Sample records for training programs program

  1. 34 CFR 642.1 - Training Program for Federal TRIO Programs.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... these regulations as the Training Program—provides Federal financial assistance to train the staff and... 34 Education 3 2010-07-01 2010-07-01 false Training Program for Federal TRIO Programs. 642.1... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION TRAINING PROGRAM FOR FEDERAL TRIO PROGRAMS General § 642.1...

  2. Application to graduate psychology programs by undergraduate students of color: the impact of a research training program.

    PubMed

    Hall, Gordon C Nagayama; Allard, Carolyn B

    2009-07-01

    The top 86 students were selected from a pool of approximately 400 applicants to a summer clinical psychology research training program for undergraduate students of color. Forty-three of the students were randomly assigned to 1 of 2 clinical psychology research training programs, and 43 were randomly assigned to a control condition without training. The multicultural version of the training program emphasized the cultural context of psychology in all areas of training, whereas cultural context was de-emphasized in the monocultural version of the program. Although the cultural content of the 2 training programs was effectively manipulated as indicated by a fidelity check by an outside expert, there were no significant differences between the effects of the 2 programs on the outcomes measured in this study. The primary differences in this study were between students who did versus those who did not participate in a training program. Sixty-five percent of the students who completed the multicultural training program applied to graduate schools in psychology, compared with 47% of those who completed the monocultural training program, and 31% of those in the control group. Participation in summer research training programs also increased self-perceptions of multicultural competence.

  3. A statewide nurse training program for a hospital based infant abusive head trauma prevention program.

    PubMed

    Nocera, Maryalice; Shanahan, Meghan; Murphy, Robert A; Sullivan, Kelly M; Barr, Marilyn; Price, Julie; Zolotor, Adam

    2016-01-01

    Successful implementation of universal patient education programs requires training large numbers of nursing staff in new content and procedures and maintaining fidelity to program standards. In preparation for statewide adoption of a hospital based universal education program, nursing staff at 85 hospitals and 1 birthing center in North Carolina received standardized training. This article describes the training program and reports findings from the process, outcome and impact evaluations of this training. Evaluation strategies were designed to query nurse satisfaction with training and course content; determine if training conveyed new information, and assess if nurses applied lessons from the training sessions to deliver the program as designed. Trainings were conducted during April 2008-February 2010. Evaluations were received from 4358 attendees. Information was obtained about training type, participants' perceptions of newness and usefulness of information and how the program compared to other education materials. Program fidelity data were collected using telephone surveys about compliance to delivery of teaching points and teaching behaviors. Results demonstrate high levels of satisfaction and perceptions of program utility as well as adherence to program model. These findings support the feasibility of implementing a universal patient education programs with strong uptake utilizing large scale systematic training programs. Copyright © 2015 Elsevier Ltd. All rights reserved.

  4. Tractor Trailer Driver's Training Programs. Performance Report.

    ERIC Educational Resources Information Center

    New Hampshire Vocational Technical Coll., Nashua.

    This document describes a project to develop a 320-hour tractor trailer driver training program and a 20-hour commercial driver licensing upgrade training program. Of 34 graduates from the training program, 28 secured employment in the trucking industry. From August 1989 to June 1990, 725 students were trained in the upgrade training program with…

  5. 78 FR 47419 - Requirements for the OSHA Training Institute Education Centers Program and the OSHA Outreach...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-08-05

    ...] Requirements for the OSHA Training Institute Education Centers Program and the OSHA Outreach Training Program... approval of the information collection requirements contained in the OSHA Training Institute Education... Educational Programs, or Kimberly Mason, OSHA Training Institute Education Centers Program at the address...

  6. Participation in Training for Depression Care Quality Improvement: A Randomized Trial of Community Engagement or Technical Support.

