increased confidence in performing all 27 taught procedures and ability to practice in low- and middle-income countries. In knowledge-based testing, 10 of 12 residents demonstrated improvement on multiple choice questioning and 9 of 12 residents demonstrated improvement on open-ended questioning with structured scoring. In manual skills testing, all external fixator constructs demonstrated objective improvement on structured scoring and subjective improvement on stability assessment. For senior residents interested in humanitarian surgery, a combination of skills-focused teaching and manual practice led to self-perceived and objective improvement in relevant surgical knowledge and skills. The Colorado Humanitarian Surgical Skills Workshop represents an effective model for transmitting essential surgical principles and techniques of value in low-resource settings. Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

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.

Meeting report: IUPS and ADInstruments 2017 Teaching Workshop.

PubMed

Marcondes, Fernanda Klein; Cardozo, Lais Tono; Luchi, Kelly Cristina Gaviao; Irfannuddin, Muhammad; Karatzaferi, Christina; Rocha, Maria José; Carroll, Robert G

2018-06-01

Every 4 yr, the International Union of Physiological Sciences (IUPS) Teaching Workshop is held as a traditional satellite event of the IUPS Congress. The 2017 satellite workshop was held August 5-8, 2017 in Búzios, Rio de Janeiro, Brazil. The workshop provided an opportunity for discussion and experiences in physiology teaching for educators at various levels, graduate students, and undergraduate students. This report describes the workshop activities and reports the participants' perceptions of this event. For evaluation of perception, an anonymous questionnaire was sent by e-mail to all participants, addressing nine items: appropriate topics, time of activities, poster session, congress venue, registration fee, attention of the organizing committee before and during the event, social event, and food. Responses were ranked according to a five-point Likert scale. Of the 145 participants, 77 answered the questionnaire. The participants' perception was positive, noting in particular opportunities to share knowledge, space for reflection of teaching practice, contact networks for future, exchanges of experience, and collaborations in research in physiological education.

Leveraging the Power of Knowledge Management to Transform Global Health and Development.

PubMed

Sullivan, Tara M; Limaye, Rupali J; Mitchell, Vanessa; D'Adamo, Margaret; Baquet, Zachary

2015-04-27

Good knowledge is essential to prevent disease and improve health. Knowledge management (KM) provides a systematic process and tools to promote access to and use of knowledge among health and development practitioners to improve health and development outcomes. KM tools range from publications and resources (briefs, articles, job aids) and products and services (websites, eLearning courses, mobile applications), to training and events (workshops, webinars, meetings) and approaches and techniques (peer assists, coaching, after-action reviews, knowledge cafés).

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

PowerPoint, Habits of Mind, and Classroom Culture

ERIC Educational Resources Information Center

Adams, Catherine

2006-01-01

In lecture halls, in secondary school classrooms, during training workshops, and at research conferences, PowerPoint is becoming a preferred method of communicating, presenting, and sharing knowledge. Questions have been raised about the implications of the use of this new medium for knowledge dissemination. It is suggested PowerPoint supports a…

Training Sessions Provide Working Knowledge of National Animal Identification System

ERIC Educational Resources Information Center

Glaze, J. Benton, Jr.; Ahola, Jason K.

2010-01-01

One in-service and two train-the-trainer workshops were conducted by University of Idaho Extension faculty, Idaho State Department of Agriculture personnel, and allied industry representatives to increase Extension educators' knowledge and awareness of the National Animal Identification System (NAIS) and related topics. Training sessions included…

In-Service Teachers' Attitudes, Knowledge and Classroom Teaching of Global Climate Change

ERIC Educational Resources Information Center

Liu, Shiyu; Roehrig, Gillian; Bhattacharya, Devarati; Varma, Keisha

2015-01-01

This study explores in-service teachers' attitudes and knowledge about a pressing environmental issue, "global climate change" (GCC), and how these may relate to their classroom teaching. In this work, nineteen teachers from Native American communities attended a professional development workshop that focused on enhancing their…

Knowledge acquisition for temporal abstraction.

