Development Module (Lab Report) As a Media of Learning in Vocational Education Viewed by Gender

NASA Astrophysics Data System (ADS)

Muslim, Supari; Suprianto, Bambang; Putra Gitama, Nahindi

2018-04-01

Module as a media of learning and training, which especially the students studying in institutions offering education at undergraduate and associate levels can employ as a PLC (Programmable Logic Controller) controlled simulator of the logic gate, timer and counter. During industrial manufacturing processes, has been actualized through this work, for the purpose of training qualified technical personnel needed by companies, who are specialized in control and electro mechanics. It was found that, students are very happy learning to use the module so with very significant contributes to a large extent to the training process in favor of faculty members, who are to train personnel for the sector, and in favor of students, who should be able to acquire proper education. Working on the training tool allows students to acquire knowledge and practical skills and then make use of those skills for troubleshooting and control of machinery.

Structural Science Laboratory Supplement. High-Technology Training Module.

ERIC Educational Resources Information Center

Luthens, Roger

This module, a laboratory supplement on the theory of bending and properties of sections, is part of a first-year, postsecondary structural science technical support course for architectural drafting and design. The first part of this two-part supplement is directed at the instructor and includes the following sections: program objectives; course…

Designing an Affordable Usability Test for E-Learning Modules

ERIC Educational Resources Information Center

O'Bryan, Corliss A.; Johnson, Donald M.; Shores-Ellis, Katrina D.; Crandall, Philip G.; Marcy, John A.; Seideman, Steve C.; Ricke, Steven C.

2010-01-01

This article provides background and an introduction to a user-centered design and usability test in an inexpensive format that allows content experts who are novices in e-learning development to perform testing on newly developed technical training modules prior to their release. The use of a small number of test participants, avoidance of…

Developing a neurosurgical simulation-based educational curriculum: an overview.

PubMed

Harrop, James; Lobel, Darlene A; Bendok, Bernard; Sharan, Ashwini; Rezai, Ali R

2013-10-01

The science of medicine has undergone rapid advancement and expansion as a result of significant technological innovations, and this has affected the training of neurosurgical residents. To develop a simulation-based neurosurgical educational curriculum to improve resident education. The Congress of Neurological Surgeons established a Simulation Committee to explore the use of this technology in maximizing neurosurgical education. Simulators were incorporated into an educational curriculum with both a didactic and a technical component. The simulators and didactic portions were validated with objective pretests and posttests. The Simulator Committee has continued to expand the use of simulators in neurosurgical education and has organized several practical courses. The simulator use continues to expand into vasculature, spinal, and cranial modules. Each module has independently shown improved training scores in both didactic and technical skills. The Congress of Neurological Surgeons has successfully incorporated simulation into an educational curriculum with both didactic and technical components. This appears to be a powerful educational tool, and its uses are being further expanded.

An intensive combined training program modulates physical, physiological, biomotoric, and technical parameters in women basketball players.

PubMed

Kilinç, Fatih

2008-11-01

The purpose of this study was the investigation of the effects of an intensive combined training program based on the pretest scores of a university women's basketball team on their physical, physiological, biomotoric, and technical features. Twenty-four university volunteers were equally divided into two groups: an experiment group (intensive combined training group) and a control (technical training) group. The 10-week intensive combined training program was performed on the experiment group according to their pretest outcomes. Before and at the end of each period of training, which was scheduled four times a week, the physical, physiological, biomotoric, and technical performance of each subject were determined. With respect to the pre- and posttest measurements, the basketball group showed significant differences (p < 0.05) in girth measurements (shoulder, waist, hip, arm, thigh, and calf), in skinfold measurements (percent body fat), in physiological measurements (vital capacity and forced vital capacity), in biomotoric tests (right-left hand grip, dynamic and countermovement jump, sit-up, push-up, 1500-m endurance), and in technique tests (free and inside shooting). It can be concluded that a 10-week intensive combined training program performed on university women basketball players had a significant effect on improving their physical, physiological, biomotoric, and technical features. It proved to be highly recommendable for female basketball players who are preparing for short-term tournaments; the basketball group in this study won a championship.

AUTOMOTIVE DIESEL MAINTENANCE 2. UNIT I, UNDERSTANDING MECHANICAL CLUTCHES.

ERIC Educational Resources Information Center

Minnesota State Dept. of Education, St. Paul. Div. of Vocational and Technical Education.

ONE OF A 25-MODULE COURSE DESIGNED TO UPGRADE THE JOB SKILLS AND TECHNICAL KNOWLEDGE OF DIESEL MAINENANCE MECHANICS THIS MATERIAL WAS DEVELOPED BY INDUSTRIAL TRAINING AND SUBJECT-MATTER SPECIALISTS AND TESTED IN INDUSTRIAL TRAINING SITUATIONS. THE PURPOSE OF THIS FIRST UNIT IS TO DEVELOP AN UNDERSTANDING OF COMPONENTS, OPERATION, AND ADJUSTMENTS…

AUTOMOTIVE DIESEL MAINTENANCE 1. UNIT I, GENERAL INTRODUCTION TO DIESEL ENGINES.

ERIC Educational Resources Information Center

Human Engineering Inst., Cleveland, OH.

ONE OF A 30-MODULE COURSE DESIGNED TO UPGRADE THE JOB SKILLS AND TECHNICAL KNOWLEDGE OF DIESEL MAINTENANCE MECHANICS, THIS MATERIAL WAS DEVELOPED BY INDUSTRIAL TRAINING AND SUBJECT-MATTER SPECIALISTS AND TESTED IN INDUSTRIAL TRAINING SITUATIONS. THE PURPOSE OF THIS FIRST UNIT IS TO PROVIDE AN INTRODUCTION TO DIESEL ENGINES BY DEVELOPING AN…

Using High-Technology Simulators to Prepare Anesthesia Providers Before Implementation of a New Electronic Health Record Module: A Technical Report.

PubMed

Weintraub, Ari Y; Deutsch, Ellen S; Hales, Roberta L; Buchanan, Newton A; Rock, Whitney L; Rehman, Mohamed A

2017-06-01

Learning to use a new electronic anesthesia information management system can be challenging. Documenting anesthetic events, medication administration, and airway management in an unfamiliar system while simultaneously caring for a patient with the vigilance required for safe anesthesia can be distracting and risky. This technical report describes a vendor-agnostic approach to training using a high-technology manikin in a simulated clinical scenario. Training was feasible and valued by participants but required a combination of electronic and manual components. Further exploration may reveal simulated patient care training that provides the greatest benefit to participants as well as feedback to inform electronic health record improvements.

Matrix of educational and training materials in remote sensing

NASA Technical Reports Server (NTRS)

Lindenlaub, J. C.; Lube, B. M.

1976-01-01

Remote sensing educational and training materials developed by LARS have been organized in a matrix format. Each row in the matrix represents a subject area in remote sensing and the columns represent different types of instructional materials. This format has proved to be useful for displaying in a concise manner the subject matter content, prerequisite requirements and technical depth of each instructional module in the matrix. A general description of the matrix is followed by three examples designed to illustrate how the matrix can be used to synthesize training programs tailored to meet the needs of individual students. A detailed description of each of the modules in the matrix is contained in a catalog section.

Development and implementation of centralized simulation training: evaluation of feasibility, acceptability and construct validity.

PubMed

Shamim Khan, Mohammad; Ahmed, Kamran; Gavazzi, Andrea; Gohil, Rishma; Thomas, Libby; Poulsen, Johan; Ahmed, Munir; Jaye, Peter; Dasgupta, Prokar

2013-03-01

WHAT'S KNOWN ON THE SUBJECT? AND WHAT DOES THE STUDY ADD?: A competent urologist should not only have effective technical skills, but also other attributes that would make him/her a complete surgeon. These include team-working, communication and decision-making skills. Although evidence for effectiveness of simulation exists for individual simulators, there is a paucity of evidence for utility and effectiveness of these simulators in training programmes that aims to combine technical and non-technical skills training. This article explains the process of development and validation of a centrally coordinated simulation program (Participants - South-East Region Specialist Registrars) under the umbrella of the British Association for Urological Surgeons (BAUS) and the London Deanery. This program incorporated training of both technical (synthetic, animal and virtual reality models) and non-technical skills (simulated operating theatres). To establish the feasibility and acceptability of a centralized, simulation-based training-programme. Simulation is increasingly establishing its role in urological training, with two areas that are relevant to urologists: (i) technical skills and (ii) non-technical skills. For this London Deanery supported pilot Simulation and Technology enhanced Learning Initiative (STeLI) project, we developed a structured multimodal simulation training programme. The programme incorporated: (i) technical skills training using virtual-reality simulators (Uro-mentor and Perc-mentor [Symbionix, Cleveland, OH, USA], Procedicus MIST-Nephrectomy [Mentice, Gothenburg, Sweden] and SEP Robotic simulator [Sim Surgery, Oslo, Norway]); bench-top models (synthetic models for cystocopy, transurethral resection of the prostate, transurethral resection of bladder tumour, ureteroscopy); and a European (Aalborg, Denmark) wet-lab training facility; as well as (ii) non-technical skills/crisis resource management (CRM), using SimMan (Laerdal Medical Ltd, Orpington, UK) to teach team-working, decision-making and communication skills. The feasibility, acceptability and construct validity of these training modules were assessed using validated questionnaires, as well as global and procedure/task-specific rating scales. In total 33, three specialist registrars of different grades and five urological nurses participated in the present study. Construct-validity between junior and senior trainees was significant. Of the participants, 90% rated the training models as being realistic and easy to use. In total 95% of the participants recommended the use of simulation during surgical training, 95% approved the format of the teaching by the faculty and 90% rated the sessions as well organized. A significant number of trainees (60%) would like to have easy access to a simulation facility to allow more practice and enhancement of their skills. A centralized simulation programme that provides training in both technical and non-technical skills is feasible. It is expected to improve the performance of future surgeons in a simulated environment and thus improve patient safety. © 2012 BJU International.

Training Platoon Leader Adaptive Thinking Skills in a Classroom Setting

DTIC Science & Technology

2011-06-01

procedural aspects of the mission planning module, the costs involved in implementing this approach far exceed the benefits . Considerations for not using...areas covered in this class will clearly benefit 11 me). Coefficient alpha for this scale was .91. A three item scale delivered following...2006). Videogame -based training success: The impact of trainee characteristics - Year 2 (Technical Report 1188). Arlington, VA: U. S

Simulation-based ureteroscopy skills training curriculum with integration of technical and non-technical skills: a randomised controlled trial.

PubMed

Brunckhorst, Oliver; Shahid, Shahab; Aydin, Abdullatif; McIlhenny, Craig; Khan, Shahid; Raza, Syed Johar; Sahai, Arun; Brewin, James; Bello, Fernando; Kneebone, Roger; Khan, Muhammad Shamim; Dasgupta, Prokar; Ahmed, Kamran

2015-09-01

Current training modalities within ureteroscopy have been extensively validated and must now be integrated within a comprehensive curriculum. Additionally, non-technical skills often cause surgical error and little research has been conducted to combine this with technical skills teaching. This study therefore aimed to develop and validate a curriculum for semi-rigid ureteroscopy, integrating both technical and non-technical skills teaching within the programme. Delphi methodology was utilised for curriculum development and content validation, with a randomised trial then conducted (n = 32) for curriculum evaluation. The developed curriculum consisted of four modules; initially developing basic technical skills and subsequently integrating non-technical skills teaching. Sixteen participants underwent the simulation-based curriculum and were subsequently assessed, together with the control cohort (n = 16) within a full immersion environment. Both technical (Time to completion, OSATS and a task specific checklist) and non-technical (NOTSS) outcome measures were recorded with parametric and non-parametric analyses used depending on the distribution of our data as evaluated by a Shapiro-Wilk test. Improvements within the intervention cohort demonstrated educational value across all technical and non-technical parameters recorded, including time to completion (p < 0.01), OSATS scores (p < 0.001), task specific checklist scores (p = 0.011) and NOTSS scores (p < 0.001). Content validity, feasibility and acceptability were all demonstrated through curriculum development and post-study questionnaire results. The current developed curriculum demonstrates that integrating both technical and non-technical skills teaching is both educationally valuable and feasible. Additionally, the curriculum offers a validated simulation-based training modality within ureteroscopy and a framework for the development of other simulation-based programmes.

Role of cranial and spinal virtual and augmented reality simulation using immersive touch modules in neurosurgical training.

PubMed

Alaraj, Ali; Charbel, Fady T; Birk, Daniel; Tobin, Matthew; Tobin, Mathew; Luciano, Cristian; Banerjee, Pat P; Rizzi, Silvio; Sorenson, Jeff; Foley, Kevin; Slavin, Konstantin; Roitberg, Ben

2013-01-01

Recent studies have shown that mental script-based rehearsal and simulation-based training improve the transfer of surgical skills in various medical disciplines. Despite significant advances in technology and intraoperative techniques over the last several decades, surgical skills training on neurosurgical operations still carries significant risk of serious morbidity or mortality. Potentially avoidable technical errors are well recognized as contributing to poor surgical outcome. Surgical education is undergoing overwhelming change, as a result of the reduction of work hours and current trends focusing on patient safety and linking reimbursement with clinical outcomes. Thus, there is a need for adjunctive means for neurosurgical training, which is a recent advancement in simulation technology. ImmersiveTouch is an augmented reality system that integrates a haptic device and a high-resolution stereoscopic display. This simulation platform uses multiple sensory modalities, re-creating many of the environmental cues experienced during an actual procedure. Modules available include ventriculostomy, bone drilling, percutaneous trigeminal rhizotomy, and simulated spinal modules such as pedicle screw placement, vertebroplasty, and lumbar puncture. We present our experience with the development of such augmented reality neurosurgical modules and the feedback from neurosurgical residents.

Role of Cranial and Spinal Virtual and Augmented Reality Simulation Using Immersive Touch Modules in Neurosurgical Training

PubMed Central

Alaraj, Ali; Charbel, Fady T.; Birk, Daniel; Tobin, Mathew; Luciano, Cristian; Banerjee, Pat P.; Rizzi, Silvio; Sorenson, Jeff; Foley, Kevin; Slavin, Konstantin; Roitberg, Ben

2013-01-01

Recent studies have shown that mental script-based rehearsal and simulation-based training improves the transfer of surgical skills in various medical disciplines. Despite significant advances in technology and intraoperative techniques over the last several decades, surgical skills training on neurosurgical operations still carries significant risk of serious morbidity or mortality. Potentially avoidable technical errors are well recognized as contributing to poor surgical outcome. Surgical education is undergoing overwhelming change, with reduction of working hours and current trends to focus on patient’s safety and linking reimbursement with clinical outcomes, and there is a need for adjunctive means for neurosurgical training;this has been recent advancement in simulation technology. ImmersiveTouch (IT) is an augmented reality (AR) system that integrates a haptic device and a high-resolution stereoscopic display. This simulation platform utilizes multiple sensory modalities, recreating many of the environmental cues experienced during an actual procedure. Modules available include ventriculostomy, bone drilling, percutaneous trigeminal rhizotomy, in addition to simulated spinal modules such as pedicle screw placement, vertebroplasty, and lumbar puncture. We present our experience with development of such AR neurosurgical modules and the feedback from neurosurgical residents. PMID:23254799

RCRA/UST, superfund, and EPCRA hotline training module. Introduction to: RCRA subtitle I. Underground storage tanks (40 cfr part 280). Updated as of July 1996

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

NONE

1996-07-01

This module explains the Underground Storage Tank Regulatory Program established in 1988, that includes technical requirements to prevent, protect, and clean up releases from Underground Storage Tanks (USTs), as well as financial responsibility requirements to guarantee that UST owners and operators have enough money set aside to clean up releases and compensate third parties. Describes the Universe of USTs and the technical and financial requirements that apply to them. Defines underground storage tank and provides criteria for determining which USTs are subject to regulation. Discusses deadlines for upgrading tanks and the closure and corrective action requirements.

Technical skills assessment toolbox: a review using the unitary framework of validity.

PubMed

Ghaderi, Iman; Manji, Farouq; Park, Yoon Soo; Juul, Dorthea; Ott, Michael; Harris, Ilene; Farrell, Timothy M

2015-02-01

The purpose of this study was to create a technical skills assessment toolbox for 35 basic and advanced skills/procedures that comprise the American College of Surgeons (ACS)/Association of Program Directors in Surgery (APDS) surgical skills curriculum and to provide a critical appraisal of the included tools, using contemporary framework of validity. Competency-based training has become the predominant model in surgical education and assessment of performance is an essential component. Assessment methods must produce valid results to accurately determine the level of competency. A search was performed, using PubMed and Google Scholar, to identify tools that have been developed for assessment of the targeted technical skills. A total of 23 assessment tools for the 35 ACS/APDS skills modules were identified. Some tools, such as Operative Performance Rating System (OSATS) and Objective Structured Assessment of Technical Skill (OPRS), have been tested for more than 1 procedure. Therefore, 30 modules had at least 1 assessment tool, with some common surgical procedures being addressed by several tools. Five modules had none. Only 3 studies used Messick's framework to design their validity studies. The remaining studies used an outdated framework on the basis of "types of validity." When analyzed using the contemporary framework, few of these studies demonstrated validity for content, internal structure, and relationship to other variables. This study provides an assessment toolbox for common surgical skills/procedures. Our review shows that few authors have used the contemporary unitary concept of validity for development of their assessment tools. As we progress toward competency-based training, future studies should provide evidence for various sources of validity using the contemporary framework.

EVATS: a proactive solution to improve surgical education and maintain flexibility in the new training era.

PubMed

Horvath, Karen D; Mann, Gary N; Pellegrini, Carlos

2006-01-01

To describe the development of the EVATS rotation. Descriptive document. University teaching hospital. Faculty and residents of the University of Washington. In July 2003 we identified the need for a new, independent, educational module within our residency training. Requirements for this rotation included dedicated time for technical skills training on simulators, independent competency learning modules, academic research project time, vacation time and coverage, and flexibility for unplanned leave (eg, interview travel, m/paternity leave). An EVATS rotation was created in July 2003 that is provided at each training level and lasts from 4 to 8 weeks depending on R-level. EVATS meets the following challenges: Emergency coverage (EVATS residents available for last-minute service coverage), vacation time/vacation coverage (2 weeks vacation + 1 week vacation coverage; this maintains vacations for all residents every 6 months), academic time (residents now must complete 1 academic project for graduation) and ACGME competency learning and assessment, and technical skills training (includes simulator work for open/lap skills). Initial implementation indices are high and include resident satisfaction, 80-hour work week compliance, academic productivity, and patient continuity of care. The 21st century brought new challenges for surgical training. Increased societal demands for skills training in a laboratory setting using simulators and the 6 ACGME competencies all require classroom-type training periods. Paradoxically, the 80-hour work week restricted the time available for these educational activities and made it more difficult for programs to accommodate resident vacations and emergencies. These challenges provided an opportunity to enhance the educational experience for our residency program. The product was the EVATS rotation. Early data after implementation are favorable.

Training NOAA Staff on Effective Communication Methods with Local Climate Users

NASA Astrophysics Data System (ADS)

Timofeyeva, M. M.; Mayes, B.

2011-12-01

Since 2002 NOAA National Weather Service (NWS) Climate Services Division (CSD) offered training opportunities to NWS staff. As a result of eight-year-long development of the training program, NWS offers three training courses and about 25 online distance learning modules covering various climate topics: climate data and observations, climate variability and change, NWS national and local climate products, their tools, skill, and interpretation. Leveraging climate information and expertise available at all NOAA line offices and partners allows delivery of the most advanced knowledge and is a very critical aspect of the training program. NWS challenges in providing local climate services includes effective communication techniques on provide highly technical scientific information to local users. Addressing this challenge requires well trained, climate-literate workforce at local level capable of communicating the NOAA climate products and services as well as provide climate-sensitive decision support. Trained NWS climate service personnel use proactive and reactive approaches and professional education methods in communicating climate variability and change information to local users. Both scientifically-unimpaired messages and amiable communication techniques such as story telling approach are important in developing an engaged dialog between the climate service providers and users. Several pilot projects NWS CSD conducted in the past year applied the NWS climate services training program to training events for NOAA technical user groups. The technical user groups included natural resources managers, engineers, hydrologists, and planners for transportation infrastructure. Training of professional user groups required tailoring the instructions to the potential applications of each group of users. Training technical user identified the following critical issues: (1) Knowledge of target audience expectations, initial knowledge status, and potential use of climate information; (2) Leveraging partnership with climate services providers; and, (3) Applying 3H training approach, where the first H stands for Head (trusted science), the second H stands for Heart (make it easy), and the third H for Hand (support with applications).

Design of an Integrated Division-Level Battle Simulation for Research, Development, and Training. Volume 2. Detailed Design Notes

DTIC Science & Technology

1979-08-01

frag orders for tactical considerations. Frag orders issued by simulated modules will be " edited " by the same procedure as that used with populated...record and distributed as required. Queries transmitted from any staff module will be reviewed and edited at event time for technical accuracy. If an...of this kind will have to be carefully edited and interpreted by the control- ler(s) and/or computer before the chanqe is instituted in the real world

RCRA/UST, superfund, and EPCRA hotline training module. Introduction to toxics release inventory: Pollution Prevention Act requirements (EPCRA section 313, 40 CFR part 372). Updated as of November 1995

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

NONE

1996-03-01

The module explains the connection between the Pollution Prevention Act and EPCRA. It details the reporting requirements under the Pollution Prevention Act, Section 6607(b) and lists the items to be included in source reduction reporting under Section 6607(b). It outlines the availability of technical assistance grant programs for states. It describes the information included in EPA`s biennial report to congress.

City and County Solar PV Training Program, Module 2: Screening and Identifying PV Projects

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

Elgqvist, Emma M

When screening and identifying PV projects, cities and counties should understand the different factors that impact the technical and economic potential of a PV project, the steps of the PV screening process, and how to use REopt Lite to screen a site for PV and storage project potential.

An Analysis of Self-Reported Graduates. Technical Paper

ERIC Educational Resources Information Center

Braysher, Ben

2012-01-01

The annual Student Outcomes Survey collects information on the outcomes of two groups of students--those that have completed a qualification (graduates) and those that have completed only part of a course and then left the vocational education and training (VET) system (module completers). At the time of selecting the survey sample, insufficient…

A University-Level Curriculum in Climate Change for SE Asia and the Asian Pacific

NASA Astrophysics Data System (ADS)

Furniss, M. J.; Saah, D. S.; Hines, S. J.; Radel, C. A.; McGroddy, M. E.; Ganz, D. J.

2014-12-01

A university-level curriculum has been developed for the SE Asia and Asia Pacific region and is currently being implemented by 12+ universities; in Vietnam, Cambodia, Laos, Thailand, Malaysia, and Papua New Guinea. The curriculum is supported by USAID (U.S. Agency for International Development) through the LEAF program (Lowering Emissions in Asian Forests), under the technical leadership of the U.S. Forest Service. Four modules have been developed: Basic Climate Change, Low-Emissions Land Use Planning, Social and Environmental Soundness, and Carbon Measurement and Monitoring. This presentation will focus on the Basic Climate Change module. This is a survey course that covers a wide range of climate change topics, including causes, effects, and responses. The level of detail in each of the covered topics is calibrated to current issues in the region. The module is elaborated in English and will be translated into the national language of the participating countries. The module is designed to be flexible and can be tailored to both degree and non-degree programs; as well as for trainings for natural resources professionals and policy-makers. Important training topics can be selected as short course trainings for practitioners and leaders working on climate change.

A didactic and hands-on module enhances resident microsurgical knowledge and technical skill.

PubMed

El Ahmadieh, Tarek Y; Aoun, Salah G; El Tecle, Najib E; Nanney, Allan D; Daou, Marc R; Harrop, James; Batjer, Hunt H; Bendok, Bernard R

2013-10-01

Simulation has been adopted as a powerful training tool in many areas of health care. However, it has not yet been systematically embraced in neurosurgery because of the absence of validated tools, assessment scales, and curricula. To use our validated microanastomosis module and scale to evaluate the effects of an educational intervention on the performance of neurosurgery residents at the 2012 Congress of Neurological Surgeons Annual Meeting. The module consisted of an end-to-end microanastomosis of a 3-mm vessel and was divided into 3 phases: (1) a cognitive and microsuture prelecture testing phase, (2) a didactic lecture, and (3) a cognitive and microsuture postlecture testing phase. We compared resident knowledge and technical proficiency from the pretesting and posttesting phases. One neurosurgeon and 7 neurosurgery residents participated in the study. None had previous experience in microsurgery. The average score on the microsuture prelecture and postlecture tests, as measured by our assessment scale, was 32.50 and 39.75, respectively (P = .001). The number of completed sutures at the end of each procedure was higher for 75% of participants in the postlecture testing phase (P = .03). The average score on the cognitive postlecture test (12.75) was significantly better than that of the cognitive prelecture test (8.38; P = .001). Simulation has the potential to enhance resident education and to elevate proficiency levels. Our data suggest that a focused microsurgical module that incorporates a didactic component and a technical component can enhance resident knowledge and technical proficiency in microsurgical anastomosis.

A 3D virtual reality simulator for training of minimally invasive surgery.

PubMed

Mi, Shao-Hua; Hou, Zeng-Gunag; Yang, Fan; Xie, Xiao-Liang; Bian, Gui-Bin

2014-01-01

For the last decade, remarkable progress has been made in the field of cardiovascular disease treatment. However, these complex medical procedures require a combination of rich experience and technical skills. In this paper, a 3D virtual reality simulator for core skills training in minimally invasive surgery is presented. The system can generate realistic 3D vascular models segmented from patient datasets, including a beating heart, and provide a real-time computation of force and force feedback module for surgical simulation. Instruments, such as a catheter or guide wire, are represented by a multi-body mass-spring model. In addition, a realistic user interface with multiple windows and real-time 3D views are developed. Moreover, the simulator is also provided with a human-machine interaction module that gives doctors the sense of touch during the surgery training, enables them to control the motion of a virtual catheter/guide wire inside a complex vascular model. Experimental results show that the simulator is suitable for minimally invasive surgery training.

A Multidisciplinary Evaluation of a Web-based eLearning Training Programme for SAFRON II (TROG 13.01): a Multicentre Randomised Study of Stereotactic Radiotherapy for Lung Metastases.

PubMed

Pham, D; Hardcastle, N; Foroudi, F; Kron, T; Bressel, M; Hilder, B; Chesson, B; Oates, R; Montgomery, R; Ball, D; Siva, S

2016-09-01

In technically advanced multicentre clinical trials, participating centres can benefit from a credentialing programme before participating in the trial. Education of staff in participating centres is an important aspect of a successful clinical trial. In the multicentre study of fractionated versus single fraction stereotactic ablative body radiotherapy in lung oligometastases (TROG 13.01), knowledge transfer of stereotactic ablative body radiotherapy techniques to the local multidisciplinary team is intended as part of the credentialing process. In this study, a web-based learning platform was developed to provide education and training for the multidisciplinary trial teams at geographically distinct sites. A web-based platform using eLearning software consisting of seven training modules was developed. These modules were based on extracranial stereotactic theory covering the following discrete modules: Clinical background; Planning technique and evaluation; Planning optimisation; Four-dimensional computed tomography simulation; Patient-specific quality assurance; Cone beam computed tomography and image guidance; Contouring organs at risk. Radiation oncologists, medical physicists and radiation therapists from hospitals in Australia and New Zealand were invited to participate in this study. Each discipline was enrolled into a subset of modules (core modules) and was evaluated before and after completing each module. The effectiveness of the eLearning training will be evaluated based on (i) knowledge retention after participation in the web-based training and (ii) confidence evaluation after participation in the training. Evaluation consisted of a knowledge test and confidence evaluation using a Likert scale. In total, 130 participants were enrolled into the eLearning programme: 81 radiation therapists (62.3%), 27 medical physicists (20.8%) and 22 radiation oncologists (16.9%). There was an average absolute improvement of 14% in test score (P < 0.001) after learning. This score improvement compared with initial testing was also observed in the long-term testing (>4 weeks) after completing the modules (P < 0.001). For most there was significant increase in confidence (P < 0.001) after completing all the modules. Copyright © 2016 The Royal College of Radiologists. Published by Elsevier Ltd. All rights reserved.

A training paradigm to enhance performance and safe use of an innovative neuroendovascular device

PubMed Central

Ricci, Donald R.; Marotta, Thomas R.; Riina, Howard A.; Wan, Martina; De Vries, Joost

2016-01-01

Training has been important to facilitate the safe use of new devices designed to repair vascular structures. This paper outlines the generic elements of a training program for vascular devices and uses as an example the actual training requirements for a novel device developed for the treatment of bifurcation intracranial aneurysms. Critical elements of the program include awareness of the clinical problem, technical features of device, case selection, and use of a simulator. Formal proctoring, evaluation of the training, and recording the clinical outcomes complement these elements. Interventional physicians should embrace the merits of a training module to improve the user experience, and vendors, physicians, and patients alike should be aligned in the goal of device training to improve its success rate and minimize complications of the procedure. PMID:27867466

Development and implementation of a clinical pathway approach to simulation-based training for foregut surgery

PubMed Central

Miyasaka, Kiyoyuki W; Buchholz, Joseph; LaMarra, Denise; Karakousis, Giorgos C; Aggarwal, Rajesh

2015-01-01

Introduction Contemporary demands on resident education call for integration of simulation. We designed and implemented a simulation-based curriculum for PGY1 surgery residents to teach technical and non-technical skills within a clinical pathway approach for a foregut surgical patient, from outpatient visit through surgery and post-op follow-up. Methods The three-day curriculum for groups of six residents comprises a combination of standardized patient (SP) encounters, didactic sessions, and hands-on training. The curriculum is underpinned by a summative simulation “pathway” repeated on days 1 and 3. The “pathway” is a series of simulated pre-op, intra-op, and post-op encounters following a single patient through a disease process. The resident sees an SP in clinic presenting with distal gastric cancer, then enters an operating room to perform a gastro-jejunostomy on a porcine tissue model. Finally, the resident engages in a simulated post-operative visit. All encounters are rated by faculty members and the residents themselves, using standardized assessment forms endorsed by the American Board of Surgery. Results 18 first-year residents underwent this curriculum. Faculty ratings of overall operative performance significantly improved following the three-day module. Ratings of preoperative and postoperative performance were not significantly changed in three days. Resident self-ratings significantly improved for all encounters assessed, as did reported confidence in meeting defined learning objectives. Conclusions Conventional surgical simulation training focuses on technical skills in isolation. Our novel “pathway” curriculum targets an important gap in training methodologies by placing both technical and non-technical skills in their clinical context as part of managing a surgical patient. Results indicate consistent improvements in assessments of performance as well as confidence and support its continued usage to educate surgery residents in foregut surgery. PMID:25869238

Skills training after night shift work enables acquisition of endovascular technical skills on a virtual reality simulator.

PubMed

Naughton, Peter A; Aggarwal, Rajesh; Wang, Tim T; Van Herzeele, Isabelle; Keeling, Aoife N; Darzi, Ara W; Cheshire, Nicholas J W

2011-03-01

Adoption of residents' working time restrictions potentially undermines surgical training by reduction of operating room exposure. Simulation has been proposed as a way to acquire necessary skills in a laboratory environment but remains difficult to incorporate into training schedules. This study assessed whether residents working successive nights could acquire endovascular skills similar to colleagues working day shifts. This prospective observational cohort study recruited 20 junior residents, divided into day shift and night shift groups by their respective call schedule. After initial cognitive skills training, a validated renal artery stent module on an endovascular simulator was completed over a series of seven sequential shifts during 1 week. The primary outcome measure was serial technical skill assessments. Secondary measures comprised assessments of activity, cognitive performance, introspective fatigue, quality, and quantity of preceding sleep. Both groups demonstrated significant learning curves for total time at the first session median vs seventh session median (181 vs 564 seconds [P < .001]; night, 1399 vs 572 [P < .001]), fluoroscopy time (day, 702 vs 308 seconds, [P < .001]; night, 669 vs 313 [P < .001]), and contrast volume (day, 29 vs 13 mL [P < .001]; night, 40 vs 16 [P < .001]). Residents working day shifts reached plateau 1 day earlier in the above measures vs those on night duty. The night shift group walked more steps (P < .001), reviewed more patients (P < .001), performed worse on all cognitive assessments (P < .05), slept less (P < .05), had poorer quality of sleep (P = .001), and was more fatigued (P < .001) than the day shift group. Acquired skill was retained a week after completion of shifts. Technical skills training after night shift work enables acquisition of endovascular technical skills, although it takes longer than after day shift training. This study provides evidence for program directors to organize simulation-based training schedules for residents on night shift rotations. Copyright © 2011. Published by Mosby, Inc.

Off-the-job microsurgical training on dry models: Siberian experience.

PubMed

Belykh, Evgenii; Byvaltsev, Vadim

2014-01-01

Microsurgical training has become an obligatory part of many neurosurgical training programs. To assess the cost and effectiveness of acquiring and maintaining microneurosurgical skills by training on an off-the-job basis using dry models. A dry off-the-job microneurosurgical training module was set up. Training exercises involved microdissection in a deep operation field, suturing and tying on gauze, untying, pushing of thread end, and microanastomosis. The time to complete the task and success rate were evaluated. The total cost of all necessary equipment and expendables for the training module was US$910. Fifteen residents participated in the continuous off-the-job training. The average time taken to perform the anastomosis decreased after the month of training from 90 to 20 minutes. Authors revealed that at 2 months, the total time and time to complete anastomosis increased significantly for the participants who discontinued practice after the first month, compared with those who just practiced suturing on gauze after the first month (P < 0.01). The average Northwestern Objective Microanastomosis Assessment Tool score was 36 for novice and 65 for experienced participants. The dry off-the-job training showed to be readily available and can be helpful for microsurgical training in the low-income regions of the world. Our data suggest that microsurgical training should be continuous and repetitive. Simulation training may benefit from models for repetitive training of relevant technical part-skills. Copyright © 2014 Elsevier Inc. All rights reserved.

Meteorological Instrumentation and Measurements Open Resource Training Modules for Undergraduate and Graduate Education

NASA Astrophysics Data System (ADS)

Rockwell, A.; Clark, R. D.; Stevermer, A.

2016-12-01

The study of observational science crosses all other subject areas and requires a new innovative paradigm: a collaboration of experts to create high quality, content-rich learning modules that will elevate the scientific literacy and technical competency of undergraduate and graduate students. This collaborative project will design, develop, and openly distribute a series of interactive, multimedia, online modules that can be effectively integrated into meteorology courses on instrumentation, measurement science, and observing systems to supplement traditional pedagogies and enhance blended instruction. The modules will address topics such as principles of instrumentation and measurement to the theory and practice of measuring a host of meteorological variables. The impact will have a profound effect on the atmospheric observational sciences community by fulfilling a need for contemporary, interactive, multimedia guided education and training modules integrating the latest instructional design and assessment tools in observational science. Thousands of undergraduate and graduate students will benefit, while course instructors will value a set of high quality modules to use as supplements to their courses. The modules can serve as an alternative to observational research training and fill the void between field projects or assist those schools that lack the resources to stage a field- or laboratory-based instrumentation experience. This project brings together the intellectual capital of the scientists and engineers of National Center for Atmospheric Research Earth Observing Laboratory as subject matter experts, the artistic talents and instructional design acumen of the COMET program, and the project leadership, vision, teaching expertise in instruments and observational science at Millersville University.

The LEONARDO-DA-VINCI pilot project "e-learning-assistant" - Situation-based learning in nursing education.

PubMed

Pfefferle, Petra Ina; Van den Stock, Etienne; Nauerth, Annette

2010-07-01

E-learning will play an important role in the training portfolio of students in higher and vocational education. Within the LEONARDO-DA-VINCI action programme transnational pilot projects were funded by the European Union, which aimed to improve the usage and quality of e-learning tools in education and professional training. The overall aim of the LEONARDO-DA-VINCI pilot project "e-learning-assistant" was to create new didactical and technical e-learning tools for Europe-wide use in nursing education. Based on a new situation-oriented learning approach, nursing teachers enrolled in the project were instructed to adapt, develop and implement e- and blended learning units. According to the training contents nursing modules were developed by teachers from partner institutions, implemented in the project centers and evaluated by students. The user-package "e-learning-assistant" as a product of the project includes two teacher training units, the authoring tool "synapse" to create situation-based e-learning units, a student's learning platform containing blended learning modules in nursing and an open sourced web-based communication centre. Copyright 2009 Elsevier Ltd. All rights reserved.

Alertness Management In Flight Operations: A NASA Education and Training Module

NASA Technical Reports Server (NTRS)

Rosekind, Mark R.; Lebacqz, Victor J.; Gander, Philippa H.; Co, Elizabeth L.; Weldon, Keri J.; Smith, Roy M.; Miller, Donna L.; Gregory, Kevin B.; Statler, Irving C. (Technical Monitor)

1994-01-01

Since 1980, the NASA Ames Fatigue Countermeasures Program has been conducting research on sleep, circadian rhythms, and fatigue in a variety of flight operations 1. An original goal of the program was to return the scientific and operational knowledge to the aviation industry. To meet this goal, the NASA Ames Fatigue Countermeasures Program has created an Education and Training Module entitled, "Strategies for Alertness Management in Flight Operations." The Module was designed to meet three objectives: 1) explain the current state of knowledge about the physiological mechanisms underlying fatigue, 2) demonstrate how this knowledge can be applied to improve flight crew sleep, performance, and alertness, and 3) offer countermeasure recommendations. The Module is composed of two components: 1) a 60-minute live presentation provided by a knowledgeable individual and 2) a NASA/FAA Technical Memorandum (TM) that contains the presentation materials and appendices with complementary information. The TM is provided to all individuals attending the live presentation. The Module content is divided into three parts: 1) basic information on sleep, sleepiness, circadian rhythms, fatigue, and how flight operations affect these physiological factors, 2) common misconceptions about sleep, sleepiness, and fatigue, and 3) alertness management strategies. The Module is intended for pilots, management personnel, schedulers, flight attendants, and the many other individuals involved in the aviation system.

Impact of a clinical decision making module on the attitudes and perceptions of surgical trainees.

PubMed

Bhatt, Nikita R; Doherty, Eva M; Mansour, Ehab; Traynor, Oscar; Ridgway, Paul F

2016-09-01

Decision making, a cognitive non-technical skill, is a key element for clinical practice in surgery. Specific teaching about methods in clinical decision making (CDM) is a very recent addition to surgical training curricula in the UK and Ireland. Baseline trainee opinion on decision-making modules is unknown. The Royal College of Surgeons in Ireland's postgraduate training boot camp inaugural CDM module was investigated to elucidate the impact on the attitudes of CDM naïf trainees. Three standardized two-hour workshops for three trainee groups were delivered. The trainees were assessed by an anonymous questionnaire before and after the module. Change in attitude of the trainees was determined by comparing Likert scale ratings using the Wilcoxon signed-rank test. Fifty-seven newly appointed basic surgical trainees attended these workshops. A statistically significant rise in the proportion of candidates recognizing the importance of being taught CDM skills (P == 0.002) revealed the positive impact of the module, as did the increased understanding of different aspects of CDM like shared decision making (P == 0.035) and different styles of decision making (P == 0.013). These observed positive changes in trainee understanding and attitude toward CDM teaching supports the adoption of standardized modules into the curricula. More study is needed to define whether these modules will have measurable sustained enhancements of CDM skills. © 2016 Royal Australasian College of Surgeons.

Internet virtual studio: low-cost augmented reality system for WebTV

NASA Astrophysics Data System (ADS)

Sitnik, Robert; Pasko, Slawomir; Karaszewski, Maciej; Witkowski, Marcin

2008-02-01

In this paper a concept of a Internet Virtual Studio as a modern system for production of news, entertainment, educational and training material is proposed. This system is based on virtual studio technology and integrated with multimedia data base. Its was developed for web television content production. In successive subentries the general system architecture, as well as the architecture of modules one by one is discussed. The authors describe each module by presentation of a brief information about work principles and technical limitations. The presentation of modules is strictly connected with a presentation of their capabilities. Results produced by each of them are shown in the form of exemplary images. Finally, exemplary short production is presented and discussed.

An Archival Research Comparing Learning Effectiveness and Training Transfer Perceptions between Classroom Technical Training and Synchronous Online Technical Training

ERIC Educational Resources Information Center

Jordan, Charles L.

2016-01-01

Synchronous online training has become one of the preferred training modes for organizations. Despite organizations increasing their use of online training, there is still little data to confirm that synchronous online technical training is as effective as classroom technical training for training transfer. Although learning effectiveness between…

Training Employers to Implement Health Promotion Programs: Results From the CDC Work@Health® Program.

PubMed

Cluff, Laurie A; Lang, Jason E; Rineer, Jennifer R; Jones-Jack, Nkenge H; Strazza, Karen M

2018-05-01

Centers for Disease Control and Prevention (CDC) initiated the Work@Health Program to teach employers how to improve worker health using evidence-based strategies. Program goals included (1) determining the best way(s) to deliver employer training, (2) increasing employers' knowledge of workplace health promotion (WHP), and (3) increasing the number of evidence-based WHP interventions at employers' worksites. This study is one of the few to examine the effectiveness of a program designed to train employers how to implement WHP programs. Pre- and posttest design. Training via 1 of 3 formats hands-on, online, or blended. Two hundred six individual participants from 173 employers of all sizes. Eight-module training curriculum to guide participants through building an evidence-based WHP program, followed by 6 to 10 months of technical assistance. The CDC Worksite Health ScoreCard and knowledge, attitudes, and behavior survey. Descriptive statistics, paired t tests, and mixed linear models. Participants' posttraining mean knowledge scores were significantly greater than the pretraining scores (61.1 vs 53.2, P < .001). A year after training, employers had significantly increased the number of evidence-based interventions in place (47.7 vs 35.5, P < .001). Employers' improvements did not significantly differ among the 3 training delivery formats. The Work@Health Program provided employers with knowledge to implement WHP interventions. The training and technical assistance provided structure, practical guidance, and tools to assess needs and select, implement, and evaluate interventions.

76 FR 35474 - UAW-Chrysler Technical Training Center, Technology Training Joint Programs Staff, Including On...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-06-17

...-Chrysler Technical Training Center, Technology Training Joint Programs Staff, Including On-Site Leased Workers From Cranks, O/E Learning, DBSI, IDEA, and Tonic/MVP, Detroit, MI; UAW-Chrysler Technical Training... workers and former workers of UAW-Chrysler Technical Training Center, Technology Training Joint Programs...

Alpha test results for a Housing First eLearning strategy: the value of multiple qualitative methods for intervention design.

PubMed

Ahonen, Emily Q; Watson, Dennis P; Adams, Erin L; McGuire, Alan

2017-01-01

Detailed descriptions of implementation strategies are lacking, and there is a corresponding dearth of information regarding methods employed in implementation strategy development. This paper describes methods and findings related to the alpha testing of eLearning modules developed as part of the Housing First Technical Assistance and Training (HFTAT) program's development. Alpha testing is an approach for improving the quality of a product prior to beta (i.e., real world) testing with potential applications for intervention development. Ten participants in two cities tested the modules. We collected data through (1) a structured log where participants were asked to record their experiences as they worked through the modules; (2) a brief online questionnaire delivered at the end of each module; and (3) focus groups. The alpha test provided useful data related to the acceptability and feasibility of eLearning as an implementation strategy, as well as identifying a number of technical issues and bugs. Each of the qualitative methods used provided unique and valuable information. In particular, logs were the most useful for identifying technical issues, and focus groups provided high quality data regarding how the intervention could best be used as an implementation strategy. Alpha testing was a valuable step in intervention development, providing us an understanding of issues that would have been more difficult to address at a later stage of the study. As a result, we were able to improve the modules prior to pilot testing of the entire HFTAT. Researchers wishing to alpha test interventions prior to piloting should balance the unique benefits of different data collection approaches with the need to minimize burdens for themselves and participants.

The New School-Based Learning (SBL) to Work-Based Learning (WBL) Transition Module: A Practical Implementation in the Technical and Vocational Education (TVE) System in Bahrain

NASA Astrophysics Data System (ADS)

Alseddiqi, M.; Mishra, R.; Pislaru, C.

2012-05-01

This paper diagnoses the implementation of a new engineering course entitled 'school-based learning (SBL) to work-based learning (WBL) transition module' in the Bahrain Technical and Vocational Education (TVE) learning environment. The module was designed to incorporate an innovative education and training approach with a variety of learning activities that are included in various learning case studies. Each case study was based on with learning objectives coupled with desired learning outcomes. The TVE students should meet the desired outcomes after the completion of the learning activities and assessments. To help with the implementation phase of the new module, the authors developed guidelines for each case study. The guidelines incorporated learning activities to be delivered in an integrated learning environment. The skills to be transferred were related to cognitive, affective, and technical proficiencies. The guidelines included structured instructions to help students during the learning process. In addition, technology was introduced to improve learning effectiveness and flexibility. The guidelines include learning indicators for each learning activity and were based on their interrelation with competencies to be achieved with respect to modern industrial requirements. Each learning indicator was then correlated against the type of learning environment, teaching and learning styles, examples of mode of delivery, and assessment strategy. Also, the learning activities were supported by technological features such as discussion forums for social perception and engagement and immediate feedback exercises for self-motivation. Through the developed module, TVE teachers can effectively manage the teaching and learning process as well as the assessment strategy to satisfy students' individual requirements and enable them to meet workplace requirements.

A new virtual-reality training module for laparoscopic surgical skills and equipment handling: can multitasking be trained? A randomized controlled trial.

PubMed

Bongers, Pim J; Diederick van Hove, P; Stassen, Laurents P S; Dankelman, Jenny; Schreuder, Henk W R

2015-01-01

During laparoscopic surgery distractions often occur and multitasking between surgery and other tasks, such as technical equipment handling, is a necessary competence. In psychological research, reduction of adverse effects of distraction is demonstrated when specifically multitasking is trained. The aim of this study was to examine whether multitasking and more specifically task-switching can be trained in a virtual-reality (VR) laparoscopic skills simulator. After randomization, the control group trained separately with an insufflator simulation module and a laparoscopic skills exercise module on a VR simulator. In the intervention group, insufflator module and VR skills exercises were combined to develop a new integrated training in which multitasking was a required competence. At random moments, problems with the insufflator appeared and forced the trainee to multitask. During several repetitions of a different multitask VR skills exercise as posttest, performance parameters (laparoscopy time, insufflator time, and errors) were measured and compared between both the groups as well with a pretest exercise to establish the learning effect. A face-validity questionnaire was filled afterward. University Medical Centre Utrecht, The Netherlands. Medical and PhD students (n = 42) from University Medical Centre Utrecht, without previous experience in laparoscopic simulation, were randomly assigned to either intervention (n = 21) or control group (n = 21). All participants performed better in the posttest exercises without distraction of the insufflator compared with the exercises in which multitasking was necessary to solve the insufflator problems. After training, the intervention group was significantly quicker in solving the insufflator problems (mean = 1.60Log(s) vs 1.70Log(s), p = 0.02). No significant differences between both the groups were seen in laparoscopy time and errors. Multitasking has negative effects on the laparoscopic performance. This study suggests an additional learning effect of training multitasking in VR laparoscopy simulation, because the trainees are able to handle a secondary task (solving insufflator problems) quicker. These results may aid the development of laparoscopy VR training programs in approximating real-life laparoscopic surgery. Copyright © 2014 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Twelve tips for a successful workplace-based masters programme in geriatric for specialist registrars and specialty trainees.