    PubMed

    Chung, Bowen; Ngo, Victoria K; Ong, Michael K; Pulido, Esmeralda; Jones, Felica; Gilmore, James; Stoker-Mtume, Norma; Johnson, Megan; Tang, Lingqi; Wells, Kenneth Brooks; Sherbourne, Cathy; Miranda, Jeanne

    2015-08-01

    Community engagement and planning (CEP) could improve dissemination of depression care quality improvement in underresourced communities, but whether its effects on provider training participation differ from those of standard technical assistance, or resources for services (RS), is unknown. This study compared program- and staff-level participation in depression care quality improvement training among programs enrolled in CEP, which trained networks of health care and social-community agencies jointly, and RS, which provided technical support to individual programs. Matched programs from health care and social-community service sectors in two communities were randomly assigned to RS or CEP. Data were from 1,622 eligible staff members from 95 enrolled programs. Primary outcomes were any staff trained (for programs) and total hours of training (for staff). Secondary staff-level outcomes were hours of training in specific depression collaborative care components. CEP programs were more likely than RS programs to participate in any training (p=.006). Within health care sectors, CEP programs were more likely than RS programs to participate in training (p=.016), but within social-community sectors, there was no difference in training by intervention. Among staff who participated in training, mean training hours were greater among CEP programs versus RS programs for any type of training (p<.001) and for training related to each component of depression care (p<.001) except medication management. CEP may be an effective strategy to promote staff participation in depression care improvement efforts in underresourced communities.

  7. Emergency management training program: Guide to good practice

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

    Not Available

    1991-07-01

    The Emergency Management Training Program Guide to Good Practice is a project of the Training Resources and Data Exchange (TRADE) Emergency Management Issues Special Interest Group (EMI SIG). EMI SIG members expressed interest in a resource to assist in development of a comprehensive emergency management training program. This publication provides guidelines, methods, and materials for EMI SIG members to use, assisting in complete and effective emergency management programs. The purposes of the Emergency Management Training Program Guide to Good Practice are: Provide guidance in the development and management of Emergency Management (EM) training programs; Assist EM trainers to incorporate componentsmore » of the DOE Emergency Management System philosophy of planning, preparedness, readiness assurance, and response into EM training programs; Help EM training managers meet EM training requirements and conditions established by current regulations and policies; Supplement other TRADE EMI SIG documents and complement individual facility training documents. This program is designed for emergency management personnel who are responsible for providing or overseeing EM training but who do not necessarily possess expertise in developing training. It provides good practices from the manager's point of view on how to produce, administer, and document facility EM training programs in the spirit of the DOE EM system philosophy. Basic guidance is also included for personnel who design, develop, deliver, and/or evaluate EM training programs or parts. This guidance includes key points of EM training programs and identifies other documents that contain useful and/or more detailed training information.« less

  8. Emergency management training program: Guide to good practice

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

    Not Available

    1991-07-01

    The Emergency Management Training Program Guide to Good Practice is a project of the Training Resources and Data Exchange (TRADE) Emergency Management Issues Special Interest Group (EMI SIG). EMI SIG members expressed interest in a resource to assist in development of a comprehensive emergency management training program. This publication provides guidelines, methods, and materials for EMI SIG members to use, assisting in complete and effective emergency management programs. The purposes of the Emergency Management Training Program Guide to Good Practice are: Provide guidance in the development and management of Emergency Management (EM) training programs; Assist EM trainers to incorporate componentsmore » of the DOE Emergency Management System philosophy of planning, preparedness, readiness assurance, and response into EM training programs; Help EM training managers meet EM training requirements and conditions established by current regulations and policies; Supplement other TRADE EMI SIG documents and complement individual facility training documents. This program is designed for emergency management personnel who are responsible for providing or overseeing EM training but who do not necessarily possess expertise in developing training. It provides good practices from the manager`s point of view on how to produce, administer, and document facility EM training programs in the spirit of the DOE EM system philosophy. Basic guidance is also included for personnel who design, develop, deliver, and/or evaluate EM training programs or parts. This guidance includes key points of EM training programs and identifies other documents that contain useful and/or more detailed training information.« less

  9. 25 CFR 26.4 - Who administers the Job Placement and Training Program?

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 25 Indians 1 2010-04-01 2010-04-01 false Who administers the Job Placement and Training Program... PLACEMENT AND TRAINING PROGRAM General Applicability § 26.4 Who administers the Job Placement and Training Program? The Job Placement and Training Program is administered by the Bureau of Indian Affairs or a...

  10. Challenges in Measuring Benefit of Clinical Research Training Programs--the ASH Clinical Research Training Institute Example.