PubMed

Stein, A; Musen, M A; Shahar, Y

1996-01-01

Temporal abstraction is the task of detecting relevant patterns in data over time. The knowledge-based temporal-abstraction method uses knowledge about a clinical domain's contexts, external events, and parameters to create meaningful interval-based abstractions from raw time-stamped clinical data. In this paper, we describe the acquisition and maintenance of domain-specific temporal-abstraction knowledge. Using the PROTEGE-II framework, we have designed a graphical tool for acquiring temporal knowledge directly from expert physicians, maintaining the knowledge in a sharable form, and converting the knowledge into a suitable format for use by an appropriate problem-solving method. In initial tests, the tool offered significant gains in our ability to rapidly acquire temporal knowledge and to use that knowledge to perform automated temporal reasoning.

Knowledge-Based Systems Workshop: Proceedings of a Workshop Held in St. Louis, Missouri on April 21-23, 1987

DTIC Science & Technology

1987-04-01

the use of the blackboard metaphor Erman 80j as a system design technique, with the BBD framework providing an environment for im- mediately...OUTPUT .3 (lET-inpijT i 3 . (IIT-OUTPUT • 3 9i FPEE EHD-OP-PflCt.CT 2: FPEE EM[i-OF-P*i:fET 2; FPEE FPEE l( tD -OF-P«CKST

Diversifying Higher Education Systems in the International and Comparative Perspectives. Report of the International Workshop on University Reform, 2010. RIHE International Seminar Reports. No.16

ERIC Educational Resources Information Center

Research Institute for Higher Education, Hiroshima University, 2011

2011-01-01

Through special funding by the Ministry of Education and Science in 2008, the Research Institute for Higher Education (RIHE) at Hiroshima University has been able to implement a new research project on the reform of higher education in the knowledge-based society of the 21st century. RIHE hosted the third International Workshop on the Higher…

Uneven-aged silviculture and management in the eastern United States: Proceedings of an In-Service Workshop; Morgantown, West Virginia; July 15-17, 1975

Treesearch

Warren T. Doolittle; A. P. Mustain; Carter B. Gibbs; David. A. Marquis; Barton M. Blum; Carl H. Tubbs; W. B. Leak; S. F. Gingrich; H. Clay Smith; Paul S. DeBald; LaMont G. Engle; Robert E. Phares

1975-01-01

The workshop, summarized in this Proceedings, represented a joint effort by personnel from Research, National Forest System, and State and Private Forestry, to review the state-of-the-art knowledge about the applicability of uneven-aged silviculture and management in the eastern United States. One major objective of this review was to develop a much better mutual...

A Preliminary Analysis of the Theoretical Parameters of Organizaational Learning.

DTIC Science & Technology

1995-09-01

PARAMETERS OF ORGANIZATIONAL LEARNING THESIS Presented to the Faculty of the Graduate School of Logistics and Acquisition Management of the Air...Organizational Learning Parameters in the Knowledge Acquisition Category 2~™ 2-3. Organizational Learning Parameters in the Information Distribution Category...Learning Refined Scale 4-94 4-145. Composition of Refined Scale 4 Knowledge Flow 4-95 4-146. Cronbach’s Alpha Statistics for the Complete Knowledge Flow

Effectiveness of a comprehensive integrated module using interactive lectures and workshops in understanding and knowledge retention about infant feeding practice in fifth year medical students: a quasi-experimental study.

PubMed

Sjarif, Damayanti Rusli; Yuliarti, Klara; Wahyuni, Luh Karunia; Wiguna, Tjhin; Prawitasari, Titis; Devaera, Yoga; Triyuniati, Henni Wahyu; Afriansyah, Andika