PubMed

Bhat, Sarita; Baker, Paul; Eyres, Renata

2008-01-01

Postgraduate medical training is undergoing major change, shortening and disrupting traditional practices. Scholarship remains highly valued, but increasingly difficult to fit in. Workplace-based Masters study offers a solution. We want consultants who are driven by enquiry, good teachers and team workers. Academic qualifications demonstrate trainees' commitment and expertise in competitive employment markets. Most Deaneries allow two sessions weekly for research/personal development, so this resource demands effective use. The good will, talent and commitment of colleagues are vital. A credible structured curriculum combines real-life consultant-level generic practice, with technical medical skills. Academic writing and practical assignments are assessed. Linking with a far-sighted academic institution brings vast expertise in education administration and delivery of accredited learning. The course is more cost-effective than traditional study leave activities. Running part-time over 4 years fits with Higher Specialist Training. Structured programmes, over 9 month 'terms', fit with clinical rotations. Module leaders run yearly clinical modules alongside continuous generic modules. Clinical units are signed up to releasing trainees to attend. Evaluation is external to faculty, with highly favourable feedback. We believe training in academic disciplines underpins practice. With strong partnership working, planning and especially hard work, such a course is deliverable.

Structured training on the da Vinci Skills Simulator leads to improvement in technical performance of robotic novices.

PubMed

Walliczek-Dworschak, U; Mandapathil, M; Förtsch, A; Teymoortash, A; Dworschak, P; Werner, J A; Güldner, C

2017-02-01

The increasing use of minimally invasive techniques such as robotic-assisted devices raises the question of how to acquire robotic surgery skills. The da Vinci Skills Simulator has been demonstrated to be an effective training tool in previous reports. To date, little data are available on how to acquire proficiency through simulator training. We investigated the outcome of a structured training programme for robotic surgical skills by robotic novices. This prospective study was conducted from January to December 2013 using the da Vinci Skills Simulator. Twenty participants, all robotic novices, were enrolled in a 4-week training curriculum. After a brief introduction to the simulator system, three consecutive repetitions of five selected exercises (Match Board 1, 2, 3 and Ring and Rail 1, 2) were performed in a defined order on days 1, 8, 15 and 22. On day 22, one repetition of a previously unpractised more advanced module (Needle Targeting) was also performed. After completion of each study day, the overall performance, time to completion, economy in motion, instrument collisions, excessive instrument force, instruments out of view, master workspace range and number of drops were analysed. Comparing the first and final repetition, overall score and time needed to complete all exercises, economy of motion and instrument collisions were significantly improved in nearly all exercises. Regarding the new exercise, a positive training effect could be demonstrated. While its overall entry score was significantly higher, the time to completion and economy of motion were significantly lower than the scores on the first repetition of the previous 5 exercises. It could be shown that training on the da Vinci Skills Simulator led to an improvement in technical performance of robotic novices. With regard to a new exercise, the training had a positive effect on the technical performance. © 2016 John Wiley & Sons Ltd.

Challenges in Developing Competency-based Training Curriculum for Food Safety Regulators in India.

PubMed

Thippaiah, Anitha; Allagh, Komal Preet; Murthy, G V

2014-07-01

The Food Safety and Standards Act have redefined the roles and responsibilities of food regulatory workforce and calls for highly skilled human resources as it involves complex management procedures. 1) Identify the competencies needed among the food regulatory workforce in India. 2) Develop a competency-based training curriculum for food safety regulators in the country. 3) Develop training materials for use to train the food regulatory workforce. The Indian Institute of Public Health, Hyderabad, led the development of training curriculum on food safety with technical assistance from the Royal Society for Public Health, UK and the National Institute of Nutrition, India. The exercise was to facilitate the implementation of new Act by undertaking capacity building through a comprehensive training program. A competency-based training needs assessment was conducted before undertaking the development of the training materials. THE TRAINING PROGRAM FOR FOOD SAFETY OFFICERS WAS DESIGNED TO COMPRISE OF FIVE MODULES TO INCLUDE: Food science and technology, Food safety management systems, Food safety legislation, Enforcement of food safety regulations, and Administrative functions. Each module has a facilitator guide for the tutor and a handbook for the participant. Essentials of Food Hygiene-I (Basic level), II and III (Retail/ Catering/ Manufacturing) were primarily designed for training of food handlers and are part of essential reading for food safety regulators. The Food Safety and Standards Act calls for highly skilled human resources as it involves complex management procedures. Despite having developed a comprehensive competency-based training curriculum by joint efforts by the local, national, and international agencies, implementation remains a challenge in resource-limited setting.

Integrating technical and non-technical skills coaching in an acute trauma surgery team training: Is it too much?

PubMed

Alken, Alexander; Luursema, Jan-Maarten; Weenk, Mariska; Yauw, Simon; Fluit, Cornelia; van Goor, Harry

2017-08-25

Research on effective integration of technical and non-technical skills in surgery team training is sparse. In a previous study we found that surgical teachers predominantly coached on technical and hardly on non-technical skills during the Definitive Surgical and Anesthetic Trauma Care (DSATC) integrated acute trauma surgery team training. This study aims to investigate whether the priming of teachers could increase the amount of non-technical skills coaching during such a training. Coaching activities of 12 surgical teachers were recorded on audio and video. Six teachers were primed on non-technical skills coaching prior to the training. Six others received no priming and served as controls. Blind observers reviewed the recordings of 2 training scenario's and scored whether the observed behaviors were directed on technical or non-technical skills. We compared the frequency of the non-technical skills coaching between the primed and the non-primed teachers and analyzed for differences according to the trainees' level of experience. Surgical teachers coached trainees during the highly realistic DSATC integrated acute trauma surgery team training. Trainees performed damage control surgery in operating teams on anesthetized porcine models during 6 training scenario's. Twelve experienced surgical teachers participated in this study. Coaching on non-technical skills was limited to about 5%. The primed teachers did not coach more often on non-technical skills than the non-primed teachers. We found no differences in the frequency of non-technical skills coaching based on the trainees' level of experience. Priming experienced surgical teachers does not increase the coaching on non-technical skills. The current DSATC acute trauma surgery team training seems too complex for integrating training on technical and non-technical skills. Patient care, Practice based learning and improvement. Copyright © 2017 Elsevier Inc. All rights reserved.

10 CFR 440.23 - Oversight, training, and technical assistance.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 10 Energy 3 2010-01-01 2010-01-01 false Oversight, training, and technical assistance. 440.23... PERSONS § 440.23 Oversight, training, and technical assistance. (a) The Secretary and the appropriate..., directly or indirectly, training and technical assistance to any grantee or subgrantee. Such training and...

Needs assessment for simulation training in neuroendoscopy: a Canadian national survey.

PubMed

Haji, Faizal A; Dubrowski, Adam; Drake, James; de Ribaupierre, Sandrine

2013-02-01

In recent years, dramatic changes in surgical education have increased interest in simulation-based training for complex surgical skills. This is particularly true for endoscopic third ventriculostomy (ETV), given the potential for serious intraoperative errors arising from surgical inexperience. However, prior to simulator development, a thorough assessment of training needs is essential to ensure development of educationally relevant platforms. The purpose of this study was to conduct a national needs assessment addressing specific goals of instruction, to guide development of simulation platforms, training curricula, and assessment metrics for ETV. Canadian neurosurgeons performing ETV were invited to participate in a structured online questionnaire regarding the procedural steps for ETV, the frequency and significance of intraoperative errors committed while learning the technique, and simulation training modules of greatest potential educational benefit. Descriptive data analysis was completed for both quantitative and qualitative responses. Thirty-two (55.2%) of 58 surgeons completed the survey. All believed that virtual reality simulation training for ETV would be a valuable addition to clinical training. Selection of ventriculostomy site, navigation within the ventricles, and performance of the ventriculostomy ranked as the most important steps to simulate. Technically inadequate ventriculostomy and inappropriate fenestration site selection were ranked as the most frequent/significant errors. A standard ETV module was thought to be most beneficial for resident training. To inform the development of a simulation-based training program for ETV, the authors have conducted a national needs assessment. The results provide valuable insight to inform key design elements necessary to construct an educationally relevant device and educational program.

Current Techniques of Teaching and Learning in Bariatric Surgical Procedures: A Systematic Review.

PubMed

Kaijser, Mirjam; van Ramshorst, Gabrielle; van Wagensveld, Bart; Pierie, Jean-Pierre

The gastric sleeve resection and gastric bypass are the 2 most commonly performed bariatric procedures. This article provides an overview of current teaching and learning methods of those techniques in resident and fellow training. A database search was performed on Pubmed, Embase, and the Education Resources Information Center (ERIC) to identify the methods used to provide training in bariatric surgery worldwide. After exclusion based on titles and abstracts, full texts of the selected articles were assessed. Included articles were reviewed using the Grading of Recommendations Assessment, Development and Evaluation (GRADE) system. In total, 2442 titles were identified and 14 full text articles met inclusion criteria. Four publications described an ex vivo training course, and 6 focused on at least 1 step of the gastric bypass procedure. Two randomized controlled trials (RCT) provided high-quality evidence on training aspects. Surgical coaching caused significant improvement of Bariatric Objective Structured Assessment of Technical Skills (BOSATS) scores (3.60 vs. 3.90, p = 0.017) and reduction of technical errors (18 vs. 10, p = 0.003). A preoperative warm-up increased global rating scales (GRS) scores on depth perception (p = 0.02), bimanual dexterity (p = 0.01), and efficiency of movements (p = 0.03). Stepwise education, surgical coaching, warming up, Internet-based knowledge modules, and ex vivo training courses are effective in relation to bariatric surgical training of residents and fellows, possibly shortening their learning curves. Copyright © 2018 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

75 FR 13521 - Centers for Independent Living Program-Training and Technical Assistance

Federal Register 2010, 2011, 2012, 2013, 2014

2010-03-22

... DEPARTMENT OF EDUCATION Centers for Independent Living Program--Training and Technical Assistance... for Independent Living Program--Training and Technical Assistance (CIL-TA program). The Assistant... appropriated for the CIL program to provide training and technical assistance to CILs, agencies eligible to...

[Feasibility of Developing Post High School Technician Programs for Emerging Energy Sources in Southwestern United States.] Policies and Manpower Needs Related to Emerging Energy Sources in Arizona and New Mexico. Final Report.

ERIC Educational Resources Information Center

Edington, Everett; And Others

The energy manpower research project was established to review the process used to identify skills needed in emerging energy sources and to discover any new occupations for which additional post-high school, vocational/technical training would be needed. A supplemental part of the project was the development of a solar energy instructional module.…

Challenges in Developing Competency-based Training Curriculum for Food Safety Regulators in India

PubMed Central

Thippaiah, Anitha; Allagh, Komal Preet; Murthy, G. V.

2014-01-01

Context: The Food Safety and Standards Act have redefined the roles and responsibilities of food regulatory workforce and calls for highly skilled human resources as it involves complex management procedures. Aims: 1) Identify the competencies needed among the food regulatory workforce in India. 2) Develop a competency-based training curriculum for food safety regulators in the country. 3) Develop training materials for use to train the food regulatory workforce. Settings and Design: The Indian Institute of Public Health, Hyderabad, led the development of training curriculum on food safety with technical assistance from the Royal Society for Public Health, UK and the National Institute of Nutrition, India. The exercise was to facilitate the implementation of new Act by undertaking capacity building through a comprehensive training program. Materials and Methods: A competency-based training needs assessment was conducted before undertaking the development of the training materials. Results: The training program for Food Safety Officers was designed to comprise of five modules to include: Food science and technology, Food safety management systems, Food safety legislation, Enforcement of food safety regulations, and Administrative functions. Each module has a facilitator guide for the tutor and a handbook for the participant. Essentials of Food Hygiene-I (Basic level), II and III (Retail/ Catering/ Manufacturing) were primarily designed for training of food handlers and are part of essential reading for food safety regulators. Conclusion: The Food Safety and Standards Act calls for highly skilled human resources as it involves complex management procedures. Despite having developed a comprehensive competency-based training curriculum by joint efforts by the local, national, and international agencies, implementation remains a challenge in resource-limited setting. PMID:25136155

On-Line Learning Modules For Waste Treatment, Waste Disposal and Waste Recycling

NASA Astrophysics Data System (ADS)

O'Callaghan, Paul; Soos, Lubomir; Brokes, Peter

2011-12-01

This contribution is devoted to the development of an advanced vocational education and training system for professionals working in (or intending to enter) the waste management industry realized through the Leonardo project WASTRE. The consortium of the Project WASTRE includes 3 well known Technical Universities in Central Europe (TU Vienna, CVUT Prague and STU Bratislava). The project implements new didactical tools from projects EDUET, ELEVATE, RESNET and MENUET developed by MultiMedia SunShine, headed by Prof. Paul Callaghan for this education and training system. This system will be tested within courses organized by at least 3 institutions of vocational education and training: the Technical and vocational secondary school Tlmace, CHEWCON Humenne and the Union of Chambers of Craftsmen and Tradesmen of ESKISEHIR. The faculty of Mechanical Engineering (FME) of STU will coordinate the project WASTRE and will participate in the preparation of e-learning materials, organization of the courses and in the design of syllabuses, curricula, assessment and evaluation methods for the courses, the testing of developed learning materials, evaluating experiences from a pilot course and developing the e-learning materials according to the needs of end-users.

34 CFR 300.119 - Technical assistance and training activities.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 34 Education 2 2010-07-01 2010-07-01 false Technical assistance and training activities. 300.119... Technical assistance and training activities. Each SEA must carry out activities to ensure that teachers and....114; and (b) Are provided with technical assistance and training necessary to assist them in this...

42 CFR 493.1838 - Training and technical assistance for unsuccessful participation in proficiency testing.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 42 Public Health 5 2010-10-01 2010-10-01 false Training and technical assistance for unsuccessful... REQUIREMENTS Enforcement Procedures § 493.1838 Training and technical assistance for unsuccessful participation... may require the laboratory to undertake training of its personnel, or to obtain necessary technical...

77 FR 20369 - Applications for New Awards; Centers for Independent Living-Training and Technical Assistance

Federal Register 2010, 2011, 2012, 2013, 2014

2012-04-04

... Education ACTION: Notice. Overview Information Centers for Independent Living--Training and Technical.... Funding Opportunity Description Purpose of Program The purpose of the Training and Technical Assistance grant under the Centers for Independent Living program is to provide training and technical assistance...

76 FR 30974 - Amended Revised Determination on Reconsideration

Federal Register 2010, 2011, 2012, 2013, 2014

2011-05-27

... Revised Determination on Reconsideration UAW-Chrysler Technical Training Center, Technology Training Joint... December 22, 2010, applicable to workers of UAW-Chrysler Technical Training Center, Technology Training Joint Programs Staff, Detroit, Michigan and Warren, Michigan. Workers provide technical training such as...

76 FR 2147 - UAW-Chrysler National Training Center Technology Training Joint Programs Staff, Detroit, MI; UAW...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-01-12

... Technical Training Center Technology Training Joint Programs Staff, Warren, MI; Notice of Revised... facilities. The information revealed that the technical training provided (such as applied industrial... engaged in employment related to the supply of technical training services, meet the worker group...

Objective assessment in residency-based training for transoral robotic surgery.

PubMed

Curry, Martin; Malpani, Anand; Li, Ryan; Tantillo, Thomas; Jog, Amod; Blanco, Ray; Ha, Patrick K; Califano, Joseph; Kumar, Rajesh; Richmon, Jeremy

2012-10-01

To develop a robotic surgery training regimen integrating objective skill assessment for otolaryngology and head and neck surgery trainees consisting of training modules of increasing complexity leading up to procedure-specific training. In particular, we investigated applications of such a training approach for surgical extirpation of oropharyngeal tumors via a transoral approach using the da Vinci robotic system. Prospective blinded data collection and objective evaluation (Objective Structured Assessment of Technical Skills [OSATS]) of three distinct phases using the da Vinci robotic surgical system in an academic university medical engineering/computer science laboratory setting. Between September 2010 and July 2011, eight otolaryngology-head and neck surgery residents and four staff experts from an academic hospital participated in three distinct phases of robotic surgery training involving 1) robotic platform operational skills, 2) set up of the patient side system, and 3) a complete ex vivo surgical extirpation of an oropharyngeal tumor located in the base of tongue. Trainees performed multiple (four) approximately equally spaced training sessions in each stage of the training. In addition to trainees, baseline performance data were obtained for the experts. Each surgical stage was documented with motion and event data captured from the application programming interfaces of the da Vinci system, as well as separate video cameras as appropriate. All data were assessed using automated skill measures of task efficiency and correlated with structured assessment (OSATS and similar Likert scale) from three experts to assess expert and trainee differences and compute automated and expert assessed learning curves. Our data show that such training results in an improved didactic robotic knowledge base and improved clinical efficiency with respect to the set up and console manipulation. Experts (e.g., average OSATS, 25; standard deviation [SD], 3.1; module 1, suturing) and trainees (average OSATS, 15.9; SD, 3.9; week 1) are well separated at the beginning of the training, and the separation reduces significantly (expert average OSATS, 27.6; SD, 2.7; trainee average OSATS, 24.2; SD, 6.8; module 3) at the conclusion of the training. Learning curves in each of the three stages show diminishing differences between the experts and trainees, which is also consistent with expert assessment. Subjective assessment by experts verified the clinical utility of the module 3 surgical environment, and a survey of trainees consistently rated the curriculum as very useful in progression to human operating room assistance. Structured curricular robotic surgery training with objective assessment promises to reduce the overhead for mentors, allow detailed assessment of human-machine interface skills, and create customized training models for individualized training. This preliminary study verifies the utility of such training in improving human-machine operations skills (module 1), and operating room and surgical skills (modules 2 and 3). In contrast to current coarse measures of total operating time and subjective assessment of error for short mass training sessions, these methods may allow individual tasks to be removed from the trainee regimen when skill levels are within the standard deviation of the experts for these tasks, which can greatly enhance overall efficiency of the training regimen and allow time for additional and more complex training to be incorporated in the same time frame. Copyright © 2012 The American Laryngological, Rhinological, and Otological Society, Inc.

MappERS-C and MappERS-V. The crowd source for prevention and crisis support

NASA Astrophysics Data System (ADS)

Frigerio, Simone; Schenato, Luca; Bianchizza, Chiara; Del Bianco, Daniele

2015-04-01

The responsibilities within natural hazards at local/regional levels involve citizens and volunteers as first actors of civil protection and territorial management. The prevention implicates the capacities of professional operators and technical volunteers, but the priority implies now the involvement and awareness of the citizens over the territory they inhabit. The involvement of population creates context-specific strategies of territorial surveillance and management, skipping the limit to face risks only when they have to bear impacts on their lives. MAppERS (Mobile Application for Emergency Response and Support) is a EU project (funded under programme 2013-2015 Humanitarian Aid and Civil Protection, ECHO A5) which empowers "crowd-sourced mappers" through smart phone applications and sensors, with geo-tagged information, detailed gathered parameters, field-check survey in a contest of geospatial response. The process of development includes feedback from citizens, involving them in training courses on the monitoring as long term objective (raising public awareness and participation). The project deals with the development and testing of the smart phone applications (module MAppERS-V for volunteers, module MAppERS-C for citizens) according to Android SDK environment. A first research described a desk-based investigation on consequences of disasters impacts and costs of prevention strategies in pilot countries. Furthermore a review of state-of-the-art of database management systems (DBMS) in pilot countries and involvement of volunteers/citizens in data collection/monitoring collected basic info on data structure for the development. A desk-based research proposed communication methods/graphic solutions within mobile technologies for disaster management in pilot countries and available smartphone applications linked to centralized web/server database. A technical review is compulsory for a useful design-line for MappERS development, and it is linked with on-site feedback about volounteers and citizens needs within pilot groups activities. The app modules will be later re-designed according to the methodological and technical feedback gained during pilot study. Training curricula for citizens are planned to increase awareness, skills on smart phone utilities and efficient jargon for hazard contest. The expected results are: a) an easy-to-use interface for "human-data" in crisis support, b) a maximised utility of peer-produced data gathering, c) the development of human resources as technical tools d) a self-based awareness improvement.

78 FR 25292 - Announcement of Funding Awards; Office of Native American Programs Training and Technical...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-04-30

... Awards; Office of Native American Programs Training and Technical Assistance; Fiscal Year 2012 AGENCY... (NOFA) for the Office of Native American Programs Training and Technical Assistance (ONAP T&TA). This... nonprofit organizations, as well as for-profit entities to provide Training & Technical Assistance to the...

34 CFR 366.10 - What agencies are eligible for assistance to provide training and technical assistance?

Code of Federal Regulations, 2010 CFR

2010-07-01

... training and technical assistance? 366.10 Section 366.10 Education Regulations of the Offices of the... EDUCATION CENTERS FOR INDEPENDENT LIVING Training and Technical Assistance § 366.10 What agencies are eligible for assistance to provide training and technical assistance? Entities that have experience in the...

34 CFR 366.11 - What financial assistance does the Secretary provide for training and technical assistance?

Code of Federal Regulations, 2010 CFR

2010-07-01

... for training and technical assistance? 366.11 Section 366.11 Education Regulations of the Offices of..., DEPARTMENT OF EDUCATION CENTERS FOR INDEPENDENT LIVING Training and Technical Assistance § 366.11 What financial assistance does the Secretary provide for training and technical assistance? (a) From funds, if...

Mentorship for operational research capacity building: hands-on or hands-off?

PubMed Central

Marais, B.; Kool, B.; Ram, S.; Kumar, A. M. V.; Gounder, S.; Viney, K.; Brostrom, R.; Roseveare, C.; Bissell, K.; Reid, A. J.; Zachariah, R.; Hill, P. C.

2014-01-01

Mentorship is a key feature of operational research training courses run by the International Union Against Tuberculosis and Lung Disease and Médecins Sans Frontières. During the recent South Pacific paper writing module, the faculty discussed ‘hands-on’ mentorship (direct technical assistance) vs. ‘hands-off’ mentorship (technical advice). This article explores the advantages and disadvantages of each approach. Our collective experience indicates that ‘hands-on’ mentorship is a valuable learning experience for the participant and a rewarding experience for the mentor. This approach increases the likelihood of successful course completion, including publishing a well written paper. However, mentors must allow participants to lead and take ownership of the paper, in keeping with a first author position. PMID:26477290

Mentorship for operational research capacity building: hands-on or hands-off?

PubMed

Harries, A D; Marais, B; Kool, B; Ram, S; Kumar, A M V; Gounder, S; Viney, K; Brostrom, R; Roseveare, C; Bissell, K; Reid, A J; Zachariah, R; Hill, P C

2014-06-21

Mentorship is a key feature of operational research training courses run by the International Union Against Tuberculosis and Lung Disease and Médecins Sans Frontières. During the recent South Pacific paper writing module, the faculty discussed 'hands-on' mentorship (direct technical assistance) vs. 'hands-off' mentorship (technical advice). This article explores the advantages and disadvantages of each approach. Our collective experience indicates that 'hands-on' mentorship is a valuable learning experience for the participant and a rewarding experience for the mentor. This approach increases the likelihood of successful course completion, including publishing a well written paper. However, mentors must allow participants to lead and take ownership of the paper, in keeping with a first author position.

Framework for incorporating simulation into urology training.

PubMed

Arora, Sonal; Lamb, Benjamin; Undre, Shabnam; Kneebone, Roger; Darzi, Ara; Sevdalis, Nick

2011-03-01

• Changes to working hours, new technologies and increased accountability have rendered the need for alternative training environments for urologists. • Simulation offers a promising arena for learning to take place in a safe, realistic setting. • Despite its benefits, the incorporation of simulation into urological training programmes remains minimal. • The current status and future directions of simulation for training in technical and non-technical skills are reviewed as they pertain to urology. • A framework is presented for how simulation-based training could be incorporated into the entire urological curriculum. • The literature on simulation in technical and non-technical skills training is reviewed, with a specific focus upon urology. • To fully integrate simulation into a training curriculum, its possibilities for addressing all the competencies required by a urologist must be realized. • At an early stage of training, simulation has been used to develop basic technical skills and cognitive skills, such as decision-making and communication. • At an intermediate stage, the studies focus upon more advanced technical skills learnt with virtual reality simulators. • Non-technical skills training would include leadership and could be delivered with in situ models. • At the final stage, experienced trainees can practise technical and non-technical skills in full crisis simulations situated within a fully-simulated operating rooms. • Simulation can provide training in the technical and non-technical skills required to be a competent urologist. • The framework presented may guide how best to incorporate simulation into training curricula. • Future work should determine whether acquired skills transfer to clinical practice and improve patient care. © 2010 THE AUTHORS. BJU INTERNATIONAL © 2010 BJU INTERNATIONAL.

Impact of serious mental illness online training for certified nursing assistants in long term care.

PubMed

Molinari, Victor; Hobday, John V; Roker, Rosalyn; Kunik, Mark E; Kane, Rosalie; Kaas, Merrie J; Mehrotra, Chandra; Williams, Christine L; Robbins, Joyce C; Dobbs, Debra

2017-01-01

Certified nurse assistants (CNAs) spend the most staff time with nursing home residents, yet they receive little training in addressing the mental health needs of residents with serious mental illness (SMI). Forty CNAs from four long-term-care facilities took the online interactive CARES- ® Serious Mental Illness ™ training consisting of two modules guided by the Recovery Movement philosophy of care. Responses from pre-post testing, Likert-type items, and open-ended questions indicated that CNAs gained information, changed their perspectives, and had more confidence in dealing with SMI. Although there were minor concerns regarding length, clarity of content, and technical issues, CNAs found the online format acceptable and easy to use, and many said they would recommend the training. CARES Serious Mental Illness online training appears to be a viable way of helping CNAs address the mental health needs of long term care residents. Additional testing on CARES Serious Mental Illness is planned.

7 CFR 1775.36 - Purpose.

Code of Federal Regulations, 2010 CFR

2010-01-01

... (CONTINUED) TECHNICAL ASSISTANCE GRANTS Technical Assistance and Training Grants § 1775.36 Purpose. Grants... water and/or waste disposal loan/grant applications. (d) Provide technical assistance/training to... facilities. (e) Pay the expenses associated with providing the technical assistance and/or training...

Training the gastrointestinal endoscopy trainer.

PubMed

Waschke, Kevin A; Anderson, John; Macintosh, Donald; Valori, Roland M

2016-06-01

Endoscopy training has traditionally been accomplished by an informal process in the endoscopy unit that parallels apprenticeship training seen in other areas of professional education. Subsequent to an audit, a series of interventions were implemented in the English National Health Service to support both service delivery and to improve endoscopy training. The resulting training centers deliver a variety of hands-on endoscopy courses, established in parallel with the roll out of a colon cancer screening program that monitors and documents quality outcomes among endoscopists. The program developed a 'training the trainer' module that subsequently became known as the Training the Colonoscopy Trainer course (TCT). Several years after its implementation, colonoscopy quality outcomes in the UK have improved substantially. The core TCT program has spread to other countries with demonstration of a marked impact on endoscopy training and performance. The aim of this chapter is to describe the principles that underlie effective endoscopy training in this program using the TCT as an example. While the review focuses on the specific example of colonoscopy training, the approach is generic to the teaching of any technical skill; it has been successfully transferred to the teaching of laparoscopic surgery as well as other endoscopic techniques. Copyright © 2016 Elsevier Ltd. All rights reserved.

Mobile learning for HIV/AIDS healthcare worker training in resource-limited settings.

PubMed

Zolfo, Maria; Iglesias, David; Kiyan, Carlos; Echevarria, Juan; Fucay, Luis; Llacsahuanga, Ellar; de Waard, Inge; Suàrez, Victor; Llaque, Walter Castillo; Lynen, Lutgarde

2010-09-08

We present an innovative approach to healthcare worker (HCW) training using mobile phones as a personal learning environment.Twenty physicians used individual Smartphones (Nokia N95 and iPhone), each equipped with a portable solar charger. Doctors worked in urban and peri-urban HIV/AIDS clinics in Peru, where almost 70% of the nation's HIV patients in need are on treatment. A set of 3D learning scenarios simulating interactive clinical cases was developed and adapted to the Smartphones for a continuing medical education program lasting 3 months. A mobile educational platform supporting learning events tracked participant learning progress. A discussion forum accessible via mobile connected participants to a group of HIV specialists available for back-up of the medical information. Learning outcomes were verified through mobile quizzes using multiple choice questions at the end of each module. In December 2009, a mid-term evaluation was conducted, targeting both technical feasibility and user satisfaction. It also highlighted user perception of the program and the technical challenges encountered using mobile devices for lifelong learning. With a response rate of 90% (18/20 questionnaires returned), the overall satisfaction of using mobile tools was generally greater for the iPhone. Access to Skype and Facebook, screen/keyboard size, and image quality were cited as more troublesome for the Nokia N95 compared to the iPhone. Training, supervision and clinical mentoring of health workers are the cornerstone of the scaling up process of HIV/AIDS care in resource-limited settings (RLSs). Educational modules on mobile phones can give flexibility to HCWs for accessing learning content anywhere. However lack of softwares interoperability and the high investment cost for the Smartphones' purchase could represent a limitation to the wide spread use of such kind mLearning programs in RLSs.

Surgical simulators in cataract surgery training.

PubMed

Sikder, Shameema; Tuwairqi, Khaled; Al-Kahtani, Eman; Myers, William G; Banerjee, Pat

2014-02-01

Virtual simulators have been widely implemented in medical and surgical training, including ophthalmology. The increasing number of published articles in this field mandates a review of the available results to assess current technology and explore future opportunities. A PubMed search was conducted and a total of 10 articles were reviewed. Virtual simulators have shown construct validity in many modules, successfully differentiating user experience levels during simulated phacoemulsification surgery. Simulators have also shown improvements in wet-lab performance. The implementation of simulators in the residency training has been associated with a decrease in cataract surgery complication rates. Virtual reality simulators are an effective tool in measuring performance and differentiating trainee skill level. Additionally, they may be useful in improving surgical skill and patient outcomes in cataract surgery. Future opportunities rely on taking advantage of technical improvements in simulators for education and research.

Developing a Simulation-Based Training Program for Non-Traditional Caregivers

NASA Technical Reports Server (NTRS)

Bacal, Kira; Miller, RObert; Doerr, Harold

2004-01-01

Simulation-based training enables learning in controlled environments which nevertheless mimic real-world scenarios. It has proven effective in the training of medical personnel and affords rapid assimilation and integration of necessary skills. Non-traditional caregivers often operate in austere environments, where resource and personnel limitations preclude more standard provision of care by highly trained and fully equipped health care teams. In these settings, training time for the caregivers may be limited, with long gaps between time of the training and use of the skills, a limited grasp of the underlying physiology, and unfamiliarity with "medical English" which can render it difficult to communicate concepts to more advanced practitioners when such interaction can take place, as for example, when telemedicine can be used to project medical skills further forward . Methods: Simulation-based training can assist in the familiarization of caregivers to the environment, ensure adequate execution of skills at the appropriate time(s), and allow practice of telemedicine communication patterns between the mentor and caregiver. Results: Scenario-based training can and has been used for initial and sustainment training modules, including self-taught modules for use in the field. Strict identification of the critical concepts is vital, as is development and practice of technically simple procedures wherever possible. Medical devices can off-load tasks from caregivers, as well as to minimize the necessary level of caregiver knowledge, while integrated simulations among all members of the mission team can improve communication and efficiency. Discuss ion: Nontraditional caregivers face unique challenges when learning to provide medical care. Scenario-based curricula allow lesson plans to be tailored to each group's individual needs, as well as being suited for the participation of numerous groups, including the caregiver, evacuation/transport staff, decision-makers, and hospital-based physician.

47 CFR 95.637 - Modulation standards.

Code of Federal Regulations, 2010 CFR

2010-10-01

... amplitude modulation and frequency or phase modulation of a transmitter are not permitted. (d) When emission... 47 Telecommunication 5 2010-10-01 2010-10-01 false Modulation standards. 95.637 Section 95.637... SERVICES Technical Regulations Technical Standards § 95.637 Modulation standards. (a) A GMRS transmitter...

A globally networked hybrid approach to public health capacity training for maternal health professionals in low and middle income countries.

PubMed

McIntosh, Scott; Pérez-Ramos, José G; David, Tamala; Demment, Margaret M; Avendaño, Esteban; Ossip, Deborah J; De Ver Dye, Timothy

2017-01-01

MundoComm is a current NIH-funded project for sustainable public health capacity building in community engagement and technological advances aimed at improving maternal health issues. Two to four teams are selected annually, each consisting of three healthcare professionals and one technical person from specific low and middle income countries (LMICs) including Costa Rica, Dominican Republic, Honduras, and other LMICs. MundoComm is a course with three parts: in-person workshops, online modules, and mentored community engagement development. Two annual 1-week on-site "short courses" convened in Costa Rica are supplemented with six monthly online training modules using the Moodle® online platform for e-learning, and mentored project development. The year-long course comprises over 20 topics divided into the six modules - each module further segmented into 4 week-long assignments, with readings and assigned tasks covering different aspects of community-engaged interventions. The content is peer reviewed by experts in the respective fields from University of Rochester, UCIMED in Costa Rica, and faculty from Costa Rica and the Dominican Republic who maintain regular contact with the trainees to mentor learning and project progress. The purpose of this paper is to report the first year results of the MundoComm project. Both quantitative and qualitative feedback (using online data capturing forms) assess baseline and post-training knowledge and skills in public health project strategies. The course currently has one team each in Costa Rica, the Dominican Republic, and Honduras for a total of 12 trainees. The course and modules include best practices in information and communication technologies (ICTs), ethical reviews, community engagement, evidence-based community interventions, and e-Health strategies. To maximize successful and culturally appropriate training approaches, the multi-media didactic presentations, flexible distance learning strategies, and the use of tablets for offline data collection are offered to trainees, and then feedback from trainees and other lessons learned aid in the refinement of subsequent curricular improvements. Through remark and discussion, the authors report on 1) the feasibility of using a globally networked learning environment (GNLE) plus workshop approach to public health capacity training and 2) the capacity of LMIC teams to complete the MundoComm trainings and produce ICT-based interventions to address a maternal health issue in their respective regions.

76 FR 62455 - Announcement of Updated Funding Availability for H-1B Technical Skills Training Grants

Federal Register 2010, 2011, 2012, 2013, 2014

2011-10-07

... 10-13] Announcement of Updated Funding Availability for H-1B Technical Skills Training Grants AGENCY... the availability of $240 million for the H-1B Technical Skills Training Grants to be awarded through a... additional applicants to apply for the H-1B Technical Skills Training Grants competition that will close on...

The NOνA Module Factory Quality Assurance System

NASA Astrophysics Data System (ADS)

Smith, Alex; the NOνA Collaboration

The NOνA experiment will measure neutrino oscillations using a long-baseline beam, a ∼220-ton near detector and a ∼14-kiloton far detector. Production of ∼12500 modules to build these detectors is an industrial scale operation requiring careful quality assurance to meet the stringent technical specifications. Unlike a typical industrial operation, this project will use primarily a part time labor force of ∼200 University of Minnesota undergraduate students managed by a small team of full time employees. The quality assurance system is involved in nearly every aspect of the production: assembly, scheduling, training, payroll, materials, machine maintenance, test data, and safety compliance. The quality assurance data collected during the assembly process allows us to quickly identify and correct any problems that arise.

78 FR 2284 - Methodology for Selecting Job Corps Centers for Closure; Comments Request

Federal Register 2010, 2011, 2012, 2013, 2014

2013-01-10

... (GED), and career technical training credentials, including industry-recognized credentials, state... align existing career technical training programs to technical standards established by industries or... technical training. Both PIPs and CAPs are used for continued monitoring and implemented for USDA and...

7 CFR 1775.35 - Eligibility.

Code of Federal Regulations, 2010 CFR

2010-01-01

... (CONTINUED) TECHNICAL ASSISTANCE GRANTS Technical Assistance and Training Grants § 1775.35 Eligibility. (a... provide technical assistance and/or training on a regional basis to associations as provided in § 1775.33... resources to provide technical assistance and/or training to associations in rural areas through its staff...

KSC-07pd2197

NASA Image and Video Library

2007-08-03

KENNEDY SPACE CENTER, FLA. - The STS-120 crew is at Kennedy for a crew equipment interface test, or CEIT. Commander Pamela A. Melroy gives a close inspection to space shuttle Discovery in Orbiter Processing Facility bay 3. Among the activities standard to a CEIT are harness training, inspection of the thermal protection system and camera operation for planned extravehicular activities, or EVAs. The STS-120 mission will deliver the Harmony module, christened after a school contest, which will provide attachment points for European and Japanese laboratory modules on the International Space Station. Known in technical circles as Node 2, it is similar to the six-sided Unity module that links the U.S. and Russian sections of the station. Built in Italy for the United States, Harmony will be the first new U.S. pressurized component to be added. The STS-120 mission is targeted to launch on Oct. 20. Photo credit: NASA/George Shelton

KSC-07pd2196

NASA Image and Video Library

2007-08-03

KENNEDY SPACE CENTER, FLA. - The STS-120 crew is at Kennedy for a crew equipment interface test, or CEIT. Giving a close inspection to space shuttle Discovery in Orbiter Processing Facility bay 3 are Mission Specialist Stephanie D. Wilson and Commander Pamela A. Melroy. Among the activities standard to a CEIT are harness training, inspection of the thermal protection system and camera operation for planned extravehicular activities, or EVAs. The STS-120 mission will deliver the Harmony module, christened after a school contest, which will provide attachment points for European and Japanese laboratory modules on the International Space Station. Known in technical circles as Node 2, it is similar to the six-sided Unity module that links the U.S. and Russian sections of the station. Built in Italy for the United States, Harmony will be the first new U.S. pressurized component to be added. The STS-120 mission is targeted to launch on Oct. 20. Photo credit: NASA/George Shelton

KSC-07pd2215

NASA Image and Video Library

2007-08-04

KENNEDY SPACE CENTER, FLA. - In the Orbiter Processing Facility bay 3, STS-120 Commander Pamela A. Melroy sits in the orbiter Discovery to inspect the cockpit windows. The STS-120 crew is at Kennedy for a crew equipment interface test, or CEIT, which includes harness training, inspection of the thermal protection system and camera operation for planned extravehicular activities, or EVAs. The STS-120 mission will deliver the Harmony module, christened after a school contest, which will provide attachment points for European and Japanese laboratory modules on the International Space Station. Known in technical circles as Node 2, it is similar to the six-sided Unity module that links the U.S. and Russian sections of the station. Built in Italy for the United States, Harmony will be the first new U.S. pressurized component to be added. The STS-120 mission is targeted to launch on Oct. 20. Photo credit: NASA/George Shelton

KSC-07pd2219

NASA Image and Video Library

2007-08-04

KENNEDY SPACE CENTER, FLA. - In the Orbiter Processing Facility bay 3, STS-120 Pilot George D. Zamka makes a close inspection of the cockpit window on the orbiter Discovery. Seated next to him is Commander Pamela A. Melroy. The STS-120 crew is at Kennedy for a crew equipment interface test, or CEIT, which includes harness training, inspection of the thermal protection system and camera operation for planned extravehicular activities, or EVAs. The STS-120 mission will deliver the Harmony module, christened after a school contest, which will provide attachment points for European and Japanese laboratory modules on the International Space Station. Known in technical circles as Node 2, it is similar to the six-sided Unity module that links the U.S. and Russian sections of the station. Built in Italy for the United States, Harmony will be the first new U.S. pressurized component to be added. The STS-120 mission is targeted to launch on Oct. 20. NASA/George Shelton

KSC-07pd2205

NASA Image and Video Library

2007-08-03

KENNEDY SPACE CENTER, FLA. -In Orbiter Processing Facility bay 3, STS-120 Commander Pamela A. Melroy (center left) and Mission Specialist Stephanie D. Wilson (center right) are lowered in a bucket into Discovery's payload bay. The STS-120 crew is at Kennedy for a crew equipment interface test, or CEIT, which includes harness training, inspection of the thermal protection system and camera operation for planned extravehicular activities, or EVAs. The STS-120 mission will deliver the Harmony module, christened after a school contest, which will provide attachment points for European and Japanese laboratory modules on the International Space Station. Known in technical circles as Node 2, it is similar to the six-sided Unity module that links the U.S. and Russian sections of the station. Built in Italy for the United States, Harmony will be the first new U.S. pressurized component to be added. The STS-120 mission is targeted to launch on Oct. 20. Photo credit: NASA/George Shelton

KSC-07pd2218

NASA Image and Video Library

2007-08-04

KENNEDY SPACE CENTER, FLA. - In the Orbiter Processing Facility bay 3, STS-120 Commander Pamela A. Melroy makes a close inspection of the cockpit window on the orbiter Discovery. The STS-120 crew is at Kennedy for a crew equipment interface test, or CEIT, which includes harness training, inspection of the thermal protection system and camera operation for planned extravehicular activities, or EVAs. The STS-120 mission will deliver the Harmony module, christened after a school contest, which will provide attachment points for European and Japanese laboratory modules on the International Space Station. Known in technical circles as Node 2, it is similar to the six-sided Unity module that links the U.S. and Russian sections of the station. Built in Italy for the United States, Harmony will be the first new U.S. pressurized component to be added. The STS-120 mission is targeted to launch on Oct. 20. Photo credit: NASA/George Shelton

KSC-07pd2216

NASA Image and Video Library

2007-08-04

KENNEDY SPACE CENTER, FLA. - In the Orbiter Processing Facility bay 3,STS-120 Commander Pamela A. Melroy sits in the orbiter Discovery to inspect the cockpit windows. The STS-120 crew is at Kennedy for a crew equipment interface test, or CEIT, which includes harness training, inspection of the thermal protection system and camera operation for planned extravehicular activities, or EVAs. The STS-120 mission will deliver the Harmony module, christened after a school contest, which will provide attachment points for European and Japanese laboratory modules on the International Space Station. Known in technical circles as Node 2, it is similar to the six-sided Unity module that links the U.S. and Russian sections of the station. Built in Italy for the United States, Harmony will be the first new U.S. pressurized component to be added. The STS-120 mission is targeted to launch on Oct. 20. Photo credit: NASA/George Shelton

KSC-07pd2217

NASA Image and Video Library

2007-08-04

KENNEDY SPACE CENTER, FLA. - In the Orbiter Processing Facility bay 3, STS-120 Commander Pamela A. Melroy makes a close inspection of the cockpit window on the orbiter Discovery. The STS-120 crew is at Kennedy for a crew equipment interface test, or CEIT, which includes harness training, inspection of the thermal protection system and camera operation for planned extravehicular activities, or EVAs. The STS-120 mission will deliver the Harmony module, christened after a school contest, which will provide attachment points for European and Japanese laboratory modules on the International Space Station. Known in technical circles as Node 2, it is similar to the six-sided Unity module that links the U.S. and Russian sections of the station. Built in Italy for the United States, Harmony will be the first new U.S. pressurized component to be added. The STS-120 mission is targeted to launch on Oct. 20. Photo credit: NASA/George Shelton

76 FR 24917 - Notice of Funding Opportunity and Solicitation for Grant Applications (SGA) for H-1B Technical...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-05-03

... Solicitation for Grant Applications (SGA) for H-1B Technical Skills Training Grants AGENCY: Employment and... million in funds for an H-1B Technical Skills Training Grants program. This grant program is designed to... training. H-1B technical skills training grants are financed by a user fee paid by employers to bring...

Advances of NOAA Training Program in Climate Services

NASA Astrophysics Data System (ADS)

Timofeyeva, M. M.

2012-12-01

Since 2002, NOAA's National Weather Service (NWS) Climate Services Division (CSD) has offered numerous training opportunities to NWS staff. After eight-years of development, the training program offers three instructor-led courses and roughly 25 online (distance learning) modules covering various climate topics, such as: climate data and observations, climate variability and change, and NWS national / local climate products (tools, skill, and interpretation). Leveraging climate information and expertise available at all NOAA line offices and partners allows for the delivery of the most advanced knowledge and is a very critical aspect of the training program. The emerging NOAA Climate Service (NCS) requires a well-trained, climate-literate workforce at the local level capable of delivering NOAA's climate products and services as well as providing climate-sensitive decision support. NWS Weather Forecast Offices and River Forecast Centers presently serve as local outlets for the NCS climate services. Trained NWS climate service personnel use proactive and reactive approaches and professional education methods in communicating climate variability and change information to local users. Both scientifically-sound messages and amiable communication techniques are important in developing an engaged dialog between the climate service providers and users. Several pilot projects have been conducted by the NWS CSD this past year that apply the program's training lessons and expertise to specialized external user group training. The technical user groups included natural resources managers, engineers, hydrologists, and planners for transportation infrastructure. Training of professional user groups required tailoring instructions to the potential applications for each group of users. Training technical users identified the following critical issues: (1) knowledge of target audience expectations, initial knowledge status, and potential use of climate information; (2) leveraging partnership with climate services providers; and, (3) applying 3H training approach, where the first H stands for Head (trusted science), the second H stands for Heart (make it easy), and the third H for Hand (support with applications).

Cost and logistics of implementing a tissue-based American College of Surgeons/Association of Program Directors in Surgery surgical skills curriculum for general surgery residents of all clinical years.

PubMed

Henry, Brandon; Clark, Philip; Sudan, Ranjan

2014-02-01

The cost and logistics of deploying the American College of Surgeons (ACS)/Association of Program Directors in Surgery (APDS) National Technical Skills Curriculum across all training years are not known. This information is essential for residency programs choosing to adopt similar curricula. A task force evaluated the authors' institution's existing simulation curriculum and enhanced it by implementing the ACS/APDS modules. A 35-module curriculum was administered to 35 general surgery residents across all 5 clinical years. The costs and logistics were noted, and resident satisfaction was assessed. The annual operational cost was $110,300 ($3,150 per resident). Cost per module, per resident was $940 for the cadaveric module compared with $220 and $240 for dry simulation and animal tissue-based modules, respectively. Resident satisfaction improved from 2.45 to 4.78 on a 5-point, Likert-type scale after implementing the ACS/APDS modules. The ACS/APDS skills curriculum was implemented successfully across all clinical years. Cadaveric modules were the most expensive. Animal and dry simulation modules were equivalent in cost. The addition of tissue-based modules was associated with high satisfaction. Copyright © 2014 Elsevier Inc. All rights reserved.

Training and Maintaining System-Wide Reliability in Outcome Management.