    PubMed

    Sung, Lillian; Crowther, Mark; Byrd, John; Gitlin, Scott D; Basso, Joe; Burns, Linda

    2015-12-01

    The American Society of Hematology developed the Clinical Research Training Institute (CRTI) to address the lack of training in patient-oriented research among hematologists. As the program continues, we need to consider metrics for measuring the benefits of such a training program. This article addresses the benefits of clinical research training programs. The fundamental and key components are education and mentorship. However, there are several other benefits including promotion of collaboration, job and advancement opportunities, and promotion of work-life balance. The benefits of clinical research training programs need to be measured so that funders and society can judge if they are worth the investment in time and resources. Identification of elements that are important to program benefit is essential to measuring the benefit of the program as well as program planning. Future work should focus on the constructs which contribute to benefits of clinical research training programs such as CRTI.

  11. Training College Outdoor Program Leaders.

    ERIC Educational Resources Information Center

    Curtis, Rick

    This paper describes a training program for college outdoor program leaders developed by the Outdoor Action Program at Princeton University (New Jersey). The training program includes a leader training course, a safety management seminar, a wilderness first aid course, cardiopulmonary resuscitation, and group skills workshop. This paper describes…

  12. 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...

  13. 42 CFR 432.30 - Training programs: General requirements.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... inservice training for newly appointed staff, and continuing training opportunities to improve the operation... 42 Public Health 4 2013-10-01 2013-10-01 false Training programs: General requirements. 432.30... SERVICES (CONTINUED) MEDICAL ASSISTANCE PROGRAMS STATE PERSONNEL ADMINISTRATION Training Programs...

  14. 42 CFR 432.30 - Training programs: General requirements.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... inservice training for newly appointed staff, and continuing training opportunities to improve the operation... 42 Public Health 4 2014-10-01 2014-10-01 false Training programs: General requirements. 432.30... SERVICES (CONTINUED) MEDICAL ASSISTANCE PROGRAMS STATE PERSONNEL ADMINISTRATION Training Programs...

  15. 42 CFR 432.30 - Training programs: General requirements.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... inservice training for newly appointed staff, and continuing training opportunities to improve the operation... 42 Public Health 4 2011-10-01 2011-10-01 false Training programs: General requirements. 432.30... SERVICES (CONTINUED) MEDICAL ASSISTANCE PROGRAMS STATE PERSONNEL ADMINISTRATION Training Programs...

  16. 42 CFR 432.30 - Training programs: General requirements.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... inservice training for newly appointed staff, and continuing training opportunities to improve the operation... 42 Public Health 4 2012-10-01 2012-10-01 false Training programs: General requirements. 432.30... SERVICES (CONTINUED) MEDICAL ASSISTANCE PROGRAMS STATE PERSONNEL ADMINISTRATION Training Programs...

  17. 42 CFR 432.30 - Training programs: General requirements.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... inservice training for newly appointed staff, and continuing training opportunities to improve the operation... 42 Public Health 4 2010-10-01 2010-10-01 false Training programs: General requirements. 432.30... SERVICES (CONTINUED) MEDICAL ASSISTANCE PROGRAMS STATE PERSONNEL ADMINISTRATION Training Programs...

  18. 14 CFR 142.39 - Training program curriculum requirements.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 14 Aeronautics and Space 3 2010-01-01 2010-01-01 false Training program curriculum requirements... TRANSPORTATION (CONTINUED) SCHOOLS AND OTHER CERTIFICATED AGENCIES TRAINING CENTERS Aircrew Curriculum and Syllabus Requirements § 142.39 Training program curriculum requirements. Each training program curriculum...

  19. 14 CFR 142.39 - Training program curriculum requirements.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 14 Aeronautics and Space 3 2011-01-01 2011-01-01 false Training program curriculum requirements... TRANSPORTATION (CONTINUED) SCHOOLS AND OTHER CERTIFICATED AGENCIES TRAINING CENTERS Aircrew Curriculum and Syllabus Requirements § 142.39 Training program curriculum requirements. Each training program curriculum...