2016-08-18

Sixty percent of the 10.9 million under-5 deaths every year are related to malnutrition. More than two thirds of malnutrition is caused by inappropriate infant feeding practice. Only 35 % of mothers worldwide provide 4 months of exclusive breast-feeding, while complementary feeding is often untimely, nutritionally inadequate, hygienically poor, and improperly delivered. The existing pediatric nutrition module in our institution does not include proper delivery of food that involves oral-motor skills and feeding behavior. To scale up the knowledge and skill of medical students regarding evidence-based infant feeding practice, we designed a new module composed of comprehensive and integrated lectures with additional multidisciplinary lectures on oral-motor skill development and feeding behavior. A quasi-experimental study was conducted to evaluate the efficacy of the new module compared to the previous module. Fifth year medical students of Universitas Indonesia were divided into intervention and control groups. The control group received lectures and a paper-based workshop. The intervention group received comprehensive and integrated interactive lectures with additional multidisciplinary lectures on oral-motor skill development and behavioral approaches to feeding problems. A hands-on workshop using real cases shown on recorded video and role-play sessions was also presented to the intervention group. A pre-/post-test, 3-month retention test, and Observed Structured Clinical Examination (OSCE) were performed to evaluate understanding, knowledge retention, and counseling skills. A linear mixed effect model with a random intercept analysis for pre-test, post-test, and retention test scores showed significant higher result for intervention group compared to control group (p < 0.001). Comprehensive knowledge and counselling skills were better in the intervention group than in the control group as shown by the OSCE score (68.6 vs 59.3, p < 0.001). Our comprehensive integrated infant feeding practice module, which incorporates multidisciplinary learning processes and an interactive hands-on workshop with a role-play session yields better knowledge understanding and counseling skills compared with the existing module. Comprehensive knowledge and good counseling skills of medical students as future doctors are a pre-requisite to provide effective education to parents to support successful infant feeding practices.

DoD Workshop on Southeast Regional Planning and Sustainability

DTIC Science & Technology

2007-04-01

development (Berke, 2007). Weak plans and ordinances in these locations mean limited knowledge about existing human and natural resource systems...research on sustainable community design, and disseminate that knowledge through innovative teaching and outreach. Rather than serving as outside...technical work is being done to address these issues, much institutional change will be needed to tie this knowledge to advance regional plans and

Effects of Improving Teachers' Content Knowledge on Teaching and Student Learning in Physical Education

ERIC Educational Resources Information Center

Ward, Phillip; Kim, Insook; Ko, Bomna; Li, Weidong

2015-01-01

Purpose: The purpose of this study was to examine the efficacy of a content knowledge (CK) workshop on the enacted pedagogical content knowledge (PCK) of teachers and in turn the effects on student learning. Method: A quasiexperimental design was used to examine 4 questions: (a) How does student learning differ as a function of PCK? (b) How does…

The Effects of a Content Knowledge Workshop on Teachers' Pedagogical Content Knowledge and Student Learning in a Soccer Unit in Middle School Physical Education

ERIC Educational Resources Information Center

Lee, Yun Soo

2011-01-01

There is an assumption that pedagogical content knowledge (PCK) is observable and measurable. Yet, in many studies referencing PCK, the construct of PCK remains both undefined operationally and poorly described. In physical education, although one study has measured teachers' PCK using teachers' weak and strong units of instruction (Ayvazo, 2007),…

The Use of Computer-Based Videogames in Knowledge Acquisition and Retention.

ERIC Educational Resources Information Center

Ricci, Katrina E.

1994-01-01

Research conducted at the Naval Training Systems Center in Orlando, Florida, investigated the acquisition and retention of basic knowledge with subject matter presented in the forms of text, test, and game. Results are discussed in terms of the effectiveness of computer-based games for military training. (Author/AEF)

Explaining the Significance of Participationist Approaches for Understanding Students' Knowledge Acquisition

ERIC Educational Resources Information Center

Dohn, Nina Bonderup

2016-01-01

This article aims to appraise insights from participationist approaches to learning for understanding students' knowledge acquisition. The first part explicates the concepts of positioning, recognition, and identity through presenting a common ground for participationists and discussing different views on (a) the relationship between learning the…

Linking Parser Development to Acquisition of Syntactic Knowledge

ERIC Educational Resources Information Center

Omaki, Akira; Lidz, Jeffrey

2015-01-01

Traditionally, acquisition of syntactic knowledge and the development of sentence comprehension behaviors have been treated as separate disciplines. This article reviews a growing body of work on the development of incremental sentence comprehension mechanisms and discusses how a better understanding of the developing parser can shed light on two…

The Perceived Effects of Flipped Teaching on Knowledge Acquisition

ERIC Educational Resources Information Center

Newman, Galen; Kim, Jun-Hyun; Lee, Ryun Jung; Brown, Brandy A.; Huston, Sharon

2016-01-01

Increased demands for technological integration in higher education have resulted in new forms of course instruction. Under a flipped approach, students learn course materials outside the classroom while active learning methods are employed inside. This study focuses on the perceived effects of flipped instruction on knowledge acquisition in…

Knowledge Organization and the Acquisition of Procedural Expertise.