PubMed

Barwick, Melanie A; Urajnik, Diana J; Moore, Julia E

2014-01-01

The Child and Adolescent Functional Assessment Scale (CAFAS) is widely used for outcome management, for providing real time client and program level data, and the monitoring of evidence-based practices. Methods of reliability training and the assessment of rater drift are critical for service decision-making within organizations and systems of care. We assessed two approaches for CAFAS training: external technical assistance and internal technical assistance. To this end, we sampled 315 practitioners trained by external technical assistance approach from 2,344 Ontario practitioners who had achieved reliability on the CAFAS. To assess the internal technical assistance approach as a reliable alternative training method, 140 practitioners trained internally were selected from the same pool of certified raters. Reliabilities were high for both practitioners trained by external technical assistance and internal technical assistance approaches (.909-.995, .915-.997, respectively). 1 and 3-year estimates showed some drift on several scales. High and consistent reliabilities over time and training method has implications for CAFAS training of behavioral health care practitioners, and the maintenance of CAFAS as a global outcome management tool in systems of care.

An Analysis of Costs and Cenefits Associated with Initial Contracting Technical Education and Training for Unrestricted Marine Officers

DTIC Science & Technology

2017-03-01

COSTS AND BENEFITS ASSOCIATED WITH INITIAL CONTRACTING TECHNICAL EDUCATION AND TRAINING FOR UNRESTRICTED MARINE OFFICERS by Lee A. White...WITH INITIAL CONTRACTING TECHNICAL EDUCATION AND TRAINING FOR UNRESTRICTED MARINE OFFICERS 5. FUNDING NUMBERS 6. AUTHOR(S) Lee A. White 7. PERFORMING...unlimited. AN ANALYSIS OF COSTS AND BENEFITS ASSOCIATED WITH INITIAL CONTRACTING TECHNICAL EDUCATION AND TRAINING FOR UNRESTRICTED MARINE OFFICERS

INDOT Technical Training Plan : [Technical Summary

DOT National Transportation Integrated Search

2012-01-01

A wide range of job classifications, increasing technical : performance expectations, licensing and certification requirements, : budget restrictions and frequent department : reorganization has made technical training of employees : more difficult, ...

78 FR 51210 - Agency Information Collection Activities; Proposed Collection; Comments Requested: Office for...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-08-20

... Technical Assistance Center (OVC TTAC) Online Trainings Package ACTION: 30-day notice. The Department of...: The Office for Victims of Crime Training and Technical Assistance Center (OVC TTAC) Online Trainings... online training and technical assistance and, in some cases, to online instructors or participants...

Benefits and Barriers of E-Learning for Staff Training in a Medical University.

PubMed

Franz, Stefan; Behrends, Marianne; Haack, Claudia; Marschollek, Michael

2015-01-01

Learning Management Systems (LMS) are a feasible solution to fulfill the various requirements for e-learning based training in a medical university. Using the LMS ILIAS, the Institute of Diagnostic and Interventional Radiology has designed an e-learning unit about data protection, which has been used by 73% of the department's employees in the first three months. To increase the use of e-learning for staff training, it is necessary to identify barriers and benefits, which encourage the use of e-learning. Therefore, we started an online survey to examine how the employees evaluate this learning opportunity. The results show that 87% of the employees had no technical problems and also competence of Information and Communication Technology (ICT) was no barrier. If anything, reported issues were time shortages and tight schedules. Therefore, short learning modules (less than 20 minutes) are preferred. Furthermore, temporal flexibility for learning is important for 83% of employees.

Cognitive training for technical and non-technical skills in robotic surgery: a randomised controlled trial.

PubMed

Raison, Nicholas; Ahmed, Kamran; Abe, Takashige; Brunckhorst, Oliver; Novara, Giacomo; Buffi, Nicolò; McIlhenny, Craig; van der Poel, Henk; van Hemelrijck, Mieke; Gavazzi, Andrea; Dasgupta, Prokar

2018-05-07

To investigate the effectiveness of motor imagery (MI) for technical skill and non-technical skill (NTS) training in minimally invasive surgery (MIS). A single-blind, parallel-group randomised controlled trial was conducted at the Vattikuti Institute of Robotic Surgery, King's College London. Novice surgeons were recruited by open invitation in 2015. After basic robotic skills training, participants underwent simple randomisation to either MI training or standard training. All participants completed a robotic urethrovesical anastomosis task within a simulated operating room. In addition to the technical task, participants were required to manage three scripted NTS scenarios. Assessment was performed by five blinded expert surgeons and a NTS expert using validated tools for evaluating technical skills [Global Evaluative Assessment of Robotic Skills (GEARS)] and NTS [Non-Technical Skills for Surgeons (NOTSS)]. Quality of MI was assessed using a revised Movement Imagery Questionnaire (MIQ). In all, 33 participants underwent MI training and 29 underwent standard training. Interrater reliability was high, Krippendorff's α = 0.85. After MI training, the mean (sd) GEARS score was significantly higher than after standard training, at 13.1 (3.25) vs 11.4 (2.97) (P = 0.03). There was no difference in mean NOTSS scores, at 25.8 vs 26.4 (P = 0.77). MI training was successful with significantly higher imagery scores than standard training (mean MIQ score 5.1 vs 4.5, P = 0.04). Motor imagery is an effective training tool for improving technical skill in MIS even in novice participants. No beneficial effect for NTS was found. © 2018 The Authors BJU International © 2018 BJU International Published by John Wiley & Sons Ltd.

Annual Report Fiscal Year 1980--Office of Technical Assistance and Training.

ERIC Educational Resources Information Center

Bureau of Indian Affairs, Brigham City, UT.

The technical assistance and training services which the Office of Technical Assistance and Training (OTAT) offered for Alaskan Natives, Indian Tribes, and the Bureau of Indian Affairs personnel during 1980 are highlighted in this report. The Real Property Management and the Forestry training programs, developed in cooperation with the Office of…

An assessment of individualized technical ear training for audio production.

PubMed

Kim, Sungyoung

2015-07-01

An individualized technical ear training method is compared to a non-individualized method. The efficacy of the individualized method is assessed using a standardized test conducted before and after the training period. Participants who received individualized training improved better than the control group on the test. Results indicate the importance of individualized training for acquisition of spectrum-identification and spectrum-matching skills. Individualized training, therefore, should be implemented by default into technical ear training programs used in audio production industry and education.

Who Should Train? Substituting Civilian-Provided Training for Military Training

DTIC Science & Technology

1991-01-01

estimate, vocational, trade, and business schools - both public and private-provided qualifying training for approxi- mately 1.11 million technical...lower for minorities and economically disadvantaged students ’virt et al., 1989). 11 larly reliant on public vocational, trade, and business schools include...Several technical occupations are particularly reliant on private voca- tional, technical, and business schools for qualifying training, includ- ing

77 FR 37710 - Notice of Proposed Information Collection

Federal Register 2010, 2011, 2012, 2013, 2014

2012-06-22

... to continue the collection of information for two technical training program course effectiveness... approval. This collection is for OSM's Technical Training Program Course Effectiveness Evaluations (1029... collection activity: Title: Technical Training Program Course Effectiveness Evaluation. OMB Control Number...

45 CFR 2533.10 - Eligible activities.

Code of Federal Regulations, 2010 CFR

2010-10-01

... SERVICE TECHNICAL ASSISTANCE, TRAINING, AND OTHER SERVICE INFRASTRUCTURE-BUILDING ACTIVITIES § 2533.10... training and technical assistance and other assistance to project sponsors and other community-based... will provide training and technical assistance, where necessary, to individuals, programs, local labor...

Designing Web-based telemedicine training for military health care providers.

PubMed

Bangert, D; Doktor, R; Johnson, E

2001-01-01

The purpose of the study was to ascertain those learning objectives that will initiate increased use of telemedicine by military health care providers. Telemedicine is increasingly moving to the center of the health care industry's service offerings. As this migration occurs, health professionals will require training for proper and effective change management. The United States Department of Defense (DoD) is embracing the use of telemedicine and wishes to use Web-based training as a tool for effective change management to increase use. This article summarizes the findings of an educational needs assessment of military health care providers for the creation of the DoD Web-based telemedicine training curriculum. Forty-eight health care professionals were interviewed and surveyed to capture their opinions on what learning objectives a telemedicine training curriculum should include. Twenty learning objectives were found to be needed in a telemedicine training program. These 20 learning objectives were grouped into four learning clusters that formed the structure for the training program. In order of importance, the learning clusters were clinical, technical, organizational, and introduction to telemedicine. From these clusters, five Web-based modules were created, with two addressing clinical learning needs and one for each of the other learning objective clusters.

Knowledge Boosting Curriculum for New Wind Industry Professionals Final Technical Report

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

Marsh, Ruth H; Rogers, Anthony L

DNV Renewables (USA) Inc. (DNV KEMA) received a grant from the U.S. Department of Energy (DOE) to develop the curriculum for a series of short courses intended to address Topic Area 5 Workforce Development, one of the focus areas to achieve the goals outlined in 20% Wind by 2030: Increasing Wind Energy's Contribution to Electricity Supply. The aim of the curriculum development project was to provide material for instructors to use in a training program to help professionals transition into careers in wind energy. Under this grant DNV KEMA established a knowledge boosting program for the wind energy industry withmore » the following objectives: 1. Develop technical training curricula and teaching materials for six key topic areas that can be implemented in a flexible format by a knowledgeable instructor. The topic areas form a foundation that can be leveraged for subsequent, more detailed learning modules (not developed in this program). 2. Develop an implementation guidance document to accompany the curricula outlining key learning objectives, implementation methods, and guidance for utilizing the curricula. This curriculum is intended to provide experienced trainers course material that can be used to provide course participants with a basic background in wind energy and wind project development. The curriculum addresses all aspects of developing a wind project, that when implemented can be put to use immediately, making the participant an asset to U.S. wind industry employers. The curriculum is comprised of six short modules, together equivalent in level of content to a one-semester college-level course. The student who completes all six modules should be able to understand on a basic level what is required to develop a wind project, speak with a reasonable level of confidence about such topics as wind resource assessment, energy assessment, turbine technology and project economics, and contribute to the analysis and review of project information. The content of the curriculum is based on DNV KEMA's extensive experience in consulting and falls under six general topics: 1. Introduction to wind energy 2. Wind resource and energy assessment 3. Wind turbine systems and components 4. Wind turbine installation, integration, and operation 5. Feasibility studies 6. Project economics Each general topic (module) covers 10-15 sub-topics. Representatives from industry provided input on the design and content of the modules as they were developed. DNV KEMA developed guidance documents to accompany the training curricula and materials in order to facilitate usage of the curricula in a manner consistent with industries requirements. Internal and external pilot trainings using selections of the curriculum provided valuable feedback that was then used to modify and improve the material and make it more relevant to participants. The pilot trainings varied in their content and intensity, and each served as an opportunity for the trainers to better understand which techniques proved to be the most successful for accelerated learning. In addition, the varied length and content of the trainings, which were adjusted to suit the focus and budget for each particular situation, highlight the flexibility of the format. The material developed under this program focused primarily on onshore wind project development. The course material could be extended in the future to address the unique aspects of offshore project development.« less

Design and Delivery of Technical Module for the Business Intelligence Course

ERIC Educational Resources Information Center

Wang, Shouhong; Wang, Hai

2013-01-01

IS programs are increasingly being called on to offer courses in business intelligence. This article presents the pedagogical design and the delivery method of a practicable technical module for a non-technically oriented Business Intelligence course. It is a tutorial for the instructors who wish to incorporate a practical technical element in…

Developing a competency framework for U.S. state food and feed testing laboratory personnel.

PubMed

Kaml, Craig; Weiss, Christopher C; Dezendorf, Paul; Ishida, Maria; Rice, Daniel H; Klein, Ron; Salfinger, Yvonne

2014-01-01

A competency-based training curriculum framework for U.S. state food and feed testing laboratories personnel is being developed by the International Food Protection Training Institute (IFPTI) and three partners. The framework will help laboratories catalog existing training courses/modules, identify training gaps, inform training curricula, and create career-spanning professional development learning paths, ensuring consistent performance expectations and increasing confidence in shared test results. Ultimately, the framework will aid laboratories in meeting the requirements of ISO/IEC 17025 (2005) international accreditation and the U.S. Food Safety Modernization Act (U.S. Public Law 111-353). In collaboration with the Association of Food and Drug Officials, the Association of Public Health Laboratories, and the Association of American Feed Control Officials, IFPTI is carrying out the project in two phases. In 2013, an expert panel of seven subject matter experts developed competency and curriculum frameworks for five professional levels (entry, mid-level, expert, supervisor/manager, and senior administration) across four competency domains (technical, communication, programmatic, and leadership) including approximately 80 competencies. In 2014 the expert panel will elicit feedback from peers and finalize the framework.

76 FR 18624 - Research, Technical Assistance and Training Programs: Notice of Final Circular

Federal Register 2010, 2011, 2012, 2013, 2014

2011-04-04

... to FTA Circular 6100.1D, Research and Technical Assistance Training Program: Application Instructions... DEPARTMENT OF TRANSPORTATION Federal Transit Administration Research, Technical Assistance and Training Programs: Notice of Final Circular AGENCY: Federal Transit Administration (FTA), DOT. ACTION...

7 CFR 1775.66 - Purpose.

Code of Federal Regulations, 2010 CFR

2010-01-01

...) Provide technical assistance and/or training to reduce the solid waste stream through reduction, recycling... landfills. (c) Provide technical assistance and/or training for operators of landfills which are closed or... with providing the technical assistance and/or training authorized in paragraphs (a) through (d) of...

Using Modules in an Environmental Health Training Program. Module 20. Vocational Education Training in Environmental Health Sciences.

ERIC Educational Resources Information Center

Consumer Dynamics Inc., Rockville, MD.

This module, one of 25 on vocational education training for careers in environmental health occupations, is on using modules in an environmental health training program. This informational document describes the prospective student, content and objectives of the modules, and how to select modules for use in an environmental health training…

Training and technical assistance to enhance capacity building between prevention research centers and their partners.

PubMed

Spadaro, Antonia J; Grunbaum, Jo Anne; Dawkins, Nicola U; Wright, Demia S; Rubel, Stephanie K; Green, Diane C; Simoes, Eduardo J

2011-05-01

The Centers for Disease Control and Prevention has administered the Prevention Research Centers Program since 1986. We quantified the number and reach of training programs across all centers, determined whether the centers' outcomes varied by characteristics of the academic institution, and explored potential benefits of training and technical assistance for academic researchers and community partners. We characterized how these activities enhanced capacity building within Prevention Research Centers and the community. The program office collected quantitative information on training across all 33 centers via its Internet-based system from April through December 2007. Qualitative data were collected from April through May 2007. We selected 9 centers each for 2 separate, semistructured, telephone interviews, 1 on training and 1 on technical assistance. Across 24 centers, 4,777 people were trained in 99 training programs in fiscal year 2007 (October 1, 2006-September 30, 2007). Nearly 30% of people trained were community members or agency representatives. Training and technical assistance activities provided opportunities to enhance community partners' capacity in areas such as conducting needs assessments and writing grants and to improve the centers' capacity for cultural competency. Both qualitative and quantitative data demonstrated that training and technical assistance activities can foster capacity building and provide a reciprocal venue to support researchers' and the community's research interests. Future evaluation could assess community and public health partners' perception of centers' training programs and technical assistance.

Unified Technical Concepts. Module 10: Transducers.

ERIC Educational Resources Information Center

Technical Education Research Center, Waco, TX.

This concept module on transducers is one of thirteen modules that provide a flexible, laboratory-based physics instructional package designed to meet the specialized needs of students in two-year, postsecondary technical schools. Each of the thirteen concept modules discusses a single physics concept and how it is applied to each energy system.…

Unified Technical Concepts. Module 13: Radiation.

ERIC Educational Resources Information Center

Technical Education Research Center, Waco, TX.

This concept module on radiation is one of thirteen modules that provide a flexible, laboratory-based physics instructional package designed to meet the specialized needs of students in two-year, postsecondary technical schools. Each of the thirteen concept modules discusses a single physics concept and how it is applied to each energy system.…

Unified Technical Concepts. Module 5: Resistance.

ERIC Educational Resources Information Center

Technical Education Research Center, Waco, TX.

This concept module on resistance is one of thirteen modules that provide a flexible, laboratory-based physics instructional package designed to meet the specialized needs of students in two-year, postsecondary technical schools. Each of the thirteen concept modules discusses a single physics concept and how it is applied to each energy system.…

Unified Technical Concepts. Module 12: Time Constants.

ERIC Educational Resources Information Center

Technical Education Research Center, Waco, TX.

This concept module on time constants is one of thirteen modules that provide a flexible, laboratory-based physics instructional package designed to meet the specialized needs of students in two-year, postsecondary technical schools. Each of the thirteen concept modules discusses a single physics concept and how it is applied to each energy…

Unified Technical Concepts. Module 11: Vibrations and Waves.

ERIC Educational Resources Information Center

Technical Education Research Center, Waco, TX.

This concept module on vibrations and waves is one of thirteen modules that provide a flexible, laboratory-based physics instructional package designed to meet the specialized needs of students in two-year, postsecondary technical schools. Each of the thirteen concept modules discusses a single physics concept and how it is applied to each energy…

Unified Technical Concepts. Module 9: Energy Convertors.

ERIC Educational Resources Information Center

Technical Education Research Center, Waco, TX.

This concept module on energy convertors is one of thirteen modules that provide a flexible, laboratory-based physics instructional package designed to meet the specialized needs of students in two-year, postsecondary technical schools. Each of the thirteen concept modules discusses a single physics concept and how it is applied to each energy…

Unified Technical Concepts. Module 8: Force Transformers.

ERIC Educational Resources Information Center

Technical Education Research Center, Waco, TX.

This concept module on force transformers is one of thirteen modules that provide a flexible, laboratory-based physics instructional package designed to meet the specialized needs of students in two-year, postsecondary technical schools. Each of the thirteen concept modules discusses a single physics concept and how it is applied to each energy…

Unified Technical Concepts. Module 1: Force.

ERIC Educational Resources Information Center

Technical Education Research Center, Waco, TX.

This concept module on force is one of thirteen modules that provide a flexible, laboratory-based physics instructional package designed to meet the specialized needs of students in two-year, postsecondary technical schools. Each of the thirteen concept modules discusses a single physics concept and how it is applied to each energy system. This…

Unified Technical Concepts. Module 6: Power.

ERIC Educational Resources Information Center

Technical Education Research Center, Waco, TX.

This concept module on power is one of thirteen modules that provide a flexible, laboratory-based physics instructional package designed to meet the specialized needs of students in two-year, postsecondary technical schools. Each of the thirteen concept modules discusses a single physics concept and how it is applied to each energy system. In this…

Unified Technical Concepts. Module 7: Potential and Kinetic Energy.

ERIC Educational Resources Information Center

Technical Education Research Center, Waco, TX.

This concept module on potential and kinetic energy is one of thirteen modules that provide a flexible, laboratory-based physics instructional package designed to meet the specialized needs of students in two-year, postsecondary technical schools. Each of the thirteen concept modules discusses a single physics concept and how it is applied to each…

Unified Technical Concepts. Module 2: Work.

ERIC Educational Resources Information Center

Technical Education Research Center, Waco, TX.

This concept module on work is one of thirteen modules that provide a flexible, laboratory-based physics instructional package designed to meet the specialized needs of students in two-year, postsecondary technical schools. Each of the thirteen concept modules discusses a single physics concept and how it is applied to each energy system. In this…

Unified Technical Concepts. Module 3: Rate.

ERIC Educational Resources Information Center

Technical Education Research Center, Waco, TX.

This concept module on rate is one of thirteen modules that provide a flexible, laboratory-based physics instructional package designed to meet the specialized needs of students in two-year, postsecondary technical schools. Each of the thirteen concept modules discusses a single physics concept and how it is applied to each energy system. This…

76 FR 69612 - Amendment to the International Traffic in Arms Regulations: Sudan

Federal Register 2010, 2011, 2012, 2013, 2014

2011-11-09

... related technical training and assistance to monitoring, verification, or peace support operations... uses, and related technical training and assistance; (3) personal protective gear for the personal use... technical training and assistance to monitoring, verification, or peace support operations, including those...

77 FR 60140 - Notice of Proposed Information Collection; Request for Comments

Federal Register 2010, 2011, 2012, 2013, 2014

2012-10-02

... renewed approval for the collection of information for two technical training program course effectiveness... of information contained in two technical training program course effectiveness evaluation forms. OSM... days in which to comment on the following information collection activities: Title: Technical Training...

On-line Naval Engineering Skills Supplemental Training Program

DTIC Science & Technology

2010-01-01

Defense Technical University ( DTU ), the technical content for courses would have to be provided by the Naval technical authorities...of technological knowledge related to design engineering such as the DTU , or expanded within the mission scope of an existing organization such as...management program as a training tool for naval design engineers such as the DTU or a technical extension of the DAU program for acquisition training

7 CFR 1775.31 - Authorization.

Code of Federal Regulations, 2010 CFR

2010-01-01

... (CONTINUED) TECHNICAL ASSISTANCE GRANTS Technical Assistance and Training Grants § 1775.31 Authorization. This subpart sets forth additional policies and procedures for making Technical Assistance and Training...

76 FR 17963 - Renewal of Agency Information Collection for Application for Job Placement and Training Services...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-03-31

... training program, which provides vocational/technical training, related counseling, guidance, job placement... the job placement and training program, which provides vocational/technical training, related... Application for Job Placement and Training Services; Request for Comments AGENCY: Bureau of Indian Affairs...

77 FR 73673 - Notice of Proposed Information Collection; Request for Comments

Federal Register 2010, 2011, 2012, 2013, 2014

2012-12-11

... to request approval to continue the collection of information for one of its Technical Training... approval. This collection is for the OSM Technical Training Nomination and Request for Payment Form (OSM.... Title: Nomination and Request for Payment Form for OSM Technical Training Courses. OMB Control Number...

77 FR 31868 - Notice of Submission of Proposed Information Collection to OMB; Office of Native American...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-05-30

... Proposed Information Collection to OMB; Office of Native American Programs (ONAP) Training and Technical.... 552) authorizes HUD to award training and technical assistance contracts on a competitive basis. HUD intends to competitively award training and technical assistance contracts to national and regional...

75 FR 34251 - Office of Special Education and Rehabilitative Services; Overview Information; Centers for...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-06-16

... Information; Centers for Independent Living Program--Training and Technical Assistance; Notice Inviting... Training and Technical Assistance Project. Program Authority: 29 U.S.C. 796f(b); American Recovery and... Independent Living Program--Training and Technical Assistance--CFDA Number 84.400B must be submitted...

78 FR 36578 - Agency Information Collection Activities; Proposed Collection; Comments Requested: Office for...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-06-18

... Collection; Comments Requested: Office for Victims of Crime Training and Technical Assistance Center (OVC...; Businesses or other for-profit. Abstract: The Office for Victims of Crime Training and Technical Assistance... will deliver these forms to recipients of online training and technical assistance and, in some cases...

77 FR 16250 - Notice of Proposed Information Collection for Public Comment; Office of Native American Programs...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-03-20

... Information Collection for Public Comment; Office of Native American Programs (ONAP) Training and Technical... subject proposal. The data required by Office of Native American Programs Training and Technical... progress. The data identifies needs, outputs and outcomes of the training and technical assistance. DATES...

31 CFR 547.301 - Arms or any related materiel.

Code of Federal Regulations, 2010 CFR

2010-07-01

...) Supplies of arms and related materiel, technical training, and assistance intended solely for support of or... of arms and related materiel, technical training, and assistance described in paragraphs (a)(1... technical training and assistance intended solely for support of or use by MONUC; (c) Supplies of non-lethal...

75 FR 9193 - Office of Special Education and Rehabilitative Services; Overview Information; Assistive...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-03-01

... Information; Assistive Technology Act of 1998, as Amended--National Activities--State Training and Technical... requirement to support training and technical assistance to the entities funded under the AT Act to improve... applications that meet this priority. This priority is: State Training and Technical Assistance for Assistive...

75 FR 5801 - Notice of Proposed Information Collection for 1029-0120

Federal Register 2010, 2011, 2012, 2013, 2014

2010-02-04

... request for its Nomination and Request for Payment Form for OSM Technical Training Courses, has been... Nomination and Request for Payment Form for OSM Technical Training Courses. OSM is requesting a 3- year term... information collection activity: Title: Nomination and Request for Payment Form for OSM Technical Training...

34 CFR 366.15 - What selection criteria does the Secretary use?

Code of Federal Regulations, 2010 CFR

2010-07-01

... Training and Technical Assistance § 366.15 What selection criteria does the Secretary use? The Secretary uses the following criteria to evaluate applications for new awards for training and technical... project; and (2) How the objectives further training and technical assistance with respect to planning...

76 FR 35103 - Training and Qualification Requirements for Check Airmen and Flight Instructors; Technical Amendment

Federal Register 2010, 2011, 2012, 2013, 2014

2011-06-16

... which initial and transition flight training must include an in-flight element. Technical Amendment This.... 28471; Amendment Nos. 121-355 and 135-125] RIN 2120-AF08 Training and Qualification Requirements for Check Airmen and Flight Instructors; Technical Amendment AGENCY: Federal Aviation Administration (FAA...

Technical Training for Managers.

ERIC Educational Resources Information Center

Haverland, Edgar M.

The question has arisen as to what kind of information a manager without extensive technical training needs to learn to supervise effectively. For example, the Nike Hercules fire control platoon leader, usually an officer in his first active duty assignment, seldom has had extensive technical training. Yet he is responsibile for the…

Training and technical assistance for compliance with beverage and physical activity components of New York City's regulations for early child care centers.

PubMed

Kakietek, Jakub; Dunn, Lillian; O'Dell, Sarah Abood; Jernigan, Jan; Kettel Khan, Laura

2014-10-16

In 2006, the New York City Department of Health and Mental Hygiene (DOHMH) passed regulations for child care centers that established standards for beverages provided to children and set a minimum amount of time for daily physical activity. DOHMH offered several types of training and technical assistance to support compliance with the regulations. This article analyzes the association between training and technical assistance provided and compliance with the regulations in a sample of 174 group child care centers. Compliance was measured by using a site inventory of beverages stored on premises and a survey of centers' teachers regarding the amount of physical activity provided. Training and technical assistance measures were based on the DOHMH records of training and technical assistance provided to the centers in the sample and on a survey of center directors. Ordinal logistic regression was used to assess the association between training and technical assistance measures and compliance with the regulations. Measures of training related to physical activity the center received: the number of staff members who participated in Sport, Play and Active Recreation for Kids (SPARK) and other training programs in which a center participated were associated with better compliance with the physical activity regulations. Neither training nor technical assistance were associated with compliance with the regulations related to beverages. Increased compliance with regulations pertaining to physical activity was not related to compliance with beverage regulations. Future trainings should be targeted to the specific regulation requirements to increase compliance.

An evidence-based virtual reality training program for novice laparoscopic surgeons.

PubMed

Aggarwal, Rajesh; Grantcharov, Teodor P; Eriksen, Jens R; Blirup, Dorthe; Kristiansen, Viggo B; Funch-Jensen, Peter; Darzi, Ara

2006-08-01

To develop an evidence-based virtual reality laparoscopic training curriculum for novice laparoscopic surgeons to achieve a proficient level of skill prior to participating in live cases. Technical skills for laparoscopic surgery must be acquired within a competency-based curriculum that begins in the surgical skills laboratory. Implementation of this program necessitates the definition of the validity, learning curves and proficiency criteria on the training tool. The study recruited 40 surgeons, classified into experienced (performed >100 laparoscopic cholecystectomies) or novice groups (<10 laparoscopic cholecystectomies). Ten novices and 10 experienced surgeons were tested on basic tasks, and 11 novices and 9 experienced surgeons on a procedural module for dissection of Calot triangle. Performance of the 2 groups was assessed using time, error, and economy of movement parameters. All basic tasks demonstrated construct validity (Mann-Whitney U test, P < 0.05), and learning curves for novices plateaued at a median of 7 repetitions (Friedman's test, P < 0.05). Expert surgeons demonstrated a learning rate at a median of 2 repetitions (P < 0.05). Performance on the dissection module demonstrated significant differences between experts and novices (P < 0.002); learning curves for novice subjects plateaued at the fourth repetition (P < 0.05). Expert benchmark criteria were defined for validated parameters on each task. A competency-based training curriculum for novice laparoscopic surgeons has been defined. This can serve to ensure that junior trainees have acquired prerequisite levels of skill prior to entering the operating room, and put them directly into practice.

Optional part-time and longer GP training modules in GP practices associated with more trainees becoming GPs - a cohort study in Switzerland.

PubMed

Studerus, Lara; Ahrens, Regina; Häuptle, Christian; Goeldlin, Adrian; Streit, Sven

2018-01-05

Switzerland, like many other countries, has a shortage of General Practitioners (GPs). Optional GP training modules in GP practices were offered during the at least 5-year GP training program to increase student and trainee interest in becoming a GP. The training modules had not yet been evaluated. We determined how many Swiss GP trainees became practicing GPs after they completed optional training modules, and if longer modules were associated with higher rates of GP specialization. In this population-based cohort study, we included GP trainees who chose an optional GP training module in GP practice, provided by the Foundation to Promote Training in General Practice (WHM) between 2006 and 2015. GP trainees were invited to complete an online survey to assess the primary outcome (becoming a practicing GP by 2016). Data on non-responders was collected via an internet search. We calculated univariate time-to-event curves to become a practicing GP, stratified by trainee's gender, length, part-time training, and number of years after graduation until training modules were completed. We used a multivariate model to adjust for characteristics of participants, training, and satisfaction with training modules. We assessed primary outcome for 351 (92.1%) of 381 former GP trainees who participated in a WHM program between 2006 and 2015. Of these 218 (57%) were practicing GPs by 2016. When focusing on the trainees who had completed training between 2006 and 2010, the rate of practicing GPs was even 73%. Longer (p = 0.018) and part-time training modules (p = 0.003) were associated with higher rates of being a practicing GP. Most (81%) practicing GPs thought their optional GP training module was (very) important in their choice of specialty. GP trainees who spent more time training in a GP practice, or who trained part-time were more likely to become practicing GPs. Most (80%) rated their training module as (very) important in their choice of career, highlighting that these modules effectively encourage the interests of those already inclined towards the GP specialty. Longer GP training modules and more opportunities for part-time training may attract and retain more interested trainees, and possibly increase the number of practicing GPs.

Plumbing. Pre-Apprenticeship Phase 2 Training. Student Training Modules.

ERIC Educational Resources Information Center

Brath, Ed

These 26 Student Training Modules on plumbing comprise one of nine sets of self-paced learning modules developed for Pre-Apprenticeship Phase 2 Training. (A companion instructor's guide is available separately as CE 031 577.) The modules are designed to impart trade knowledge and skills to the student. Each module contains some or all of the…

Plastering. Pre-Apprenticeship Phase 2 Training. Student Training Modules.

ERIC Educational Resources Information Center

Hamblen, Ron

These 20 Student Training Modules on plastering comprise one of nine sets of self-paced learning modules developed for Pre-Apprenticeship Phase 2 Training. (A companion instructor's guide is available separately as CE 031 569.) The modules are designed to impart trade knowledge and skills to the student. Each module contains some or all of the…

Drywall. Pre-Apprenticeship Phase 2 Training. Student Training Modules.

ERIC Educational Resources Information Center

Moore, Doug

These 18 Student Training Modules on drywall comprise one of nine sets of self-paced learning modules developed for Pre-Apprenticeship Phase 2 Training. (A companion instructor's guide is available separately as CE 031 573.) The modules are designed to impart trade knowledge and skills to the student. Each module contains some or all of the…

Floor Covering. Pre-Apprenticeship Phase 2 Training. Student Training Modules.

ERIC Educational Resources Information Center

Hamblen, Ron

These 21 Student Training Modules on floor covering comprise one of nine sets of self-paced learning modules developed for Pre-Apprenticeship Phase 2 Training. (A companion instructor's guide is available separately as CE 031 565.) The modules are designed to impart trade knowledge and skills to the student. Each module contains some or all of the…

Tilesetting. Pre-Apprenticeship Phase 2 Training. Student Training Modules.

ERIC Educational Resources Information Center

Ausland, Greg

These 24 Student Training Modules on tilesetting comprise one of nine sets of self-paced learning modules developed for Pre-Apprenticeship Phase 2 Training. (A companion instructor's guide is available separately as CE 031 563.) The modules are designed to impart trade knowledge and skills to the student. Each module contains some or all of the…

Bricklaying. Pre-Apprenticeship Phase 2 Training. Student Training Modules.

ERIC Educational Resources Information Center

Cholewinski, Scott

These 23 Student Training Modules on bricklaying comprise one of nine sets of self-paced learning modules developed for Pre-Apprenticeship Phase 2 Training. (A companion instructor's guide is available separately as CE 031 567.) The modules are designed to impart trade knowledge and skills to the student. Each module contains some or all of the…

Parts Counter. Pre-Apprenticeship Phase 2 Training. Student Training Modules.

ERIC Educational Resources Information Center

Snyder, James A.

These 23 Student Training Modules on parts counter comprise one of nine sets of self-paced learning modules developed for Pre-Apprenticeship Phase 2 Training. (A companion instructor's guide is available separately as CE 031 571.) The modules are designed to impart trade knowledge and skills to the student. Each module contains some or all of the…

Cement Finishing. Pre-Apprenticeship Phase 2 Training. Student Training Modules.

ERIC Educational Resources Information Center

Nama, Joe

These 20 Student Training Modules on cement finishing comprise one of nine sets of self-paced learning modules developed for Pre-Apprenticeship Phase 2 Training. (A companion instructor's guide is available separately as CE 031 575.) The modules are designed to impart trade knowledge and skills to the student. Each module contains some or all of…

Painting. Pre-Apprenticeship Phase 2 Training. Student Training Modules.

ERIC Educational Resources Information Center

Kracht, Shannon

These 21 Student Training Modules on painting comprise one of nine sets of self-paced learning modules developed for Pre-Apprenticeship Phase 2 Training. (A companion instructor's guide is available separately as CE 031 561.) The modules are designed to impart trade knowledge and skills to the student. Each module contains some or all of the…

13 CFR 306.1 - Purpose and scope.

Code of Federal Regulations, 2010 CFR

2010-01-01

... TRAINING, RESEARCH AND TECHNICAL ASSISTANCE INVESTMENTS Local and National Technical Assistance § 306.1 Purpose and scope. (a) Local and National Technical Assistance Investments may: (1) Determine the causes... business. (c) EDA may identify specific training, research or technical assistance Projects it will fund...

KSC-07pd2203

NASA Image and Video Library

2007-08-03

KENNEDY SPACE CENTER, FLA. - The STS-120 crew is at Kennedy for a crew equipment interface test, or CEIT. In Orbiter Processing Facility bay 3, Expedition 16 Flight Engineer Daniel M. Tani is given the opportunity to operate a camera that will fly on the mission. Among the activities standard to a CEIT are harness training, inspection of the thermal protection system and camera operation for planned extravehicular activities, or EVAs. The STS-120 mission will deliver the Harmony module, christened after a school contest, which will provide attachment points for European and Japanese laboratory modules on the International Space Station. Known in technical circles as Node 2, it is similar to the six-sided Unity module that links the U.S. and Russian sections of the station. Built in Italy for the United States, Harmony will be the first new U.S. pressurized component to be added. The STS-120 mission is targeted to launch on Oct. 20. Photo credit: NASA/George Shelton

KSC-07pd2193

NASA Image and Video Library

2007-08-03

KENNEDY SPACE CENTER, FLA. - The STS-120 crew is at Kennedy for a crew equipment interface test, or CEIT. Inspecting the thermal protection system, or TPS, tiles under space shuttle Discovery in Orbiter Processing Facility bay 3 is Mission Specialist Paolo A. Nespoli, a European Space Agency astronaut from Italy. Among the activities standard to a CEIT are harness training, inspection of the thermal protection system and camera operation for planned extravehicular activities, or EVAs. The STS-120 mission will deliver the Harmony module, christened after a school contest, which will provide attachment points for European and Japanese laboratory modules on the International Space Station. Known in technical circles as Node 2, it is similar to the six-sided Unity module that links the U.S. and Russian sections of the station. Built in Italy for the United States, Harmony will be the first new U.S. pressurized component to be added. The STS-120 mission is targeted to launch on Oct. 20. Photo credit: NASA/George Shelton

KSC-07pd2192

NASA Image and Video Library

2007-08-03

KENNEDY SPACE CENTER, FLA. - The STS-120 crew is at Kennedy for a crew equipment interface test, or CEIT. Inspecting the thermal protection system, or TPS, tiles under space shuttle Discovery in Orbiter Processing Facility bay 3 is Mission Specialist Scott E. Parazynski, the lead spacewalker on the mission. Among the activities standard to a CEIT are harness training, inspection of the thermal protection system and camera operation for planned extravehicular activities, or EVAs. The STS-120 mission will deliver the Harmony module, christened after a school contest, which will provide attachment points for European and Japanese laboratory modules on the International Space Station. Known in technical circles as Node 2, it is similar to the six-sided Unity module that links the U.S. and Russian sections of the station. Built in Italy for the United States, Harmony will be the first new U.S. pressurized component to be added. The STS-120 mission is targeted to launch on Oct. 20. Photo credit: NASA/George Shelton

KSC-07pd2208

NASA Image and Video Library

2007-08-03

KENNEDY SPACE CENTER, FLA. - In Orbiter Processing Facility bay 3, STS-120 Mission Specialists Scott E. Parazynski, Douglas H. Wheelock and Paolo A. Nespoli inspect tools they will use during the mission. Nespoli is a European Space Agency astronaut from Italy. With them is Allison Bolinger, an EVA technician with NASA. The STS-120 crew is at Kennedy for a crew equipment interface test, or CEIT, which includes harness training, inspection of the thermal protection system and camera operation for planned extravehicular activities, or EVAs. The STS-120 mission will deliver the Harmony module, christened after a school contest, which will provide attachment points for European and Japanese laboratory modules on the International Space Station. Known in technical circles as Node 2, it is similar to the six-sided Unity module that links the U.S. and Russian sections of the station. Built in Italy for the United States, Harmony will be the first new U.S. pressurized component to be added. The STS-120 mission is targeted to launch on Oct. 20. Photo credit: NASA/George Shelton

KSC-07pd2198

NASA Image and Video Library

2007-08-03

KENNEDY SPACE CENTER, FLA. - The STS-120 crew is at Kennedy for a crew equipment interface test, or CEIT. Receiving a briefing on the thermal protection system, or TPS, tiles on space shuttle Discovery in Orbiter Processing Facility bay 3 are Commander Pamela A. Melroy and Mission Specialist Paolo A. Nespoli, a European Space Agency astronaut from Italy. Among the activities standard to a CEIT are harness training, inspection of the thermal protection system and camera operation for planned extravehicular activities, or EVAs. The STS-120 mission will deliver the Harmony module, christened after a school contest, which will provide attachment points for European and Japanese laboratory modules on the International Space Station. Known in technical circles as Node 2, it is similar to the six-sided Unity module that links the U.S. and Russian sections of the station. Built in Italy for the United States, Harmony will be the first new U.S. pressurized component to be added. The STS-120 mission is targeted to launch on Oct. 20. Photo credit: NASA/George Shelton

KSC-07pd2210

NASA Image and Video Library

2007-08-03

KENNEDY SPACE CENTER, FLA. - In Orbiter Processing Facility bay 3, STS-120 crew members practice handling tools they will use during the mission. From left are Mission Specialist Stephanie D. Wilson, Pilot George D. Zamka and Commander Pamela A. Melroy. The STS-120 crew is at Kennedy for a crew equipment interface test, or CEIT, which includes harness training, inspection of the thermal protection system and camera operation for planned extravehicular activities, or EVAs. The STS-120 mission will deliver the Harmony module, christened after a school contest, which will provide attachment points for European and Japanese laboratory modules on the International Space Station. Known in technical circles as Node 2, it is similar to the six-sided Unity module that links the U.S. and Russian sections of the station. Built in Italy for the United States, Harmony will be the first new U.S. pressurized component to be added. The STS-120 mission is targeted to launch on Oct. 20. Photo credit: NASA/George Shelton

KSC-07pd2204

NASA Image and Video Library

2007-08-03

KENNEDY SPACE CENTER, FLA. - Dressed in clean-room suits are STS-120 Commander Pamela A. Melroy (left) and Mission Specialist Stephanie D. Wilson (center), getting ready to get into the bucket that will lower them into Discovery's payload bay in bay 3 of the Orbiter Processing Facility. The STS-120 crew is at Kennedy for a crew equipment interface test, or CEIT, which includes harness training, inspection of the thermal protection system and camera operation for planned extravehicular activities, or EVAs. The STS-120 mission will deliver the Harmony module, christened after a school contest, which will provide attachment points for European and Japanese laboratory modules on the International Space Station. Known in technical circles as Node 2, it is similar to the six-sided Unity module that links the U.S. and Russian sections of the station. Built in Italy for the United States, Harmony will be the first new U.S. pressurized component to be added. The STS-120 mission is targeted to launch on Oct. 20. Photo credit: NASA/George Shelton

KSC-07pd2206

NASA Image and Video Library

2007-08-03

KENNEDY SPACE CENTER, FLA. - In Orbiter Processing Facility bay 3, STS-120 Mission Specialists Scott E. Parazynski, Douglas H. Wheelock and Paolo A. Nespoli inspect tools they will use during the mission. Nespoli is a European Space Agency astronaut from Italy. Behind them is Allison Bolinger, an EVA technician with NASA. The STS-120 crew is at Kennedy for a crew equipment interface test, or CEIT, which includes harness training, inspection of the thermal protection system and camera operation for planned extravehicular activities, or EVAs. The STS-120 mission will deliver the Harmony module, christened after a school contest, which will provide attachment points for European and Japanese laboratory modules on the International Space Station. Known in technical circles as Node 2, it is similar to the six-sided Unity module that links the U.S. and Russian sections of the station. Built in Italy for the United States, Harmony will be the first new U.S. pressurized component to be added. The STS-120 mission is targeted to launch on Oct. 20. Photo credit: NASA/George Shelton

KSC-07pd2220

NASA Image and Video Library

2007-08-04

KENNEDY SPACE CENTER, FLA. - In the Orbiter Processing Facility bay 3, STS-120 Pilot George D. Zamka makes a close inspection of the cockpit window on the orbiter Discovery. Seated next to him is Commander Pamela A. Melroy. The STS-120 crew is at Kennedy for a crew equipment interface test, or CEIT, which includes harness training, inspection of the thermal protection system and camera operation for planned extravehicular activities, or EVAs. The STS-120 mission will deliver the Harmony module, christened after a school contest, which will provide attachment points for European and Japanese laboratory modules on the International Space Station. Known in technical circles as Node 2, it is similar to the six-sided Unity module that links the U.S. and Russian sections of the station. Built in Italy for the United States, Harmony will be the first new U.S. pressurized component to be added. The STS-120 mission is targeted to launch on Oct. 20. Photo credit: NASA/George Shelton

KSC-07pd2212

NASA Image and Video Library

2007-08-03

KENNEDY SPACE CENTER, FLA. - In Discovery's payload bay in Orbiter Processing Facility bay 3, STS-120 crew members are getting hands-on experience with a winch that is used to manually close the payload bay doors in the event that becomes necessary. At right is Expedition 16 Flight Engineer Daniel M. Tani. The STS-120 crew is at Kennedy for a crew equipment interface test, or CEIT, which includes harness training, inspection of the thermal protection system and camera operation for planned extravehicular activities, or EVAs. The STS-120 mission will deliver the Harmony module, christened after a school contest, which will provide attachment points for European and Japanese laboratory modules on the International Space Station. Known in technical circles as Node 2, it is similar to the six-sided Unity module that links the U.S. and Russian sections of the station. Built in Italy for the United States, Harmony will be the first new U.S. pressurized component to be added. The STS-120 mission is targeted to launch on Oct. 20. Photo credit: NASA/George Shelton

KSC-07pd2187

NASA Image and Video Library

2007-08-03

KENNEDY SPACE CENTER, FLA. - The STS-120 crew is at Kennedy for a crew equipment interface test, or CEIT. Standing under space shuttle Discovery in Orbiter Processing Facility bay 3, from left, are Expedition 16 Flight Engineer Daniel M. Tani, Pilot George D. Zamka and Mission Specialist Paolo A. Nespoli, a European Space Agency astronaut from Italy. Among the activities standard to a CEIT are harness training, inspection of the thermal protection system and camera operation for planned extravehicular activities, or EVAs. The STS-120 mission will deliver the Harmony module, christened after a school contest, which will provide attachment points for European and Japanese laboratory modules on the International Space Station. Known in technical circles as Node 2, it is similar to the six-sided Unity module that links the U.S. and Russian sections of the station. Built in Italy for the United States, Harmony will be the first new U.S. pressurized component to be added. The STS-120 mission is targeted to launch on Oct. 20. Photo credit: NASA/George Shelton

KSC-07pd2200

NASA Image and Video Library

2007-08-03

KENNEDY SPACE CENTER, FLA. - The STS-120 crew is at Kennedy for a crew equipment interface test, or CEIT. From left in blue flight suits, STS-120 Mission Specialist Douglas H. Wheelock, Commander Pamela A. Melroy and Mission Specialist Scott E. Parazynski receive instruction in Orbiter Processing Facility bay 3 on the operation of cameras that will fly on their mission. Among the activities standard to a CEIT are harness training, inspection of the thermal protection system and camera operation for planned extravehicular activities, or EVAs. The STS-120 mission will deliver the Harmony module, christened after a school contest, which will provide attachment points for European and Japanese laboratory modules on the International Space Station. Known in technical circles as Node 2, it is similar to the six-sided Unity module that links the U.S. and Russian sections of the station. Built in Italy for the United States, Harmony will be the first new U.S. pressurized component to be added. The STS-120 mission is targeted to launch on Oct. 20. Photo credit: NASA/George Shelton

Adapting the Training Site to Training Needs. Self-Paced Instructional Module. Module Number VII-A.

ERIC Educational Resources Information Center

King, Sylvester; Brooks, Kent

One of 33 self-paced instructional modules for training industry services leaders to provide guidance in the performance of manpower services by public agencies to new and expanding private industry, this module contains three sequential learning activities on adapting the training site to training needs. The first learning activity is designed to…

ASTD Technical and Skills Training Handbook.

ERIC Educational Resources Information Center

Kelly, Leslie, Ed.

This handbook is intended to serve as a hands-on reference for technical trainers, many of whom are resident experts in corporations who have been recruited from within the organization rather than individuals with training background. It contains 23 chapters by experts in the field: (1) The History of Technical Training (Richard A. Swanson and…

77 FR 55862 - Agency Information Collection Activities; Revision of Currently Approved Collection; Comments...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-09-11

... Crime Training and Technical Assistance Center (OVC TTAC) Feedback Form Package ACTION: 60-Day Notice of... institutions; Businesses or other for-profit. Abstract: The Office for Victims of Crime Training and Technical... forms to recipients of training and technical assistance, scholarship applicants, users of the Web site...