  20. Alternative approaches to ambulatory training: internal medicine residents' and program directors' perspectives.

    PubMed

    Thomas, Kris G; West, Colin P; Popkave, Carol; Bellini, Lisa M; Weinberger, Steven E; Kolars, Joseph C; Kogan, Jennifer R

    2009-08-01

    Internal medicine ambulatory training redesign, including recommendations to increase ambulatory training, is a focus of national discussion. Residents' and program directors' perceptions about ambulatory training models are unknown. To describe internal medicine residents' and program directors' perceptions regarding ambulatory training duration, alternative ambulatory training models, and factors important for ambulatory education. National cohort study. Internal medicine residents (N = 14,941) and program directors (N = 222) who completed the 2007 Internal Medicine In-Training Examination (IM-ITE) Residents Questionnaire or Program Directors Survey, representing 389 US residency programs. A total of 58.4% of program directors and 43.7% of residents preferred one-third or more training time in outpatient settings. Resident preferences for one-third or more outpatient training increased with higher levels of training (48.3% PGY3), female sex (52.7%), primary care program enrollment (64.8%), and anticipated outpatient-focused career, such as geriatrics. Most program directors (77.3%) and residents (58.4%) preferred training models containing weekly clinic. Although residents and program directors reported problems with competing inpatient-outpatient responsibilities (74.9% and 88.1%, respectively) and felt that absence of conflict with inpatient responsibilities is important for good outpatient training (69.4% and 74.2%, respectively), only 41.6% of residents and 22.7% of program directors supported models eliminating ambulatory sessions during inpatient rotations. Residents' and program directors' preferences for outpatient training differ from recommendations for increased ambulatory training. Discordance was observed between reported problems with conflicting inpatient-outpatient responsibilities and preferences for models maintaining longitudinal clinic during inpatient rotations. Further study regarding benefits and barriers of ambulatory redesign is needed.

  1. 49 CFR 227.119 - Training program.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 49 Transportation 4 2011-10-01 2011-10-01 false Training program. 227.119 Section 227.119... Employees. § 227.119 Training program. (a) The railroad shall institute an occupational noise and hearing conservation training program for all employees included in the hearing conservation program. (1) The railroad...

  2. 49 CFR 655.14 - Education and training programs.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 49 Transportation 7 2011-10-01 2011-10-01 false Education and training programs. 655.14 Section... OPERATIONS Program Requirements § 655.14 Education and training programs. Each employer shall establish an employee education and training program for all covered employees, including: (a) Education. The education...

  3. 49 CFR 655.14 - Education and training programs.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 49 Transportation 7 2010-10-01 2010-10-01 false Education and training programs. 655.14 Section... OPERATIONS Program Requirements § 655.14 Education and training programs. Each employer shall establish an employee education and training program for all covered employees, including: (a) Education. The education...

  4. 49 CFR 655.14 - Education and training programs.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 49 Transportation 7 2012-10-01 2012-10-01 false Education and training programs. 655.14 Section... OPERATIONS Program Requirements § 655.14 Education and training programs. Each employer shall establish an employee education and training program for all covered employees, including: (a) Education. The education...

  5. 49 CFR 655.14 - Education and training programs.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 49 Transportation 7 2014-10-01 2014-10-01 false Education and training programs. 655.14 Section... OPERATIONS Program Requirements § 655.14 Education and training programs. Each employer shall establish an employee education and training program for all covered employees, including: (a) Education. The education...

  6. 49 CFR 655.14 - Education and training programs.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 49 Transportation 7 2013-10-01 2013-10-01 false Education and training programs. 655.14 Section... OPERATIONS Program Requirements § 655.14 Education and training programs. Each employer shall establish an employee education and training program for all covered employees, including: (a) Education. The education...

  7. 34 CFR 642.10 - Activities the Secretary assists under the Training Program.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... Secretary assists under the Training Program. (a) A Training Program project trains the staff and leadership... 34 Education 3 2010-07-01 2010-07-01 false Activities the Secretary assists under the Training... (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION TRAINING PROGRAM FOR FEDERAL TRIO...

  8. 25 CFR 26.32 - What constitutes a complete Job Training Program application?

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 25 Indians 1 2010-04-01 2010-04-01 false What constitutes a complete Job Training Program... JOB PLACEMENT AND TRAINING PROGRAM Training Services § 26.32 What constitutes a complete Job Training Program application? A request for training includes: (a) Intake and application data; (b) Feasible...

  9. Cockpit Resource Management (CRM) training in the 1550th combat crew training wing

    NASA Technical Reports Server (NTRS)

    Fiedler, Michael T.

    1987-01-01

    The training program the 1550th Combat Crew Training Wing at Kirtland Air Force Base, New Mexico, implemented in September 1985 is discussed. The program is called Aircrew Coordination Training (ACT), and it is designed specifically to help aircrew members work more effectively as a team in their respective aircraft and hopefully to reduce human factors-related accidents. The scope of the 1550th CCTW's training responsibilities is described, the structure of the program, along with a brief look at the content of the academic part of the course. Then the Mission-Oriented Simulator Training (MOST) program is discussed; a program similar to the Line Oriented Flight Training (LOFT) programs. Finally, the future plans for the Aircrew Coordination Training Program at the 1550th is discussed.