DTIC Science & Technology

1987-10-01

NO NO ACCESSION NO 11i TITLE (InCludf S#cufltY Cissjf)CAtl~on) KOWLEDGE ORGANIZATION AND THE ACQUISITION OF PROCEDURAL EXPERTISE 12 PERSONAL AUTI󈧬R...explanatory material strongly influences the knowledge representation of the learner which, in turn, exerts a powerful influence over the degree to which

Pragmatic User Model Implementation in an Intelligent Help System.

ERIC Educational Resources Information Center

Fernandez-Manjon, Baltasar; Fernandez-Valmayor, Alfredo; Fernandez-Chamizo, Carmen

1998-01-01

Describes Aran, a knowledge-based system designed to help users deal with problems related to Unix operation. Highlights include adaptation to the individual user; user modeling knowledge; stereotypes; content of the individual user model; instantiation, acquisition, and maintenance of the individual model; dynamic acquisition of objective and…

Implicit Trust in a Data Model

DTIC Science & Technology

2011-10-01

model, interfacing will be easier 8. This aspect is usually not a concern for operators. 8. Interfacing can account for between 25-70% of the cost of...32 6.7.3 Flexibility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 6.7.4 Cost of Knowledge Acquisition...51 8.5.4 Cost of Knowledge Acquisition . . . . . . . . . . . . . . . . . . 52 8.6 Reputation

Knowledge Acquisition by Hypervideo Design: An Instructional Program for University Courses

ERIC Educational Resources Information Center

Stahl, Elmar; Finke, Matthias; Zahn, Carmen

2006-01-01

This article presents an instructional program for collaborative construction of hypervideos. The instructional program integrates (a) hypervideo technology development, (b) assumptions on learning with hypervideo systems, and (c) the application of research on knowledge acquisition by writing texts or hypertexts to hypervideos. The aim of the…

Sequencing in SLA: Phonological Memory, Chunking, and Points of Order.

ERIC Educational Resources Information Center

Ellis, Nick C.

1996-01-01

Argues that much of language acquisition is sequence learning and that the resultant long-term knowledge base of language sequences serves as the database for grammar acquisition. The article also proposes mechanisms to analyze sequence information that result in knowledge of underlying grammar. (184 references) (Author/CK)

Teaching residents about practice-based learning and improvement.

PubMed

Morrison, Laura J; Headrick, Linda A

2008-08-01

The Accreditation Council for Graduate Medical Education has endorsed practice-based learning and improvement (PBLI) as a core competency for residents. Health professions educators have sought since the early 1990s to incorporate quality improvement principles, methods, and skills into training programs. A literature review indicates that questions remain regarding how to best train physicians to lead the improvement of patient care. The efficacy of two PBLI educational interventions was examined by comparing the performance of participating residents with that of controls. Personal improvement projects (PIPs) and a workshop were implemented to teach PBLI to internal medicine residents. Residents in an ambulatory block rotation were required to complete a PIP. All residents were invited to attend the workshop. Those participating in neither served as controls. An instrument was used to assess applied improvement knowledge for PIP participants at project completion and all residents six to eight months later. Analysis of variance showed no difference between the performance of PIP participants at project completion and PIP participants and controls six to eight months later. A second analysis compared six- to eight-month follow-up data for residents doing PIP only, workshop only, both PIP and workshop, and controls. No significant differences were detected among groups. Interrater reliability for the tool was good. No difference was found between intervention residents and controls in the assessment of their ability to apply improvement knowledge. This suggests that workshops and PIPs alone will not lead to competence in PBLI. Building this competency likely will require more emphasis on experiential learning and resident participation in health care improvement projects.

Motivational interviewing workshop in a virtual world: learning as avatars.