78 FR 12782 - Notice of Proposed Information Collection; Request for Comments for 1029-0120

Federal Register 2010, 2011, 2012, 2013, 2014

2013-02-25

... information collection request for the Nomination and Request for Payment Form for OSM's Technical Training... Payment Form for OSM Technical Training Courses. OSM is requesting a 3-year term of approval for this... collection activity: Title: Nomination and Request for Payment Form for OSM Technical Training Courses. OMB...

20 CFR 411.180 - What is timely progress toward self-supporting employment?

Code of Federal Regulations, 2010 CFR

2010-04-01

... certificate or vocational or technical training that will enhance your ability to return to work. In addition...-secondary education requirement or vocational or technical training requirement in the applicable progress... this 12-month period; or (iv) You must have been enrolled in a vocational or technical training program...

Technical and Vocational Education and Training in Peace Education: Solomon Islands

ERIC Educational Resources Information Center

Maebuta, Jack

2011-01-01

Technical and vocational education and training programs as a form of peace education are examined in this paper. It explores the notion of educating for a culture of peace through refocusing technical and vocational education and training programs on sustainable community development in the Solomon Islands. It further highlights the policy and…

Mobile learning for HIV/AIDS healthcare worker training in resource-limited settings

PubMed Central

2010-01-01

Background We present an innovative approach to healthcare worker (HCW) training using mobile phones as a personal learning environment. Twenty physicians used individual Smartphones (Nokia N95 and iPhone), each equipped with a portable solar charger. Doctors worked in urban and peri-urban HIV/AIDS clinics in Peru, where almost 70% of the nation's HIV patients in need are on treatment. A set of 3D learning scenarios simulating interactive clinical cases was developed and adapted to the Smartphones for a continuing medical education program lasting 3 months. A mobile educational platform supporting learning events tracked participant learning progress. A discussion forum accessible via mobile connected participants to a group of HIV specialists available for back-up of the medical information. Learning outcomes were verified through mobile quizzes using multiple choice questions at the end of each module. Methods In December 2009, a mid-term evaluation was conducted, targeting both technical feasibility and user satisfaction. It also highlighted user perception of the program and the technical challenges encountered using mobile devices for lifelong learning. Results With a response rate of 90% (18/20 questionnaires returned), the overall satisfaction of using mobile tools was generally greater for the iPhone. Access to Skype and Facebook, screen/keyboard size, and image quality were cited as more troublesome for the Nokia N95 compared to the iPhone. Conclusions Training, supervision and clinical mentoring of health workers are the cornerstone of the scaling up process of HIV/AIDS care in resource-limited settings (RLSs). Educational modules on mobile phones can give flexibility to HCWs for accessing learning content anywhere. However lack of softwares interoperability and the high investment cost for the Smartphones' purchase could represent a limitation to the wide spread use of such kind mLearning programs in RLSs. PMID:20825677

Training the Technical Editor.

ERIC Educational Resources Information Center

Cathcart, Margaret E.

The demand for skilled technical editors is growing as society places increasing emphasis on receiving accurate, concise, and complete technical data. Since many organizations do not have inhouse programs for training technical editors, a need exists to provide inexperienced people with basic editing skills. One organization has developed two…

Development and implementation of a clinical pathway approach to simulation-based training for foregut surgery.

PubMed

Miyasaka, Kiyoyuki W; Buchholz, Joseph; LaMarra, Denise; Karakousis, Giorgos C; Aggarwal, Rajesh

2015-01-01

Contemporary demands on resident education call for integration of simulation. We designed and implemented a simulation-based curriculum for Post Graduate Year 1 surgery residents to teach technical and nontechnical skills within a clinical pathway approach for a foregut surgery patient, from outpatient visit through surgery and postoperative follow-up. The 3-day curriculum for groups of 6 residents comprises a combination of standardized patient encounters, didactic sessions, and hands-on training. The curriculum is underpinned by a summative simulation "pathway" repeated on days 1 and 3. The "pathway" is a series of simulated preoperative, intraoperative, and postoperative encounters in following up a single patient through a disease process. The resident sees a standardized patient in the clinic presenting with distal gastric cancer and then enters an operating room to perform a gastrojejunostomy on a porcine tissue model. Finally, the resident engages in a simulated postoperative visit. All encounters are rated by faculty members and the residents themselves, using standardized assessment forms endorsed by the American Board of Surgery. A total of 18 first-year residents underwent this curriculum. Faculty ratings of overall operative performance significantly improved following the 3-day module. Ratings of preoperative and postoperative performance were not significantly changed in 3 days. Resident self-ratings significantly improved for all encounters assessed, as did reported confidence in meeting the defined learning objectives. Conventional surgical simulation training focuses on technical skills in isolation. Our novel "pathway" curriculum targets an important gap in training methodologies by placing both technical and nontechnical skills in their clinical context as part of managing a surgical patient. Results indicate consistent improvements in assessments of performance as well as confidence and support its continued usage to educate surgery residents in foregut surgery. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

An integrated knowledge system for wind tunnel testing - Project Engineers' Intelligent Assistant

NASA Technical Reports Server (NTRS)

Lo, Ching F.; Shi, George Z.; Hoyt, W. A.; Steinle, Frank W., Jr.

1993-01-01

The Project Engineers' Intelligent Assistant (PEIA) is an integrated knowledge system developed using artificial intelligence technology, including hypertext, expert systems, and dynamic user interfaces. This system integrates documents, engineering codes, databases, and knowledge from domain experts into an enriched hypermedia environment and was designed to assist project engineers in planning and conducting wind tunnel tests. PEIA is a modular system which consists of an intelligent user-interface, seven modules and an integrated tool facility. Hypermedia technology is discussed and the seven PEIA modules are described. System maintenance and updating is very easy due to the modular structure and the integrated tool facility provides user access to commercial software shells for documentation, reporting, or database updating. PEIA is expected to provide project engineers with technical information, increase efficiency and productivity, and provide a realistic tool for personnel training.

Training experiences immediately after medical school.

PubMed

Roche, A M; Sanson-Fisher, R W; Cockburn, J

1997-01-01

Trainees in all teaching hospitals in New South Wales were surveyed using a self-completion, postal questionnaire to assess perceptions of the quality and extent of training received for interactional and technical skills. The response rate was 67.1%. Mean age was 25.4 years and 38.8% were female. Overall, training was found to be generally poor in terms of time and educational strategies used. Interactional skills were found to receive lower levels of training than technical skills both prior to and during the intern year with significantly fewer (P < 0.000) educational strategies reported for training received in interactional skills than for technical skills. Trainees' perceptions of the adequacy of training was significantly more negative for interactional than technical skills (P < 0.001). Assessment of competence was also significantly lower for interactional than technical skills (P < 0.001). On average, fewer than one in three trainees considered themselves to be competent in interactional skills compared to two-thirds who reported themselves as competent for technical skills. The findings of this study highlight the need for improved efforts with regard to both the quality and quantity of training provided during the intern year. Considerable scope exists for improved educational experiences for both interactional and technical skill areas, but particularly for interactional skills. Overall, greater use of a range of basic educational strategies such as the provision of 'observation' and 'critical feedback' is indicated. Efforts also need to be directed toward the training of clinical educators to optimize the potential of the preregistration period.

Evaluation of simparteam - a needs-orientated team training format for obstetrics and neonatology.

PubMed

Zech, Alexandra; Gross, Benedict; Jasper-Birzele, Céline; Jeschke, Katharina; Kieber, Thomas; Lauterberg, Jörg; Lazarovici, Marc; Prückner, Stephan; Rall, Marcus; Reddersen, Silke; Sandmeyer, Benedikt; Scholz, Christoph; Stricker, Eric; Urban, Bert; Zobel, Astrid; Singer, Ingeborg

2017-04-01

A standardized team-training program for healthcare professionals in obstetric units was developed based on an analysis of common causes for adverse events found in claims registries. The interdisciplinary and inter-professional training concept included both technical and non-technical skill training. Evaluation of the program was carried out in hospitals with respect to the immediate personal learning of participants and also regarding changes in safety culture. Trainings in n=7 hospitals including n=270 participants was evaluated using questionnaires. These were administered at four points in time to staff from participating obstetric units: (1) 10 days ahead of the training (n=308), (2) on training day before (n=239), (3) right after training (n=248), and (4) 6 months after (n=188) the intervention. Questionnaires included several questions for technical and non-technical skills and the Hospital Survey on Patient Safety (HSOPS). Strong effects were found in the participants' perception of their own competence regarding technical skills and handling of emergencies. Small effects could be observed in the scales of the HSOPS questionnaire. Most effects differed depending on professional groups and hospitals. Integrated technical and team management training can raise employees' confidence with complex emergency management skills and processes. Some indications for improvements on the patient safety culture level were detected. Furthermore, differences between professional groups and hospitals were found, indicating the need for more research on contributing factors for patient safety and for the success of crew resource management (CRM) trainings.

High definition video teaching module for learning neck dissection.

PubMed

Mendez, Adrian; Seikaly, Hadi; Ansari, Kal; Murphy, Russell; Cote, David

2014-03-25

Video teaching modules are proven effective tools for enhancing student competencies and technical skills in the operating room. Integration into post-graduate surgical curricula, however, continues to pose a challenge in modern surgical education. To date, video teaching modules for neck dissection have yet to be described in the literature. To develop and validate an HD video-based teaching module (HDVM) to help instruct post-graduate otolaryngology trainees in performing neck dissection. This prospective study included 6 intermediate to senior otolaryngology residents. All consented subjects first performed a control selective neck dissection. Subjects were then exposed to the video teaching module. Following a washout period, a repeat procedure was performed. Recordings of the both sets of neck dissections were de-identified and reviewed by an independent evaluator and scored using the Observational Clinical Human Reliability Assessment (OCHRA) system. In total 91 surgical errors were made prior to the HDVM and 41 after exposure, representing a 55% decrease in error occurrence. The two groups were found to be significantly different. Similarly, 66 and 24 staff takeover events occurred pre and post HDVM exposure, respectively, representing a statistically significant 64% decrease. HDVM is a useful adjunct to classical surgical training. Residents performed significantly less errors following exposure to the HD-video module. Similarly, significantly less staff takeover events occurred following exposure to the HDVM.

Urology technical and non-technical skills development: the emerging role of simulation.

PubMed

Rashid, Prem; Gianduzzo, Troy R J

2016-04-01

To review the emerging role of technical and non-technical simulation in urological education and training. A review was conducted to examine the current role of simulation in urology training. A PUBMED search of the terms 'urology training', 'urology simulation' and 'urology education' revealed 11,504 titles. Three hundred and fifty-seven abstracts were identified as English language, peer reviewed papers pertaining to the role of simulation in urology and related topics. Key papers were used to explore themes. Some cross-referenced papers were also included. There is an ongoing need to ensure that training time is efficiently utilised while ensuring that optimal technical and non-technical skills are achieved. Changing working conditions and the need to minimise patient harm by inadvertent errors must be taken into account. Simulation models for specific technical aspects have been the mainstay of graduated step-wise low and high fidelity training. Whole scenario environments as well as non-technical aspects can be slowly incorporated into the curriculum. Doing so should also help define what have been challenging competencies to teach and evaluate. Dedicated time, resources and trainer up-skilling are important. Concurrent studies are needed to help evaluate the effectiveness of introducing step-wise simulation for technical and non-technical competencies. Simulation based learning remains the best avenue of progressing surgical education. Technical and non-technical simulation could be used in the selection process. There are good economic, logistic and safety reasons to pursue the process of ongoing development of simulation co-curricula. While the role of simulation is assured, its progress will depend on a structured program that takes advantage of what can be delivered via this medium. Overall, simulation can be developed further for urological training programs to encompass technical and non-technical skill development at all stages, including recertification. © 2015 The Authors BJU International © 2015 BJU International Published by John Wiley & Sons Ltd.

The Imperial Paediatric Emergency Training Toolkit (IPETT) for use in paediatric emergency training: development and evaluation of feasibility and validity.

PubMed

Lambden, Simon; DeMunter, Claudine; Dowson, Anne; Cooper, Mehrengise; Gautama, Sanjay; Sevdalis, Nick

2013-06-01

To develop and test the feasibility, reliability, and validity of a practical toolkit for the assessment and feedback of skills required to manage paediatric emergencies in critical care settings. The Imperial Paediatric Emergency Training Toolkit (IPETT) was developed based on current evidence-base and expert input. IPETT assesses both technical and non-technical skills. The technical component covers skills in the areas of clinical assessment, airway and breathing, cardiovascular, and drugs. The non-technical component is based on the validated NOTECHS tool and covers communication and interaction, cooperation and team skills, leadership and managerial skills, and decision-making. The reliability (internal consistency), content validity (inter-correlations between different skills) and concurrent validity (correlations between global technical and non-technical scores) of IPETT were prospectively evaluated in 45 simulated paediatric crises carried out in a PICU with anaesthetic and paediatric trainees (N=52). Non-parametric analyses were carried out. Significance was set at P<0.05. Cronbach alpha reliability coefficients were overall acceptable for the technical (alpha range=0.638-0.810) and good for the non-technical (alpha range=0.701-0.899) component of IPETT. The median inter-skill correlation was rho=0.564 and rho=0.549 for the technical and non-technical components, respectively. These indicate good content validity, as the skills were inter-related but not redundant. We also demonstrate a correlation between the global technical and non-technical scores (rho=0.471) - all Ps<0.05 during the assessments. IPETT offers a psychometrically viable and feasible to use tool in the context of paediatric emergencies training. This study shows that assessment of technical and non-technical skills in combination may offer a more clinically relevant model for training in paediatric emergencies. Further validation should aim to demonstrate skill retention over time and skill transfer from simulation-based training to real emergencies. Copyright © 2013. Published by Elsevier Ireland Ltd.

The role of simulation in urological training - A quantitative study of practice and opinions.

PubMed

Aydin, Abdullatif; Ahmed, Kamran; Shafi, Ahmed M A; Khan, Muhammad Shamim; Dasgupta, Prokar

2016-12-01

Over the past few decades, simulation-based training has rapidly been adopted by many centres for effective technical and non-technical skills training, as a supplementary method to traditional operating room experience. The aim of this study is to assess the current practice in training and seek opinion regarding the future role of simulation in urological training. A cross sectional survey was designed and distributed amongst expert and trainee urological surgeons. The survey consisted of twenty-two questions that were split into three sections; Introduction (6), Technical Skills training in urology (10) and Non-technical skills training in urology (6). A total of 91 residents and 172 specialists completed the survey. In both groups, there was an agreed consensus that laparoscopic training and exposure was insufficient as only 21% of trainees and 23% of specialists believed that they had sufficient training in this area. Furthermore, both groups lacked simulation-based training in common urological procedures including nephrectomy (62%), cystoscopy (69-74%), ureteroscopy (47-59%), transurethral resection of the prostate (56-65%) and percutaneous renal surgery (76-73%). 90% of trainees and 70% of specialists believed (agreed and strongly agreed) that there is a role for non-technical skills simulation in urological training. Simulation training has been under-used thus far and trainees face an uphill challenge to enhance their skills and technical abilities in the operating room. Simulation is recommended by both trainees and specialists and may represent one of the solutions to the challenges of safe and effective urology procedural training. Copyright © 2015 Royal College of Surgeons of Edinburgh (Scottish charity number SC005317) and Royal College of Surgeons in Ireland. Published by Elsevier Ltd. All rights reserved.

Empowering health personnel for decentralized health planning in India: The Public Health Resource Network.

PubMed

Kalita, Anuska; Zaidi, Sarover; Prasad, Vandana; Raman, V R

2009-07-20

The Public Health Resource Network is an innovative distance-learning course in training, motivating, empowering and building a network of health personnel from government and civil society groups. Its aim is to build human resource capacity for strengthening decentralized health planning, especially at the district level, to improve accountability of health systems, elicit community participation for health, ensure equitable and accessible health facilities and to bring about convergence in programmes and services. The question confronting health systems in India is how best to reform, revitalize and resource primary health systems to deliver different levels of service aligned to local realities, ensuring universal coverage, equitable access, efficiency and effectiveness, through an empowered cadre of health personnel. To achieve these outcomes it is essential that health planning be decentralized. Districts vary widely according to the specific needs of their population, and even more so in terms of existing interventions and available resources. Strategies, therefore, have to be district-specific, not only because health needs vary, but also because people's perceptions and capacities to intervene and implement programmes vary. In centrally designed plans there is little scope for such adaptation and contextualization, and hence decentralized planning becomes crucial. To undertake these initiatives, there is a strong need for trained, motivated, empowered and networked health personnel. It is precisely at this level that a lack of technical knowledge and skills and the absence of a supportive network or adequate educational opportunities impede personnel from making improvements. The absence of in-service training and of training curricula that reflect field realities also adds to this, discouraging health workers from pursuing effective strategies. The Public Health Resource Network is thus an attempt to reach out to motivated though often isolated health workers. It interacts with, and works to empower, health personnel within the government health system as well as civil society, to meaningfully participate in and strengthen decentralized planning processes and outcomes. Structured as an innovative distance-learning course spread over 12 to 18 months of coursework and contact programmes, the Public Health Resource Network comprises 14 core modules and five optional courses. The technical content and contact programmes have been specifically developed to build perspectives and technical knowledge of participants and provide them with a variety of options that can be immediately put into practice within their work environments and everyday roles. The thematic areas of the course modules range from technical knowledge related to maternal and child health and communicable and noncommunicable diseases; programmatic and systemic knowledge related to health planning, convergence, health management and public-private partnerships; to perspective-building knowledge related to mainstreaming gender issues and community participation. Currently the Public Health Resource Network has been launched in four states of India--Chhattisgarh, Jharkhand, Bihar and Orissa--in its first phase, and reaches out to more than 500 participants with diverse backgrounds. The initiative has received valuable support from central and state government departments of health, state training institutes, the National Rural Health Mission--the current comprehensive health policy in the country--and leading civil society organizations.

Empowering health personnel for decentralized health planning in India: The Public Health Resource Network

PubMed Central

Kalita, Anuska; Zaidi, Sarover; Prasad, Vandana; Raman, VR

2009-01-01

The Public Health Resource Network is an innovative distance-learning course in training, motivating, empowering and building a network of health personnel from government and civil society groups. Its aim is to build human resource capacity for strengthening decentralized health planning, especially at the district level, to improve accountability of health systems, elicit community participation for health, ensure equitable and accessible health facilities and to bring about convergence in programmes and services. The question confronting health systems in India is how best to reform, revitalize and resource primary health systems to deliver different levels of service aligned to local realities, ensuring universal coverage, equitable access, efficiency and effectiveness, through an empowered cadre of health personnel. To achieve these outcomes it is essential that health planning be decentralized. Districts vary widely according to the specific needs of their population, and even more so in terms of existing interventions and available resources. Strategies, therefore, have to be district-specific, not only because health needs vary, but also because people's perceptions and capacities to intervene and implement programmes vary. In centrally designed plans there is little scope for such adaptation and contextualization, and hence decentralized planning becomes crucial. To undertake these initiatives, there is a strong need for trained, motivated, empowered and networked health personnel. It is precisely at this level that a lack of technical knowledge and skills and the absence of a supportive network or adequate educational opportunities impede personnel from making improvements. The absence of in-service training and of training curricula that reflect field realities also adds to this, discouraging health workers from pursuing effective strategies. The Public Health Resource Network is thus an attempt to reach out to motivated though often isolated health workers. It interacts with, and works to empower, health personnel within the government health system as well as civil society, to meaningfully participate in and strengthen decentralized planning processes and outcomes. Structured as an innovative distance-learning course spread over 12 to 18 months of coursework and contact programmes, the Public Health Resource Network comprises 14 core modules and five optional courses. The technical content and contact programmes have been specifically developed to build perspectives and technical knowledge of participants and provide them with a variety of options that can be immediately put into practice within their work environments and everyday roles. The thematic areas of the course modules range from technical knowledge related to maternal and child health and communicable and noncommunicable diseases; programmatic and systemic knowledge related to health planning, convergence, health management and public-private partnerships; to perspective-building knowledge related to mainstreaming gender issues and community participation. Currently the Public Health Resource Network has been launched in four states of India – Chhattisgarh, Jharkhand, Bihar and Orissa – in its first phase, and reaches out to more than 500 participants with diverse backgrounds. The initiative has received valuable support from central and state government departments of health, state training institutes, the National Rural Health Mission – the current comprehensive health policy in the country – and leading civil society organizations. PMID:19615106

42 CFR 493.1411 - Standard; Technical consultant qualifications.

Code of Federal Regulations, 2010 CFR

2010-10-01

... training or experience to provide technical consultation for each of the specialties and subspecialties of... responsible. Note: The technical consultant requirements for “laboratory training or experience, or both” in... 42 Public Health 5 2010-10-01 2010-10-01 false Standard; Technical consultant qualifications. 493...

38 CFR 61.53 - Rating criteria for technical assistance grant applications.

Code of Federal Regulations, 2010 CFR

2010-07-01

...: (1) How the recipients of technical training will increase their skill level regarding the completion of applications; (2) How the recipients of technical training will learn to find grant opportunities... technical assistance grant applications. 61.53 Section 61.53 Pensions, Bonuses, and Veterans' Relief...

Full immersion simulation: validation of a distributed simulation environment for technical and non-technical skills training in Urology.

PubMed

Brewin, James; Tang, Jessica; Dasgupta, Prokar; Khan, Muhammad S; Ahmed, Kamran; Bello, Fernando; Kneebone, Roger; Jaye, Peter

2015-07-01

To evaluate the face, content and construct validity of the distributed simulation (DS) environment for technical and non-technical skills training in endourology. To evaluate the educational impact of DS for urology training. DS offers a portable, low-cost simulated operating room environment that can be set up in any open space. A prospective mixed methods design using established validation methodology was conducted in this simulated environment with 10 experienced and 10 trainee urologists. All participants performed a simulated prostate resection in the DS environment. Outcome measures included surveys to evaluate the DS, as well as comparative analyses of experienced and trainee urologist's performance using real-time and 'blinded' video analysis and validated performance metrics. Non-parametric statistical methods were used to compare differences between groups. The DS environment demonstrated face, content and construct validity for both non-technical and technical skills. Kirkpatrick level 1 evidence for the educational impact of the DS environment was shown. Further studies are needed to evaluate the effect of simulated operating room training on real operating room performance. This study has shown the validity of the DS environment for non-technical, as well as technical skills training. DS-based simulation appears to be a valuable addition to traditional classroom-based simulation training. © 2014 The Authors BJU International © 2014 BJU International Published by John Wiley & Sons Ltd.

34 CFR 366.10 - What agencies are eligible for assistance to provide training and technical assistance?

Code of Federal Regulations, 2011 CFR

2011-07-01

... EDUCATION CENTERS FOR INDEPENDENT LIVING Training and Technical Assistance § 366.10 What agencies are... 34 Education 2 2011-07-01 2010-07-01 true What agencies are eligible for assistance to provide training and technical assistance? 366.10 Section 366.10 Education Regulations of the Offices of the...

34 CFR 366.11 - What financial assistance does the Secretary provide for training and technical assistance?

Code of Federal Regulations, 2011 CFR

2011-07-01

... EDUCATION CENTERS FOR INDEPENDENT LIVING Training and Technical Assistance § 366.11 What financial... 34 Education 2 2011-07-01 2010-07-01 true What financial assistance does the Secretary provide for training and technical assistance? 366.11 Section 366.11 Education Regulations of the Offices of the...

Repositioning Technical and Vocational Education and Training (TVET) for Youths Employment and National Security in Nigeria

ERIC Educational Resources Information Center

Ogbunaya, T. C.; Udoudo, Ekereobong S.

2015-01-01

The paper focused on repositioning Technical and Vocational Education and Training (TVET) for youth's employment and national security in Nigeria. It examined briefly the concepts of technical vocational education and training (TVET), youths, unemployment and national security as well as the effects of unemployment on national security in Nigeria.…

E-Learning and North-South collaboration: the experience of two public health schools in France and Benin.

PubMed

Edouard, Guévart; Dominique, Billot; Moussiliou, Paraïso Noël; Francis, Guillemin; Khaled, Bessaoud; Serge, Briançon

2009-10-14

Distance learning (e-learning) can facilitate access to training. Yet few public health E-learning experiments have been reported; institutes in developing countries experience difficulties in establishing on-line curricula, while developed countries struggle with adapting existing curricula to realities on the ground. In 2005, two schools of public health, one in France and one in Benin, began collaborating through contact sessions organised for Nancy University distance-learning students. This experience gave rise to a partnership aimed at developing training materials for e-Learning for African students. The distance-learning public health course at Nancy teaches public health professionals through a module entitled "Health and Development." The module is specifically tailored for professionals from developing countries. To promote student-teacher exchanges, clarify content and supervise dissertations, contact sessions are organized in centres proximate and accessible to African students. The Benin Institute's main feature is residential team learning; distance-learning courses are currently being prepared. The two collaborating institutions have developed a joint distance-learning module geared toward developing countries. The collaboration provides for the development, diffusion, and joint delivery of teaching modules featuring issues that are familiar to African staff, gives the French Institute credibility in assessing research work produced, and enables modules on specific African issues and approaches to be put online. While E-learning is a viable educational option for public health professionals, periodic contact can be advantageous. Our analysis showed that the benefit of the collaboration between the two institutions is mutual; the French Institute extends its geographical, cultural and contextual reach and expands its pool of teaching staff. The Benin Institute benefits from the technical partnership and expertise, which allow it to offer distance learning for Africa-specific contexts and applications.

NASA/DOD Aerospace Knowledge Diffusion Research Project. Paper 40: Technical communications in aerospace education: A study of AIAA student members

NASA Technical Reports Server (NTRS)

Kennedy, John M.; Pinelli, Thomas E.; Barclay, Rebecca O.

1994-01-01

This paper describes the preliminary analysis of a survey of the American Institute of Aeronautics and Astronautics (AIAA) student members. In the paper we examine (1) the demographic characteristics of the students, (2) factors that affected their career decisions, (3) their career goals and aspirations, and (4) their training in technical communication and techniques for finding and using aerospace scientific and technical information (STI). We determine that aerospace engineering students receive training in technical communication skills and the use of STI. While those in the aerospace industry think that more training is needed, we believe the students receive the appropriate amount of training. We think that the differences between the amount of training students receive and the perception of training needs is related partially to the characteristics of the students and partially to the structure of the aerospace STI dissemination system. Overall, we conclude that the students' technical communication training and knowledge of STI, while limited by external forces, makes it difficult for students to achieve their career goals.

Naval Training Device Center Index of Technical Reports.

ERIC Educational Resources Information Center

Walker, Lemuel E.

Published Naval Training Device Center technical reports and some technical notes (those available through the Defense Documentation Center-DDC) which have resulted from basic research, exploratory development, and advanced development type projects are listed. The reports are indexed by technical note number, by title, and by contractor code. The…

Project T.E.A.M. (Technical Education Advancement Modules). Introduction to Industrial Physics.

ERIC Educational Resources Information Center

Whisenhunt, James E.

This instructional guide, one of a series developed by the Technical Education Advancement Modules (TEAM) project, is a 20-hour introduction to industrial physics that explains and demonstrates to industrial maintenance mechanics the direct relationship of physics to machinery. Project TEAM is intended to upgrade basic technical competencies of…

Web-based technical assistance and training to promote community tobacco control policy change.

PubMed

Young, Walter F; Montgomery, Debbie; Nycum, Colleen; Burns-Martin, Lavon; Buller, David B

2006-01-01

In 1998 the tobacco industry was released of claims that provided monetary relief for states. A significant expansion of tobacco control activity in many states created a need to develop local capacity. Technical assistance and training for new and experienced staff became a significant challenge for tobacco control leadership. In Colorado, this challenge was addressed in part through the development of a technical assistance and training Web site designed for local tobacco control staff and coalition members. Researchers, technical Web site development specialists, state health agency, and state tobacco control coalition staff collaborated to develop, promote, and test the efficacy of this Web site. The work group embodied a range of skills including tobacco control, Web site technical development, marketing, training, and project management. Persistent marketing, updating of Web site content, and institutionalizing it as a principal source of information and training were key to use by community coalition members.

Teller Training Module: Off-Line Banking System. High-Technology Training Module.

ERIC Educational Resources Information Center

Lund, Candyce J.

This teller training module on offline banking systems is intended to be part of a postsecondary financial applications course. The module contains the following sections: module objective; specific objective; content--electronic audit machine key functions, practice packet--sample bank transactions and practicing procedures, and…

OSHA Training Programs. Module SH-48. Safety and Health.

ERIC Educational Resources Information Center

Center for Occupational Research and Development, Inc., Waco, TX.

This student module on OSHA (Occupational Safety and Health Act) training programs is one of 50 modules concerned with job safety and health. This module provides a list of OSHA training requirements and describes OSHA training programs and other safety organizations' programs. Following the introduction, 11 objectives (each keyed to a page in the…

The VEPSY UPDATED Project: clinical rationale and technical approach.

PubMed

Riva, G; Alcãniz, M; Anolli, L; Bacchetta, M; Baños, R; Buselli, C; Beltrame, F; Botella, C; Castelnuovo, G; Cesa, G; Conti, S; Galimberti, C; Gamberini, L; Gaggioli, A; Klinger, E; Legeron, P; Mantovani, F; Mantovani, G; Molinari, E; Optale, G; Ricciardiello, L; Perpiñá, C; Roy, S; Spagnolli, A; Troiani, R; Weddle, C

2003-08-01

More than 10 years ago, Tart (1990) described virtual reality (VR) as a technological model of consciousness offering intriguing possibilities for developing diagnostic, inductive, psychotherapeutic, and training techniques that can extend and supplement current ones. To exploit and understand this potential is the overall goal of the "Telemedicine and Portable Virtual Environment in Clinical Psychology"--VEPSY UPDATED--a European Community-funded research project (IST-2000-25323, www.cybertherapy.info). Particularly, its specific goal is the development of different PC-based virtual reality modules to be used in clinical assessment and treatment of social phobia, panic disorders, male sexual disorders, obesity, and eating disorders. The paper describes the clinical and technical rationale behind the clinical applications developed by the project. Moreover, the paper focuses its analysis on the possible role of VR in clinical psychology and how it can be used for therapeutic change.

Burns education: The emerging role of simulation for training healthcare professionals.

PubMed

Sadideen, Hazim; Goutos, Ioannis; Kneebone, Roger

2017-02-01

Burns education appears to be under-represented in UK undergraduate curricula. However current postgraduate courses in burns education provide formal training in resuscitation and management. Simulation has proven to be a powerful modality to advance surgical training in both technical and non-technical skills. We present a literature review that summarises the format of current burns education, and provides detailed insight into historic, current and novel advances in burns simulation for both technical and non-technical skills, that can be used to augment surgical training. Addressing the economic and practical limitations of current immersive surgical simulation is important, and this review proposes future directions for integration of innovative simulation strategies into training curricula. Copyright © 2016 Elsevier Ltd and ISBI. All rights reserved.

Physiological, movement and technical demands of centre-wicket Battlezone, traditional net-based training and one-day cricket matches: a comparative study of sub-elite cricket players.

PubMed

Vickery, Will; Dascombe, Ben; Duffield, Rob

2014-01-01

This study compared physiological, physical and technical demands of Battlezone, traditional cricket training and one-day matches. Data were initially collected from 11 amateur, male cricket players (age: 22.2 ± 3.3 year, height: 1.82 ± 0.06 m body mass: 80.4 ± 9.8 kg) during four Battlezone and four traditional cricket training sessions encompassing different playing positions. Heart rate, blood lactate concentration, rating of perceived exertion and movement patterns of players were measured. Retrospective video analysis was performed to code for technical outcomes. Similar data were collected from 42 amateur, male cricket players (23.5 ± 4.7 year, 1.81 ± 0.07 m, 81.4 ± 11.4 kg) during one-day matches. Significant differences were found between Battlezone, traditional cricket training and one-day matches within each playing position. Specifically, Battlezone invoked the greatest physiological and physical demands from batsmen in comparison to traditional cricket training and one-day matches. However, the greatest technical demand for batsmen was observed during traditional cricket training. In regards to the other playing positions, a greater physiological, physical and technical demand was observed during Battlezone and traditional training than during one-day matches. These results suggest that the use of Battlezone and traditional cricket training provides players with a suitable training stimulus for replicating the physiological, physical and technical demands of one-day cricket.

Integrating Space Flight Resource Management Skills into Technical Lessons for International Space Station Flight Controller Training

NASA Technical Reports Server (NTRS)

Baldwin, Evelyn

2008-01-01

The Johnson Space Center s (JSC) International Space Station (ISS) Space Flight Resource Management (SFRM) training program is designed to teach the team skills required to be an effective flight controller. It was adapted from the SFRM training given to Shuttle flight controllers to fit the needs of a "24 hours a day/365 days a year" flight controller. More recently, the length reduction of technical training flows for ISS flight controllers impacted the number of opportunities for fully integrated team scenario based training, where most SFRM training occurred. Thus, the ISS SFRM training program is evolving yet again, using a new approach of teaching and evaluating SFRM alongside of technical materials. Because there are very few models in other industries that have successfully tied team and technical skills together, challenges are arising. Despite this, the Mission Operations Directorate of NASA s JSC is committed to implementing this integrated training approach because of the anticipated benefits.

The Role of Formal Education, Technical and Management Training on Information Systems (IS) Managers' Managerial Effectiveness as Perceived by Their Subordinates

ERIC Educational Resources Information Center

Ligon, Jerry; Abdullah, ABM; Talukder, Majharul

2007-01-01

This study examined the relationship between Information Systems (IS) managers' formal education, level of technical and managerial training and their managerial effectiveness as perceived by their subordinates. The study finds that there is a strong positive relationship between the amount of technical training IS managers have received and their…

How Should "Quality" Technical Education and Training Be Defined? A Statement from the National Council for Occupational Education.

ERIC Educational Resources Information Center

Everett, James; Gershwin, Mary; Hayes, Homer; Jacobs, James; Mundhenk, Robert

Although objectively measurable achievement of outcomes is an important guide to the quality of education, the process of defining and assuring the quality of technical education and training must include consideration for the context in which technical education and training occurs. It is also critical to remember that education has two sets of…

MITT writer and MITT writer advanced development: Developing authoring and training systems for complex technical domains

NASA Technical Reports Server (NTRS)

Wiederholt, Bradley J.; Browning, Elica J.; Norton, Jeffrey E.; Johnson, William B.

1991-01-01

MITT Writer is a software system for developing computer based training for complex technical domains. A training system produced by MITT Writer allows a student to learn and practice troubleshooting and diagnostic skills. The MITT (Microcomputer Intelligence for Technical Training) architecture is a reasonable approach to simulation based diagnostic training. MITT delivers training on available computing equipment, delivers challenging training and simulation scenarios, and has economical development and maintenance costs. A 15 month effort was undertaken in which the MITT Writer system was developed. A workshop was also conducted to train instructors in how to use MITT Writer. Earlier versions were used to develop an Intelligent Tutoring System for troubleshooting the Minuteman Missile Message Processing System.

Integration of role-playing into technical skills training: a randomized controlled trial.

PubMed

Nikendei, C; Kraus, B; Schrauth, M; Weyrich, P; Zipfel, S; Herzog, W; Jünger, J

2007-11-01

Recently, efforts have been undertaken to enhance the face validity of technical skills training by introducing role-plays and standardised patients. Since little is known about the effects of role-playing with respect to the realism of a training situation and students' objective performance, we performed a randomized controlled trial. 36 medical students participated in videotaped small group skills-lab sessions on the topics of Doppler sonography and gastric tube insertion. One half of the students participated in role-plays and the other half practised without role-playing. Realism of the training situation was analysed by means of post-intervention self-selected student survey evaluations. Technical performance and patient-physician communication were assessed by independent ratings of the videotaped sessions. The physician's role was regarded to be significantly more realistic when performing role-plays. Assessment of videotaped sessions showed that practising technical skills by performing role-plays resulted in significantly better patient-physician communication whereas students' technical performance did not differ between groups. Introducing role-plays enhances the realism of technical skills training and leads to better patient-physician communication. Students do not seem to be overstrained by practising clinical technical skills using role-plays. We conclude that role-playing is a valuable method in practising technical skills.

Microcomputer Intelligence for Technical Training (MITT): The evolution of an intelligent tutoring system

NASA Technical Reports Server (NTRS)

Norton, Jeffrey E.; Wiederholt, Bradley J.; Johnson, William B.

1990-01-01

Microcomputer Intelligence for Technical Training (MITT) uses Intelligent Tutoring System (OTS) technology to deliver diagnostic training in a variety of complex technical domains. Over the past six years, MITT technology has been used to develop training systems for nuclear power plant diesel generator diagnosis, Space Shuttle fuel cell diagnosis, and message processing diagnosis for the Minuteman missile. Presented here is an overview of the MITT system, describing the evolution of the MITT software and the benefits of using the MITT system.

Development and initial validation of an endoscopic part-task training box.

PubMed

Thompson, Christopher C; Jirapinyo, Pichamol; Kumar, Nitin; Ou, Amy; Camacho, Andrew; Lengyel, Balazs; Ryan, Michele B

2014-09-01

There is currently no objective and validated methodology available to assess the progress of endoscopy trainees or to determine when technical competence has been achieved. The aims of the current study were to develop an endoscopic part-task simulator and to assess scoring system validity. Fundamental endoscopic skills were determined via kinematic analysis, literature review, and expert interviews. Simulator prototypes and scoring systems were developed to reflect these skills. Validity evidence for content, internal structure, and response process was evaluated. The final training box consisted of five modules (knob control, torque, retroflexion, polypectomy, and navigation and loop reduction). A total of 5 minutes were permitted per module with extra points for early completion. Content validity index (CVI)-realism was 0.88, CVI-relevance was 1.00, and CVI-representativeness was 0.88, giving a composite CVI of 0.92. Overall, 82 % of participants considered the simulator to be capable of differentiating between ability levels, and 93 % thought the simulator should be used to assess ability prior to performing procedures in patients. Inter-item assessment revealed correlations from 0.67 to 0.93, suggesting that tasks were sufficiently correlated to assess the same underlying construct, with each task remaining independent. Each module represented 16.0 % - 26.1 % of the total score, suggesting that no module contributed disproportionately to the composite score. Average box scores were 272.6 and 284.4 (P = 0.94) when performed sequentially, and average score for all participants with proctor 1 was 297.6 and 308.1 with proctor 2 (P = 0.94), suggesting reproducibility and minimal error associated with test administration. A part-task training box and scoring system were developed to assess fundamental endoscopic skills, and validity evidence regarding content, internal structure, and response process was demonstrated. © Georg Thieme Verlag KG Stuttgart · New York.

Surgical simulation: Current practices and future perspectives for technical skills training.

PubMed

Bjerrum, Flemming; Thomsen, Ann Sofia Skou; Nayahangan, Leizl Joy; Konge, Lars

2018-06-17

Simulation-based training (SBT) has become a standard component of modern surgical education, yet successful implementation of evidence-based training programs remains challenging. In this narrative review, we use Kern's framework for curriculum development to describe where we are now and what lies ahead for SBT within surgery with a focus on technical skills in operative procedures. Despite principles for optimal SBT (proficiency-based, distributed, and deliberate practice) having been identified, massed training with fixed time intervals or a fixed number of repetitions is still being extensively used, and simulators are generally underutilized. SBT should be part of surgical training curricula, including theoretical, technical, and non-technical skills, and be based on relevant needs assessments. Furthermore, training should follow evidence-based theoretical principles for optimal training, and the effect of training needs to be evaluated using relevant outcomes. There is a larger, still unrealized potential of surgical SBT, which may be realized in the near future as simulator technologies evolve, more evidence-based training programs are implemented, and cost-effectiveness and impact on patient safety is clearly demonstrated.

The Shaping of Managers' Security Objectives through Information Security Awareness Training

ERIC Educational Resources Information Center

Harris, Mark A.

2010-01-01

Information security research states that corporate security policy and information security training should be socio-technical in nature and that corporations should consider training as a primary method of protecting their information systems. However, information security policies and training are predominately technical in nature. In addition,…

Rationale, scope, and 20-year experience of vascular surgical training with lifelike pulsatile flow models.

PubMed

Eckstein, Hans-Henning; Schmidli, Jürg; Schumacher, Hardy; Gürke, Lorenz; Klemm, Klaus; Duschek, Nikolaus; Meile, Toni; Assadian, Afshin

2013-05-01

Vascular surgical training currently has to cope with various challenges, including restrictions on work hours, significant reduction of open surgical training cases in many countries, an increasing diversity of open and endovascular procedures, and distinct expectations by trainees. Even more important, patients and the public no longer accept a "learning by doing" training philosophy that leaves the learning curve on the patient's side. The Vascular International (VI) Foundation and School aims to overcome these obstacles by training conventional vascular and endovascular techniques before they are applied on patients. To achieve largely realistic training conditions, lifelike pulsatile models with exchangeable synthetic arterial inlays were created to practice carotid endarterectomy and patch plasty, open abdominal aortic aneurysm surgery, and peripheral bypass surgery, as well as for endovascular procedures, including endovascular aneurysm repair, thoracic endovascular aortic repair, peripheral balloon dilatation, and stenting. All models are equipped with a small pressure pump inside to create pulsatile flow conditions with variable peak pressures of ~90 mm Hg. The VI course schedule consists of a series of 2-hour modules teaching different open or endovascular procedures step-by-step in a standardized fashion. Trainees practice in pairs with continuous supervision and intensive advice provided by highly experienced vascular surgical trainers (trainer-to-trainee ratio is 1:4). Several evaluations of these courses show that tutor-assisted training on lifelike models in an educational-centered and motivated environment is associated with a significant increase of general and specific vascular surgical technical competence within a short period of time. Future studies should evaluate whether these benefits positively influence the future learning curve of vascular surgical trainees and clarify to what extent sophisticated models are useful to assess the level of technical skills of vascular surgical residents at national or international board examinations. This article gives an overview of our experiences of >20 years of practical training of beginners and advanced vascular surgeons using lifelike pulsatile vascular surgical training models. Copyright © 2013 Society for Vascular Surgery. Published by Mosby, Inc. All rights reserved.

Microscopy imaging system and method employing stimulated raman spectroscopy as a contrast mechanism

DOEpatents

Xie, Xiaoliang Sunney [Lexington, MA; Freudiger, Christian [Boston, MA; Min, Wei [Cambridge, MA

2011-09-27

A microscopy imaging system includes a first light source for providing a first train of pulses at a first center optical frequency .omega..sub.1, a second light source for providing a second train of pulses at a second center optical frequency .omega..sub.2, a modulator system, an optical detector, and a processor. The modulator system is for modulating a beam property of the second train of pulses at a modulation frequency f of at least 100 kHz. The optical detector is for detecting an integrated intensity of substantially all optical frequency components of the first train of pulses from the common focal volume by blocking the second train of pulses being modulated. The processor is for detecting, a modulation at the modulation frequency f, of the integrated intensity of the optical frequency components of the first train of pulses to provide a pixel of an image for the microscopy imaging system.

A multi-method approach to curriculum development for in-service training in China's newly established health emergency response offices.

PubMed

Wang, Yadong; Li, Xiangrui; Yuan, Yiwen; Patel, Mahomed S

2014-01-01

To describe an innovative approach for developing and implementing an in-service curriculum in China for staff of the newly established health emergency response offices (HEROs), and that is generalisable to other settings. The multi-method training needs assessment included reviews of the competency domains needed to implement the International Health Regulations (2005) as well as China's policies and emergency regulations. The review, iterative interviews and workshops with experts in government, academia, the military, and with HERO staff were reviewed critically by an expert technical advisory panel. Over 1600 participants contributed to curriculum development. Of the 18 competency domains identified as essential for HERO staff, nine were developed into priority in-service training modules to be conducted over 2.5 weeks. Experts from academia and experienced practitioners prepared and delivered each module through lectures followed by interactive problem-solving exercises and desktop simulations to help trainees apply, experiment with, and consolidate newly acquired knowledge and skills. This study adds to the emerging literature on China's enduring efforts to strengthen its emergency response capabilities since the outbreak of SARS in 2003. The multi-method approach to curriculum development in partnership with senior policy-makers, researchers, and experienced practitioners can be applied in other settings to ensure training is responsive and customized to local needs, resources and priorities. Ongoing curriculum development should reflect international standards and be coupled with the development of appropriate performance support systems at the workplace for motivating staff to apply their newly acquired knowledge and skills effectively and creatively.

Improving the 'how' and 'what' decisions of elite table tennis players.

PubMed

Raab, Markus; Masters, Rich S W; Maxwell, Jonathan P

2005-06-01

Training methods in sport usually focus on improving either technical or tactical aspects of performance, ignoring the fact that successful performance requires the athlete to simultaneously decide what movement to perform and how it should be executed. Young elite table tennis players were trained, in a first phase, to improve their forehand and backhand movements and, in a second phase, to make a tactical switch between forehand and backhand movements. Half of the players took part in behavioral training focusing on how to perform the required movements, whereas half received additional video feedback about their technical and tactical performance (decision training). The results indicate that improvements of how decisions (techniques) and what decisions (tactics) can occur as a consequence of combining technical and tactical training. These results were stable in delayed Post-test analyses of competitive matches. It was concluded that a combination of both technical and tactical training is beneficial to elite table tennis performers, particularly during early seasonal training programs.

High fidelity simulation based team training in urology: a preliminary interdisciplinary study of technical and nontechnical skills in laparoscopic complications management.

PubMed

Lee, Jason Y; Mucksavage, Phillip; Canales, Cecilia; McDougall, Elspeth M; Lin, Sharon

2012-04-01

Simulation based team training provides an opportunity to develop interdisciplinary communication skills and address potential medical errors in a high fidelity, low stakes environment. We evaluated the implementation of a novel simulation based team training scenario and assessed the technical and nontechnical performance of urology and anesthesiology residents. Urology residents were randomly paired with anesthesiology residents to participate in a simulation based team training scenario involving the management of 2 scripted critical events during laparoscopic radical nephrectomy, including the vasovagal response to pneumoperitoneum and renal vein injury during hilar dissection. A novel kidney surgical model and a high fidelity mannequin simulator were used for the simulation. A debriefing session followed each simulation based team training scenario. Assessments of technical and nontechnical performance were made using task specific checklists and global rating scales. A total of 16 residents participated, of whom 94% rated the simulation based team training scenario as useful for communication skill training. Also, 88% of urology residents believed that the kidney surgical model was useful for technical skill training. Urology resident training level correlated with technical performance (p=0.004) and blood loss during renal vein injury management (p=0.022) but not with nontechnical performance. Anesthesia resident training level correlated with nontechnical performance (p=0.036). Urology residents consistently rated themselves higher on nontechnical performance than did faculty (p=0.033). Anesthesia residents did not differ in the self-assessment of nontechnical performance compared to faculty assessments. Residents rated the simulation based team training scenario as useful for interdisciplinary communication skill training. Urology resident training level correlated with technical performance but not with nontechnical performance. Urology residents consistently overestimated their nontechnical performance. Copyright © 2012 American Urological Association Education and Research, Inc. Published by Elsevier Inc. All rights reserved.