  10. 34 CFR 263.4 - What training costs may a Professional Development program include?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 1 2010-07-01 2010-07-01 false What training costs may a Professional Development... GRANT PROGRAMS Professional Development Program § 263.4 What training costs may a Professional Development program include? (a) A Professional Development program may include, as training costs, assistance...

  11. 34 CFR 263.4 - What training costs may a Professional Development program include?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 1 2011-07-01 2011-07-01 false What training costs may a Professional Development... GRANT PROGRAMS Professional Development Program § 263.4 What training costs may a Professional Development program include? (a) A Professional Development program may include, as training costs, assistance...

  12. 14 CFR 121.407 - Training program: Approval of airplane simulators and other training devices.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 14 Aeronautics and Space 3 2013-01-01 2013-01-01 false Training program: Approval of airplane... Program § 121.407 Training program: Approval of airplane simulators and other training devices. (a) Each airplane simulator and other training device that is used in a training course permitted under § 121.409...

  13. 14 CFR 121.407 - Training program: Approval of airplane simulators and other training devices.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 14 Aeronautics and Space 3 2011-01-01 2011-01-01 false Training program: Approval of airplane... Program § 121.407 Training program: Approval of airplane simulators and other training devices. (a) Each airplane simulator and other training device that is used in a training course permitted under § 121.409...

  14. 14 CFR 121.407 - Training program: Approval of airplane simulators and other training devices.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 14 Aeronautics and Space 3 2012-01-01 2012-01-01 false Training program: Approval of airplane... Program § 121.407 Training program: Approval of airplane simulators and other training devices. (a) Each airplane simulator and other training device that is used in a training course permitted under § 121.409...

  15. 14 CFR 121.407 - Training program: Approval of airplane simulators and other training devices.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 14 Aeronautics and Space 3 2010-01-01 2010-01-01 false Training program: Approval of airplane... Program § 121.407 Training program: Approval of airplane simulators and other training devices. (a) Each airplane simulator and other training device that is used in a training course permitted under § 121.409...

  16. 5 CFR 410.304 - Funding training programs.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 5 Administrative Personnel 1 2011-01-01 2011-01-01 false Funding training programs. 410.304 Section 410.304 Administrative Personnel OFFICE OF PERSONNEL MANAGEMENT CIVIL SERVICE REGULATIONS TRAINING Establishing and Implementing Training Programs § 410.304 Funding training programs. Section 4112 of title 5...

  17. Play Therapy Training among School Psychology, Social Work, and School Counseling Graduate Training Programs

    ERIC Educational Resources Information Center

    Pascarella, Christina Bechle

    2012-01-01

    This study examined play therapy training across the nation among school psychology, social work, and school counseling graduate training programs. It also compared current training to previous training among school psychology and school counseling programs. A random sample of trainers was selected from lists of graduate programs provided by…

  18. Multiple Teacher Training Programs: Information on Budgets, Services, and Target Groups. Fact Sheet for the Chairman, Budget Committee, House of Representatives.

    ERIC Educational Resources Information Center

    General Accounting Office, Washington, DC. Health, Education, and Human Services Div.

    This study examined the total number of federally funded teacher training programs (excluding student loans and grants that could be used for teacher training), the budget obligations for teacher training programs, the number of teachers trained by these programs, and differences in services across the programs. The study found that in fiscal year…