PubMed

Shershneva, Marianna; Kim, Ji-Hye; Kear, Cynthia; Heyden, Robin; Heyden, Neil; Lee, Jay; Mitchell, Suzanne

2014-04-01

Limited research has been done to understand outcomes of continuing medical education offered in three-dimensional, immersive virtual worlds. We studied a case of a virtual world workshop on motivational interviewing (MI) applied to smoking cessation counseling and its educational impact. To facilitate content development and evaluation, we specified desired MI competencies. The workshop consisted of three sessions, which included lectures, practice with standardized patients, and chat interactions. Data were collected from 13 primary care physicians and residents through workshop observation, and pre- and 3-month post-workshop telephone/Skype interviews and interactions with standardized patients. Interactions with standardized patients were assessed by an expert using a validated MI tool and by standardized patients using a tool developed for this study. For 11 participants who attended two or three sessions, we conducted paired-samples t tests comparing mean differences between the competency scores before and after the workshop. Expert assessment showed significant improvement on six of seven MI competencies. All participants reported learning new knowledge and skills, and nine described incorporating new learning into their clinical practice. Practicing MI with standardized patients and/or observing others' practice appeared to be the most helpful workshop component. The evaluated workshop had positive impact on participants' competencies and practice as related to MI applied to smoking cessation counseling. Our findings support further exploration of three-dimensional virtual worlds as learning environments for continuing medical education.

[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.

Relationship among knowledge acquisition, motivation to change, and self-efficacy in CME participants.

PubMed

Williams, Betsy W; Kessler, Harold A; Williams, Michael V

2015-01-01

The relationship among an individual's sense of self-efficacy, motivation to change, barriers to change, and the implementation of improvement programs has been reported. This research reports the relationship among self-efficacy, motivation to change, and the acquisition of knowledge in a continuing medical education (CME) activity. The measure of individual sense of self-efficacy was a 4-item scale. The measure of motivation was a 6-item scale following on the work of Prochaska and colleagues. The knowledge acquisition was measured in a simple post measure. The participants were enrolled in a CME activity focused on HIV.  The CME activities had a significant effect on knowledge. Preliminary analysis demonstrates a relationship among the self-efficacy measure, the motivation to change measure, and global intent to change. Specifically, as reported earlier, the sense of efficacy in effecting change in the practice environment is predictive of a high level of motivation to change that, in turn, is predictive of formation of intent to change practice patterns. Interestingly, there were also relationships among the self-efficacy measure, the motivation to change measure, and knowledge acquisition. Finally, as expected, there was a significant relationship between knowledge and intent to change practice.  Further inspection of the motivation to change construct suggests that it mediates the self-efficacy constructs' effect on intent as well as its effect on knowledge acquisition. This new finding suggests that the proximal construct motivation completely masks an important underlying causal relationship that appears to contribute to practice change as well as learning following CME-self-efficacy. © 2015 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.

Ontology-based configuration of problem-solving methods and generation of knowledge-acquisition tools: application of PROTEGE-II to protocol-based decision support.

PubMed

Tu, S W; Eriksson, H; Gennari, J H; Shahar, Y; Musen, M A

1995-06-01

PROTEGE-II is a suite of tools and a methodology for building knowledge-based systems and domain-specific knowledge-acquisition tools. In this paper, we show how PROTEGE-II can be applied to the task of providing protocol-based decision support in the domain of treating HIV-infected patients. To apply PROTEGE-II, (1) we construct a decomposable problem-solving method called episodic skeletal-plan refinement, (2) we build an application ontology that consists of the terms and relations in the domain, and of method-specific distinctions not already captured in the domain terms, and (3) we specify mapping relations that link terms from the application ontology to the domain-independent terms used in the problem-solving method. From the application ontology, we automatically generate a domain-specific knowledge-acquisition tool that is custom-tailored for the application. The knowledge-acquisition tool is used for the creation and maintenance of domain knowledge used by the problem-solving method. The general goal of the PROTEGE-II approach is to produce systems and components that are reusable and easily maintained. This is the rationale for constructing ontologies and problem-solving methods that can be composed from a set of smaller-grained methods and mechanisms. This is also why we tightly couple the knowledge-acquisition tools to the application ontology that specifies the domain terms used in the problem-solving systems. Although our evaluation is still preliminary, for the application task of providing protocol-based decision support, we show that these goals of reusability and easy maintenance can be achieved. We discuss design decisions and the tradeoffs that have to be made in the development of the system.