OrbView-3 Technical Performance Evaluation 2005: Modulation Transfer Function

NASA Technical Reports Server (NTRS)

Cole, Aaron

2007-01-01

The Technical performance evaluation of OrbView-3 using the Modulation Transfer Function (MTF) is presented. The contents include: 1) MTF Results and Methodology; 2) Radiometric Calibration Methodology; and 3) Relative Radiometric Assessment Results

Technical Training on High-Order Spectral Analysis and Thermal Anemometry Applications

NASA Technical Reports Server (NTRS)

Maslov, A. A.; Shiplyuk, A. N.; Sidirenko, A. A.; Bountin, D. A.

2003-01-01

The topics of thermal anemometry and high-order spectral analyses were the subject of the technical training. Specifically, the objective of the technical training was to study: (i) the recently introduced constant voltage anemometer (CVA) for high-speed boundary layer; and (ii) newly developed high-order spectral analysis techniques (HOSA). Both CVA and HOSA are relevant tools for studies of boundary layer transition and stability.

National Strategies for Developing Human Resources through Technical and Vocational Education and Training. The 2001 KRIVET International Conference on Technical and Vocational Education and Training [Proceedings] (Seoul, South Korea, November 21-23, 2001).

ERIC Educational Resources Information Center

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

This document contains 19 papers and case studies, in English and Korean, from a conference on national strategies for developing human resources through technical and vocational education and training. The following are representative: "The Need to Innovate and Optimize Resources [Keynote]" (Wataru Iwamoto); "School to Work…

United States Air Force Training Line Simulator. Final Report.

ERIC Educational Resources Information Center

Nauta, Franz; Pierce, Michael B.

This report describes the technical aspects and potential applications of a computer-based model simulating the flow of airmen through basic training and entry-level technical training. The objective of the simulation is to assess the impacts of alternative recruit classification and training policies under a wide variety of assumptions regarding…

Tips on Developing Technical Training Partnerships.

ERIC Educational Resources Information Center

Just, David A.; And Others

This paper begins by presenting tips on developing technical training partnerships from the perspective of the local director of the Ohio Industrial Training Program. This section indicates that every linkage needs a catalyst and that the role of the Ohio Industrial Training Program is to be such a catalyst. The issues and concerns of which the…

NASA/DOD Aerospace Knowledge Diffusion Research Project. Paper 46: Technical communications in aerospace: A comparison across four countries

NASA Technical Reports Server (NTRS)

Kennedy, John M.; Pinelli, Thomas E.; Hecht, Laura Frye; Barclay, Rebecca O.

1995-01-01

In this paper we describe the preliminary analysis of four groups of aerospace engineering and science students -- student members of the American Institute of Aeronautics and Astronautics (AIAA) and students from universities in Japan, Russia, and Great Britain. We compare: (1) the demographic characteristics of the students; (2) factors that affected their career decision; (3) their career goals and aspirations; (4) their training in technical communication; and (5) their training in techniques for finding and using aerospace scientific and technical information (STI). Many employers in the US aerospace industry think there is a need for increased training of engineering students in technical communication. Engineers in the US and other countries believe that technical communication skills are critical for engineers' professional success. All students in our study agree about the importance of technical communication training for professional success, yet relatively few are happy with the instruction they receive. Overall, we conclude that additional instruction in technical communication and accessing STI would make it easier for students to achieve their career goals.

Cost-Benefit Analysis of a Bridge to Integrate the Management of Technical Information for Producing Technical Manuals and Training Courses

DTIC Science & Technology

2010-11-01

Philadelphia, and all Computer-Based Training (CBT) courses delivered by Navy eLearning (NeL), a part of the Naval Education and Training Command (NETC...concentrated exclu- sively on the benefit side—whether the Bridge would save money in producing future technical manuals and training courses. It...of $78.1 million in 10-year costs: a savings of $86.8 million in producing future HM&E manuals and NeL-delivered courses less $8.7 million in

Project T.E.A.M. (Technical Education Advancement Modules). Introduction to Statistical Process Control.

ERIC Educational Resources Information Center

Billings, Paul H.

This instructional guide, one of a series developed by the Technical Education Advancement Modules (TEAM) project, is a 6-hour introductory module on statistical process control (SPC), designed to develop competencies in the following skill areas: (1) identification of the three classes of SPC use; (2) understanding a process and how it works; (3)…

75 FR 61121 - Trade Adjustment Assistance for Farmers

Federal Register 2010, 2011, 2012, 2013, 2014

2010-10-04

... program, may apply for technical training and cash benefits by completing and submitting a written... technical assistance training under the program in order to be eligible for cash benefits. Producers.... After submitting a completed application, producers may receive technical assistance at no cost and cash...

75 FR 62760 - Trade Adjustment Assistance for Farmers

Federal Register 2010, 2011, 2012, 2013, 2014

2010-10-13

... assistance in FY 2011. Eligible individual blueberry producers in Maine may apply for technical training and..., producers may receive technical assistance at no cost and cash benefits, if the applicable program eligibility requirements are satisfied. Applicants must complete the technical assistance training under the...

Research on artistic gymnastics training guidance model

NASA Astrophysics Data System (ADS)

Luo, Lin; Sun, Xianzhong

2017-04-01

Rhythmic gymnastics training guidance model, taking into consideration the features of artistic gymnastics training, is put forward to help gymnasts identify their deficiencies and unskilled technical movements and improve their training effects. The model is built on the foundation of both physical quality indicator model and artistic gymnastics training indicator model. Physical quality indicator model composed of bodily factor, flexibility-strength factor and speed-dexterity factor delivers an objective evaluation with reference to basic sport testing data. Training indicator model, based on physical fitness indicator, helps analyze the technical movements, through which the impact from each bodily factor on technical movements is revealed. AG training guidance model, in further combination with actual training data and in comparison with the data shown in the training indicator model, helps identify the problems in trainings, and thus improve the training effect. These three models when in combined use and in comparison with historical model data can check and verify the improvement in training effect over a certain period of time.

Enhancing Technical and Vocational Education and Training (TVET) in Nigeria for Sustainable Development: Competency-Based Training (CBT) Approach

ERIC Educational Resources Information Center

Okoye, K. R. E.; Michael, Ofonmbuk Isaac

2015-01-01

This paper attempts to examine the concept of Competency-Based Training (CBT) as a veritable mode of delivery of Technical and Vocational Education and Training (TVET) and at the same time highlights some of the strengths and weaknesses of implementing competency-base training. The characteristics, principles and benefits of CBT were also x-rayed.…

Trusses Of Tensegrity Type In A Concept Of Train Station Renovation In Żary

NASA Astrophysics Data System (ADS)

Lechocka, Paulina

2015-09-01

The first railway station in Żary was built in 1843 in Germany. After the Second World War and years of socialism in Poland the meaning of railway decreased and its technical condition deteriorated. Now the building needs renovation and change of function. Tensegrity structures may be useful in renovation of platforms shelter. They are strut and tie construction, in which there is self-stabilization between compressed and tensioned elements. Conception of new platform shelter is based on exemplary tensegrity module consist of three struts and nine cables (called "Simplex"). Tensegrity would make railway station more modern, but not cover its original elevation.

Responses to amplitude modulated infrared stimuli in the guinea pig inferior colliculus

NASA Astrophysics Data System (ADS)

Richter, Claus-Peter; Young, Hunter

2013-03-01

Responses of units in the central nucleus of the inferior colliculus of the guinea pig were recorded with tungsten electrodes. The set of data presented here is limited to high stimulus levels. The effect of changing the modulation frequency and the modulation depth was explored for acoustic and laser stimuli. The selected units responded to sinusoidal amplitude modulated (AM) tones, AM trains of clicks, and AM trains of laser pulses with a modulation of their spike discharge. At modulation frequencies of 20 Hz, some units tended to respond with 40 Hz to the acoustic stimuli, but only at 20 Hz for the trains of laser pulses. For all modes of stimulation the responses revealed a dominant response to the first cycle of the modulation, with decreasing number of action potential during successive cycles. While amplitude modulated tone bursts and amplitude modulated trains of acoustic clicks showed similar patterns, the response to trains of laser pulses was different.

78 FR 36597 - Comment Request for Information Collection for Job Corps Application Data; Extension With Minor...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-06-18

... largest residential, educational, and career technical training program for young Americans. Job Corps was...), and career technical training credentials, including industry-recognized certifications, state... DEPARTMENT OF LABOR Employment and Training Administration Comment Request for Information...

78 FR 49548 - Comment Request for Information Collection for Job Corps Application Data (Job Corps Enrollee...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-08-14

... the nation's largest residential educational and career technical training program for young Americans... Educational Development (GED), and career technical training credentials, including industry-recognized... DEPARTMENT OF LABOR Employment and Training Administration Comment Request for Information...

78 FR 48197 - Comment Request for Information Collection for Job Corps Placement and Assistance Record...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-08-07

... nation's largest residential, educational, and career technical training program for young Americans. Job... Equivalency credential, and career technical training, including industry-recognized credentials, state... DEPARTMENT OF LABOR Employment and Training Administration Comment Request for Information...

Education and Training at SNL: Past and Present

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

BOMBER, THOMAS M.; DREWIEN, CELESTE A.

2002-11-01

The purpose of this review was to provide insights and information to Sandia National Laboratories' (SNL) Education Council on the state of technical education and training at SNL in order to address the concern that a change in philosophy surrounding education had occurred. To accomplish this, the status of current and past technical training and education programs were compared, and significant changes at SNL were assessed for their impact on education and training. Major changes in education and training are in the advertisement of course offerings, the course delivery methods, and the funding mechanisms for student and instructor time asmore » well as course costs. The significant changes in SNL which influenced technical training and education are the considerable increase in mandatory or compliance training, a fundamental shift in SNL's management structure from an institutional structure to a more business-like, project-budgeted structure, and the change in SNL's mission at the end of the Cold War. These changes contributed to less time for technical training, reduction of training funds, elimination of some training, and a Service Center approach to paying for training. Most importantly, the overall combined effect has resulted in a shift from a strategic to a tactical training approach. The Corporate Training Department (CTD) has maneuvered to accommodate these changes and keep abreast of constantly changing needs.« less

75 FR 60494 - Notice of Proposed Guidance and Request for Comment on the Federal Transit Administration's...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-09-30

... on the Federal Transit Administration's research, technical assistance, and training programs and seeks comment thereon. Proposed FTA Circular 6100.1D, ``Research, Technical Assistance, and Training... Proposed Guidance and Request for Comment on the Federal Transit Administration's Research, Technical...

Identifying Technical Content Training Needs of Georgia Agriculture Teachers

ERIC Educational Resources Information Center

Peake, Jason B.; Duncan, Dennis W.; Ricketts, John C.

2007-01-01

The continuing trend toward increasing diversity of curriculum offered within secondary agricultural education programs is driving a change in pre-service and in-service technical training for agriculture teachers. This study looks at agriculture teachers' perceived importance of, and competence in, traditional technical competencies such as…

KSC-07pd2213

NASA Image and Video Library

2007-08-03

KENNEDY SPACE CENTER, FLA. - In Orbiter Processing Facility bay 3, STS-120 crew members get a close look at hardware in Discovery's payload bay. In the bucket at left is Mission Specialist Paolo A. Nespoli, who is a European Space Agency astronaut from Italy. The object with the shiny gold surface is a payload bay bulkhead camera. The STS-120 crew is at Kennedy for a crew equipment interface test, or CEIT, which includes harness training, inspection of the thermal protection system and camera operation for planned extravehicular activities, or EVAs. The STS-120 mission will deliver the Harmony module, christened after a school contest, which will provide attachment points for European and Japanese laboratory modules on the International Space Station. Known in technical circles as Node 2, it is similar to the six-sided Unity module that links the U.S. and Russian sections of the station. Built in Italy for the United States, Harmony will be the first new U.S. pressurized component to be added. The STS-120 mission is targeted to launch on Oct. 20. Photo credit: NASA/George Shelton

KSC-07pd2214

NASA Image and Video Library

2007-08-03

KENNEDY SPACE CENTER, FLA. - In Orbiter Processing Facility bay 3, STS-120 crew members get a close look at hardware in Discovery's payload bay. The crew includes Commander Pamela A. Melroy, Pilot George D. Zamka and Mission Specialists Scott E. Parazynski, Douglas H. Wheelock, Stephanie D. Wilson and Paolo A. Nespoli, who is a European Space Agency astronaut from Italy. The STS-120 crew is at Kennedy for a crew equipment interface test, or CEIT, which includes harness training, inspection of the thermal protection system and camera operation for planned extravehicular activities, or EVAs. The STS-120 mission will deliver the Harmony module, christened after a school contest, which will provide attachment points for European and Japanese laboratory modules on the International Space Station. Known in technical circles as Node 2, it is similar to the six-sided Unity module that links the U.S. and Russian sections of the station. Built in Italy for the United States, Harmony will be the first new U.S. pressurized component to be added. The STS-120 mission is targeted to launch on Oct. 20. Photo credit: NASA/George Shelton

KSC-07pd2207

NASA Image and Video Library

2007-08-03

KENNEDY SPACE CENTER, FLA. - In Orbiter Processing Facility bay 3, STS-120 Mission Specialists Scott E. Parazynski and Paolo A. Nespoli (foreground) inspect tools they will use during the mission. Nespoli is a European Space Agency astronaut from Italy. Behind them are Mission Specialist Douglas H. Wheelock and Allison Bolinger, an EVA technician with NASA. The STS-120 crew is at Kennedy for a crew equipment interface test, or CEIT, which includes harness training, inspection of the thermal protection system and camera operation for planned extravehicular activities, or EVAs. The STS-120 mission will deliver the Harmony module, christened after a school contest, which will provide attachment points for European and Japanese laboratory modules on the International Space Station. Known in technical circles as Node 2, it is similar to the six-sided Unity module that links the U.S. and Russian sections of the station. Built in Italy for the United States, Harmony will be the first new U.S. pressurized component to be added. The STS-120 mission is targeted to launch on Oct. 20. Photo credit: NASA/George Shelton

KSC-07pd2195

NASA Image and Video Library

2007-08-03

KENNEDY SPACE CENTER, FLA. - The STS-120 crew is at Kennedy for a crew equipment interface test, or CEIT. Inspecting the thermal protection system, or TPS, tiles on space shuttle Discovery in Orbiter Processing Facility bay 3 are Mission Specialists Douglas H. Wheelock and Paolo A. Nespoli, a European Space Agency astronaut from Italy, and Expedition 16 Flight Engineer Daniel M. Tani (with camera). Among the activities standard to a CEIT are harness training, inspection of the thermal protection system and camera operation for planned extravehicular activities, or EVAs. The STS-120 mission will deliver the Harmony module, christened after a school contest, which will provide attachment points for European and Japanese laboratory modules on the International Space Station. Known in technical circles as Node 2, it is similar to the six-sided Unity module that links the U.S. and Russian sections of the station. Built in Italy for the United States, Harmony will be the first new U.S. pressurized component to be added. The STS-120 mission is targeted to launch on Oct. 20. Photo credit: NASA/George Shelton

KSC-07pd2211

NASA Image and Video Library

2007-08-03

KENNEDY SPACE CENTER, FLA. - In Discovery's payload bay in Orbiter Processing Facility bay 3, STS-120 crew members are getting hands-on experience with a winch that is used to manually close the payload bay doors in the event that becomes necessary. At center is Pilot George D. Zamka and at right is Expedition 16 Flight Engineer Daniel M. Tani. The STS-120 crew is at Kennedy for a crew equipment interface test, or CEIT, which includes harness training, inspection of the thermal protection system and camera operation for planned extravehicular activities, or EVAs. The STS-120 mission will deliver the Harmony module, christened after a school contest, which will provide attachment points for European and Japanese laboratory modules on the International Space Station. Known in technical circles as Node 2, it is similar to the six-sided Unity module that links the U.S. and Russian sections of the station. Built in Italy for the United States, Harmony will be the first new U.S. pressurized component to be added. The STS-120 mission is targeted to launch on Oct. 20. Photo credit: NASA/George Shelton

KSC-07pd2201

NASA Image and Video Library

2007-08-03

KENNEDY SPACE CENTER, FLA. - The STS-120 crew is at Kennedy for a crew equipment interface test, or CEIT. In Orbiter Processing Facility bay 3, from left in blue flight suits, STS-120 Mission Specialist Stephanie D. Wilson, Pilot George D. Zamka, Commander Pamela A. Melroy, Mission Specialist Scott E. Parazynski (holding camera) and Mission Specialist Douglas H. Wheelock are given the opportunity to operate the cameras that will fly on their mission. Among the activities standard to a CEIT are harness training, inspection of the thermal protection system and camera operation for planned extravehicular activities, or EVAs. The STS-120 mission will deliver the Harmony module, christened after a school contest, which will provide attachment points for European and Japanese laboratory modules on the International Space Station. Known in technical circles as Node 2, it is similar to the six-sided Unity module that links the U.S. and Russian sections of the station. Built in Italy for the United States, Harmony will be the first new U.S. pressurized component to be added. The STS-120 mission is targeted to launch on Oct. 20. Photo credit: NASA/George Shelton

A National Survey on Teaching and Assessing Technical Proficiency in Vascular Surgery in Canada.

PubMed

Drudi, Laura; Hossain, Sajjid; Mackenzie, Kent S; Corriveau, Marc-Michel; Abraham, Cherrie Z; Obrand, Daniel I; Vassiliou, Melina; Gill, Heather; Steinmetz, Oren K

2016-05-01

This survey aims to explore trainees' perspectives on how Canadian vascular surgery training programs are using simulation in teaching and assessing technical skills through a cross-sectional national survey. A 10-min online questionnaire was sent to Program Directors of Canada's Royal College of Physicians and Surgeons' of Canada approved training programs in vascular surgery. This survey was distributed among residents and fellows who were studying in the 2013-2014 academic year. Twenty-eight (58%) of the 48 Canadian vascular surgery trainees completed the survey. A total of 68% of the respondents were part of the 0 + 5 integrated vascular surgery training program. The use of simulation in the assessment of technical skills at the beginning of training was reported by only 3 (11%) respondents, whereas 43% reported that simulation was used in their programs in the assessment of technical skills at some time during their training. Training programs most often provided simulation as a method of teaching and learning endovascular abdominal aortic or thoracic aneurysm repair (64%). Furthermore, 96% of trainees reported the most common resource to learn and enhance technical skills was dialog with vascular surgery staff. Surveyed vascular surgery trainees in Canada report that simulation is rarely used as a tool to assess baseline technical skills at the beginning of training. Less than half of surveyed trainees in vascular surgery programs in Canada report that simulation is being used for skills acquisition. Currently, in Canadian training programs, simulation is most commonly used to teach endovascular skills. Copyright © 2016 Elsevier Inc. All rights reserved.

Technical knowledge and skills development in the informal sector in Kenya: The case of custom tailors

NASA Astrophysics Data System (ADS)

Apunda, Edwinah Amondi; de Klerk, Helena M.; Ogina, Teresa

2017-06-01

Custom tailors working in the informal sector in Nairobi, Kenya, mainly acquire technical skills through undertaking traditional apprenticeships (TAs). However, most of these tailors are semi-skilled, produce low-quality products and are often poorer than their formally trained counterparts. This qualitative case study explores the aspects of technical skills and knowledge which tailoring apprentices develop, and the factors which influence these outcomes. The findings show that apprentices do acquire basic technical skills for immediate application to ongoing tailoring activities (such as how to take body measurements, draft patterns, and cut, sew and finish constructed garments). However, apprentices do not acquire the technical knowledge that underpins the trade. Most master tailors who have completed TAs lack technical knowledge and have no access to technical skills upgrading. This perpetuates the cycle of basic and limited technical skills transfer to apprentices, poor performance and poverty among tailors. Both apprentices and master tailors expressed concern over knowledge limitations in TAs and a need to access further training to improve skills and acquire knowledge of the trade. The authors of this article argue that, technically and pedagogically, skilled master tailors are critical to improving training quality. Complementary training in theoretical knowledge is also important in improving apprentices' technical skills and understanding of the trade. Inclusion of TAs in government policy may help ensure sustainable improvement of skills.

An Empirical System for Assessing the Impact of Aptitude Requirement Adjustments on Air Force Initial Skills Training.

ERIC Educational Resources Information Center

Mumford, Michael D.; And Others

A multivariate modeling approach was developed to assess the impact of changes in aptitude requirement minimums on U.S. Air Force technical training outcomes. Initially, interviews were conducted with technical training personnel to identify significant student inputs, course content, and training outcome variables. Measures of these variables…

Welding Materials. Pre-Apprenticeship Phase 1 Training.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This student training module on welding materials is one of three modules (see CE 032 889-890) on welding developed for Pre-Apprenticeship Phase 1 Training. (A companion instructor's guide is available separately as CE 032 888.) The modules are designed to introduce trade knowledge and skills to the student. This module contains a cover sheet…

Child Development Programs (CDPs)

DTIC Science & Technology

1993-01-19

Child Abuse Training Modules for Caregivers, DoD Child Abuse Training Modules for Family Child Care Providers, DoD Family Child Care Training Modules, DoD CDP Standards and Inspection Checklist, DoD Child Development Need Survey, The DoD School-Age Care Training Modules, and DD Form 2636, DoD Certificate to Operate Child Development Programs, consistent with reference (9). 4. Implements Pub. L. No. 101-189, Title XV (reference (h)). 5. Replaces references (i) through

Status and Trend of Automotive Power Packaging

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

Liang, Zhenxian

2012-01-01

Comprehensive requirements in aspects of cost, reliability, efficiency, form factor, weight, and volume for power electronics modules in modern electric drive vehicles have driven the development of automotive power packaging technology intensively. Innovation in materials, interconnections, and processing techniques is leading to enormous improvements in power modules. In this paper, the technical development of and trends in power module packaging are evaluated by examining technical details with examples of industrial products. The issues and development directions for future automotive power module packaging are also discussed.

The Marketability of Technical Graduates from Higher Educational Institutions (HEIs) Offering Technical and Vocational Education and Training (TVET): A Case from Malaysia

ERIC Educational Resources Information Center

Rajadurai, Jegatheesan; Sapuan, Noraina Mazuin; Daud, Salina; Abidin, Nurazariah

2018-01-01

Technical, Vocational Education and Training has been viewed as a means of developing a nation. The marketability of technical graduates is reliant on whether these graduates possess the attributes demanded by their respective industries. Hence, this study aims to investigate the gap between the key attributes of Higher Education Institutions'…

The Relationship Between Technical And Nontechnical Skills Within A Simulation-Based Ureteroscopy Training Environment.

PubMed

Brunckhorst, Oliver; Shahid, Shahab; Aydin, Abdullatif; Khan, Shahid; McIlhenny, Craig; Brewin, James; Sahai, Arun; Bello, Fernando; Kneebone, Roger; Shamim Khan, Muhammad; Dasgupta, Prokar; Ahmed, Kamran

2015-01-01

Little integration of technical and nontechnical skills (e.g., situational awareness, communication, decision making, teamwork, and leadership) teaching exists within surgery. We therefore aimed to (1) evaluate the relationship between these 2 skill sets within a simulation-based environment and (2) assess if certain nontechnical skill components are of particular relevance to technical performance. A prospective analysis of data acquired from a comparative study of simulation vs nonsimulation training was conducted. Half of the participants underwent training of technical and nontechnical skills within ureteroscopy, with the remaining half undergoing no training. All were assessed within a full immersion environment against both technical (time to completion, Objective Structured Assessment of Technical Skills, and task-specific checklist scores) and nontechnical parameters (Nontechnical Skills for Surgeons [NOTSS] rating scale). The data of whole and individual cohorts were analyzed using Pearson correlation coefficient. The trial took place within the Simulation and Interactive Learning Centre at Guy's Hospital, London, UK. In total, 32 novice participants with no prior practical ureteroscopy experience were included within the data analysis. A correlation was found within all outcome measures analyzed. For the whole cohort, a strong negative correlation was found between time to completion and NOTSS scores (r = -0.75, p < 0.001), with strong positive correlations identified when NOTSS scores were compared with Objective Structured Assessment of Technical Skills (r = 0.89, p < 0.001) and task-specific checklist scores (r = 0.91, p < 0.001). Similar results were observed when each cohort was analyzed separately. Finally, all individual nontechnical skill components demonstrated a strong correlation with all technical skill parameters, regardless of training. A strong correlation between technical and nontechnical performance exists, which was demonstrated to be irrespective of training received. This may suggest an inherent link between skill sets. Furthermore, all nontechnical skill sets are important in technical performance. This supports the notion that both of these skills should be trained and assessed together within 1 curriculum. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

48 CFR 301.604 - Training and certification of Contracting Officers' Technical Representatives.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 48 Federal Acquisition Regulations System 4 2010-10-01 2010-10-01 false Training and certification of Contracting Officers' Technical Representatives. 301.604 Section 301.604 Federal Acquisition..., Contracting Authority, and Responsibilities 301.604 Training and certification of Contracting Officers...

78 FR 42803 - Comment Request for Information Collection for Job Corps Health Questionnaire (OMB Control No...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-07-17

... Job Corps is the nation's largest residential, educational, and career technical training program for... Educational Development (GED), and career technical training credentials, including industry-recognized... DEPARTMENT OF LABOR Employment and Training Administration Comment Request for Information...

31 CFR 543.301 - Arms or any related materiel.

Code of Federal Regulations, 2010 CFR

2010-07-01

... solely for humanitarian or protective use, and related technical assistance and training; (c) Supplies of... of arms and related materiel and technical training and assistance intended solely for support of or... technical assistance intended solely for the support of or use by the United Nations Operation in Côte d...

13 CFR 119.1 - What is the Program for Investment in Microentrepreneurs (“PRIME” or “the Act”)?

Code of Federal Regulations, 2010 CFR

2010-01-01

... SBA to make grants to “qualified organizations” to fund training and technical assistance for disadvantaged entrepreneurs, build these organizations' own capacity to give training and technical assistance, fund research and development of “best practices” in microenterprise development and technical...

22 CFR 126.1 - Prohibited exports and sales to certain countries.

Code of Federal Regulations, 2010 CFR

2010-04-01

...-case basis, for supplies of arms and related materials or technical training and assistance intended... Haiti, supplies of arms and related materials for technical training and assistance intended solely for..., defense services or technical data subject to this subchapter may be made to any country referred to in...

The Effects of Integrating On-Going Training for Technical Documentation Teams

ERIC Educational Resources Information Center

Catanio, Joseph T.; Catanio, Teri L.

2010-01-01

The tools and techniques utilized in the technical communications profession are constantly improving and changing. Information Technology (IT) organizations devote the necessary resources to equip and train engineering, marketing, and sales teams, but often fail to do so for technical documentation teams. Many IT organizations tend to view…

Virtual reality training for improving the skills needed for performing surgery of the ear, nose or throat.

PubMed

Piromchai, Patorn; Avery, Alex; Laopaiboon, Malinee; Kennedy, Gregor; O'Leary, Stephen

2015-09-09

Virtual reality simulation uses computer-generated imagery to present a simulated training environment for learners. This review seeks to examine whether there is evidence to support the introduction of virtual reality surgical simulation into ear, nose and throat surgical training programmes. 1. To assess whether surgeons undertaking virtual reality simulation-based training achieve surgical ('patient') outcomes that are at least as good as, or better than, those achieved through conventional training methods.2. To assess whether there is evidence from either the operating theatre, or from controlled (simulation centre-based) environments, that virtual reality-based surgical training leads to surgical skills that are comparable to, or better than, those achieved through conventional training. The Cochrane Ear, Nose and Throat Disorders Group (CENTDG) Trials Search Co-ordinator searched the CENTDG Trials Register; Central Register of Controlled Trials (CENTRAL 2015, Issue 6); PubMed; EMBASE; ERIC; CINAHL; Web of Science; ClinicalTrials.gov; ICTRP and additional sources for published and unpublished trials. The date of the search was 27 July 2015. We included all randomised controlled trials and controlled trials comparing virtual reality training and any other method of training in ear, nose or throat surgery. We used the standard methodological procedures expected by The Cochrane Collaboration. We evaluated both technical and non-technical aspects of skill competency. We included nine studies involving 210 participants. Out of these, four studies (involving 61 residents) assessed technical skills in the operating theatre (primary outcomes). Five studies (comprising 149 residents and medical students) assessed technical skills in controlled environments (secondary outcomes). The majority of the trials were at high risk of bias. We assessed the GRADE quality of evidence for most outcomes across studies as 'low'. Operating theatre environment (primary outcomes) In the operating theatre, there were no studies that examined two of three primary outcomes: real world patient outcomes and acquisition of non-technical skills. The third primary outcome (technical skills in the operating theatre) was evaluated in two studies comparing virtual reality endoscopic sinus surgery training with conventional training. In one study, psychomotor skill (which relates to operative technique or the physical co-ordination associated with instrument handling) was assessed on a 10-point scale. A second study evaluated the procedural outcome of time-on-task. The virtual reality group performance was significantly better, with a better psychomotor score (mean difference (MD) 1.66, 95% CI 0.52 to 2.81; 10-point scale) and a shorter time taken to complete the operation (MD -5.50 minutes, 95% CI -9.97 to -1.03). Controlled training environments (secondary outcomes) In a controlled environment five studies evaluated the technical skills of surgical trainees (one study) and medical students (three studies). One study was excluded from the analysis. Surgical trainees: One study (80 participants) evaluated the technical performance of surgical trainees during temporal bone surgery, where the outcome was the quality of the final dissection. There was no difference in the end-product scores between virtual reality and cadaveric temporal bone training. Medical students: Two other studies (40 participants) evaluated technical skills achieved by medical students in the temporal bone laboratory. Learners' knowledge of the flow of the operative procedure (procedural score) was better after virtual reality than conventional training (SMD 1.11, 95% CI 0.44 to 1.79). There was also a significant difference in end-product score between the virtual reality and conventional training groups (SMD 2.60, 95% CI 1.71 to 3.49). One study (17 participants) revealed that medical students acquired anatomical knowledge (on a scale of 0 to 10) better during virtual reality than during conventional training (MD 4.3, 95% CI 2.05 to 6.55). No studies in a controlled training environment assessed non-technical skills. There is limited evidence to support the inclusion of virtual reality surgical simulation into surgical training programmes, on the basis that it can allow trainees to develop technical skills that are at least as good as those achieved through conventional training. Further investigations are required to determine whether virtual reality training is associated with better real world outcomes for patients and the development of non-technical skills. Virtual reality simulation may be considered as an additional learning tool for medical students.

Capacity building from the inside out: development and evaluation of a CITI ethics certification training module for American Indian and Alaska Native community researchers.

PubMed

Pearson, Cynthia R; Parker, Myra; Fisher, Celia B; Moreno, Claudia

2014-02-01

Current human subject research training modules fail to capture ethically relevant cultural aspects of research involving American Indian and Alaska Native (AI/AN) community members. Applying a Community Engaged Research (CEnR) approach, we adapted the Collaborative IRB Training Initiative training module "assessing risk and benefits." In a two-arm randomized controlled trial, followed by debriefing interviews, we evaluated module acceptability and understandability (test scores) among 40 reservation-based community members. Participants who took the adapted module, compared to those who took the standard module, reported higher scores on relevance of the material overall satisfaction, module quiz scores, and a trend toward higher self-efficacy. Implications of the efficacy of this approach for enhancing ethics training and community participation in research within AI/AN and other cultural populations within and outside the United States are discussed.

Development, Testing, and Implementation of a Training Curriculum for Nonphysician Health Workers to Reduce Cardiovascular Disease.

PubMed

Khan, Maheer; Lamelas, Pablo; Musa, Hadi; Paty, Jared; McCready, Tara; Nieuwlaat, Robby; Ng, Eleonor; Lopez-Jaramillo, Patricio; Lopez-Lopez, Jose; Yusoff, Khalid; Majid, Fadhlina A; Ng, Kien Keat; Garis, Len; Onuma, Oyere; Yusuf, Salim; Schwalm, Jon-David

2018-01-10

Cardiovascular disease (CVD) is the leading cause of death worldwide. The need to address CVD is greatest in low- and middle-income countries where there is a shortage of trained health workers in CVD detection, prevention, and control. Based on the growing evidence that many elements of chronic disease management can be shifted to nonphysician health care workers (NPHW), the HOPE-4 (Heart Outcomes Prevention and Evaluation Program) aimed to develop, test, and implement a training curriculum on CVD prevention and control in Colombia, Malaysia, and low-resource settings in Canada. Curriculum development followed an iterative and phased approach where evidence-based guidelines, revised blood pressure treatment algorithms, and culturally relevant risk factor counseling were incorporated. Through a pilot-training process with high school students in Canada, the curriculum was further refined. Implementation of the curriculum in Colombia, Malaysia, and Canada occurred through partner organizations as the HOPE-4 team coordinated the program from Hamilton, Ontario, Canada. In addition to content on the burden of disease, cardiovascular system pathophysiology, and CVD risk factors, the curriculum also included evaluations such as module tests, in-class exercises, and observed structured clinical examinations, which were administered by the local partner organizations. These evaluations served as indicators of adequate uptake of curriculum content as well as readiness to work as an NPHW in the field. Overall, 51 NPHW successfully completed the training curriculum with an average score of 93.19% on module tests and 84.76% on the observed structured clinical examinations. Since implementation, the curriculum has also been adapted to the World Health Organization's HEARTS Technical Package, which was launched in 2016 to improve management of CVD in primary health care. The robust curriculum development, testing, and implementation process described affirm that NPHW in diverse settings can be trained in implementing measures for CVD prevention and control. Copyright © 2017 The Authors. Published by Elsevier B.V. All rights reserved.

13 CFR 119.4 - What services or activities must PRIME grant funds be used for?

Code of Federal Regulations, 2010 CFR

2010-01-01

... to— (a) Provide training and technical assistance to disadvantaged microentrepreneurs (“Technical Assistance Grant”); (b) Provide training and capacity building services to microenterprise development organizations and programs to assist them to develop microenterprise training and services (“Capacity Building...

Factors Affecting Training Effectiveness in Synchronous, Dispersed Virtual Environments

DTIC Science & Technology

2014-06-01

technology to its technical training programs. Specifically, a distance learning model with instruction provided through 3-D virtual worlds could...ABSTRACT The U.S. Navy is investigating the feasibility of incorporating distance learning technology to its technical training programs. Specifically...15 A. TECHNOLOGY ACCEPTANCE MODEL

Welding Tools. Pre-Apprenticeship Phase 1 Training.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This student training module on welding tools is one of three modules (see CE 032 889-891) on welding developed for Pre-Apprenticeship Phase 1 Training. (A companion instructor's guide is available separately as CE 032 888.) The modules are designed to introduce trade knowledge and skills to the student. This module contains a cover sheet listing…

Occupational Safety. Hand Tools. Pre-Apprenticeship Phase 1 Training.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This self-paced student training module on safety when using hand tools is one of a number of modules developed for Pre-apprenticeship Phase 1 Training. Purpose of the module is to teach students the correct safety techniques for operating common hand- and arm-powered tools, including selection, maintenance, technique, and uses. The module may…

Obtaining Training Stations. Module Number 3. Work Experience Program Modules. Coordination Techniques Series.

ERIC Educational Resources Information Center

Schmalle, Bonnie

This self-instructional module, one of 16 on techniques for coordinating work experience programs, provides preservice and inservice educational materials for teacher-coordinators supervising on the job training. The three goals stated for this module are (1) to know the types of information needed to obtain an appropriate training station, (2) to…

Cost/Benefit Evaluation of Three English Language Training Programs for Potential Navy Use.

ERIC Educational Resources Information Center

Swope, William M.; And Others

As part of its plans to recruit Hispanic personnel who speak English as a second language, the U.S. Navy will have to provide English language training as well as technical training to prepare these personnel for fleet duty. A cost/benefit analysis was conducted of three English language training programs: the English Technical Language School…

Crowd-sourced assessment of technical skills: an adjunct to urology resident surgical simulation training.

PubMed

Holst, Daniel; Kowalewski, Timothy M; White, Lee W; Brand, Timothy C; Harper, Jonathan D; Sorenson, Mathew D; Kirsch, Sarah; Lendvay, Thomas S

2015-05-01

Crowdsourcing is the practice of obtaining services from a large group of people, typically an online community. Validated methods of evaluating surgical video are time-intensive, expensive, and involve participation of multiple expert surgeons. We sought to obtain valid performance scores of urologic trainees and faculty on a dry-laboratory robotic surgery task module by using crowdsourcing through a web-based grading tool called Crowd Sourced Assessment of Technical Skill (CSATS). IRB approval was granted to test the technical skills grading accuracy of Amazon.com Mechanical Turk™ crowd-workers compared to three expert faculty surgeon graders. The two groups assessed dry-laboratory robotic surgical suturing performances of three urology residents (PGY-2, -4, -5) and two faculty using three performance domains from the validated Global Evaluative Assessment of Robotic Skills assessment tool. After an average of 2 hours 50 minutes, each of the five videos received 50 crowd-worker assessments. The inter-rater reliability (IRR) between the surgeons and crowd was 0.91 using Cronbach's alpha statistic (confidence intervals=0.20-0.92), indicating an agreement level between the two groups of "excellent." The crowds were able to discriminate the surgical level, and both the crowds and the expert faculty surgeon graders scored one senior trainee's performance above a faculty's performance. Surgery-naive crowd-workers can rapidly assess varying levels of surgical skill accurately relative to a panel of faculty raters. The crowds provided rapid feedback and were inexpensive. CSATS may be a valuable adjunct to surgical simulation training as requirements for more granular and iterative performance tracking of trainees become mandated and commonplace.

Waste Receiving and Processing (WRAP) Module 1 Hazards Assessment

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

CAMPBELL, L.R.

1999-09-29

This document establishes the technical basis in support of Emergency Planning activities for the WRAP Module 1 Facility on the Hanford Site. Through this document, the technical basis for the development of facility specific Emergency Action Levels and Emergency Planning Zone is demonstrated.

Overview of Special Education. Teacher Training Module #3. Correctional/Special Education Training Project.

ERIC Educational Resources Information Center

Dwiggins, Donna; And Others

This module, which is one in a series of training packages intended to train educators working with handicapped adolescents and young adults in correctional settings, deals with the terminology and issues/concepts of special education. Addressed in the individual sections of the module are the following topics: the distinction between normality…

Curriculum Development System for Navy Technical Training.

ERIC Educational Resources Information Center

Butler, Lucius

Documentation for the U.S. Navy's curriculum development system is brought together in this paper, beginning with a description of the Naval Technical Training System. This description includes the Navy Training Plan (NTP) process, which is the current mechanism for introducing new courses; the organization and administration of the system; the…

The Job Training and Job Satisfaction Survey Technical Manual

ERIC Educational Resources Information Center

Schmidt, Steven W.

2004-01-01

Job training has become an important aspect of an employee's overall job experience. However, it is not often called out specifically on instruments measuring job satisfaction. This technical manual details the processes used in the development and validation of a survey instrument to measure job training satisfaction and overall job…

Annual progress report : for the period of January 2001 through December 2001 : Florida Transit Training Program (2001) : Florida Technical Assistance Program (2001)

DOT National Transportation Integrated Search

2001-01-01

The following progress report is intended to highlight the significant activities of the Florida Transit Training Program and Florida Technical Assistant Program for the 2001 year. Activities of the Florida Statewide Transit Training Program are pres...

77 FR 34354 - Notice Inviting Informal Public Comment on Training and Technical Assistance and Disability...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-06-11

... and Technical Assistance and Disability Inclusion Programming AGENCY: Corporation for National and... implementation of a unified training and technical assistance (TTA) strategy and disability inclusion programming... to CNCS as we plan and prepare for this work. We will accept comments in writing, as described below...

Native American Commercial Driving Training and Technical Assistance Act. Hearing before the Committee on Indian Affairs, United States Senate, One Hundred Seventh Congress, Second Session, on S. 1344, To Provide Training and Technical Assistance to Native Americans Who Are Interested in Commercial Vehicle Driving Careers (July 24, 2002).

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. Senate Committee on Indian Affairs.

A Senate committe hearing received testimony on the proposed "Native American Commercial Driving Training and Technical Assistance Act" (Senate Bill 1344). The Act cites the high unemployment and economic distress among Native Americans, the federal government's obligation to assist Indian tribes with economic development, the high…

Heart Rate Responses and Training Load During Nonspecific and Specific Aerobic Training in Adolescent Taekwondo Athletes

PubMed Central

Haddad, Monoem; Chaouachi, Anis; Wong, Del P.; Castagna, Carlo; Chamari, Karim

2011-01-01

The efficacy of replacing generic running with Taekwondo (TKD) specific technical skills during interval training at an intensity corresponding to 90–95% of maximum heart rate (HRmax) has not yet been demonstrated. Therefore, the purpose of this study was to compare the HR responses and perceived exertion between controlled running and high-intensity TKD technical interval training in adolescent TKD athletes. Eighteen adolescent, male TKD athletes performed short-duration interval running and TKD specific technical skills (i.e. 10–20 [10-s of exercise interspersed with 20 s of passive recovery]) in a counterbalanced design. In both training methods, HR was measured and expressed as the percentage of HR reserve (%HRres). Rating of perceived exertion (RPE, Borg’s category rating-10 scale), Banister’s training impulse (TRIMP) and Edwards’ training load (TL) were used to quantify the internal training load. Recorded cardiovascular responses expressed in %HRres in the two training methods were not significantly different (p > 0.05). Furthermore, the two training methods induced similar training loads as calculated by Banister and Edwards’ methods. Perceived exertion ranged between “hard” and “very hard” during all interval training sessions. These findings showed that performing repeated TKD specific skills increased HR to the same level, and were perceived as producing the same training intensity as did short-duration interval running in adolescent TKD athletes. Therefore, using specific TKD kicking exercises in high-intensity interval training can be applied to bring more variety during training, mixing physical and technical aspects of the sport, while reaching the same intensity as interval running. PMID:23486727

10 CFR 2.703 - Examination by experts.

Code of Federal Regulations, 2010 CFR

2010-01-01

... permit a qualified individual who has scientific or technical training or experience to participate on... technical training or experience to contribute to the development of an adequate decisional record in the...

Spatial Visualization ability improves with and without studying Technical Drawing.

PubMed

Contreras, María José; Escrig, Rebeca; Prieto, Gerardo; Elosúa, M Rosa

2018-03-27

The results of several studies suggest that spatial ability can be improved through direct training with tasks similar to those integrated in the tests used to measure the ability. However, there is a greater interest in analyzing the effectiveness of indirect training such as games or of learning subjects that involve spatial processes to a certain extent. Thus, the objective of the present study was to analyze whether the indirect training in Technical Drawing improved the Spatial Visualization ability of Architecture students. For this purpose, a group of students enrolled in Fundamentals of Architecture were administered two tests, a Spatial Visualization task and an Abstract Reasoning task, at the beginning and the end of a semester, after having received training through the subjects "Technical Drawing I: Geometry and Perception" and "Projects I." The results of this group were compared with those of a control group of students enrolled in a Mathematics degree, who were also pre-post evaluated but had not received the training in Technical Drawing. The study showed a significant pre-post improvement in both, Visualization and reasoning. However, this improvement occurred in both groups, thereby concluding that this improvement was not due to indirect training. Furthermore, no significant differences were found between men and women in any of the groups or conditions. These results clarify those of an earlier study where improvement in Visualization after training in Technical Drawing was found but did not include a comparison with a control condition. The control condition has proved to be important in order to consider the limitations of the effect of Technical Drawing on said improvement.

Supplementing research ethics training in psychiatry residents: A five-tier approach.

PubMed

Viswanath, Biju; Jayarajan, Rajan Nishanth; Chandra, Prabha S; Chaturvedi, Santosh K

2018-04-01

Ethics training is a key step in the research supervision of psychiatry trainees and there is need for a structured educational module. We developed a new research ethics training module for psychiatry residents - The Five-Tier Approach. Twenty-five first year psychiatry residents of an academic psychiatric training centre in India participated in this multi-session workshop. Module 1 included the completion of NIH online certification course for research ethics training. Module 2 was a one-hour interactive group discussion on ethical principles in research. Module 3 was a two-hour session consisting of case-based group discussion of nine selected research vignettes. Module 4 involved preparation of an informed consent form. Module 5 was a mock ethics committee role-played by seven students while the larger group observed using a Fish Bowl technique and provided feedback. Assessments were done during the third and final modules. During the third module, understanding regarding certain areas - autonomy, benefits and justice was found to be inadequate. In the final step, all ethical aspects were covered by the students. This five-tier approach seems like a superior tool for research ethics training in academic institutions, especially in Southeast Asia, where the student-teacher ratios are generally very high. Copyright © 2018 Elsevier B.V. All rights reserved.

Culturally Relevant Human Subjects Protection Training: A Case Study in Community-Engaged Research in the United States.

PubMed

Kue, Jennifer; Szalacha, Laura A; Happ, Mary Beth; Crisp, Abigail L; Menon, Usha

2018-02-01

Non-academic members of research teams, such as community members, can perceive traditional human subjects protection training as lacking in cultural relevance. We present a case exemplar of the development of a human subjects protection training for research staff with limited English proficiency and/or no or limited research experience. Seven modules were adapted for language, cultural examples, etc., from the standard Collaborative Institutional Training Initiative (CITI) human subjects protection training. Non-academic research staff completed a day-long training in human subjects protection (six modules) and our research protocol (one module). We assessed comprehension of content with PowerPoint slides and module quizzes. All participants successfully passed each module quiz with ≥ 80% correct. Questions answered incorrectly were discussed before proceeding to the next module. To meet the increasing demand for collaborative community-engaged research with underserved minority populations, human subjects protection training protocols can be adapted successfully to reflect real-world situations and provide culturally relevant materials to help non-academic research staff better understand the importance and necessity of research ethics.

City and County Solar PV Training Program, Module 3: Detailed Site Evaluation, Project Validation, and Permitting

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

Day, Megan H; Lisell, Lars J

This is the third of five training modules recorded for the City and County Solar PV Training Program. The program is focused on training local government staff in the PV procurement process. This module focuses on siting and permitting for both rooftop and larger, ground-mounted systems rand includes a link to a video.

Correctional Education/The Criminal Justice System. Teacher Training Module #1. Correctional/Special Education Training Project.

ERIC Educational Resources Information Center

Leone, Peter; And Others

This module, which is one in a series of training packages intended to train educators working with handicapped adolescents and young adults in correctional settings, deals with the U.S. criminal justice system. Addressed in the individual sections of the module are the following topics: the major functions of the criminal justice system,…

Training programmes can change behaviour and encourage the cultivation of over-harvested plant species.