  19. Abortion training in Canadian obstetrics and gynecology residency programs.

    PubMed

    Liauw, J; Dineley, B; Gerster, K; Hill, N; Costescu, D

    2016-11-01

    To evaluate the current state of abortion training in Canadian Obstetrics and Gynecology residency programs. Surveys were distributed to all Canadian Obstetrics and Gynecology residents and program directors. Data were collected on inclusion of abortion training in the curriculum, structure of the training and expected competency of residents in various abortion procedures. We distributed and collected surveys between November 2014 and May 2015. In total, 301 residents and 15 program directors responded, giving response rates of 55% and 94%, respectively. Based on responses by program directors, half of the programs had "opt-in" abortion training, and half of the programs had "opt-out" abortion training. Upon completion of residency, 66% of residents expected to be competent in providing first-trimester surgical abortion in an ambulatory setting, and 35% expected to be competent in second-trimester surgical abortion. Overall, 15% of residents reported that they were not aware of or did not have access to abortion training within their program, and 69% desired more abortion training during residency. Abortion training in Canadian Obstetrics and Gynecology residency programs is inconsistent, and residents desire more training in abortion. This suggests an ongoing unmet need for training in this area. Policies mandating standardized abortion training in obstetrics and gynecology residency programs are necessary to improve delivery of family planning services to Canadian women. Abortion training in Canadian Obstetrics and Gynecology residency programs is inconsistent, does not meet resident demand and is unlikely to fulfill the Royal College of Physicians and Surgeons of Canada objectives of training in the specialty. Copyright © 2016 Elsevier Inc. All rights reserved.

  20. Multicultural Training in Doctoral School Psychology Programs: In Search of the Model Program?

    ERIC Educational Resources Information Center

    Kearns, Tori; Ford, Laurie; Brown, Kimberly

    The multicultural training (MCT) of APA-accredited School Psychology programs was studied. The sample included faculty and students from five programs nominated for strong MCT and five comparison programs randomly selected from the list of remaining APA-accredited programs. Program training was evaluated using a survey based on APA guidelines for…

  1. Program Activity/Training Plans. STIP II (Skill Training Improvement Programs Round II).

    ERIC Educational Resources Information Center

    Los Angeles Community Coll. District, CA.

    Detailed operational guidelines, training objectives, and learning activities are provided for the Los Angeles Community College District's Skill Training Improvement Programs (STIP II), which are designed to train students for immediate employment. The first of four reports covers Los Angeles Southwest College's computer programming trainee…

  2. 34 CFR 385.1 - What is the Rehabilitation Training program?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 2 2011-07-01 2010-07-01 true What is the Rehabilitation Training program? 385.1... § 385.1 What is the Rehabilitation Training program? (a) The Rehabilitation Training program is designed... CFR part 386). (2) Experimental and Innovative Training (34 CFR part 387). (3) State Vocational...

  3. 34 CFR 385.1 - What is the Rehabilitation Training program?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 2 2014-07-01 2013-07-01 true What is the Rehabilitation Training program? 385.1... § 385.1 What is the Rehabilitation Training program? (a) The Rehabilitation Training program is designed... CFR part 386). (2) Experimental and Innovative Training (34 CFR part 387). (3) State Vocational...

  4. 34 CFR 428.1 - What is the Bilingual Vocational Instructor Training Program?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... TRAINING PROGRAM General § 428.1 What is the Bilingual Vocational Instructor Training Program? The Bilingual Vocational Instructor Training Program provides financial assistance for preservice and inservice... 34 Education 3 2011-07-01 2011-07-01 false What is the Bilingual Vocational Instructor Training...

  5. 34 CFR 428.1 - What is the Bilingual Vocational Instructor Training Program?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... TRAINING PROGRAM General § 428.1 What is the Bilingual Vocational Instructor Training Program? The Bilingual Vocational Instructor Training Program provides financial assistance for preservice and inservice... 34 Education 3 2012-07-01 2012-07-01 false What is the Bilingual Vocational Instructor Training...

  6. 34 CFR 428.1 - What is the Bilingual Vocational Instructor Training Program?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... TRAINING PROGRAM General § 428.1 What is the Bilingual Vocational Instructor Training Program? The Bilingual Vocational Instructor Training Program provides financial assistance for preservice and inservice... 34 Education 3 2010-07-01 2010-07-01 false What is the Bilingual Vocational Instructor Training...

  7. 34 CFR 428.1 - What is the Bilingual Vocational Instructor Training Program?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... TRAINING PROGRAM General § 428.1 What is the Bilingual Vocational Instructor Training Program? The Bilingual Vocational Instructor Training Program provides financial assistance for preservice and inservice... 34 Education 3 2013-07-01 2013-07-01 false What is the Bilingual Vocational Instructor Training...

  8. 34 CFR 428.1 - What is the Bilingual Vocational Instructor Training Program?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... TRAINING PROGRAM General § 428.1 What is the Bilingual Vocational Instructor Training Program? The Bilingual Vocational Instructor Training Program provides financial assistance for preservice and inservice... 34 Education 3 2014-07-01 2014-07-01 false What is the Bilingual Vocational Instructor Training...