Factors Associated with Medical Knowledge Acquisition During Internal Medicine Residency

PubMed Central

Zeger, Scott L.; Kolars, Joseph C.

2007-01-01

BACKGROUND Knowledge acquisition is a goal of residency and is measurable by in-training exams. Little is known about factors associated with medical knowledge acquisition. OBJECTIVE To examine associations of learning habits on medical knowledge acquisition. DESIGN, PARTICIPANTS Cohort study of all 195 residents who took the Internal Medicine In-Training Examination (IM-ITE) 421 times over 4 years while enrolled in the Internal Medicine Residency, Mayo Clinic, Rochester, MN. MEASUREMENTS Score (percent questions correct) on the IM-ITE adjusted for variables known or hypothesized to be associated with score using a random effects model. RESULTS When adjusting for demographic, training, and prior achievement variables, yearly advancement within residency was associated with an IM-ITE score increase of 5.1% per year (95%CI 4.1%, 6.2%; p < .001). In the year before examination, comparable increases in IM-ITE score were associated with attendance at two curricular conferences per week, score increase of 3.9% (95%CI 2.1%, 5.7%; p < .001), or self-directed reading of an electronic knowledge resource 20 minutes each day, score increase of 4.5% (95%CI 1.2%, 7.8%; p = .008). Other factors significantly associated with IM-ITE performance included: age at start of residency, score decrease per year of increasing age, −0.2% (95%CI −0.36%, −0.042%; p = .01), and graduation from a US medical school, score decrease compared to international medical school graduation, −3.4% (95%CI −6.5%, −0.36%; p = .03). CONCLUSIONS Conference attendance and self-directed reading of an electronic knowledge resource had statistically and educationally significant independent associations with knowledge acquisition that were comparable to the benefit of a year in residency training. PMID:17468889

A mixed-method evaluation of peer-education workshops for school-aged children to teach about antibiotics, microbes and hygiene.

PubMed

Young, Vicki L; Cole, Amy; Lecky, Donna M; Fettis, Dennis; Pritchard, Beth; Verlander, Neville Q; Eley, Charlotte V; McNulty, Cliodna A M

2017-07-01

Delivering health topics in schools through peer education is known to be beneficial for all students involved. In this study, we have evaluated a peer-education workshop that aims to educate primary and secondary school students on hygiene, the spread of infection and antibiotics. Four schools in south-west England, in a range of localities, took part in peer-education workshops, with students completing before, after and knowledge-retention questionnaires. Mixed-effect logistic regression and mixed-effect linear regression were used to analyse the data. Data were analysed by topic, region and peer/non-peer-educator status. Qualitative interviews and focus groups with students and educators were conducted to assess changes in participants' skills, confidence and behaviour. Qualitative data indicated improvements in peer-educator skills and behaviour, including confidence, team-working and communication. There was a significant improvement in knowledge for all topics covered in the intervention, although this varied by region. In the antibiotics topic, peer-educators' knowledge increased in the retention questionnaire, whereas non-peer-educators' knowledge decreased. Knowledge declined in the retention questionnaires for the other topics, although this was mostly not significant. This study indicates that peer education is an effective way to educate young people on important topics around health and hygiene, and to concurrently improve communication skills. Its use should be encouraged across schools to help in the implementation of the National Institute for Health and Care Excellence (NICE) guidance that recommends children are taught in an age-appropriate manner about hygiene and antibiotics. © The Author 2017. Published by Oxford University Press on behalf of the British Society for Antimicrobial Chemotherapy.

Program status

NASA Technical Reports Server (NTRS)

Smith, P.

1986-01-01

The Pilot Climate Data System (PCDS) was designed to support a variety of users that have been arbitrarily categorized into four groups: researchers, data producers, occasional users, and management. The expanding capabilities of the system are attracting the attention of both academic and other scientific institutions worldwide. Highlighted by progress in networking capabilities, hardware acquisitions, software developments, data set additions, and tutorial developments, exciting advances have taken place since the First PCDS Workshop. In the plans for the 1986 fiscal year, recommendations from an ad hoc users' group meeting in May 1985 and from the First PCDS workshop are apparent. This year's plans are listed, along with comments made at the users' group meeting. Although the PCDS is presently considered to be in a developmental phase, plans for making the transition to an operational phase are being implemented.