PubMed

Williams, Sophie J; Jones, Julia P G; Clubbe, Colin; Gibbons, James M

2012-01-01

Cultivation of wild-harvested plant species has been proposed as a way of reducing over-exploitation of wild populations but lack of technical knowledge is thought to be a barrier preventing people from cultivating a new species. Training programmes are therefore used to increase technical knowledge to encourage people to adopt cultivation. We assessed the impact of a training programme aiming to encourage cultivation of xaté (Chamaedorea ernesti-augusti), an over-harvested palm from Central America. Five years after the training programme ended, we surveyed untrained and trained individuals focusing on four potential predictors of behaviour: technical knowledge, attitudes (what individuals think about a behaviour), subjective norms (what individuals perceive others to think of a behaviour) and perceived behavioural control (self assessment of whether individuals can enact the behaviour successfully). Whilst accounting for socioeconomic variables, we investigate the influence of training upon these behavioural predictors and examine the factors that determine whether people adopt cultivation of a novel species. Those who had been trained had higher levels of technical knowledge about xaté cultivation and higher belief in their ability to cultivate it while training was not associated with differences in attitudes or subjective norms. Technical knowledge and perceived behavioural control (along with socio-economic variables such as forest ownership and age) were predictors of whether individuals cultivate xaté. We suggest that training programmes can have a long lasting effect on individuals and can change behaviour. However, in many situations other barriers to cultivation, such as access to seeds or appropriate markets, will need to be addressed.

Training Programmes Can Change Behaviour and Encourage the Cultivation of Over-Harvested Plant Species

PubMed Central

Williams, Sophie J.; Jones, Julia P. G.; Clubbe, Colin; Gibbons, James M.

2012-01-01

Cultivation of wild-harvested plant species has been proposed as a way of reducing over-exploitation of wild populations but lack of technical knowledge is thought to be a barrier preventing people from cultivating a new species. Training programmes are therefore used to increase technical knowledge to encourage people to adopt cultivation. We assessed the impact of a training programme aiming to encourage cultivation of xaté (Chamaedorea ernesti-augusti), an over-harvested palm from Central America. Five years after the training programme ended, we surveyed untrained and trained individuals focusing on four potential predictors of behaviour: technical knowledge, attitudes (what individuals think about a behaviour), subjective norms (what individuals perceive others to think of a behaviour) and perceived behavioural control (self assessment of whether individuals can enact the behaviour successfully). Whilst accounting for socioeconomic variables, we investigate the influence of training upon these behavioural predictors and examine the factors that determine whether people adopt cultivation of a novel species. Those who had been trained had higher levels of technical knowledge about xaté cultivation and higher belief in their ability to cultivate it while training was not associated with differences in attitudes or subjective norms. Technical knowledge and perceived behavioural control (along with socio-economic variables such as forest ownership and age) were predictors of whether individuals cultivate xaté. We suggest that training programmes can have a long lasting effect on individuals and can change behaviour. However, in many situations other barriers to cultivation, such as access to seeds or appropriate markets, will need to be addressed. PMID:22431993

Final priority. Rehabilitation Training: Job-Driven Vocational Rehabilitation Technical Assistance Center. Final priority.

PubMed

2014-08-19

The Assistant Secretary for Special Education and Rehabilitative Services announces a priority under the Rehabilitation Training program to establish a Job-Driven Vocational Rehabilitation Technical Assistance Center (JDVRTAC). The Assistant Secretary may use this priority for competitions in fiscal year (FY) 2014 and later years. We take this action to focus on training in an area of national need. Specifically, this priority responds to the Presidential Memorandum to Federal agencies directing them to take action to address job-driven training for the Nation's workers. The JDVRTAC will provide technical assistance (TA) to State vocational rehabilitation (VR) agencies to help them develop for individuals with disabilities training and employment opportunities that meet the needs of today's employers.

Simulation improves procedural protocol adherence during central venous catheter placement: a randomized-controlled trial

PubMed Central

Peltan, Ithan D.; Shiga, Takashi; Gordon, James A.; Currier, Paul F.

2015-01-01

Background Simulation training may improve proficiency at and reduces complications from central venous catheter (CVC) placement, but the scope of simulation’s effect remains unclear. This randomized controlled trial evaluated the effects of a pragmatic CVC simulation program on procedural protocol adherence, technical skill, and patient outcomes. Methods Internal medicine interns were randomized to standard training for CVC insertion or standard training plus simulation-based mastery training. Standard training involved a lecture, a video-based online module, and instruction by the supervising physician during actual CVC insertions. Intervention-group subjects additionally underwent supervised training on a venous access simulator until they demonstrated procedural competence. Raters evaluated interns’ performance during internal jugular CVC placement on actual patients in the medical intensive care unit. Generalized estimating equations were used to account for outcome clustering within trainees. Results We observed 52 interns place 87 CVCs. Simulation-trained interns exhibited better adherence to prescribed procedural technique than interns who received only standard training (p=0.024). There were no significant differences detected in first-attempt or overall cannulation success rates, mean needle passes, global assessment scores or complication rates. Conclusions Simulation training added to standard training improved protocol adherence during CVC insertion by novice practitioners. This study may have been too small to detect meaningful differences in venous cannulation proficiency and other clinical outcomes, highlighting the difficulty of patient-centered simulation research in settings where poor outcomes are rare. For high-performing systems, where protocol deviations may provide an important proxy for rare procedural complications, simulation may improve CVC insertion quality and safety. PMID:26154250

A Technical Analysis Information Fusion Approach for Stock Price Analysis and Modeling

NASA Astrophysics Data System (ADS)

Lahmiri, Salim

In this paper, we address the problem of technical analysis information fusion in improving stock market index-level prediction. We present an approach for analyzing stock market price behavior based on different categories of technical analysis metrics and a multiple predictive system. Each category of technical analysis measures is used to characterize stock market price movements. The presented predictive system is based on an ensemble of neural networks (NN) coupled with particle swarm intelligence for parameter optimization where each single neural network is trained with a specific category of technical analysis measures. The experimental evaluation on three international stock market indices and three individual stocks show that the presented ensemble-based technical indicators fusion system significantly improves forecasting accuracy in comparison with single NN. Also, it outperforms the classical neural network trained with index-level lagged values and NN trained with stationary wavelet transform details and approximation coefficients. As a result, technical information fusion in NN ensemble architecture helps improving prediction accuracy.

Non-technical skills assessment in surgery.

PubMed

Sharma, Bharat; Mishra, Amit; Aggarwal, Rajesh; Grantcharov, Teodor P

2011-09-01

Adverse events in surgery have highlighted the importance of non-technical skills, such as communication, decision-making, teamwork, situational awareness and leadership, to effective organizational performance. These skills carry particular importance to surgical oncology, as members of a multidisciplinary team must work cohesively to formulate effective patient care plans. Several non-technical skills evaluation tools have been developed for use in surgery, without adequate comparison and consensus on which should be standard for training. Eleven articles describing the use of three non-technical evaluation tools related to surgery: NOTSS (Non Technical Skills for Surgeons), NOTECHS (Non Technical Skills) and OTAS (Observational Teamwork Assessment for Surgery) were analyzed with respect to scale formulation, validity, reliability and feasibility. Furthermore, their use in training thus far and the future of non-technical rating scales in surgical curricula was discussed. Future work should focus on incorporating these assessment tools into training and into a real operating room setting to provide formative evaluations for surgical residents. Copyright © 2010 Elsevier Ltd. All rights reserved.

Student Flow Model SFM-IA: System Documentation. Technical Report 41B. Preliminary Edition.

ERIC Educational Resources Information Center

Busby, John C.; Johnson, Richard S.

Technical specifications, operating procedures, and reference information for the National Center for Higher Education Management Systems' (NCHEMS) Student Flow Model (SFM) computer programs are presented. Included are narrative descriptions of the system and its modules, specific program documentation for each of the modules, system flowcharts,…

Unified Technical Concepts. Application Modules Volume II.

ERIC Educational Resources Information Center

Center for Occupational Research and Development, Inc., Waco, TX.

Unified Technical Concepts (UTC) is a modular system for teaching applied physics in two-year postsecondary technician programs. This UTC laboratory textbook, the second of two volumes, consists of 45 learning modules dealing with basic concepts of physics. Addressed in the individual chapters of the guide are the following topics: force…

INDOT Technical Training Plan

DOT National Transportation Integrated Search

2012-04-01

The study provides the background documents necessary for the development of a Technical Training Plan and makes recommendations : for the content and structure of such a plan for the District Operations, Operations, Capital Program Management, and E...

Improving Intercultural Interactions. Modules for Cross-Cultural Training Programs. Multicultural Aspects of Counseling Series 3.

ERIC Educational Resources Information Center

Brislin, Richard W., Ed.; Yoshida, Tomoko, Ed.

This book contains modules for use in cross-cultural training programs. A module differs from a chapter in that it is a collection of materials that guide the reader both on the content of a defined unit of training and the method of delivery of that content. The modules are grouped into four sections, three corresponding to organizations in which…

Assessing the Validity of Air Force Selection and Training Strategies.

ERIC Educational Resources Information Center

Mumford, Michael D.; And Others

A study was undertaken to develop a system for predicting the impact of adjustments in aptitude requirements on outcomes (performance) in Air Force basic resident technical training. To accomplish this, a multivariate modeling approach was used. Initially, interviews were constructed within a variety of technical training programs to specify the…

An Information and Technical Manual for the Computer-Assisted Teacher Training System (CATTS).

ERIC Educational Resources Information Center

Semmel, Melvyn I.; And Others

The manual presents technical information on the computer assisted teacher training system (CATTS) which aims at developing a versatile and economical computer based teacher training system with the capability of providing immediate analysis and feedback of data relevant to teacher pupil transactions in a classroom setting. The physical…

77 FR 70467 - Agency Information Collection Activities: Proposed Collection; Comments Requested; Revision of...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-11-26

... Training and Technical Assistance Center (OVC TTAC) Feedback Form Package ACTION: 30-day notice. The...: The Office for Victims of Crime Training and Technical Assistance Center (OVC TTAC) Feedback Form... needs of the victim services field. OVC TTAC will give these forms to recipients of training and...

Simultaneous Estimation of Regression Functions for Marine Corps Technical Training Specialties.

ERIC Educational Resources Information Center

Dunbar, Stephen B.; And Others

This paper considers the application of Bayesian techniques for simultaneous estimation to the specification of regression weights for selection tests used in various technical training courses in the Marine Corps. Results of a method for m-group regression developed by Molenaar and Lewis (1979) suggest that common weights for training courses…

Education and Training of Accountants in Sub-Saharan Anglophone Africa. World Bank Technical Paper Number 305. Africa Technical Department Series.

ERIC Educational Resources Information Center

Johnson, Sonia R.

This paper describes the accounting profession, and the education and training of accountants and accounting technicians in Sub-Saharan Anglophone Africa. The report reviews professional accounting examinations and degrees, education, practical training, and continuing professional education. The paper highlights the weaknesses in accounting…

Voprosy professional'noj pedagogiki (Aspects of the Theory of Vocational Education).

ERIC Educational Resources Information Center

Batysev, S. J.; And Others

This document is an English-language abstract (Approximately 1,500 words) of a book by several Soviet authorities on vocational and technical education. The five sections of the book deal with general aspects of vocational and technical training; the theory of vocational training; psychological aspects of vocational training; basic instructional…

Special Project for Research Training in Vocational Education: Research Training Series. Final Report.

ERIC Educational Resources Information Center

Vivian, Neal E.

To upgrade research and research utilization competence of vocational educators, The Center for Vocational and Technical Education and The American Vocational Association planned four 1-week research training programs on: (1) Planning Vocational/Technical Education Programs Based on Manpower Research, (2) Patterns of Career Development as Applied…

NHSA Position Paper: The Design of a Head Start Training and Technical Assistance System.

ERIC Educational Resources Information Center

NHSA Journal, 1994

1994-01-01

This position paper examines the current Head Start training and technical assistance (TTA) system and proposes specific improvements. These include the creation of regional TTA offices, the use of satellite and interactive communications technology, and a reevaluation of the role of teaching centers, national training contracts, and Head Start…

University-government relationships in the training of technical writers-editors

NASA Technical Reports Server (NTRS)

Stohrer, Freda F.; Pinelli, Thomas E.

1979-01-01

Traditional and nontraditional methods of training technical writers-editors are reviewed. Combining work experience with classroom instruction in the form of cooperative education provides a method of strengthening the Federal career service in professional occupations. The NASA Langley experience that successfully introduced students to the special demands of technical writing and editing is described.

Expedition One crew in Russian with Service Module

NASA Image and Video Library

2000-07-14

Photographic documentation of Expedition One crew in Russia with Service Module. Views include: The three crew members for ISS Expedition One train with computers on the trainer / mockup for the Zvezda Service Module. From the left are cosmonauts Yuri Gidzenko, Soyuz commander; and Sergei Krikalev, flight engineer; and astronaut William Shepherd, mission commander. The session took place at the Gagarin Cosmonaut Training Center in Russia (18628). View looking toward the hatch inside the Zvezda Service Module trainer / mockup at the Gagarin Cosmonaut Training Center in Russia (18629). A wide shot of the Zvezda Service Module trainer / mockup, with the transfer compartment in the foreground (18630). Side view of the Zvezda Service Module (18631). An interior shot of the Zarya / Functional Cargo Bay (FGB) trainer / mockup (18632). Astronaut Scott Kelly, director of operations - Russia, walks through a full scale trainer / mockup for the Zvezda Service Module at the Gagarin Cosmonaut Training Center in Russia (18633). Astronaut William Shepherd (right) mission commander for ISS Expedition One, and Sergei Krikalev, flight engineer, participate in a training session in a trainer / mockup of the Zvezda Service Module (18634).

Systems and methods for selective detection and imaging in coherent Raman microscopy by spectral excitation shaping

DOEpatents

Xie, Xiaoliang Sunney; Freudiger, Christian; Min, Wei

2016-03-15

A microscopy imaging system is disclosed that includes a light source system, a spectral shaper, a modulator system, an optics system, an optical detector and a processor. The light source system is for providing a first train of pulses and a second train of pulses. The spectral shaper is for spectrally modifying an optical property of at least some frequency components of the broadband range of frequency components such that the broadband range of frequency components is shaped producing a shaped first train of pulses to specifically probe a spectral feature of interest from a sample, and to reduce information from features that are not of interest from the sample. The modulator system is for modulating a property of at least one of the shaped first train of pulses and the second train of pulses at a modulation frequency. The optical detector is for detecting an integrated intensity of substantially all optical frequency components of a train of pulses of interest transmitted or reflected through the common focal volume. The processor is for detecting a modulation at the modulation frequency of the integrated intensity of substantially all of the optical frequency components of the train of pulses of interest due to the non-linear interaction of the shaped first train of pulses with the second train of pulses as modulated in the common focal volume, and for providing an output signal for a pixel of an image for the microscopy imaging system.

Trends in free WWW-based E-learning Modules seen from the Learning Resource Server Medicine (LRSMed).

PubMed

Stausberg, Jürgen; Geueke, Martin; Bludßat, Kevin

2005-01-01

Despite the lost enthusiasm concerning E-learning a lot of material is available on the World Wide Web (WWW) free of charge. This material is collected and systematically described by services like the Learning Resource Server Medicine (LRSMed) at http://mmedia.medizin.uni-essen.de/portal/. With the LRSMed E-learning modules are made available for medical students by means of a metadata description that can be used for a catalogue search. The number of resources included has risen enormously from 100 in 1999 up to 805 today. Especially in 2004 there was an exponential increase in the LRSMed's content. Anatomy is still the field with the highest amount of available material, but general medicine has improved its position over the years and is now the second one. Technically and didactically simple material as scripts, textbooks, and link lists (called info services) is still dominating. Similar to 1999, there is not one module which could be truly referred to as tutorial dialogue. Simple material can not replace face-to-face-teaching. But it could be combined with conventional courses to establish some kind of blending learning. The scene of free E-learning modules on the WWW is ready to meet current challenges for efficient training of students and continuing education in medicine.

Equal Opportunity Leadership Training for Company-Level Chain of Command

DTIC Science & Technology

1981-01-01

Relations/ Equal Opportunity Training in USAREUR, ARI Technical Report TR-78-B10, Alexandria, Va.: US. Army Research Institute for the Behavioral and Social ...Behavioral and Social Sciences, 1978. Marcia A. Gilbert and Peter G. Nordlie, An Analysis of Race Relations/ Equal Opportunity Training in USAREUR, ARI...Technical Report 534 - EQUAL OPPORTUNITY LEADERSHIP TRAINING FOR COMPANY-LEVEL CHAIN OF COMMAND Dale K. Brown, Silas J. White, Exequiel R. Sevilla

Gauging Skills of Hospital Security Personnel: a Statistically-driven, Questionnaire-based Approach.

PubMed

Rinkoo, Arvind Vashishta; Mishra, Shubhra; Rahesuddin; Nabi, Tauqeer; Chandra, Vidha; Chandra, Hem

2013-01-01

This study aims to gauge the technical and soft skills of the hospital security personnel so as to enable prioritization of their training needs. A cross sectional questionnaire based study was conducted in December 2011. Two separate predesigned and pretested questionnaires were used for gauging soft skills and technical skills of the security personnel. Extensive statistical analysis, including Multivariate Analysis (Pillai-Bartlett trace along with Multi-factorial ANOVA) and Post-hoc Tests (Bonferroni Test) was applied. The 143 participants performed better on the soft skills front with an average score of 6.43 and standard deviation of 1.40. The average technical skills score was 5.09 with a standard deviation of 1.44. The study avowed a need for formal hands on training with greater emphasis on technical skills. Multivariate analysis of the available data further helped in identifying 20 security personnel who should be prioritized for soft skills training and a group of 36 security personnel who should receive maximum attention during technical skills training. This statistically driven approach can be used as a prototype by healthcare delivery institutions worldwide, after situation specific customizations, to identify the training needs of any category of healthcare staff.

Gauging Skills of Hospital Security Personnel: a Statistically-driven, Questionnaire-based Approach

PubMed Central

Rinkoo, Arvind Vashishta; Mishra, Shubhra; Rahesuddin; Nabi, Tauqeer; Chandra, Vidha; Chandra, Hem

2013-01-01

Objectives This study aims to gauge the technical and soft skills of the hospital security personnel so as to enable prioritization of their training needs. Methodology A cross sectional questionnaire based study was conducted in December 2011. Two separate predesigned and pretested questionnaires were used for gauging soft skills and technical skills of the security personnel. Extensive statistical analysis, including Multivariate Analysis (Pillai-Bartlett trace along with Multi-factorial ANOVA) and Post-hoc Tests (Bonferroni Test) was applied. Results The 143 participants performed better on the soft skills front with an average score of 6.43 and standard deviation of 1.40. The average technical skills score was 5.09 with a standard deviation of 1.44. The study avowed a need for formal hands on training with greater emphasis on technical skills. Multivariate analysis of the available data further helped in identifying 20 security personnel who should be prioritized for soft skills training and a group of 36 security personnel who should receive maximum attention during technical skills training. Conclusion This statistically driven approach can be used as a prototype by healthcare delivery institutions worldwide, after situation specific customizations, to identify the training needs of any category of healthcare staff. PMID:23559904

Training on women and renewable sources of energy.

PubMed

Duenas Loza, M

1997-01-01

The training package developed by the International Research and Training Institute for the Advancement of Women in 1989 focuses on women and energy. The Institute conducts training activities using collected, analyzed and disseminated information and documentation, as well as identification of critical research and training activities and promotion of integrated issues on women and energy policies, programs and projects. Previous training experiences identified the inefficient quality of training offered to community members, technical staff and technical agencies, with more emphasis on the technical skills instead on the managerial, socio-organizational and environmental aspects. The creation of a multimedia modular training material provides an association between the issues of women, New and Renewable Sources of Energy (NRSE) and environmental aspects necessary for the strengthening of national institutions, promotion of socioeconomical and technically feasible renewable technologies, and awareness building, information and communication enhancement. The package covers 1) overview of the UN activities on NRSE; 2) Women's Position in the Energy Sector; 3) NRSE Project and Program design and implementation; 4) relevant NRSE characteristics and technology systems; 5) education and training activities in NRSE projects. This training package is designed to contribute a new approach in the organization and management of NRSE through integration of women's needs and increase awareness and capabilities of planners, officials and experts. In addition, several training seminars were conducted during 1989-91, which focused on the relationship between women and renewable energy sources through the application of participatory and self-reliant techniques.

34 CFR 366.13 - How does the Secretary determine funding priorities?

Code of Federal Regulations, 2010 CFR

2010-07-01

... LIVING Training and Technical Assistance § 366.13 How does the Secretary determine funding priorities? In... training and technical assistance needs identified by the survey of SILCs and centers required by section...

INDOT Technical Training Plan : Appendix B

DOT National Transportation Integrated Search

2012-04-01

The study provides the background documents necessary for the development of a Technical Training Plan and makes recommendations for the content and structure of such a plan for the District Operations, Operations, Capital Program Management, and Eng...

INDOT Technical Training Plan : Appendix M

DOT National Transportation Integrated Search

2012-04-01

The study provides the background documents necessary for the development of a Technical Training Plan and makes recommendations for the content and structure of such a plan for the District Operations, Operations, Capital Program Management, and Eng...

INDOT Technical Training Plan : Appendix P

DOT National Transportation Integrated Search

2012-04-01

The study provides the background documents necessary for the development of a Technical Training Plan and makes recommendations for the content and structure of such a plan for the District Operations, Operations, Capital Program Management, and Eng...

INDOT Technical Training Plan : Appendix F

DOT National Transportation Integrated Search

2012-04-01

The study provides the background documents necessary for the development of a Technical Training Plan and makes recommendations for the content and structure of such a plan for the District Operations, Operations, Capital Program Management, and Eng...

INDOT Technical Training Plan : Appendix H

DOT National Transportation Integrated Search

2012-04-01

The study provides the background documents necessary for the development of a Technical Training Plan and makes recommendations for the content and structure of such a plan for the District Operations, Operations, Capital Program Management, and Eng...

INDOT Technical Training Plan : Appendix E

DOT National Transportation Integrated Search

2012-04-01

The study provides the background documents necessary for the development of a Technical Training Plan and makes recommendations for the content and structure of such a plan for the District Operations, Operations, Capital Program Management, and Eng...

INDOT Technical Training Plan : Appendix O

DOT National Transportation Integrated Search

2012-04-01

The study provides the background documents necessary for the development of a Technical Training Plan and makes recommendations for the content and structure of such a plan for the District Operations, Operations, Capital Program Management, and Eng...

INDOT Technical Training Plan : Appendix J

DOT National Transportation Integrated Search

2012-04-01

The study provides the background documents necessary for the development of a Technical Training Plan and makes recommendations for the content and structure of such a plan for the District Operations, Operations, Capital Program Management, and Eng...

INDOT Technical Training Plan : Appendix L

DOT National Transportation Integrated Search

2012-04-01

The study provides the background documents necessary for the development of a Technical Training Plan and makes recommendations for the content and structure of such a plan for the District Operations, Operations, Capital Program Management, and Eng...

INDOT Technical Training Plan : Appendix A

DOT National Transportation Integrated Search

2012-04-01

The study provides the background documents necessary for the development of a Technical Training Plan and makes recommendations for the content and structure of such a plan for the District Operations, Operations, Capital Program Management, and Eng...

INDOT Technical Training Plan : Appendix D

DOT National Transportation Integrated Search

2012-04-01

The study provides the background documents necessary for the development of a Technical Training Plan and makes recommendations for the content and structure of such a plan for the District Operations, Operations, Capital Program Management, and Eng...

Technical Education in Agriculture at the Post Secondary Level

ERIC Educational Resources Information Center

Leamer, Thomas C.

1978-01-01

A college dean discusses two-year postsecondary agriculture technology programs and the need for properly trained faculty to train students for semiskilled, skilled, and technical positions both on and off the farm. (MF)

INDOT Technical Training Plan : Appendix K

DOT National Transportation Integrated Search

2012-04-01

The study provides the background documents necessary for the development of a Technical Training Plan and makes recommendations for the content and structure of such a plan for the District Operations, Operations, Capital Program Management, and Eng...

INDOT Technical Training Plan : Appendix G

DOT National Transportation Integrated Search

2012-04-01

The study provides the background documents necessary for the development of a Technical Training Plan and makes recommendations for the content and structure of such a plan for the District Operations, Operations, Capital Program Management, and Eng...

INDOT Technical Training Plan : Appendix I

DOT National Transportation Integrated Search

2012-04-01

The study provides the background documents necessary for the development of a Technical Training Plan and makes recommendations for the content and structure of such a plan for the District Operations, Operations, Capital Program Management, and Eng...

INDOT Technical Training Plan : Appendix N

DOT National Transportation Integrated Search

2012-04-01

The study provides the background documents necessary for the development of a Technical Training Plan and makes recommendations for the content and structure of such a plan for the District Operations, Operations, Capital Program Management, and Eng...

INDOT Technical Training Plan : Appendix C

DOT National Transportation Integrated Search

2012-04-01

The study provides the background documents necessary for the development of a Technical Training Plan and makes recommendations for the content and structure of such a plan for the District Operations, Operations, Capital Program Management, and Eng...

Handbook of Format Models for Designers of Technical Training Materials.

DTIC Science & Technology

1982-08-01

extended to Raloh Rotzer of the Naval Technical Training Center, Corry Station, Florida, and to CTM2 Pamela Tornow , formerly of that training center...sheets supporting the AN/USM-425(V)1 oscilloscope training (Rotzer and Tornow , 1982). Excerpts from the job sheets are presented in the appendix. Results...Procedure Training Aid for the Learning of Initial Control S for the AQS-13E SonarTn the1-3H Aircraft. IPublished inT , ’BM Rotzer, R. and Tornow , P

Assembly and evaluation of a training module and dataset with feedback for improved interpretation of digital breast tomosynthesis examinations

NASA Astrophysics Data System (ADS)

Gur, David; Zuley, Margarita L.; Sumkin, Jules H.; Hakim, Christiane M.; Chough, Denise M.; Lovy, Linda; Sobran, Cynthia; Logue, Durwin; Zheng, Bin; Klym, Amy H.

2012-02-01

The FDA recently approved Digital Breast Tomosynthesis (DBT) for use in screening for the early detection of breast cancer. However, MQSA qualification for interpreting DBT through training was noted as important. Performance issues related to training are largely unknown. Therefore, we assembled a unique computerized training module to assess radiologists' performances before and after using the training module. Seventy-one actual baseline mammograms (no priors) with FFDM and DBT images were assembled to be read before and after training with the developed module. Fifty examinations of FFDM and DBT images enriched with positive findings were assembled for the training module. Depicted findings were carefully reviewed, summarized, and entered into a specially designed training database where findings were identified by case number and synchronized to the display of the related FFDM plus DBT examinations on a clinical workstation. Readers reported any findings using screening BIRADS (0, 1, or 2) followed by instantaneous feedback of the verified truth. Six radiologists participated in the study and reader average sensitivity and specificity were compared before and after training. Average sensitivity improved and specificity remained relatively the same after training. Performance changes may be affected by disease prevalence in the training set.

Scientific and technical training in the Soviet Union

NASA Technical Reports Server (NTRS)

Spearman, M. L.

1984-01-01

The Soviet Union recognizes that the foundation of their system depends upon complete dedication of the people to the state through thorough psychological training as well as through military training, and through specialized education in the broad fields of engineering, natural sciences, life sciences, social sciences, and education. An outline of the U.S.S.R. educational system indicates the extent of academic training, coupled with on-the-job and military training, that can produce a highly skilled, dedicated, and matured person. Observations on the coupling of political, economic, and psychological training along with the technical training are made, along with some mention of positive and negative aspects of the training.

The Establishment of Centres for the Training of Teachers in Technical and Further Education in England, 1933-1950

ERIC Educational Resources Information Center

Bailey, Bill

2007-01-01

This paper examines the beginnings of courses of teacher training for teachers in technical and further education in England. First the development of the technical education sector and its distinctive part-time nature is traced, alongside the activities of the three associations representing the colleges and their staffs. The views of these on…

Organising, Providing and Evaluating Technical Training for Early Career Researchers: A Case Study

ERIC Educational Resources Information Center

van Besouw, Rachel M.; Rogers, Katrine S.; Powles, Christopher J.; Papadopoulos, Timos; Ku, Emery M.

2013-01-01

This paper considers the importance of providing technical training opportunities for Early Career Researchers (ECRs) worldwide through the case study of a MATLAB training programme, which was proposed, organised, managed and evaluated by a team of five ECRs at the University of Southampton. The effectiveness of the programme in terms of the…

Introducing Active Learning Pedagogy into a Technical and Vocational Education and Training Academy in Kurdistan, Iraq

ERIC Educational Resources Information Center

Dickson, Martina; Ladefoged, Svend Erik

2017-01-01

This article focuses on a teaching methodology project which investigated issues of teaching quality at a technical and vocational education and training (TVET) academy in Kurdistan, Northern Iraq. The academy was established in 2012 to provide unemployed youth with TVET, particularly workplace-relevant training. A needs analysis showed that the…

Managerial Competency Needs and Training Requests: The Case of the Spanish Tourist Industry.

ERIC Educational Resources Information Center

Agut, Sonia; Grau, Rosa

2002-01-01

A study analyzed the gap between required and existing management competency levels and acquired data on 80 Spanish hotel/restaurant managers' self-identified training needs. Deficits were found in 10 of 15 technical and 12 of 21 generic competencies. Managers requested training only in technical areas, not generic competencies. (Contains 42…

Wisconsin Technical College System Board Equity Staff Development Workshops and Services--Phase IV. Final Report.

ERIC Educational Resources Information Center

Baldus, Lorayne

A staff development program on gender equity was conducted for personnel in Wisconsin's technical colleges using the train-the-trainer method. The training took two approaches: a class for college personnel and career challenge training for project directors of single parent and displaced homemaker grants. The inservice class resulted in increased…

Unified Technical Concepts. Application Modules Volume I.

ERIC Educational Resources Information Center

Center for Occupational Research and Development, Inc., Waco, TX.

Unified Technical Concepts (UTC) is a modular system for teaching applied physics in two-year postsecondary technician programs. This UTC laboratory textbook, the first of two volumes, consists of 56 learning modules dealing with basic concepts of physics. Addressed in the individual chapters of the guide are the following topics: force, work,…

Project T.E.A.M. (Technical Education Advancement Modules). Advanced Statistical Process Control.

ERIC Educational Resources Information Center

Dunlap, Dale

This instructional guide, one of a series developed by the Technical Education Advancement Modules (TEAM) project, is a 20-hour advanced statistical process control (SPC) and quality improvement course designed to develop the following competencies: (1) understanding quality systems; (2) knowing the process; (3) solving quality problems; and (4)…

Apollo 11 Technical Air-to-Ground Voice Transcription (GOSS NET 1)

NASA Technical Reports Server (NTRS)

1969-01-01

This is the transcription of the Technical Air-to-Ground Voice Transmission (GOSS NET 1) from the Apollo 11 mission. Communicators in the text may be identified according to the following list [in part]: Commander: Neil A. Armstrong; Command Module Pilot: Michael Collins; Lunar Module Pilot: Edwin E. Aldrin, Jr.

77 FR 35691 - Update to Electronic Common Technical Document Module 1

Federal Register 2010, 2011, 2012, 2013, 2014

2012-06-14

... Electronic Common Technical Document (eCTD) Module 1, which is used for electronic submission of... they are received with a limit of 350. SUPPLEMENTARY INFORMATION: The eCTD is an International... Research (CBER) have been receiving submissions in the eCTD format since 2003, and the eCTD has been the...

Technical Writing: Past, Present and Future

NASA Technical Reports Server (NTRS)

Mathes, J. C. (Compiler); Pinelli, T. E. (Compiler)

1981-01-01

The training of technical writers and the objectives of such education are discussed. Special emphasis was placed on the communication between technical personnel and non-technical personnel. The liabilities that affect technical writers were also discussed.

34 CFR 366.12 - How does the Secretary make an award?

Code of Federal Regulations, 2010 CFR

2010-07-01

... Training and Technical Assistance § 366.12 How does the Secretary make an award? (a) To be eligible to... training and technical assistance to eligible agencies, centers, and SILCs and any additional information...

Parts Counter. Pre-Apprenticeship Phase 1 Training. Instructor's Guide.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This instructor's guide is designed to accompany self-paced student training modules on the Parts Counter Trade. Introductory materials include an introduction to pre-apprenticeship training, and a course outline. Teaching outlines are then provided for the 11 modules that comprise this course. For each module some or all of this material may be…

Intelligent systems for human resources.

PubMed

Kline, K B

1988-11-01

An intelligent system contains knowledge about some domain; it has sophisticated decision-making processes and the ability to explain its actions. The most important aspect of an intelligent system is its ability to effectively interact with humans to teach or assist complex information processing. Two intelligent systems are Intelligent Tutoring Systems (ITs) and Expert Systems. The ITSs provide instruction to a student similar to a human tutor. The ITSs capture individual performance and tutor deficiencies. These systems consist of an expert module, which contains the knowledge or material to be taught; the student module, which contains a representation of the knowledge the student knows and does not know about the domain; and the instructional or teaching module, which selects specific knowledge to teach, the instructional strategy, and provides assistance to the student to tutor deficiencies. Expert systems contain an expert's knowledge about some domain and perform specialized tasks or aid a novice in the performance of certain tasks. The most important part of an expert system is the knowledge base. This knowledge base contains all the specialized and technical knowledge an expert possesses. For an expert system to interact effectively with humans, it must have the ability to explain its actions. Use of intelligent systems can have a profound effect on human resources. The ITSs can provide better training by tutoring on an individual basis, and the expert systems can make better use of human resources through job aiding and performing complex tasks. With increasing training requirements and "doing more with less," intelligent systems can have a positive effect on human resources.

[The interactive neuroanatomical simulation and practical application of frontotemporal transsylvian exposure in neurosurgery].

PubMed

Balogh, Attila; Czigléczki, Gábor; Papal, Zsolt; Preul, Mark C; Banczerowski, Péter

2014-11-30

There is an increased need for new digital education tools in neurosurgical training. Illustrated textbooks offer anatomic and technical reference but do not substitute hands-on experience provided by surgery or cadaver dissection. Due to limited availability of cadaver dissections the need for development of simulation tools has been augmented. We explored simulation technology for producing virtual reality-like reconstructions of simulated surgical approaches on cadaver. Practical application of the simulation tool has been presented through frontotemporal transsylvian exposure. The dissections were performed on two cadaveric heads. Arteries and veins were prepared and injected with colorful silicon rubber. The heads were rigidly fixed in Mayfield headholder. A robotic microscope with two digital cameras in inverted cone method of image acquisition was used to capture images around a pivot point in several phases of dissections. Multilayered, high-resolution images have been built into interactive 4D environment by custom developed software. We have developed the simulation module of the frontotemporal transsylvian approach. The virtual specimens can be rotated or tilted to any selected angles and examined from different surgical perspectives at any stage of dissections. Important surgical issues such as appropriate head positioning or surgical maneuvers to expose deep situated neuroanatomic structures can be simulated and studied by using the module. The simulation module of the frontotemporal transsylvian exposure helps to examine effect of head positioning on the visibility of deep situated neuroanatomic structures and study surgical maneuvers required to achieve optimal exposure of deep situated anatomic structures. The simulation program is a powerful tool to study issues of preoperative planning and well suited for neurosurgical training.

Minnesota Custom Training: Who Is Being Served and What Role Does Custom Training Play in the Work Environment? Findings from the Minnesota Work Environment Pilot Survey.

ERIC Educational Resources Information Center

Minnesota State Technical Coll. System, St. Paul.

For the past 8 years, Minnesota technical colleges have been offering customized training services to the state's employers. To gather data on what kinds of organizations use custom training (CT) programs, the State Board of Technical Colleges surveyed 600 public and private employers that had used CT services through at least one of the system's…

47 CFR 78.115 - Modulation limits.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 47 Telecommunication 4 2010-10-01 2010-10-01 false Modulation limits. 78.115 Section 78.115... SERVICE Technical Regulations § 78.115 Modulation limits. (a) If amplitude modulation is employed, negative modulation peaks shall not exceed 100 percent modulation. [37 FR 3292, Feb. 12, 1972, as amended...

The Tube 3 module designed for practicing vesicourethral anastomosis in a virtual reality robotic simulator: determination of face, content, and construct validity.

PubMed

Kang, Sung Gu; Cho, Seok; Kang, Seok Ho; Haidar, Abdul Muhsin; Samavedi, Srinivas; Palmer, Kenneth J; Patel, Vipul R; Cheon, Jun

2014-08-01

To better use virtual reality robotic simulators and offer surgeons more practical exercises, we developed the Tube 3 module for practicing vesicourethral anastomosis (VUA), one of the most complex steps in the robot-assisted radical prostatectomy procedure. Herein, we describe the principle of the Tube 3 module and evaluate its face, content, and construct validity. Residents and attending surgeons participated in a prospective study approved by the institutional review board. We divided subjects into 2 groups, those with experience and novices. Each subject performed a simulated VUA using the Tube 3 module. A built-in scoring algorithm recorded the data from each performance. After completing the Tube 3 module exercise, each subject answered a questionnaire to provide data to be used for face and content validation. The novice group consisted of 10 residents. The experienced subjects (n = 10) had each previously performed at least 10 robotic surgeries. The experienced group outperformed the novice group in most variables, including task time, total score, total economy of motion, and number of instrument collisions (P <.05). Additionally, 80% of the experienced surgeons agreed that the module reflects the technical skills required to perform VUA and would be a useful training tool. We describe the Tube 3 module for practicing VUA, which showed excellent face, content, and construct validity. The task needs to be refined in the future to reflect VUA under real operating conditions, and concurrent and predictive validity studies are currently underway. Copyright © 2014 Elsevier Inc. All rights reserved.

GKTC ACTIVITIES TO PROVIDE NUCLEAR MATERIAL PHYSICAL PROTECTION, CONTROL AND ACCOUNTING TRAINING FOR 2011-2012

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

Romanova, Olena; Gavrilyuk, Victor I.; Kirischuk, Volodymyr

2011-10-01

The GKTC was created at the Kyiv Institute of Nuclear Research as a result of collaborative efforts between the United States and Ukraine. The GKTC has been designated by the Ukrainian Government to provide the MPC&A training and methodological assistance to nuclear facilities and nuclear specialists. In 2010 the GKTC has conducted the planned assessment of training needs of Ukrainian MPC&A specialists. The objective of this work is to acquire the detailed information about the number of MPC&A specialists and guard personnel, who in the coming years should receive the further advanced training. As a result of the performed trainingmore » needs evaluation the GKTC has determined that in the coming years a number of new training courses need to be developed. Some training courses are already in the process of development. Also taking into account the specific of activity on the guarding of nuclear facilities, GKTC has begun to develop the specialized training courses for the guarding unit personnel. The evaluation of needs of training of Ukrainian specialists on the physical protection shows that without the technical base of learning is not possible to satisfy the needs of Ukrainian facilities, in particular, the need for further training of specialists who maintains physical protection technical means, provides vulnerability assessment and testing of technical means. To increase the training effectiveness and create the basis for specialized training courses holding the GKTC is now working on the construction of an Interior (non-classified) Physical Protection Training Site. The objective of this site is to simulate the actual conditions of the nuclear facility PP system including the complex of engineering and technical means that will help the GKTC training course participants to consolidate the knowledge and gain the practical skills in the work with PP system engineering and technical means for more effective performance of their official duties. This paper briefly describes the practical efforts applied to the provision of physical protection specialists advanced training in Ukraine and real results on the way to implement such efforts in 2011-2012.« less

7 CFR 4284.621 - Eligible grant purposes.

Code of Federal Regulations, 2011 CFR

2011-01-01

... by providing technical assistance for business development and economic development planning. Grant...-county economic development planning; (5) Establish centers for training, technology, and trade that will... professional services necessary to conduct the technical assistance, training, or planning functions. (b...

Advanced earth observation spacecraft computer-aided design software: Technical, user and programmer guide

NASA Technical Reports Server (NTRS)

Farrell, C. E.; Krauze, L. D.

1983-01-01

The IDEAS computer of NASA is a tool for interactive preliminary design and analysis of LSS (Large Space System). Nine analysis modules were either modified or created. These modules include the capabilities of automatic model generation, model mass properties calculation, model area calculation, nonkinematic deployment modeling, rigid-body controls analysis, RF performance prediction, subsystem properties definition, and EOS science sensor selection. For each module, a section is provided that contains technical information, user instructions, and programmer documentation.

KSC-07pd2202

NASA Image and Video Library

2007-08-03

KENNEDY SPACE CENTER, FLA. - The STS-120 crew is at Kennedy for a crew equipment interface test, or CEIT. In Orbiter Processing Facility bay 3, from left in blue flight suits, STS-120 Mission Specialist Stephanie D. Wilson, Commander Pamela A. Melroy, Pilot George D. Zamka, Mission Specialist Scott E. Parazynski (back to camera), Mission Specialist Douglas H. Wheelock and Mission Specialist Paolo A. Nespoli (holding camera), a European Space Agency astronaut from Italy, are given the opportunity to operate the cameras that will fly on their mission. Among the activities standard to a CEIT are harness training, inspection of the thermal protection system and camera operation for planned extravehicular activities, or EVAs. The STS-120 mission will deliver the Harmony module, christened after a school contest, which will provide attachment points for European and Japanese laboratory modules on the International Space Station. Known in technical circles as Node 2, it is similar to the six-sided Unity module that links the U.S. and Russian sections of the station. Built in Italy for the United States, Harmony will be the first new U.S. pressurized component to be added. The STS-120 mission is targeted to launch on Oct. 20. Photo credit: NASA/George Shelton

KSC-07pd2199

NASA Image and Video Library

2007-08-03

KENNEDY SPACE CENTER, FLA. - The STS-120 crew takes a break from activities during their crew equipment interface test, or CEIT, to pose for a portrait in front of one of space shuttle Discovery's main engines. From left are Mission Specialist Scott E. Parazynski, Expedition 16 Flight Engineer Daniel M. Tani, Mission Specialist Stephanie D. Wilson, Commander Pamela A. Melroy, Mission Specialist Douglas H. Wheelock, Pilot George D. Zamka and Mission Specialist Paolo A. Nespoli, a European Space Agency astronaut from Italy. Among the activities standard to a CEIT are harness training, inspection of the thermal protection system and camera operation for planned extravehicular activities, or EVAs. The STS-120 mission will deliver the Harmony module, christened after a school contest, which will provide attachment points for European and Japanese laboratory modules on the International Space Station. Known in technical circles as Node 2, it is similar to the six-sided Unity module that links the U.S. and Russian sections of the station. Built in Italy for the United States, Harmony will be the first new U.S. pressurized component to be added. The STS-120 mission is targeted to launch on Oct. 20. Photo credit: NASA/George Shelton

KSC-07pd2194

NASA Image and Video Library

2007-08-03

KENNEDY SPACE CENTER, FLA. - The STS-120 crew is at Kennedy for a crew equipment interface test, or CEIT. Receiving instruction from Allison Bolinger, an EVA technician with NASA, under space shuttle Discovery in Orbiter Processing Facility bay 3 are, from left in blue flight suits, Mission Specialist Douglas H. Wheelock; Commander Pamela A. Melroy; Expedition 16 Flight Engineer Daniel M. Tani; Pilot George D. Zamka; and Mission Specialists Stephanie D. Wilson, Scott E. Parazynski and Paolo A. Nespoli, a European Space Agency astronaut from Italy. Among the activities standard to a CEIT are harness training, inspection of the thermal protection system and camera operation for planned extravehicular activities, or EVAs. The STS-120 mission will deliver the Harmony module, christened after a school contest, which will provide attachment points for European and Japanese laboratory modules on the International Space Station. Known in technical circles as Node 2, it is similar to the six-sided Unity module that links the U.S. and Russian sections of the station. Built in Italy for the United States, Harmony will be the first new U.S. pressurized component to be added. The STS-120 mission is targeted to launch on Oct. 20. Photo credit: NASA/George Shelton

Assessment of training and technical assistance needs of Colorectal Cancer Control Program Grantees in the U.S.

PubMed

Escoffery, Cam; Hannon, Peggy; Maxwell, Annette E; Vu, Thuy; Leeman, Jennifer; Dwyer, Andrea; Mason, Caitlin; Sowles, Shaina; Rice, Ketra; Gressard, Lindsay

2015-01-31

Practitioners often require training and technical assistance to build their capacity to select, adapt, and implement evidence-based interventions (EBIs). The CDC Colorectal Cancer Control Program (CRCCP) aims to promote CRC screening to increase population-level screening. This study identified the training and technical assistance (TA) needs and preferences for training related to the implementation of EBIs among CRCCP grantees. Twenty-nine CRCCP grantees completed an online survey about their screening activities, training and technical assistance in 2012. They rated desire for training on various evidence-based strategies to increase cancer screening, evidence-based competencies, and program management topics. They also reported preferences for training formats and facilitators and barriers to trainings. Many CRCCP grantees expressed the need for training with regards to specific EBIs, especially system-level and provider-directed EBIs to promote CRC screening. Grantees rated these EBIs as more difficult to implement than client-oriented EBIs. Grantees also reported a moderate need for training regarding finding EBIs, assessing organizational capacity, implementing selected EBIs, and conducting process and outcome evaluations. Other desired training topics reported with higher frequency were partnership development and data collection/evaluation. Grantees preferred training formats that were interactive such as on-site trainings, webinars or expert consultants. Public health organizations need greater supports for adopting evidence-based interventions, working with organizational-level change, partnership development and data management. Future capacity building efforts for the adoption of EBIs should focus on systems or provider level interventions and key processes for health promotion and should be delivered in a variety of ways to assist local organizations in cancer prevention and control.

Whys and hows of in-house writing

NASA Technical Reports Server (NTRS)

Lane, J. C.

1981-01-01

The combining of requisite technical knowledge with requisite writing ability is addressed. Considerations in the development of in-house writing courses, in-plant training, are presented and evaluated. Specific problems in past methodology are also detailed. It is suggested that teachers of technical writing should be technical people themselves, preferably with working experience in industry or business; the training provided should be user-oriented, not theory oriented.

49 CFR 174.84 - Position in train of loaded placarded rail cars, transport vehicles, freight containers or bulk...

Code of Federal Regulations, 2010 CFR

2010-10-01

... moving or standing train must be next to and ahead of any car occupied by the guards or technical escorts... 49 Transportation 2 2010-10-01 2010-10-01 false Position in train of loaded placarded rail cars, transport vehicles, freight containers or bulk packagings when accompanied by guards or technical escorts...

Development of a Screening Methodology for Entry into Medical Technical Training Courses. Final Report for Period October 1975-April 1977.

ERIC Educational Resources Information Center

Leisey, Sandra A.; Guinn, Nancy

At the request of the Air Force School of Aviation Medicine, a project was initiated to evaluate the current screening process used for entry into three medical technical training courses: Aeromedical Specialist, Environmental Health Specialist, and Physiological Training Specialist. A sample of 1,003 students were administered the General…

English Language Training for Puerto Rican Navy Recruits: Evaluation of Pilot Program. Technical Report 155.

ERIC Educational Resources Information Center

Copeland, D. Robert; And Others

An evaluation of the effectiveness of the English language training for Navy recruits at the English Technical Language School (ETLS) in Puerto Rico is reported. The study covers the period of December 7, 1981, to September 30, 1983. It tracked Puerto Rican Army National Guard (PRANG) personnel from completion of English language training through…

Modelling the Reasons for Training Choices: Technical Paper. Support Document

ERIC Educational Resources Information Center

Smith, Andrew; Oczkowski, Eddie; Hill, Mark

2009-01-01

This report provides the technical details on the modelling aspects of identifying significant drivers for the reasons for using certain types of training and for the choice of training types. The employed data is from the 2005 Survey of Employer Use and Views of the VET system (SEUV). The data has previously been analysed in NCVER (2006). This…

National Planning of Vocational and Technical Training. Colombo Plan Seminar. (Thimphu, Bhutan, April 19-22, 1976)

ERIC Educational Resources Information Center

Colombo Plan Bureau (Sri Lanka).

Focusing on the last in a series of seven seminars conducted by the Colombo Plan Bureau between 1969 and 1975 on the theme, "National Planning of Vocational and Technical Training," this report presents the proceedings of a seminar on the vocational education and training needs of one of the Colombo Plan members, Bhutan. Five working…

Content and Face Validation of a Curriculum for Ultrasonic Propulsion of Calculi in a Human Renal Model

PubMed Central

Dunmire, Barbrina; Cunitz, Bryan W.; He, Xuemei; Sorensen, Mathew D.; Harper, Jonathan D.; Bailey, Michael R.; Lendvay, Thomas S.

2014-01-01

Abstract Purpose: Ultrasonic propulsion to reposition urinary tract calculi requires knowledge about ultrasound image capture, device manipulation, and interpretation. The purpose of this study was to validate a cognitive and technical skills curriculum to teach urologists ultrasonic propulsion to reposition kidney stones in tissue phantoms. Materials and Methods: Ten board-certified urologists recruited from a single institution underwent a didactic session on renal ultrasound imaging. Subjects completed technical skills modules in tissue phantoms, including kidney imaging, pushing a stone through a translucent maze, and repositioning a lower pole calyceal stone. Objective cognitive and technical performance metrics were recorded. Subjects completed a questionnaire to ascertain face and content validity on a five-point Likert scale. Results: Eight urologists (80%) had never attended a previous ultrasound course, and nine (90%) performed renal ultrasounds less frequently than every 6 months. Mean cognitive skills scores improved from 55% to 91% (p<0.0001) on pre- and post-didactic tests. In the kidney phantom, 10 subjects (100%) repositioned the lower pole calyceal stone to at least the lower pole infundibulum, while 9 (90%) successfully repositioned the stone to the renal pelvis. A mean±SD (15.7±13.3) pushes were required to complete the task over an average of 4.6±2.2 minutes. Urologists rated the curriculum's effectiveness and realism as a training tool at a mean score of 4.6/5.0 and 4.1/5.0, respectively. Conclusions: The curriculum for ultrasonic propulsion is effective and useful for training urologists with limited ultrasound proficiency in stone repositioning technique. Further studies in animate and human models will be required to assess predictive validity. PMID:24228719

Content and face validation of a curriculum for ultrasonic propulsion of calculi in a human renal model.

PubMed

Hsi, Ryan S; Dunmire, Barbrina; Cunitz, Bryan W; He, Xuemei; Sorensen, Mathew D; Harper, Jonathan D; Bailey, Michael R; Lendvay, Thomas S

2014-04-01

Ultrasonic propulsion to reposition urinary tract calculi requires knowledge about ultrasound image capture, device manipulation, and interpretation. The purpose of this study was to validate a cognitive and technical skills curriculum to teach urologists ultrasonic propulsion to reposition kidney stones in tissue phantoms. Ten board-certified urologists recruited from a single institution underwent a didactic session on renal ultrasound imaging. Subjects completed technical skills modules in tissue phantoms, including kidney imaging, pushing a stone through a translucent maze, and repositioning a lower pole calyceal stone. Objective cognitive and technical performance metrics were recorded. Subjects completed a questionnaire to ascertain face and content validity on a five-point Likert scale. Eight urologists (80%) had never attended a previous ultrasound course, and nine (90%) performed renal ultrasounds less frequently than every 6 months. Mean cognitive skills scores improved from 55% to 91% (p<0.0001) on pre- and post-didactic tests. In the kidney phantom, 10 subjects (100%) repositioned the lower pole calyceal stone to at least the lower pole infundibulum, while 9 (90%) successfully repositioned the stone to the renal pelvis. A mean±SD (15.7±13.3) pushes were required to complete the task over an average of 4.6±2.2 minutes. Urologists rated the curriculum's effectiveness and realism as a training tool at a mean score of 4.6/5.0 and 4.1/5.0, respectively. The curriculum for ultrasonic propulsion is effective and useful for training urologists with limited ultrasound proficiency in stone repositioning technique. Further studies in animate and human models will be required to assess predictive validity.

Occupational Safety. Hygiene Safety. Pre-Apprenticeship Phase 1 Training.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This self-paced student training module on hygiene safety is one of a number of modules developed for Pre-apprenticeship Phase 1 Training. Purpose of the module is to familiarize students with the different types of airborne contaminants--including noise--which may be health hazards and with the proper hygienic measures for dealing with them. The…

Development of Prototype Outcomes-Based Training Modules for Aesthetic Dentistry

ERIC Educational Resources Information Center

Andres, Maricar Joy T.; Borabo, Milagros L.

2015-01-01

The objective of the study is to know the essential components of Aesthetic Dentistry that will be a basis for prototype Outcomes-based training modules. Using a 5-point Likert scale, the researcher-made questionnaire assessed the different elements of Aesthetic Dentistry which are needed in the designing of the training module, the manner of…

Training for Leisure. Flexible Training Packages for Operatives in Leisure-Related Industries. Part 2.

ERIC Educational Resources Information Center

Hunt, Merle; Specht, Carolynne

This curriculum guide for training for leisure occupations in the United Kingdom includes eight modules that have been tested and evaluated. Each module includes objectives and teaching strategies. Programs are encouraged to adapt the materials to particular local needs. The modules included are as follows: (1) personal development; (2) center…

Introduction to the Welding Trade. Pre-Apprenticeship Phase 1 Training.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This student training module provides an introduction to the welding trade. (A companion instructor's guide is available separately as CE 032 888; other student modules are available as CE 032 890-891.) The modules are designed to introduce trade knowledge and skills to the student. This module contains a cover sheet listing module title, goal,…

Introduction to the Drywall Trade. Pre-Apprenticeship Phase 1 Training.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This student training module is an introduction to the drywall trade. (A companion instructor's guide is available separately as CE 032 886; also, other student modules are available--see note.) The modules are designed to introduce trade knowledge and skills to the student. This module contains a cover sheet listing module title, goal, and…

The Training, Retention, and Assessment of Digital Skills: A Review and Integration of the Literature

DTIC Science & Technology

2006-11-01

Staff, G1 Authorized and approved for distribution: STANLEY M. HALPIN MICHELLE SAMS Acting Technical Director Acting Director Technical review by...research has found some benefit for spacing practice for motor skills. In an investigation of fuel and electrical repairers who were trained to test... electrical alternators using either massed or spaced training, the spaced training group made 40% fewer errors and took half the time to complete the tasks

Cognitive skills training in digital era: A paradigm shift in surgical education using the TaTME model.

PubMed

Knol, Joep; Keller, Deborah S

2018-04-30

Surgical competence is a complex, multifactorial process, requiring ample time and training. Optimal training is based on acquiring knowledge and psychomotor and cognitive skills. Practicing surgical skills is one of the most crucial tasks for both the novice surgeon learning new procedures and surgeons already in practice learning new techniques. Focus is placed on teaching traditional technical skills, but the importance of cognitive skills cannot be underestimated. Cognitive skills allow recognizing environmental cues to improve technical performance including situational awareness, mental readiness, risk assessment, anticipating problems, decision-making, adaptation, and flexibility, and may also accelerate the trainee's understanding of a procedure, formalize the steps being practiced, and reduce the overall training time to become technically proficient. The introduction and implementation of the transanal total mesorectal excision (TaTME) into practice may be the best demonstration of this new model of teaching and training, including pre-training, course attendance, and post-course guidance on technical and cognitive skills. To date, the TaTME framework has been the ideal model for structured training to ensure safe implementation. Further development of metrics to grade successful learning and assessment of long term outcomes with the new pathway will confirm the success of this training model. Copyright © 2018 Royal College of Surgeons of Edinburgh (Scottish charity number SC005317) and Royal College of Surgeons in Ireland. All rights reserved.

Diversifying Assessment through Multimedia Creation in a Non-Technical Module: Reflections on the MAIK Project

ERIC Educational Resources Information Center

Cox, Andrew M.; Vasconcelos, Ana Cristina; Holdridge, Peter

2010-01-01

Creation of multimedia (MM) could be a valuable diversification of assessment methods within non-technical modules. The apparent popularity of sites based on user-generated video content such as YouTube and also of podcasting suggests that relevant skills and interest are becoming more mainstream. Translating book learned knowledge into visual…

Fieldcrest Cannon, Inc. Advanced Technical Preparation. Statistical Process Control (SPC). PRE-SPC I. Instructor Book.

ERIC Educational Resources Information Center

Averitt, Sallie D.

This instructor guide, which was developed for use in a manufacturing firm's advanced technical preparation program, contains the materials required to present a learning module that is designed to prepare trainees for the program's statistical process control module by improving their basic math skills and instructing them in basic calculator…

Feasibility study of an Integrated Program for Aerospace vehicle Design (IPAD). Volume 6: IPAD system development and operation

NASA Technical Reports Server (NTRS)

Redhed, D. D.; Tripp, L. L.; Kawaguchi, A. S.; Miller, R. E., Jr.

1973-01-01

The strategy of the IPAD implementation plan presented, proposes a three phase development of the IPAD system and technical modules, and the transfer of this capability from the development environment to the aerospace vehicle design environment. The system and technical module capabilities for each phase of development are described. The system and technical module programming languages are recommended as well as the initial host computer system hardware and operating system. The cost of developing the IPAD technology is estimated. A schedule displaying the flowtime required for each development task is given. A PERT chart gives the developmental relationships of each of the tasks and an estimate of the operational cost of the IPAD system is offered.

Performance, throughput, and cost of in-home training for the Army Reserve: Using asynchronous computer conferencing as an alternative to resident training

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

Hahn, H.A.; Ashworth, R.L. Jr.; Phelps, R.H.

1990-01-01

Asynchronous computer conferencing (ACC) was investigated as an alternative to resident training for the Army Reserve Component (RC). Specifically, the goals were to (1) evaluate the performance and throughput of ACC as compared with traditional Resident School instruction and (2) determine the cost-effectiveness of developing and implementing ACC. Fourteen RC students took a module of the Army Engineer Officer Advanced Course (EOAC) via ACC. Course topics included Army doctrine, technical engineering subjects, leadership, and presentation skills. Resident content was adapted for presentation via ACC. The programs of instruction for ACC and the equivalent resident course were identical; only the mediamore » used for presentation were changed. Performance on tests, homework, and practical exercises; self-assessments of learning; throughput; and cost data wee the measures of interest. Comparison data were collected on RC students taking the course in residence. Results indicated that there were no performance differences between the two groups. Students taking the course via ACC perceived greater learning benefit than did students taking the course in residence. Resident throughput was superior to ACC throughput, both in terms of numbers of students completing and time to complete the course. In spite of this fact, however, ACC was more cost-effective than resident training.« less

Preparing emergency personnel in dialysis: a just-in-time training program for additional staffing during disasters.

PubMed

Stoler, Genevieve B; Johnston, James R; Stevenson, Judy A; Suyama, Joe

2013-06-01

There are 341 000 patients in the United States who are dependent on routine dialysis for survival. Recent large-scale disasters have emphasized the importance of disaster preparedness, including supporting dialysis units, for people with chronic disease. Contingency plans for staffing are important for providing continuity of care for a technically challenging procedure such as dialysis. PReparing Emergency Personnel in Dialysis (PREP-D) is a just-in-time training program designed to train individuals having minimum familiarity with the basic steps of dialysis to support routine dialysis staff during a disaster. A 5-module educational program was developed through a collaborative, multidisciplinary effort. A pilot study testing the program was performed using 20 nontechnician dialysis facility employees and 20 clinical-year medical students as subjects. When comparing pretest and posttest scores, the entire study population showed a mean improvement of 28.9%, with dialysis facility employees and medical students showing improvements of 21.8% and 36.4%, respectively (P < .05 for all comparisons). PREP-D participants were able to demonstrate improved tests scores when taught in a just-in-time training format. The knowledge gained by using the PREP-D program during a staffing shortage may allow for continuity of care for critical services such as dialysis during a disaster.

Constructing a competency-based bariatric surgery fellowship training curriculum.

PubMed

McBride, Corrigan L; Rosenthal, Raul J; Brethauer, Stacy; DeMaria, Eric; Kelly, John J; Morton, John M; Lo Menzo, Emanuele; Moore, Rachel; Pomp, Alfons; Nguyen, Ninh T

2017-03-01

Bariatric fellowship training after general surgery has historically been time based and competence was determined at completion based on a minimum number of cases during the fellowship. Graduate medical education is moving toward competency-based medical education where learners are evaluated during the course of their training and competence assessment occurs throughout. The Executive Council of the American Society of Metabolic and Bariatric Surgery (ASMBS) at the direction of the American Board of Surgery wanted to transition the bariatric surgery fellowship curriculum from its traditional format to a competency-based curriculum using competency-based medical education principles. The ASMBS Education and Training Committee established a task force of 9 members to create a new curriculum and all of the necessary evaluation tools to support the curriculum, and initiate a pilot program. A competency-based curriculum consisting of 6 modules with cognitive and technical milestones, and the innovative evaluation tools needed to evaluate the learners, was created. A pilot program consisting of 10 programs and 19 fellows has been undertaken for the 2016-2017 academic year. The Education Committee of the ASMBS is leading the charge in curriculum development for competency-based medical education for bariatric fellowship. Copyright © 2017 American Society for Bariatric Surgery. Published by Elsevier Inc. All rights reserved.

Training Manuals and Technical Publications.

ERIC Educational Resources Information Center

Army Test and Evaluation Command, Aberdeen Proving Ground, MD.

The objective of the Materiel Test Procedure is to describe methods for determining the need for adequacy of comprehensiveness, and clarity of training manuals and technical publications (or other pertinent types of literature) relating to the ammunition or ammunition components being tested. (Author)

78 FR 41812 - Office of the Secretary of Transportation

Federal Register 2010, 2011, 2012, 2013, 2014

2013-07-11

... portfolio. 3. Provide a minimum of 20 hours of individual or group counseling sessions to small businesses... technical assistance, business training programs, business assessment, management training, counseling... activities such as information dissemination, small business counseling, and technical assistance with small...

Australia: A New Technical Teacher College

ERIC Educational Resources Information Center

Senior, R. L.

1969-01-01

A new technical teacher college will open its doors in Hawthorn, Victoria, in January 1970. R.L. Senior, Inspector of Technical Schools, describes the development of technical teacher training in the State. (Editor)

Outcomes study of a customer relations educational program in dialysis practice.

PubMed

Schmidt, Jill

2006-01-01

In the fall of 2003, a customer relations staff educational program was instituted for use throughout Renal Care Group. After 1 year and 4 months, an outcomes study was implemented to evaluate and revise the program. The program is taught by the dialysis social worker to the rest of the dialysis health-care team to increase customer relations skills with the patients, their families, and dialysis coworkers. Today, more than ever, patients are seeking better quality health care not only in technical skills but also in compassionate care. Pretest and posttest scores from each training session indicated the necessity of this training and knowledge gained. Through a survey of instructors, strengths of the program were identified, as well as were areas that needed revision. In addition to providing helpful information, some of the main strengths of the program indicated by instructors were team building and problem solving. Revisions consisted primarily of shortening the modules and simplifying the program's use.

Partnering for Quality under the Workforce Investment Act: A Tool Kit for One-Stop System Building. Module 5: Building a Process for Continuous Improvement. Training Manual with Participant Workbook.

ERIC Educational Resources Information Center

Kogan, Deborah; Koller, Vinz; Kozumplik, Richalene; Lawrence, Mary Ann

This document is part of a five-module training package to help employment and training service providers comply with the Workforce Investment Act (WIA) of 1998 and develop a one-stop training and employment services system. It consists of the participant workbook, trainer manual, and activity worksheets for a module on building a process for…

Assessment of a novel module for training dental students in child abuse recognition and reporting.

PubMed

Shapiro, Michael C; Anderson, O Roger; Lal, Shantanu

2014-08-01

This study assessed the merits of introducing a novel, online interactive training module designed to positively engage dental students and teach them to recognize and report signs of child abuse and neglect. The study aimed to determine if the online training module educated the students equivalently or better than a lecture presentation of the same content. Seventy-two students from Columbia University College of Dental Medicine's class of 2015 (90 percent of the class) agreed to participate and were randomly assigned to either a traditional lecture-based presentation or the online training module. Study participants were given a twenty-question multiple-choice pretest on their knowledge of child abuse recognition and reporting prior to the start of the study. The same instrument was administered as a posttest. At the end of the training, questionnaires were also given to both groups to assess students' perceptions of the two educational methodologies. The results showed that the interactive online training module was more effective than the lecture-based method. Results of the posttest comparison of the two groups were statistically significant (p<0.05) in favor of the online training group. Additionally, the students reported that the interactive online training module was engaging and a helpful resource, but on average they did not prefer it as a total replacement for the lecture-based approach.

An evaluation of client satisfaction with training programs and technical assistance provided by Florida's Coordinated School Health Program Office.

PubMed

Weiler, R M; Pigg, R M

2000-11-01

Client or customer satisfaction surveys assess the perceived quality of programs, products, services, and employee performance. Such assessments prove beneficial for evaluation and planning purposes. This survey examined the satisfaction of clients using the programs, services, and technical assistance provided through the Coordinated School Health Program Office (CSHPO) in the Florida Department of Education. Using the 42-item Client Satisfaction Survey, data were collected in summer 1999 from 300 of 574 clients (52.3%) who attended training sessions or sought technical assistance from CSHPO during 1996-1999. More than two-thirds (67.2%) of clients rated the training program as "very good" or "excellent" at increasing their understanding about the concept of a coordinated school health program. Overall, 69.7% of clients rated the training programs they attended as "very good" or "excellent." Resource materials and staff effectiveness rated positively as well. Findings confirmed client satisfaction with CSHPO's training programs, technical assistance, and staff. Information obtained through the client satisfaction survey can be used by CSHPO to assist in future program planning and resource allocations.

Training situational awareness to reduce surgical errors in the operating room.

PubMed

Graafland, M; Schraagen, J M C; Boermeester, M A; Bemelman, W A; Schijven, M P

2015-01-01

Surgical errors result from faulty decision-making, misperceptions and the application of suboptimal problem-solving strategies, just as often as they result from technical failure. To date, surgical training curricula have focused mainly on the acquisition of technical skills. The aim of this review was to assess the validity of methods for improving situational awareness in the surgical theatre. A search was conducted in PubMed, Embase, the Cochrane Library and PsycINFO using predefined inclusion criteria, up to June 2014. All study types were considered eligible. The primary endpoint was validity for improving situational awareness in the surgical theatre at individual or team level. Nine articles were considered eligible. These evaluated surgical team crisis training in simulated environments for minimally invasive surgery (4) and open surgery (3), and training courses focused at training non-technical skills (2). Two studies showed that simulation-based surgical team crisis training has construct validity for assessing situational awareness in surgical trainees in minimally invasive surgery. None of the studies showed effectiveness of surgical crisis training on situational awareness in open surgery, whereas one showed face validity of a 2-day non-technical skills training course. To improve safety in the operating theatre, more attention to situational awareness is needed in surgical training. Few structured curricula have been developed and validation research remains limited. Strategies to improve situational awareness can be adopted from other industries. © 2014 BJS Society Ltd. Published by John Wiley & Sons Ltd.

Simulation center training as a means to improve resident performance in percutaneous noncontinuous CT-guided fluoroscopic procedures with dose reduction.

PubMed

Mendiratta-Lala, Mishal; Williams, Todd R; Mendiratta, Vivek; Ahmed, Hafeez; Bonnett, John W

2015-04-01

The purpose of this study was to evaluate the effectiveness of a multifaceted simulation-based resident training for CT-guided fluoroscopic procedures by measuring procedural and technical skills, radiation dose, and procedure times before and after simulation training. A prospective analysis included 40 radiology residents and eight staff radiologists. Residents took an online pretest to assess baseline procedural knowledge. Second-through fourth-year residents' baseline technical skills with a procedural phantom were evaluated. First-through third-year residents then underwent formal didactic and simulation-based procedural and technical training with one of two interventional radiologists and followed the training with 1 month of supervised phantom-based practice. Thereafter, residents underwent final written and practical examinations. The practical examination included essential items from a 20-point checklist, including site and side marking, consent, time-out, and sterile technique along with a technical skills portion assessing pedal steps, radiation dose, needle redirects, and procedure time. The results indicated statistically significant improvement in procedural and technical skills after simulation training. For residents, the median number of pedal steps decreased by three (p=0.001), median dose decreased by 15.4 mGy (p<0.001), median procedure time decreased by 4.0 minutes (p<0.001), median number of needle redirects decreased by 1.0 (p=0.005), and median number of 20-point checklist items successfully completed increased by three (p<0.001). The results suggest that procedural skills can be acquired and improved by simulation-based training of residents, regardless of experience. CT simulation training decreases procedural time, decreases radiation dose, and improves resident efficiency and confidence, which may transfer to clinical practice with improved patient care and safety.

Validation of a structured training and assessment curriculum for technical skill acquisition in minimally invasive surgery: a randomized controlled trial.

PubMed

Palter, Vanessa N; Orzech, Neil; Reznick, Richard K; Grantcharov, Teodor P

2013-02-01

: To develop and validate an ex vivo comprehensive curriculum for a basic laparoscopic procedure. : Although simulators have been well validated as tools to teach technical skills, their integration into comprehensive curricula is lacking. Moreover, neither the effect of ex vivo training on learning curves in the operating room (OR), nor the effect on nontechnical proficiency has been investigated. : This randomized single-blinded prospective trial allocated 20 surgical trainees to a structured training and assessment curriculum (STAC) group or conventional residency training. The STAC consisted of case-based learning, proficiency-based virtual reality training, laparoscopic box training, and OR participation. After completion of the intervention, all participants performed 5 sequential laparoscopic cholecystectomies in the OR. The primary outcome measure was the difference in technical performance between the 2 groups during the first laparoscopic cholecystectomy. Secondary outcome measures included differences with respect to learning curves in the OR, technical proficiency of each sequential laparoscopic cholecystectomy, and nontechnical skills. : Residents in the STAC group outperformed residents in the conventional group in the first (P = 0.004), second (P = 0.036), third (P = 0.021), and fourth (P = 0.023) laparoscopic cholecystectomies. The conventional group demonstrated a significant learning curve in the OR (P = 0.015) in contrast to the STAC group (P = 0.032). Residents in the STAC group also had significantly higher nontechnical skills (P = 0.027). : Participating in the STAC shifted the learning curve for a basic laparoscopic procedure from the operating room into the simulation laboratory. STAC-trained residents had superior technical proficiency in the OR and nontechnical skills compared with conventionally trained residents. (The study registration ID is NCT01560494.).

Developing technical expertise in emergency medicine--the role of simulation in procedural skill acquisition.

PubMed

Wang, Ernest E; Quinones, Joshua; Fitch, Michael T; Dooley-Hash, Suzanne; Griswold-Theodorson, Sharon; Medzon, Ron; Korley, Frederick; Laack, Torrey; Robinett, Adam; Clay, Lamont

2008-11-01

Developing technical expertise in medical procedures is an integral component of emergency medicine (EM) practice and training. This article is the work of an expert panel composed of members from the Society for Academic Emergency Medicine (SAEM) Interest Group, the SAEM Technology in Medical Education Committee, and opinions derived from the May 2008 Academic Emergency Medicine Consensus Conference, "The Science of Simulation in Healthcare." The writing group reviewed the simulation literature on procedures germane to EM training, virtual reality training, and instructional learning theory as it pertains to skill acquisition and procedural skills decay. The authors discuss the role of simulation in teaching technical expertise, identify training conditions that lead to effective learning, and provide recommendations for future foci of research.

Label Review Training: Module 1: Label Basics, Page 29

EPA Pesticide Factsheets

This module of the pesticide label review training provides basic information about pesticides, their labeling and regulation, and the core principles of pesticide label review. This page is a quiz on Module 1.

Are teachers of children and young adolescents responsive to suicide prevention training modules? Yes.

PubMed

Davidson, M W; Range, L M

1999-01-01

Both before and after a 1-hour suicide prevention training module, 75 elementary teachers-in-training read a 4-sentence vignette about a suicidal student ("Pat"), then completed 8 questions about their responses. Compared with pretraining, at post-training these teachers were more likely to say that they would send or escort Pat to the counselor's office, use written or verbal no-suicide agreements, call Pat's parents, believe Pat to be serious rather than simply seeking attention, and feel comfortable handling a similar situation. Increased proactive attitudes after one hour of training imply that teachers would benefit from periodic suicide awareness and prevention training modules.

Millwright Apprenticeship. Related Training Modules. 8.1-8.5 Turbines.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This packet, part of the instructional materials for the Oregon apprenticeship program for millwright training, contains five modules covering turbines. The modules provide information on the following topics: types, components, and auxiliaries of steam turbines; operation and maintenance of steam turbines; and gas turbines. Each module consists…

Stationary Engineers Apprenticeship. Related Training Modules. 20.1-23.1 Miscellaneous.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This learning module, one in a series of 20 related training modules for apprentice stationary engineers, deals with miscellaneous job skills needed by persons working in power plants. Addressed in the individual instructional packages included in the module are the following topics: transformers, circuit protection, construction of foundations…

Millwright Apprenticeship. Related Training Modules. 11.1-11.2 Generators.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This packet, part of the instructional materials for the Oregon apprenticeship program for millwright training, contains two modules covering generators. The modules provide information on the following topics: types and construction of generators and generator operation. Each module consists of a goal, performance indicators, student study guide,…

ASTP crewmen in Docking Module trainer during training session at JSC

NASA Technical Reports Server (NTRS)

1975-01-01

An interior view of the Docking Module trainer in bldg 35 during Apollo Soyuz Test Project (ASTP) joint crew training at JSC. Astronaut Donald K. Slayton (right) is the docking module pilot of the American ASTP prime crew. The other man is Cosmonaut Valeriy N. Kubasov, engineer on the Soviet ASTP first (prime) crew. The training session simulated activities on the second day in space. The Docking module is designed to link the Apollo and Soyuz spacecraft.

APOLLO 17 PRELAUNCH ASTRONAUT TRAINING

NASA Technical Reports Server (NTRS)

1972-01-01

Apollo 17 Mission Commander Eugene A. Cernan, a Navy Captain, and Lunar Module Pilot Dr. Harrison H. [Jack] Schmitt, civilian scientist-astronaut, at right, familiarize themselves with equipment used in the Lunar Module in which the pair will descent to the lunar surface during December. Cernan and Dr. Schmitt are undergoing prelaunch training in the Lunar Module Simulator at the Flight Crew Training Building at the Kennedy Space Center. Navy Commander Ronald E. Evans, Command Module Pilot, will accompany Cernan and Dr. Schmitt on the mission.

Mapping, Awareness, And Virtualization Network Administrator Training Tool Virtualization Module

DTIC Science & Technology

2016-03-01

AND VIRTUALIZATION NETWORK ADMINISTRATOR TRAINING TOOL VIRTUALIZATION MODULE by Erik W. Berndt March 2016 Thesis Advisor: John Gibson...REPORT TYPE AND DATES COVERED Master’s thesis 4. TITLE AND SUBTITLE MAPPING, AWARENESS, AND VIRTUALIZATION NETWORK ADMINISTRATOR TRAINING TOOL... VIRTUALIZATION MODULE 5. FUNDING NUMBERS 6. AUTHOR(S) Erik W. Berndt 7. PERFORMING ORGANIZATION NAME(S) AND ADDRESS(ES) Naval Postgraduate School

Appropriate Work Habits and Attitudes. Pre-Apprenticeship Phase 1 Training.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This self-paced student training module on work attitudes and habits is one of a number of modules developed for Pre-apprenticeship Phase 1 Training. Purpose of the module is to make students aware of the importance of developing appropriate work habits and attitudes and to teach them how best to prove these to fellow workers, supervisors, and…

CREW TRAINING - APOLLO XVI (EGRESS) - GULF

NASA Image and Video Library

1972-02-25

S72-30166 (5 May 1972) --- The Apollo 16 prime crew relax aboard the NASA Motor Vessel Retriever during water egress training activity in the Gulf of Mexico. They are, left to right, astronauts Thomas K. Mattingly II, command module pilot; John W. Young, commander; and Charles M. Duke Jr., lunar module pilot. The Command Module trainer was used in the training exercise.

Introduction of Core Based Subjects in the Curriculum of Technical and Vocational Institutions in Ghana: Assessment of Its Effect on Practical Training Sessions

ERIC Educational Resources Information Center

William, Otu

2015-01-01

Technical education among other things focuses on training the skill manpower needs of the youth in most countries of which Ghana is no exception. This study looks at Ghana Education Service technical and vocational sector reform programme introduced in 2010 with emphasis on the introduction of compulsory core based subjects and its effect on…

Strategy-Based Technical Instruction: Development and Evaluation

DTIC Science & Technology

1988-08-01

scripts dependant on target tasks and the outcomes desired, and to the use of node-link knowledge maps as communications props. In addition, we have...information "on the job" - communicate with others in the task environment; - monitor, diagnose, and correct problems associated with critical tasks... communicated . Technical Training Goals The individual in a technical training scenario is expected to achieve a wide variety of goals. These goals can

Non-technical skills training to enhance patient safety.

PubMed

Gordon, Morris

2013-06-01

  Patient safety is an increasingly recognised issue in health care. Systems-based and organisational methods of quality improvement, as well as education focusing on key clinical areas, are common, but there are few reports of educational interventions that focus on non-technical skills to address human factor sources of error. A flexible model for non-technical skills training for health care professionals has been designed based on the best available evidence, and with sound theoretical foundations.   Educational sessions to improve non-technical skills in health care have been described before. The descriptions lack the details to allow educators to replicate and innovate further.   A non-technical skills training course that can be delivered as either a half- or full-day intervention has been designed and delivered to a number of mixed groups of undergraduate medical students and doctors in postgraduate training. Participant satisfaction has been high and patient safety attitudes have improved post-intervention.   This non-technical skills educational intervention has been built on a sound evidence base, and is described so as to facilitate replication and dissemination. With the key themes laid out, clinical educators will be able to build interventions focused on numerous clinical issues that pay attention to human factor contributors to safety. © 2013 John Wiley & Sons Ltd.

Web-based training related to NRC staff review of dose modeling aspects of license termination and decommissioning plans

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

LePoire, D.; Arnish, J.; Cheng, J.J.

NRC licensees at decommissioning nuclear facilities submit License Termination Plans (LTP) or Decommissioning Plans (DP) to NRC for review and approval. To facilitate a uniform and consistent review of these plans, the NRC developed training for its staff. A live classroom course was first developed in 2005, which targeted specific aspects of the LTP and DP review process related to dose-based compliance demonstrations or modeling. A web-based training (WBT) course is being developed in 2006 to replace the classroom-based course. The advantage of the WBT is that it will allow for staff training or refreshers at any time, while themore » advantage of a classroom-based course is that it provides a forum for lively discussion and the sharing of experience of classroom participants. The training course consists of the core and advanced modules tailored to specific NRC job functions. Topics for individual modules include identifying the characteristics of simple and complex sites, identifying when outside expertise or consultation is needed, demonstrating how to conduct acceptance and technical reviews of dose modeling, and providing details regarding the level of justification needed for realistic scenarios for both dose modeling and derivation of DCGLs. Various methods of applying probabilistic uncertainty analysis to demonstrate compliance with dose-based requirements are presented. These approaches include 1) modeling the pathways of radiological exposure and estimating doses to receptors from a combination of contaminated media and radionuclides, and 2) using probabilistic analysis to determine an appropriate set of input parameters to develop derived concentration guideline limits or DCGLs (DCGLs are media- and nuclide-specific concentration limits that will meet dose-based, license termination rule criteria found in 10 CFR Part 20, Subpart E). Calculation of operational (field) DCGL's from media- and nuclide-specific DCGLs and use of operational DCGLs in conducting final status surveys are addressed in the WBT. Realistic case examples are presented and analyzed including the abstraction of a realistic site into a conceptual model and computer model. A case history is also used to demonstrate development of NRC review documents such as requests for additional information (RAIs). To enhance the web-based training experience, audio, animations, linked documents, quizzes, and scripts are being integrated with a commercial web-based training package that supports simple navigation. The course is also being integrated into both existing and state-of-the-art learning management systems. A testing group is being utilized to identify and help resolve training issues prior to deployment of the course. When completed, the course can be accessed for credited training with required modules dependent on the job category of the training participant. The modules will also be accessible to NRC staff for review or refresher following initial course completion. WBT promotes consistency in reviews and has the advantage of being able to be used as a resource to staff at any time. The WBT will provide reviewers with knowledge needed to perform risk-informed analyses (e.g., information related to development of realistic scenarios and use of probabilistic analysis). WBT on review of LTP or DP dose modeling will promote staff development, efficiency, and effectiveness in performing risk-informed, performance-based reviews of decommissioning activities at NRC-licensed facilities. (authors)« less

Getting Down to Business: Pest Control Service, Module 28. Teacher Guide. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Colby, Pamela G.

This is the twenty-eighth in a set of 36 teacher guides to the Entrepreneurship Training modules and accompanies CE 031 084. Following an overview are general notes on use of the module. Suggested steps for module use contain suggestions on introducing the module, a brief discussion of the nine units, responses to learning activities, suggestions…

Cross-Cultural HRD. Symposium.

ERIC Educational Resources Information Center

2002

The first of three papers from this symposium on cross-cultural human resource development (HRD), "Determinants of Supply of Technical Training Opportunities for Human Capital Development in Kenya" (Moses Waithanji Ngware, Fredrick Muyia Nafukho) reports findings from interviews of technical training institute department heads in Kenya…

Assessing Technical Training Needs.

ERIC Educational Resources Information Center

Schwaller, Anthony E.; Slipy, Dave

1985-01-01

Describes the results of a joint project of St. Cloud State University (Minnesota) and DeZURIK Corporation (a manufacturer and distributor of industrial valves) which developed and implemented a technical training needs questionnaire for use with the company's employees. Student involvement in the process is noted. (MBR)

Resource Conservation and Recovery Act Training Module about Treatment, Storage and Disposal Facilities

EPA Pesticide Factsheets

This training module describes:general requirements applicable to treatment, storage, and disposal facilitiesrequirements for waste analysis and personnel training purpose of a contingency plan and list the emergency notification procedures.

Vocational Training for Economic Development: A Report on Business/Industry Relationships with Kansas Community Colleges and Area Vocational-Technical Schools, 1990-91 Academic Year.

ERIC Educational Resources Information Center

Kansas State Board of Education, Topeka. Lifelong Learning Div.

In order to provide educational opportunities for entry into and advancement within the work force, Kansas' 19 public community colleges and 14 area vocational technical schools (AVTSs) have expanded their offerings to include customized training for businesses and industries within Kansas. Vocational training is also supported by the Kansas…

Department of Energy Actions Necessary to Improve DOE’s Training Program

DTIC Science & Technology

1999-02-01

assessments, the Department has completed analyses and implemented training programs for the defense nuclear facilities technical workforce and...certification standards, such as those examined by the Defense Nuclear Facilities Safety Board in its reviews of Department operations, impose... nuclear facilities will have their technical skills assessed and will receive continuing training to maintain certain necessary skills. Page 17 GAO/RCED

A Proposed Modified Technical Order System and Its Impact on Maintenance, Personnel and Training. Final Report for Period December 1974-September 1975.

ERIC Educational Resources Information Center

Foley, John P., Jr.

The document presents immediate and long range plans for the systematic injection of Symbolic Integrated Maintenance Systems (SIMS) and Fully Proceduralized Job Performance Aids (FPJPA) materials into the current technical order system and the inclusion of job-oriented training matched to FPJPA into the training system of the Air Force. The text…

REPORT OF THE DIRECTOR OF A SHORT COURSE FOR SECONDARY SCHOOL COUNSELORS ON VOCATIONAL AND TECHNICAL TRAINING AND EMPLOYMENT OPPORTUNITIES.

ERIC Educational Resources Information Center

CHARLTON, HUEY E.

A 6-WEEK TRAINING PROGRAM WAS CONDUCTED FOR SECONDARY SCHOOL COUNSELORS ON VOCATIONAL AND TECHNICAL TRAINING AND EMPLOYMENT OPPORTUNITIES. THE PROGRAM WAS DESIGNED TO FOCUS UPON THE PROBLEM OF EMPLOYMENT FACED BY YOUNG PEOPLE WHO ENTER THE LABOR MARKET PRIOR TO AND IMMEDIATELY AFTER COMPLETION OF HIGH SCHOOL. THE INSTRUCTIONAL PROGRAM CONSISTED OF…

Label Review Training: Module 3: Special Issues, Page 12

EPA Pesticide Factsheets

This module further describes and provides strategies for reviewing some of the label parts introduced in Module 2 of the pesticide label training, such as precautionary statements, directions for use, worker protection labeling, and more.

Label Review Training: Module 3: Special Issues, Page 23

EPA Pesticide Factsheets

This module further describes and provides strategies for reviewing some of the label parts introduced in Module 2 of the pesticide label training, such as precautionary statements, directions for use, worker protection labeling, and more.

Label Review Training: Module 3: Special Issues, Page 3

EPA Pesticide Factsheets

This module further describes and provides strategies for reviewing some of the label parts introduced in Module 2 of the pesticide label training, such as precautionary statements, directions for use, worker protection labeling, and more.

Label Review Training: Module 3: Special Issues, Page 9

EPA Pesticide Factsheets

This module further describes and provides strategies for reviewing some of the label parts introduced in Module 2 of the pesticide label training, such as precautionary statements, directions for use, worker protection labeling, and more.

41 CFR 105-50.001-5 - Specialized or technical services.

Code of Federal Regulations, 2010 CFR

2010-07-01

..., technical tests and evaluations, technical information, training activities, surveys, reports, documents... 41 Public Contracts and Property Management 3 2010-07-01 2010-07-01 false Specialized or technical... TECHNICAL SERVICES TO STATE AND LOCAL UNITS OF GOVERNMENT § 105-50.001-5 Specialized or technical services...

Fieldcrest Cannon, Inc. Advanced Technical Preparation. Statistical Process Control (SPC). PRE-SPC 11: SPC & Graphs. Instructor Book.

ERIC Educational Resources Information Center

Averitt, Sallie D.

This instructor guide, which was developed for use in a manufacturing firm's advanced technical preparation program, contains the materials required to present a learning module that is designed to prepare trainees for the program's statistical process control module by improving their basic math skills in working with line graphs and teaching…

Obtaining Technical Assistance. PACE Revised. Level 2. Unit 4. Research & Development Series No. 240BB4.

ERIC Educational Resources Information Center

Ashmore, M. Catherine; Pritz, Sandra G.

This unit on obtaining technical assistance in a small business, the fourth in a series of 18 modules, is on the second level of the revised PACE (Program for Acquiring Competence in Entrepreneurship) comprehensive curriculum. Geared to advanced secondary and beginning postsecondary or adult students, the modules provide an opportunity to learn…

An independent brain-computer interface using covert non-spatial visual selective attention

NASA Astrophysics Data System (ADS)

Zhang, Dan; Maye, Alexander; Gao, Xiaorong; Hong, Bo; Engel, Andreas K.; Gao, Shangkai

2010-02-01

In this paper, a novel independent brain-computer interface (BCI) system based on covert non-spatial visual selective attention of two superimposed illusory surfaces is described. Perception of two superimposed surfaces was induced by two sets of dots with different colors rotating in opposite directions. The surfaces flickered at different frequencies and elicited distinguishable steady-state visual evoked potentials (SSVEPs) over parietal and occipital areas of the brain. By selectively attending to one of the two surfaces, the SSVEP amplitude at the corresponding frequency was enhanced. An online BCI system utilizing the attentional modulation of SSVEP was implemented and a 3-day online training program with healthy subjects was carried out. The study was conducted with Chinese subjects at Tsinghua University, and German subjects at University Medical Center Hamburg-Eppendorf (UKE) using identical stimulation software and equivalent technical setup. A general improvement of control accuracy with training was observed in 8 out of 18 subjects. An averaged online classification accuracy of 72.6 ± 16.1% was achieved on the last training day. The system renders SSVEP-based BCI paradigms possible for paralyzed patients with substantial head or ocular motor impairments by employing covert attention shifts instead of changing gaze direction.

An independent brain-computer interface using covert non-spatial visual selective attention.

PubMed

Zhang, Dan; Maye, Alexander; Gao, Xiaorong; Hong, Bo; Engel, Andreas K; Gao, Shangkai

2010-02-01

In this paper, a novel independent brain-computer interface (BCI) system based on covert non-spatial visual selective attention of two superimposed illusory surfaces is described. Perception of two superimposed surfaces was induced by two sets of dots with different colors rotating in opposite directions. The surfaces flickered at different frequencies and elicited distinguishable steady-state visual evoked potentials (SSVEPs) over parietal and occipital areas of the brain. By selectively attending to one of the two surfaces, the SSVEP amplitude at the corresponding frequency was enhanced. An online BCI system utilizing the attentional modulation of SSVEP was implemented and a 3-day online training program with healthy subjects was carried out. The study was conducted with Chinese subjects at Tsinghua University, and German subjects at University Medical Center Hamburg-Eppendorf (UKE) using identical stimulation software and equivalent technical setup. A general improvement of control accuracy with training was observed in 8 out of 18 subjects. An averaged online classification accuracy of 72.6 +/- 16.1% was achieved on the last training day. The system renders SSVEP-based BCI paradigms possible for paralyzed patients with substantial head or ocular motor impairments by employing covert attention shifts instead of changing gaze direction.

Mentoring SFRM: A New Approach to International Space Station Flight Control Training

NASA Technical Reports Server (NTRS)

Huning, Therese; Barshi, Immanuel; Schmidt, Lacey

2009-01-01

The Mission Operations Directorate (MOD) of the Johnson Space Center is responsible for providing continuous operations support for the International Space Station (ISS). Operations support requires flight controllers who are skilled in team performance as well as the technical operations of the ISS. Space Flight Resource Management (SFRM), a NASA adapted variant of Crew Resource Management (CRM), is the competency model used in the MOD. ISS flight controller certification has evolved to include a balanced focus on development of SFRM and technical expertise. The latest challenge the MOD faces is how to certify an ISS flight controller (Operator) to a basic level of effectiveness in 1 year. SFRM training uses a twopronged approach to expediting operator certification: 1) imbed SFRM skills training into all Operator technical training and 2) use senior flight controllers as mentors. This paper focuses on how the MOD uses senior flight controllers as mentors to train SFRM skills.

32 CFR 901.14 - Regular airmen category.

Code of Federal Regulations, 2010 CFR

2010-07-01

... application package from the technical training center CBPO to USAFA/RRS includes the following information on... National Defense Department of Defense (Continued) DEPARTMENT OF THE AIR FORCE MILITARY TRAINING AND.... Applicants not selected are reassigned on Academy notification to the CBPO. Applicants to technical school...

7 CFR 4280.21 - Eligible REDG Ultimate Recipients and Projects.

Code of Federal Regulations, 2010 CFR

2010-01-01

... eligible entities to provide medical training and related professional health care skills to rural health... facilitate medical or educational services or job training; or (6) Project feasibility studies and Technical Assistance. A qualified Independent Provider must perform feasibility studies or Technical Assistance. (b...

Development and implementation of a technical and didactical training program for student tutors in the dissection course.

PubMed

Shiozawa, Thomas; Hirt, Bernhard; Celebi, Nora; Baur, Friederike; Weyrich, Peter; Lammerding-Köppel, Maria

2010-12-20

student tutors have a long tradition in gross anatomy instruction. However, the full potential of the tutors is generally not tapped, since little attention is paid to their technical and didactical training. The aim of this paper is to report a systematic approach to the development, didactic reasoning and implementation of a curriculum for training student tutors in gross anatomy. the training program was developed using the six-step approach of Kern's curriculum development model. For needs assessment, the literature research was amended by a survey among the 1st and 2nd year students of the dissection course (n=167) and two independent 90 min focus group interviews with the tutors who supervised these students (n=15). Protocols were transcribed and analyzed by margin coding. The training curriculum was setup on the basis of these data. corresponding to the literature, the students want student tutors with good teaching competence as well as adequate content knowledge and technical competence. Supporting that, the tutors request a training program enhancing their didactic skills as well as their knowledge of content and working using relevant methods. Thus, a combined didactic and professional training program has been developed. Six professional and 11 didactic learning objectives were defined. A 3 weeks training curriculum was implemented, using microteaching and group exercises for didactics and active dissection for technical training. Both parts were interlocked on a contextual and practical level. our focus group analyses revealed that a specific training program for student tutors in the dissection course is necessary. We describe a feasible task-oriented training curriculum combining didactic and professional objectives. 2010. Published by Elsevier GmbH.

Stationary Engineers Apprenticeship. Related Training Modules. 13.1-13.7 Pumps.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This learning module, one in a series of 20 related training modules for apprentice stationary engineers, deals with pumps. Addressed in the individual instructional packages included in the module are the following topics: types, classifications, and applications of pumps; pump construction; procedures for calculating pump heat and pump flow;…

Stationary Engineers Apprenticeship. Related Training Modules. 3.1-3.4 Drawing.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This packet of four learning modules on drawing is one of 20 such packets developed for apprenticeship training for stationary engineers. Introductory materials are a complete listing of all available modules and a supplementary reference list. Each module contains some or all of these components: goal, performance indicators, study guide (a…

Millwright Apprenticeship. Related Training Modules. 17.1-17.13 Hydraulics.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This packet of 13 learning modules on hydraulics is 1 of 6 such packets developed for apprenticeship training for millwrights. Introductory materials are a complete listing of all available modules and a supplementary reference list. Each module contains some or all of these components: goal, performance indicators, study guide (a check list of…

Stationary Engineers Apprenticeship. Related Training Modules. 10.1-10.5 Machine Components.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This packet of five learning modules on machine components is one of 20 such packets developed for apprenticeship training for stationary engineers. Introductory materials are a complete listing of all available modules and a supplementary reference list. Each module contains some or all of these components: goal, performance indicators, statement…

Millwright Apprenticeship. Related Training Modules. 10.1-10.5 Combustion.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This packet, part of the instructional materials for the Oregon apprenticeship program for millwright training, contains five modules covering combustion. The modules provide information on the following topics: the combustion process, types of fuel, air and fuel gases, heat transfer, and combustion in wood. Each module consists of a goal,…

Stationary Engineers Apprenticeship. Related Training Modules. 15.1-15.5 Turbines.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This learning module, one in a series of 20 related training modules for apprentice stationary engineers, deals with turbines. addressed in the individual instructional packages included in the module are the following topics: types and components of steam turbines, steam turbine auxiliaries, operation and maintenance of steam turbines, and gas…

Stationary Engineers Apprenticeship. Related Training Modules. 8.1-8.13 Hydraulics.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This packet of 13 learning modules on hydraulics is one of 20 such packets developed for apprenticeship training for stationary engineers. Introductory materials are a complete listing of all available modules and a supplementary reference list. Each module contains some or all of these components: goal, performance indicators, study guide (a…

Stationary Engineers Apprenticeship. Related Training Modules. 9.1-9.6 Refrigeration.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This packet of six learning modules on refrigeration is one of 20 such packets developed for apprenticeship training for stationary engineers. Introductory materials are a complete listing of all available modules and a supplementary reference list. Each module contains some or all of these components: goal, performance indicators, statement of…

Stationary Engineers Apprenticeship. Related Training Modules. 12.1-12.9. Boilers.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This learning module, one in a series of 20 related training modules for apprentice stationary engineers, deals with boilers. Addressed in the individual instructional packages included in the module are the following topics: firetube and watertube boilers; boiler construction; procedures for operating and cleaning boilers; and boiler fittings,…

Stationary Engineers Apprenticeship. Related Training Modules. 16.1-16.5 Combustion.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This learning module, one in a series of 20 related training modules for apprentice stationary engineers, deals with combustion. Addressed in the individual instructional packages included in the module are the following topics: the combustion process, types of fuel, air and flue gases, heat transfer during combustion, and wood combustion. Each…

Stationary Engineers Apprenticeship. Related Training Modules. 5.1-5.17 Electricity/Electronics.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This packet of 17 learning modules on electricity/electronics is one of 20 such packets developed for apprenticeship training for stationary engineers. Introductory materials are a complete listing of all available modules and a supplementary reference list. Each module contains some or all of these components: goal, performance indicators,…

Millwright Apprenticeship. Related Training Modules. 15.1-15.5 Miscellaneous.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This packet of five learning modules on miscellaneous topics is one of six such packets developed for apprenticeship training for millwrights. Introductory materials are a complete listing of all available modules and a supplementary reference list. Each module contains some or all of these components: goal, performance indicators, study guide (a…

Millwright Apprenticeship. Related Training Modules. 13.1-13.2 Air Compressors.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This packet of two learning modules on air compressors is one of six such packets developed for apprenticeship training for millwrights. Introductory materials are a complete listing of all available modules and a supplementary reference list. Each module contains some or all of these components: goal, performance indicators, study guide (a check…

Millwright Apprenticeship. Related Training Modules. 12.1-12.3 Feedwater.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This packet of three learning modules on feedwater is one of six such packets developed for apprenticeship training for millwrights. Introductory materials are a complete listing of all available modules and a supplementary reference list. Each module contains some or all of these components: goal, performance indicators, study guide (a check list…

Stationary Engineers Apprenticeship. Related Training Modules. 4.1-4.5 Tools.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This packet of five learning modules on tools is one of 20 such packets developed for apprenticeship training for stationary engineers. Introductory materials are a complete listing of all available modules and a supplementary reference list. Each module contains some or all of these components: a lesson goal, performance indicators, study guide…

The Top Training Priorities for 2003.

ERIC Educational Resources Information Center

Hall, Brandon

2003-01-01

A survey of 222 training professionals identified current training priorities: soft skills training; technical training; enhancing the quality of training; business skills; business alignment, business impact, and return on investment; online learning; sales training; safety and compliance training; performance management; and human…

Robotic virtual reality simulation plus standard robotic orientation versus standard robotic orientation alone: a randomized controlled trial.

PubMed

Vaccaro, Christine M; Crisp, Catrina C; Fellner, Angela N; Jackson, Christopher; Kleeman, Steven D; Pavelka, James

2013-01-01

The objective of this study was to compare the effect of virtual reality simulation training plus robotic orientation versus robotic orientation alone on performance of surgical tasks using an inanimate model. Surgical resident physicians were enrolled in this assessor-blinded randomized controlled trial. Residents were randomized to receive either (1) robotic virtual reality simulation training plus standard robotic orientation or (2) standard robotic orientation alone. Performance of surgical tasks was assessed at baseline and after the intervention. Nine of 33 modules from the da Vinci Skills Simulator were chosen. Experts in robotic surgery evaluated each resident's videotaped performance of the inanimate model using the Global Rating Scale (GRS) and Objective Structured Assessment of Technical Skills-modified for robotic-assisted surgery (rOSATS). Nine resident physicians were enrolled in the simulation group and 9 in the control group. As a whole, participants improved their total time, time to incision, and suture time from baseline to repeat testing on the inanimate model (P = 0.001, 0.003, <0.001, respectively). Both groups improved their GRS and rOSATS scores significantly (both P < 0.001); however, the GRS overall pass rate was higher in the simulation group compared with the control group (89% vs 44%, P = 0.066). Standard robotic orientation and/or robotic virtual reality simulation improve surgical skills on an inanimate model, although this may be a function of the initial "practice" on the inanimate model and repeat testing of a known task. However, robotic virtual reality simulation training increases GRS pass rates consistent with improved robotic technical skills learned in a virtual reality environment.

Eye-tracking computer systems for inpatients with tetraplegia: findings from a feasibility study.

PubMed

van Middendorp, J J; Watkins, F; Park, C; Landymore, H

2014-12-02

Study design:A longitudinal, prospective, self-controlled cohort study.Objectives:To determine (1) the preliminary benefits of using eye-tracking computer systems (ETCSs) among inpatients with tetraplegia and (2) the feasibility of carrying out a well-powered randomized controlled trial.Setting:Specialist Spinal Cord Injuries Centre, United Kingdom; 6 months during 2013-2014.Methods:Individuals with tetraplegia who were admitted to the center and enrolled in this study were trained and allowed to use the ETCS (Tobii Eyegaze C15 System) twice a week for a duration of 10 weeks. Standardized training modules were developed and offered to all study participants. Study feasibility indicators as well as the Appraisals of Disability: Primary and Secondary Scale, Hospital Anxiety and Depression Scale and the Assistive Technology Device Predisposition Assessment questionnaire scores were taken before and after study enrollment.Results:A total of 31 inpatients with tetraplegia were screened. Although 14 patients (45%) met the study eligibility criteria, 6 patients (19%) consented to be enrolled in the study. Three participants did not complete the planned training schedule because of medical, technical and logistic reasons. Although half of the participants agreed that the ETCS under study was easy to use, no substantial improvements were seen in terms of psychological outcomes, appraisals of disability or independence.Conclusions:The conduct of a controlled trial evaluating the benefits of using ETCSs among newly injured patients with tetraplegia comes with considerable feasibility challenges. Until substantial technical improvements of ETCSs have been implemented, future research should initially focus on those individuals with tetraplegia who are living in the community and who have expressed a need to enhance their computer access and communication skills.Spinal Cord advance online publication, 2 December 2014; doi:10.1038/sc.2014.219.

The VOICES/VOCES success story: effective strategies for training, technical assistance and community-based organization implementation.

PubMed

Hamdallah, Myriam; Vargo, Sue; Herrera, Jennifer

2006-08-01

The Centers for Disease Control and Prevention's Diffusion of Effective Behavioral Interventions (DEBI) project successfully disseminated VOICES/VOCES, a brief video-based HIV risk reduction intervention targeting African American and Latino heterosexual men and women at risk for HIV infection. Elements of the dissemination strategy included a comprehensive and user-friendly intervention kit, comprising (a) an implementationmanual and othermaterials necessary for conducting the intervention (b) a Training of Facilitators (TOF) curriculum used to teach agency staff how to implement the EBI in their setting, (c) a network of expert trainers who attend a training institute to become adept at using the TOF curriculum to train facilitators, (d) a comprehensive training coordination center to plan and deliver TOF trainings, (e) proactive technical assistance to trainers, and (f) post-TOF technical assistance for local implementers. This article reports on those strategies and a local CBO's successful participation in DEBI, resulting implementation of VOICES/VOCES, with unique approaches to adaptation and tailoring.

Tailoring Shipboard Training to Fleet Performance Needs: IV. Training Modules and Administrative Aids for the Shipboard Propulsion Plant Operator Training (SPPOT) Program.

DTIC Science & Technology

1982-08-01

technology , main propulsion systems, on- board training, on-the-job training, performance-oriented training, shipboard training, shipboard training...ensure that the trainee has a general idea of the role played by the system or equipment in the operation of the propulsion plant. If a system is...the watchstation modules, greater care is taken in their design. When the amount ofinformation involved in a diagram is not excessive, both names and

Apollo 9 prime crew inside Apollo command module boilerplate during training

NASA Image and Video Library

1968-11-05

S68-54850 (5 Nov. 1968) --- The prime crew of the Apollo 9 (Spacecraft 104/Lunar Module 3/Saturn 504) space mission are seen inside an Apollo command module boilerplate during water egress training activity in the Gulf of Mexico. From foreground, are astronauts James A. McDivitt, commander; David R. Scott, command module pilot; and Russell L. Schweickart, lunar module pilot.

13 CFR 306.2 - Award requirements.

Code of Federal Regulations, 2010 CFR

2010-01-01

... TRAINING, RESEARCH AND TECHNICAL ASSISTANCE INVESTMENTS Local and National Technical Assistance § 306.2 Award requirements. EDA selects Projects for Local and National Technical Assistance Investments in...

Appropriate training and retention of community doctors in rural areas: a case study from Mali.

PubMed

Van Dormael, Monique; Dugas, Sylvie; Kone, Yacouba; Coulibaly, Seydou; Sy, Mansour; Marchal, Bruno; Desplats, Dominique

2008-11-18

While attraction of doctors to rural settings is increasing in Mali, there is concern for their retention. An orientation course for young practicing rural doctors was set up in 2003 by a professional association and a NGO. The underlying assumption was that rurally relevant training would strengthen doctors' competences and self-confidence, improve job satisfaction, and consequently contribute to retention. Programme evaluation distinguished trainees' opinions, competences and behaviour. Data were collected through participant observation, group discussions, satisfaction questionnaires, a monitoring tool of learning progress, and follow up visits. Retention was assessed for all 65 trainees between 2003 and 2007. The programme consisted of four classroom modules--clinical skills, community health, practice management and communication skills--and a practicum supervised by an experienced rural doctor. Out of the 65 trained doctors between 2003 and 2007, 55 were still engaged in rural practice end of 2007, suggesting high retention for the Malian context. Participants viewed the training as crucial to face technical and social problems related to rural practice. Discussing professional experience with senior rural doctors contributed to socialisation to novel professional roles. Mechanisms underlying training effects on retention include increased self confidence, self esteem as rural doctor, and sense of belonging to a professional group sharing a common professional identity. Retention can however not be attributed solely to the training intervention, as rural doctors benefit from other incentives and support mechanisms (follow up visits, continuing training, mentoring...) affecting job satisfaction. Training increasing self confidence and self esteem of rural practitioners may contribute to retention of skilled professionals in rural areas. While reorientations of curricula in training institutions are necessary, other types of professional support are needed. This experience suggests that professional associations dedicated to strengthening quality of care can contribute significantly to rural practitioners' morale.

Brachytherapy next generation: robotic systems

PubMed Central

Popescu, Tiberiu; Kacsó, Alex Cristian; Pisla, Doina

2015-01-01

In a field dominated by external beam radiation therapy (EBRT), both the therapeutic and technical possibilities of brachytherapy (BT) are underrated, shadowed by protons and intensity modulated radiotherapy. Decreasing expertise and indications, as well as increasing lack of specific BT training for radiation therapy (RT) residents led to the real need of shortening its learning curve and making it more popular. Developing robotic BT devices can be a way to mitigate the above issues. There are many teams working at custom-made robotic BT platforms to perfect and overcome the limitations of the existing systems. This paper provides a picture of the current state-of-the-art in robotic assisted BT, as it also conveys the author's solution to the problem, a parallel robot that uses CT-guidance. PMID:26816510

Performance/Design Requirements and Detailed Technical Description for a Computer-Directed Training Subsystem for Integration into the Air Force Phase II Base Level System.

ERIC Educational Resources Information Center

Butler, A. K.; And Others

The performance/design requirements and a detailed technical description for a Computer-Directed Training Subsystem to be integrated into the Air Force Phase II Base Level System are described. The subsystem may be used for computer-assisted lesson construction and has presentation capability for on-the-job training for data automation, staff, and…

Specifying Skill-Based Training Strategies and Devices: A Model Description

DTIC Science & Technology

1990-06-01

Technical Report 897 Specifying Skill-Based Training N Strategies and Devices: A Model Description I Paui J. Sticha and Mark Schlager Human Resources...unlimied 90 ’ Technical Report 897 Specifying Skill-Based Training Strategies and Devices: A Model Description Paul J. Sticha and Mark Schlager Human...SECURITY CLASSIFICATION OF THIS PAGE Form Approved REPORT DOCUMENTATION PAGE FMNo o7 ote la. REPORT SECURITY CLASSIFICATION lb. RESTRICTWE MARKINGS

Analysis of the Relationships of the Selection of Applicants for Retraining Schools at James Connally Technical Institute and Success in Gaining Training-Related Employment and a Salary Increase.

ERIC Educational Resources Information Center

Kuntz, Elmer Lee

Relationships were investigated between (1) General Aptitude Test Battery scores and trainee selection criteria in a manpower training program at the James Connally Technical Institute, Waco, Texas, and (2) trainee success in gaining training related employment and a salary increase. Subjects (244 trainees taking eight classes in mechanics,…

What Future for Technical & Vocational Education & Training? Selected papers presented at the International Conference of the National Centre for Vocational Education Research (Melbourne, Victoria, Australia, December 14-18, 1992).

ERIC Educational Resources Information Center

Hall, William C., Ed.

This collection of articles of international appeal on the future of vocational and technical education and training begins with an introduction by William Hall and includes the following papers: "New Vocationalism in the United States: Potential Problems and Outlook" (Benson); "Learning within a Work Context: Training Concepts,…

Peer coaching to teach faculty surgeons an advanced laparoscopic skill: A randomized controlled trial.

PubMed

Palter, Vanessa N; Beyfuss, Kaitlyn A; Jokhio, Adam R; Ryzynski, Agnes; Ashamalla, Shady

2016-11-01

Preliminary evidence suggests that coaching is an effective adjunct in resident training. The learning needs of faculty, however, are different from those of trainees. Assessing the effectiveness of peer coaching at improving the technical proficiency of practicing surgeons is an area that remains largely unexplored. The purpose of this study was to assess the efficacy of a peer coaching program that teaches laparoscopic suturing to faculty surgeons. Surgeons inexperienced in laparoscopic suturing were randomized to either conventional training or peer coaching. Both groups performed a pretest on a box trainer. The conventional training group then received a web link to a tutorial for teaching laparoscopic suturing and a box trainer for independent practice. In addition to the web link and the box trainer, the peer coaching group received 2 half hour peer coaching sessions. Both groups then performed a stitch on the box trainer that was video recorded. The primary outcome measure was technical performance, which was assessed by a global rating scale. Eighteen faculty were randomized (conventional training n = 9; peer coaching n = 9). Initially, there was no difference in technical skills between the groups (conventional training median score 10 [interquartile range 8.5-15]; peer coaching 13 [10.5-14]; P = .64). After the intervention, the peer coaching group had improved technical performance (conventional training 11 [8.5-12.5]; peer coaching 18 [17-19]; P < .01). Comparing the pre- and postintervention scores within both groups, there was an improvement in technical proficiency in the peer coaching group, yet none in the conventional training group (before conventional training 10 [8.5-15], after conventional training 11 [8.5-12.5]; P = .56; before peer coaching 13 [10.5-14], after peer coaching 18 [17-19]; P < .01). This trial demonstrates that a structured peer coaching program can facilitate faculty surgeons learning a novel procedure. Copyright © 2016 Elsevier Inc. All rights reserved.

Quiet eye training improves surgical knot tying more than traditional technical training: a randomized controlled study.

PubMed

Causer, Joe; Harvey, Adrian; Snelgrove, Ryan; Arsenault, Gina; Vickers, Joan N

2014-08-01

We examined the effectiveness of technical training (TT) and quiet eye training (QE) on the performance of one-handed square knot tying in surgical residents. Twenty surgical residents were randomly assigned to the 2 groups and completed pretest, training, retention, and transfer tests. Participants wore a mobile eye tracker that simultaneously recorded their gaze and hand movements. Dependent variables were knot tying performance (%), QE duration (%), number of fixations, total movement time (s), and hand movement phase time (s). The QE training group had significantly higher performance scores, a longer QE duration, fewer fixations, faster total knot tying times, and faster movement phase times compared with the TT group. The QE group maintained performance in the transfer test, whereas the TT group significantly decreased performance from retention to transfer. QE training significantly improved learning, retention, and transfer of surgical knot tying compared with a traditional technical approach. Both performance effectiveness (performance outcome) and movement efficiency (hand movement times) were improved using QE modeling, instruction, and feedback. Copyright © 2014 Elsevier Inc. All rights reserved.

Reaching consensus: a review on sexual health training modules for professional capacity building.

PubMed

Karimian, Zahra; Azin, Seied Ali; Javid, Nasrin; Araban, Marzieh; Maasoumi, Raziyeh; Aghayan, Shahrokh; Merghati Khoie, Effat

2018-01-01

Background: Professional capacity building (PCB) is the focus point in health-related subjects.The present study was conducted to systematically review the existing sexual health training modules for health care providers. Methods: The following keywords were used to search: training, education, professional capacity, practitioner, sexual health, skill education, module, course, package and curriculum.The term MESH is referred to Medical Subject Headings and the following databases were investigated: MEDLINE, EMBASE, PubMed, Cumulative Index to Nursing and Allied Health Literature (CINAHL), The Cochrane Library and Web of Science, Scopus, Google Scholar, SID,Magiran, and Iranmedex. All articles from 1980 to 2015 were extracted. Online modules were excluded. Considering that lesson plan was the basis of instruction, the modules were selected based on the characteristics of the lesson plans. Results: A total number of 38 published training modules in the field of sexuality we redetermined. In total, more than half of the modules (58%) were designed for medical doctor sand allied health professionals and the remaining (42%) were for nurses and midwives. Almost all the modules (97%) were introduced and utilized in developed countries, and only 3% were disseminated in developing countries. Conclusion: There are invaluable modules to build professional capacity in the field of sexual health. As a number of modules have been designed for nurses and midwifes, as the first-line health care providers, the use of these groups in sexual counseling and empowerment for sexual health is essential. No sexual health training program was designed in Iran. Therefore, designing such modules according to Iranian culture is strongly recommended.

Reaching consensus: a review on sexual health training modules for professional capacity building

PubMed Central

Karimian, Zahra; Azin, Seied Ali; Javid, Nasrin; Araban, Marzieh; Maasoumi, Raziyeh; Aghayan, Shahrokh; Merghati Khoie, Effat

2018-01-01

Background: Professional capacity building (PCB) is the focus point in health-related subjects.The present study was conducted to systematically review the existing sexual health training modules for health care providers. Methods: The following keywords were used to search: training, education, professional capacity, practitioner, sexual health, skill education, module, course, package and curriculum.The term MESH is referred to Medical Subject Headings and the following databases were investigated: MEDLINE, EMBASE, PubMed, Cumulative Index to Nursing and Allied Health Literature (CINAHL), The Cochrane Library and Web of Science, Scopus, Google Scholar, SID,Magiran, and Iranmedex. All articles from 1980 to 2015 were extracted. Online modules were excluded. Considering that lesson plan was the basis of instruction, the modules were selected based on the characteristics of the lesson plans. Results: A total number of 38 published training modules in the field of sexuality we redetermined. In total, more than half of the modules (58%) were designed for medical doctor sand allied health professionals and the remaining (42%) were for nurses and midwives. Almost all the modules (97%) were introduced and utilized in developed countries, and only 3% were disseminated in developing countries. Conclusion: There are invaluable modules to build professional capacity in the field of sexual health. As a number of modules have been designed for nurses and midwifes, as the first-line health care providers, the use of these groups in sexual counseling and empowerment for sexual health is essential. No sexual health training program was designed in Iran. Therefore, designing such modules according to Iranian culture is strongly recommended. PMID:29423357

Changes in auditory nerve responses across the duration of sinusoidally amplitude-modulated electric pulse-train stimuli.

PubMed

Hu, Ning; Miller, Charles A; Abbas, Paul J; Robinson, Barbara K; Woo, Jihwan

2010-12-01

Response rates of auditory nerve fibers (ANFs) to electric pulse trains change over time, reflecting substantial spike-rate adaptation that depends on stimulus parameters. We hypothesize that adaptation affects the representation of amplitude-modulated pulse trains used by cochlear prostheses to transmit speech information to the auditory system. We recorded cat ANF responses to sinusoidally amplitude-modulated (SAM) trains with 5,000 pulse/s carriers. Stimuli delivered by a monopolar intracochlear electrode had fixed modulation frequency (100 Hz) and depth (10%). ANF responses were assessed by spike-rate measures, while representation of modulation was evaluated by vector strength (VS) and the fundamental component of the fast Fourier transform (F(0) amplitude). These measures were assessed across the 400 ms duration of pulse-train stimuli, a duration relevant to speech stimuli. Different stimulus levels were explored and responses were categorized into four spike-rate groups to assess level effects across ANFs. The temporal pattern of rate adaptation to modulated trains was similar to that of unmodulated trains, but with less rate adaptation. VS to the modulator increased over time and tended to saturate at lower spike rates, while F(0) amplitude typically decreased over time for low driven rates and increased for higher driven rates. VS at moderate and high spike rates and degree of F(0) amplitude temporal changes at low and moderate spike rates were positively correlated with the degree of rate adaptation. Thus, high-rate carriers will modify the ANF representation of the modulator over time. As the VS and F(0) measures were sensitive to adaptation-related changes over different spike-rate ranges, there is value in assessing both measures.

Technical Education and Vocational Training in Developing Nations

ERIC Educational Resources Information Center

Okolie, Ugochukwu Chinonso, Ed.

2017-01-01

Severe economic depression and the difficulty to acquire employment with adequate income have significant impact on a nation's social welfare. The need to provide ample educational opportunities is more imperative than ever, particularly in emerging economies. "Technical Education and Vocational Training in Developing Nations" is a…

INSTRUCTIONAL MATERIALS CATALOG. (TITLE SUPPLIED).

ERIC Educational Resources Information Center

California State Dept. of Education, Sacramento.

COURSES OF INSTRUCTION, WORKBOOKS, TESTBOOKS, AND EXAMINATIONS ARE LISTED FOR AUTO MECHANICS, CABINET MAKING, CARPENTRY, DRYWALL CONSTRUCTION, RADIO SERVICES, AND 30 OTHER AREAS OF APPRENTICE TRAINING. A SYLLABUS FOR TRAINING PART-TIME TRADE AND TECHNICAL TEACHERS IS INCLUDED WITH TECHNICAL EDUCATION MATERIALS. PRICES ARE LISTED FOR ALL MATERIALS.…

78 FR 10175 - Agency Information Collection Activities: Proposed Collection; Comment Request

Federal Register 2010, 2011, 2012, 2013, 2014

2013-02-13

... patient or provider characteristics, physical environment and layout; technical training and support... practice, and, in particular, the technical aspects of clinicians using the health IT system. The focus...; the extent and adequacy of training or instruction patients received in using the health IT; attitudes...

75 FR 42181 - Notice of Funding Availability for the Small Business Transportation Resource Center Program

Federal Register 2010, 2011, 2012, 2013, 2014

2010-07-20

... of 20 hours of individual or group counseling sessions to small businesses per month. (D) Planning... training programs, such as, business assessment, management training, counseling, technical assistance... business counseling, and technical assistance with small businesses currently doing business with public...

76 FR 30990 - Notice of Funding Availability for the Small Business Transportation Resource Center Program

Federal Register 2010, 2011, 2012, 2013, 2014

2011-05-27

... contracts and subcontracts portfolio. 3. Provide a minimum of 20 hours of individual or group counseling... training programs, such as, business assessment, management training, counseling, technical assistance... information dissemination, small business counseling, and technical assistance with small businesses currently...

10 CFR 2.703 - Examination by experts.

Code of Federal Regulations, 2012 CFR

2012-01-01

... permit a qualified individual who has scientific or technical training or experience to participate on... purpose of furthering the conduct of the proceeding; (2) That the individual is qualified by scientific or technical training or experience to contribute to the development of an adequate decisional record in the...

Value of Job Experience to Teaching Effectiveness of Technical Training Instructors.

ERIC Educational Resources Information Center

Askren, William B.; Valentine, Robert I.

Air Force technical training instructors with and without field job experience were compared regarding teaching effectiveness. Student grades, written critiques, and supervisor ratings were used to measure effectiveness. Results indicated significant differences between instructors on student overall course grades and critiques. However, an…

ASTP crewmen in Apollo Command Module Trainer during training session at JSC

NASA Technical Reports Server (NTRS)

1975-01-01

The three members of the American ASTP prime crew are photographed inside the Apollo Command Module (CM) trainer in a water tank in bldg 260 during water egress training at JSC. They are, left to right, Astronauts Thomas P. Stafford, commander; Vance D. Brand, command module pilot; and Donald K. Slayton, docking module pilot (23430); Slayton attaches his life preserver as he egresses an Apollo Command Module trainer in a water tank in bldg 260 during water egresss training at JSC. Astronauts Brand (on left) and Stafford have already egressed the trainer and are seated in a three-man life raft.

Vibrotactile sensory substitution for object manipulation: amplitude versus pulse train frequency modulation.

PubMed

Stepp, Cara E; Matsuoka, Yoky

2012-01-01

Incorporating sensory feedback with prosthetic devices is now possible, but the optimal methods of providing such feedback are still unknown. The relative utility of amplitude and pulse train frequency modulated stimulation paradigms for providing vibrotactile feedback for object manipulation was assessed in 10 participants. The two approaches were studied during virtual object manipulation using a robotic interface as a function of presentation order and a simultaneous cognitive load. Despite the potential pragmatic benefits associated with pulse train frequency modulated vibrotactile stimulation, comparison of the approach with amplitude modulation indicates that amplitude modulation vibrotactile stimulation provides superior feedback for object manipulation.

Determining procedures for simulation-based training in radiology: a nationwide needs assessment.

PubMed

Nayahangan, Leizl Joy; Nielsen, Kristina Rue; Albrecht-Beste, Elisabeth; Bachmann Nielsen, Michael; Paltved, Charlotte; Lindorff-Larsen, Karen Gilboe; Nielsen, Bjørn Ulrik; Konge, Lars

2018-06-01

New training modalities such as simulation are widely accepted in radiology; however, development of effective simulation-based training programs is challenging. They are often unstructured and based on convenience or coincidence. The study objective was to perform a nationwide needs assessment to identify and prioritize technical procedures that should be included in a simulation-based curriculum. A needs assessment using the Delphi method was completed among 91 key leaders in radiology. Round 1 identified technical procedures that radiologists should learn. Round 2 explored frequency of procedure, number of radiologists performing the procedure, risk and/or discomfort for patients, and feasibility for simulation. Round 3 was elimination and prioritization of procedures. Response rates were 67 %, 70 % and 66 %, respectively. In Round 1, 22 technical procedures were included. Round 2 resulted in pre-prioritization of procedures. In round 3, 13 procedures were included in the final prioritized list. The three highly prioritized procedures were ultrasound-guided (US) histological biopsy and fine-needle aspiration, US-guided needle puncture and catheter drainage, and basic abdominal ultrasound. A needs assessment identified and prioritized 13 technical procedures to include in a simulation-based curriculum. The list may be used as guide for development of training programs. • Simulation-based training can supplement training on patients in radiology. • Development of simulation-based training should follow a structured approach. • The CAMES Needs Assessment Formula explores needs for simulation training. • A national Delphi study identified and prioritized procedures suitable for simulation training. • The prioritized list serves as guide for development of courses in radiology.

Influence of non-preferred foot technical training in reducing lower limbs functional asymmetry among young football players.

PubMed

Guilherme, José; Garganta, Júlio; Graça, Amândio; Seabra, André

2015-01-01

The functional asymmetry of the lower limbs has been regarded as a relevant factor of the performance of football players. We purposed to ascertain whether a specific technical training programme for the non-preferred foot has implications in the increasing utilisation rate of the respective member during the game. Young football players (n = 71) were randomly divided into experimental group (N = 35; 14.37 ± 1.94 years) and control group (N = 36; 14.50 ± 1.81 years). The study was developed into three stages: first, assessment of the index utilisation of both limbs during the game; second, application of a technical training programme that includes the drilling of specific motor skills exclusively directed to the non-preferred foot; and third, assessment of the new rate of both limbs' utilisation after the predefined six months. The main findings were: (1) the use of the non-preferred foot increased significantly with the technical training programme in the experimental group and remained constant in the control group; (2) the use of the preferred foot decreased significantly in the experimental group and remained similar in control group. We concluded that a systematic and specific technical training for the non-preferred foot increases its use and reduces functional asymmetry in game situation, consequently improving the player's performance.

Validation of a novel duplex ultrasound objective structured assessment of technical skills (DUOSATS) for arterial stenosis detection.

PubMed

Jaffer, U; Singh, P; Pandey, V A; Aslam, M; Standfield, N J

2014-01-01

Duplex ultrasound facilitates bedside diagnosis and hence timely patient care. Its uptake has been hampered by training and accreditation issues. We have developed an assessment tool for Duplex arterial stenosis measurement for both simulator and patient based training. A novel assessment tool: duplex ultrasound assessment of technical skills was developed. A modified duplex ultrasound assessment of technical skills was used for simulator training. Novice, intermediate experience and expert users of duplex ultrasound were invited to participate. Participants viewed an instructional video and were allowed ample time to familiarize with the equipment. Participants' attempts were recorded and independently assessed by four experts using the modified duplex ultrasound assessment of technical skills. 'Global' assessment was also done on a four point Likert scale. Content, construct and concurrent validity as well as reliability were evaluated. Content and construct validity as well as reliability were demonstrated. The simulator had good satisfaction rating from participants: median 4; range 3-5. Receiver operator characteristic analysis has established a cut point of 22/ 34 and 25/ 40 were most appropriate for simulator and patient based assessment respectively. We have validated a novel assessment tool for duplex arterial stenosis detection. Further work is underway to establish transference validity of simulator training to improved skill in scanning patients. We have developed and validated duplex ultrasound assessment of technical skills for simulator training.

Apollo 9 prime crew on deck of ship prior to water egress training

NASA Image and Video Library

1968-11-05

S68-54841 (5 Nov. 1968) --- The prime crew of the Apollo 9 (Spacecraft 104/Lunar Module 3/Saturn 504) space mission stands on the deck of the NASA Motor Vessel Retriever (MVR) prior to participating in water egress training in the Gulf of Mexico. Left to right, are astronauts Russell L. Schweickart, lunar module pilot; David R. Scott, command module pilot; and James A. McDivitt, commander. In background is the Apollo Command Module (CM) boilerplate which was used in the training exercise.

Leadership for All: An Internal Medicine Residency Leadership Development Program.

PubMed

Moore, Jared M; Wininger, David A; Martin, Bryan

2016-10-01

Developing effective leadership skills in physicians is critical for safe patient care. Few residency-based models of leadership training exist. We evaluated residents' readiness to engage in leadership training, feasibility of implementing training for all residents, and residents' acceptance of training. In its fourth year, the Leadership Development Program (LDP) consists of twelve 90-minute modules (eg, Team Decision Making and Bias, Leadership Styles, Authentic Leadership) targeting all categorical postgraduate year (PGY) 1 residents. Modules are taught during regularly scheduled educational time. Focus group surveys and discussions, as well as annual surveys of PGY-1s assessed residents' readiness to engage in training. LDP feasibility was assessed by considering sustainability of program structures and faculty retention, and resident acceptance of training was assessed by measuring attendance, with the attendance goal of 8 of 12 modules. Residents thought leadership training would be valuable if content remained applicable to daily work, and PGY-1 residents expressed high levels of interest in training. The LDP is part of the core educational programming for PGY-1 residents. Except for 2 modules, faculty presenters have remained consistent. During academic year 2014-2015, 45% (13 of 29) of categorical residents participated in at least 8 of 12 modules, and 72% (21 of 29) participated in at least 7 of 12. To date, 125 categorical residents have participated in training. Residents appeared ready to engage in leadership training, and the LDP was feasible to implement. The attendance goal was not met, but attendance was sufficient to justify program continuation.

Aviation Maintenance Technology. General. G101 Aviation Mathematics and Physics. Instructor Material.

ERIC Educational Resources Information Center

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

These instructor materials for an aviation maintenance technology course contain three instructional modules covering safety, aviation mathematics, and aviation physics. Each module may contain an introduction and module objective, specific objectives, an instructor's module implementation guide, technical information supplements, transparency…

Low Voltage Alarm Apprenticeship. Related Training Modules. 29.1-29.5 Drawing.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This packet of five learning modules on drawing is one of eight such packets developed for apprenticeship training for low voltage alarm. Introductory materials are a complete listing of all available modules and a supplementary reference list. Each module contains some or all of these components: goal, performance indicators, study guide (a check…

Bilingual Skills Training Program. Barbering/Cosmetology. Module 9.0: Respiratory System.

ERIC Educational Resources Information Center

Northern New Mexico Community Coll., El Rito.

This module on the respiratory system is the ninth of ten (CE 028 308-318) in the barbering/cosmetology course of a bilingual skills training program. (A Vocabulary Development Workbook for modules 6-10 is available as CE 028 313.) The course is designed to furnish theoretical and laboratory experiences. Module objectives are for students to…

Bilingual Skills Training Program. Barbering/Cosmetology. Module 8.0: Excretory System.

ERIC Educational Resources Information Center

Northern New Mexico Community Coll., El Rito.

This module on the excretory system is the eighth (CE 028 308-318) in the barbering/cosmetology course of a bilingual skills training program. (A Vocabulary Development Workbook for modules 6-10 is available as CE 028 313.) The course is designed to furnish theoretical and laboratory experience. Module objectives are for students to develop…

View of Apollo 14 crewmen in Command Module simulation training

NASA Image and Video Library

1970-07-15

S70-45580 (July 1970) --- The members of the prime crew of the Apollo 14 lunar landing mission participate in Command Module (CM) simulation training at the Kennedy Space Center (KSC). Left to right are astronauts Edgar D. Mitchell, lunar module pilot; Stuart A. Roosa, command module pilot; and Alan B. Shepard Jr., commander.

Low Voltage Alarm Apprenticeship. Related Training Modules. 28.1-28.12 Human Relations.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This packet of 12 learning modules on human relations is 1 of 8 such packets developed for apprenticeship training for low voltage alarm. Introductory materials are a complete listing of all available modules and a supplementary reference list. Each module contains some or all of these components: goal, performance indicators, study guide (a check…

Low Voltage Alarm Apprenticeship. Related Training Modules. 6.1-6.6 Safety.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This packet of six learning modules on safety is one of eight such packets developed for apprenticeship training for low voltage alarm. Introductory materials are a complete listing of all available modules and a supplementary reference list. Each module contains some or all of these components: goal, performance indicators, study guide (a check…

Low Voltage Alarm Apprenticeship. Related Training Modules. 27.1-27.4 Computer Usage.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This packet of four learning modules on computer usage is one of eight such packets developed for apprenticeship training for low voltage alarm. Introductory materials are a complete listing of all available modules and a supplementary reference list. Each module contains some or all of these components: goal, performance indicators, study guide…

Low Voltage Alarm Apprenticeship. Related Training Modules. 0.1 History of Alarms.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This packet of one learning module on the history of alarms is one of eight such packets developed for apprenticeship training for low voltage alarm. Introductory materials are a complete listing of all available modules and a supplementary reference list. Each module contains some or all of these components: goal, performance indicators, study…

Low Voltage Alarm Apprenticeship. Related Training Modules. 7.1-26.10 Alarm Basics.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This packet of 70 learning modules on alarm basics is 1 of 8 such packets developed for apprenticeship training for low voltage alarm. Introductory materials are a complete listing of all available modules and a supplementary reference list. Each module contains some or all of these components: goal, performance indicators, study guide (a check…

Bilingual Skills Training Program. Barbering/Cosmetology. Module 7.0: Endocrine System.

ERIC Educational Resources Information Center

Northern New Mexico Community Coll., El Rito.

This module on the endocrine system is the seventh of ten (CE 028 308-318) in the barbering/cosmetology course of a bilingual skills training program. (A Vocabulary Development Workbook for modules 6-10 is available as CE 028 313.) The course is designed to furnish theoretical and laboratory epxerience. Module objectives are for students to…

Low Voltage Alarm Apprenticeship. Related Training Modules. 2.1-5.3 Electricity/Electronics.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This packet of 29 learning modules on electricity/electronics is 1 of 8 such packets developed for apprenticeship training for low voltage alarm. Introductory materials are a complete listing of all available modules and a supplementary reference list. Each module contains some or all of these components: goal, performance indicators, study guide…

Bilingual Skills Training Program. Barbering/Cosmetology. Module 10.0: Circulatory System.

ERIC Educational Resources Information Center

Northern New Mexico Community Coll., El Rito.

This module on the circulatory or vascular system is the tenth of ten (CE 028 308-318) in the barbering/cosmetology course of a bilingual skills training program. (A Vocabulary Development Workbook for modules 6-10 is available as CE 028 313.) The course is designed to furnish theoretical and laboratory experience. Module objectives are for…

Bilingual Skills Training Program. Barbering/Cosmetology. Module 1.0: Bacteriology.

ERIC Educational Resources Information Center

Northern New Mexico Community Coll., El Rito.

This module on bacteriology is the first of ten (CE 028 308-318) in the barbering/cosmetology course of a bilingual skills training program. (A Vocabulary Development Workbook for modules 6-10 is available as CE 028 313.) The course is designed to furnish theoretical and laboratory experience. Module objectives are for students to develop…

Randomized clinical trial to evaluate mental practice in enhancing advanced laparoscopic surgical performance.

PubMed

Louridas, M; Bonrath, E M; Sinclair, D A; Dedy, N J; Grantcharov, T P

2015-01-01

Mental practice, the cognitive rehearsal of a task without physical movement, is known to enhance performance in sports and music. Investigation of this technique in surgery has been limited to basic operations. The purpose of this study was to develop mental practice scripts, and to assess their effect on advanced laparoscopic skills and surgeon stress levels in a crisis scenario. Twenty senior surgical trainees were randomized to either conventional training or mental practice groups, the latter being trained by an expert performance psychologist. Participants' skills were assessed while performing a porcine laparoscopic jejunojejunostomy as part of a crisis scenario in a simulated operating room, using the Objective Structured Assessment of Technical Skill (OSATS) and bariatric OSATS (BOSATS) instruments. Objective and subjective stress parameters were measured, as well as non-technical skills using the Non-Technical Skills for Surgeons rating tool. An improvement in OSATS (P = 0.003) and BOSATS (P = 0.003) scores was seen in the mental practice group compared with the conventional training group. Seven of ten trainees improved their technical performance during the crisis scenario, whereas four of the ten conventionally trained participants deteriorated. Mental imagery ability improved significantly following mental practice training (P = 0.011), but not in the conventional group (P = 0.083). No differences in objective or subjective stress levels or non-technical skills were evident. Mental practice improves technical performance for advanced laparoscopic tasks in the simulated operating room, and allows trainees to maintain or improve their performance despite added stress. © 2014 BJS Society Ltd. Published by John Wiley & Sons Ltd.

Time management in radiation oncology: evaluation of time, attendance of medical staff, and resources during radiotherapy for prostate cancer: the DEGRO-QUIRO trial.

PubMed

Keilholz, L; Willner, J; Thiel, H-J; Zamboglou, N; Sack, H; Popp, W

2014-01-01

In order to evaluate resource requirements, the German Society of Radiation Oncology (DEGRO) recorded the times needed for core procedures in the radio-oncological treatment of various cancer types within the scope of its QUIRO trial. The present study investigated the personnel and infrastructural resources required in radiotherapy of prostate cancer. The investigation was carried out in the setting of definitive radiotherapy of prostate cancer patients between July and October 2008 at two radiotherapy centers, both with well-trained staff and modern technical facilities at their disposal. Personnel attendance times and room occupancy times required for core procedures (modules) were each measured prospectively by two independently trained observers using time measurements differentiated on the basis of professional group (physician, physicist, and technician), 3D conformal (3D-cRT), and intensity-modulated radiotherapy (IMRT). Total time requirements of 983 min for 3D-cRT and 1485 min for step-and-shoot IMRT were measured for the technician (in terms of professional group) in all modules recorded and over the entire course of radiotherapy for prostate cancer (72-76 Gy). Times needed for the medical specialist/physician were 255 min (3D-cRT) and 271 min (IMRT), times of the physicist were 181 min (3D-cRT) and 213 min (IMRT). The difference in time was significant, although variations in time spans occurred primarily as a result of various problems during patient treatment. This investigation has permitted, for the first time, a realistic estimation of average personnel and infrastructural requirements for core procedures in quality-assured definitive radiotherapy of prostate cancer. The increased time needed for IMRT applies to the step-and-shoot procedure with verification measurements for each irradiation planning.

Electrodiagnostic medicine skills competency in physical medicine and rehabilitation residents: a method for development and assessment.

PubMed

Brown, David; Cuccurullo, Sara; Lee, Joseph; Petagna, Ann; Strax, Thomas

2008-08-01

This project sought to create an educational module including evaluation methodology to instruct physical medicine and rehabilitation (PM&R) residents in electrodiagnostic evaluation of patients with neuromuscular problems, and to verify acquired competencies in those electrodiagnostic skills through objective evaluation methodology. Sixteen residents were trained by board-certified neuromuscular and electrodiagnostic medicine physicians through technical training, lectures, and review of self-assessment examination (SAE) concepts from the American Academy of Physical Medicine & Rehabilitation syllabus provided in the Archives of Physical Medicine and Rehabilitation. After delivery of the educational module, knowledge acquisition and skill attainment were measured in (1) clinical skill in diagnostic procedures via a procedure checklist, (2) diagnosis and ability to design a patient-care management plan via chart simulated recall (CSR) exams, (3) physician/patient interaction via patient surveys, (4) physician/staff interaction via 360-degree global ratings, and (5) ability to write a comprehensive patient-care report and to document a patient-care management plan in accordance with Medicare guidelines via written patient reports. Assessment tools developed for this program address the basic competencies outlined by the Accreditation Council for Graduate Medical Education (ACGME). To test the success of the standardized educational module, data were collected on an ongoing basis. Objective measures compared resident SAE scores in electrodiagnostics (EDX) before and after institution of the comprehensive EDX competency module in a PM&R residency program. Fifteen of 16 residents (94%) successfully demonstrated proficiency in every segment of the evaluation element of the educational module by the end of their PGY-4 electrodiagnostic rotation. The resident who did not initially pass underwent remedial coursework and passed on the second attempt. Furthermore, the residents' proficiency as demonstrated by the evaluation after implementation of the standardized educational module positively correlated to an increase in resident SAE scores in EDX compared with resident scores before implementation of the educational module. Resident proficiency in EDX medicine skills and knowledge was objectively verified after completion of the standardized educational module. Validation of the assessment tools is evidenced by collected data correlating with significantly improved SAE scores and American Association of Neuromuscular and Electrodiagnostic Medicine (AANEM) exam scores, as outlined in the result section. In addition, the clinical development tool (procedure checklist) was validated by residents being individually observed performing skills and deemed competent by an AANEM-certified physician. The standardized educational module and evaluation methodology provide a potential framework for the definition of baseline competency in the clinical skill area of EDX.

Temporal and spectral properties of the songs of the southern green stink bug Nezara viridula (L.) from Slovenia.

PubMed

Cokl, A; Virant-Doberlet, M; Stritih, N

2000-01-01

Substrate born songs of the southern green stinkbug Nezara viridula (L.) from Slovenia were recorded and analysed. The male calling song is composed of narrow-band regularly repeated single pulses and of broad-band frequency modulated pulses grouped into pulse trains. The female calling song is characterised by broad-band pulsed and narrow-band non-pulsed pulse trains. A frequency modulated pre-pulse precedes the narrow-band pulse train. A frequency-modulated post-pulse usually follows the pulse train of the male courtship song. The male calling song triggers broad-band pulse trains of the female courtship song. The female also produces a repelling low-frequency vibration that inhibits male calling and courtship. The male rival song is characterised by prolonged pulses with a typical frequency modulation.

Technical Secondary Education in Togo and Cameroon--Research Note.

ERIC Educational Resources Information Center

Paul, Jean-Jacques

1990-01-01

Evaluates technical secondary education in Togo and Cameroon from the market perspective, using tracer study data. To help overcome difficulties in finding employment after training, many individuals secure work in the low-paying informal sector. One solution is to stimulate and enhance the role of informal training through apprentice training…

76 FR 67194 - Administration on Children, Youth and Families Announces the Award of a Single-Source Program...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-10-31

... Support Expanded Training and Technical Assistance to the Pennsylvania Coalition Against Domestic Violence... and Services Act (FVPSA) Technical Assistance (TA) Project. CFDA Number: 93.592. Statutory Authority... Domestic Violence in Harrisburg, PA. The supplemental funds will support the grantee in providing training...

Multiple Effects of Human Resource Development Interventions

ERIC Educational Resources Information Center

Rowold, Jens

2008-01-01

Purpose: This study aims to explore the simultaneous impact of employees participation in non-technical training, technical training, and coaching on subsequent job performance, job involvement, and job satisfaction. Design/methodology/approach: The present study was based on a sample of German call center employees and on a longitudinal,…

Final report : for the period of December 1999 through November 30, 2000 : Florida Transit Training Program (1999/2000) : Florida Technical Assistance Program (1999/2000)

DOT National Transportation Integrated Search

2000-01-01

The following progress report is intended to highlight the significant activities of the Florida Transit Training Program and Florida Technical Assistant Program. The following progress report is intended to highlight the significant activities of th...

Solar Energy Task Force Report on Education and Training.

ERIC Educational Resources Information Center

O'Connor, J. Kevin

The Solar Energy Task Force Report summarizes data, information, and discussions focusing on solar space and water heating applications. The report is intended to fill a need for curriculum and course development and direction for technical training programs, especially in vocational/technical schools and community colleges. It addresses…