  9. 14 CFR 121.407 - Training program: Approval of airplane simulators and other training devices.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 14 Aeronautics and Space 3 2014-01-01 2014-01-01 false Training program: Approval of airplane... Program § 121.407 Training program: Approval of airplane simulators and other training devices. Link to an amendment published at 78 FR 67836, Nov. 12, 2013. (a) Each airplane simulator and other training device...

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

    PubMed

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

    2017-09-01

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

  11. Design of training programs for a positive youth development program: Project P.A.T.H.S. in Hong Kong.

    PubMed

    Shek, Daniel T L; Chak, Yammy L Y

    2010-01-01

    To facilitate the implementation of the Secondary 1 to Secondary 3 program of the Project P.A.T.H.S. in Hong Kong, systematic training programs are designed for the potential program implementers. The rationales, objectives and design of the Secondary 1 to Secondary 3 training programs are outlined in this paper. The training programs cover theories of adolescent development, positive youth development, background and curricula of the Project P.A.T.H.S., factors affecting program implementation quality and evaluation of the project. Besides introducing the curriculum units, the training programs also focus on nature of learning and related theories (particularly experiential learning), teaching methods and instructional techniques, motivating students, and classroom management.

  12. Using Adult Learning Theory for New-Hire Training

    ERIC Educational Resources Information Center

    Woodard, Chris A.

    2007-01-01

    To test if adult learning theory can inform a training program for newly-hired employees in industry, a training program was set up using Knowles' concepts of andragogy. Evaluation results from before and after the new training program indicate that the perceptions of those in the new training program changed in a positive direction. This…

  13. Exceptional Children Conference Papers: Training and Personnel in Early Childhood Education Programs.

    ERIC Educational Resources Information Center

    Council for Exceptional Children, Arlington, VA.

    Four papers discuss training and personnel in early childhood education. The concepts developed by the Division of Training Programs in seeking to award a grant for planning inservice training programs are described by J. Gerald Minskoff as is the role of a training coordinator. An evaluation of a pilot program to train teacher aides is presented…

  14. Management Training, Yes! Excellence?

    ERIC Educational Resources Information Center

    Davis, Gary E.

    1990-01-01

    Management training programs are a necessity for transportation supervisors. Basic and advanced training programs are available through associations for business officials and university fleet management training programs. (MLF)

  15. Payload training methodology study

    NASA Technical Reports Server (NTRS)

    1990-01-01

    The results of the Payload Training Methodology Study (PTMS) are documented. Methods and procedures are defined for the development of payload training programs to be conducted at the Marshall Space Flight Center Payload Training Complex (PCT) for the Space Station Freedom program. The study outlines the overall training program concept as well as the six methodologies associated with the program implementation. The program concept outlines the entire payload training program from initial identification of training requirements to the development of detailed design specifications for simulators and instructional material. The following six methodologies are defined: (1) The Training and Simulation Needs Assessment Methodology; (2) The Simulation Approach Methodology; (3) The Simulation Definition Analysis Methodology; (4) The Simulator Requirements Standardization Methodology; (5) The Simulator Development Verification Methodology; and (6) The Simulator Validation Methodology.

  16. Subspeciality training in hematology and oncology, 2003: results of a survey of training program directors conducted by the American Society of Hematology.

    PubMed

    Todd, Robert F; Gitlin, Scott D; Burns, Linda J

    2004-06-15

    A survey of directors of adult and pediatric hematology/oncology subspecialty training programs in the United States and Canada was conducted to assess the environment in which recruitment and training is conducted in these medical disciplines. A total of 107 program directors responded to the survey, representing 66% of internal medicine and 47% of pediatric subspecialty programs in hematology or hematology/oncology. Specific areas covered in the web-based questionnaire included the type and demographics of the training program, profile of the training program director, characteristics of the applicant pool and existing trainee recruits, characteristics of the training program environment and curricula, research productivity of trainees, and the career pathways taken by recent training program graduates (including dominant areas of clinical interest). The results of this survey show considerable heterogeneity in the recruiting practices and the environment in which subspecialty training occurs, leading the authors to recommend improvements in or a heightened attention to issues, including recruitment of minority trainees, flexibility to recruit international medical school graduates, timing of trainee acceptance, maintaining the financial support of Medicare graduation medical education (GME), training of physician scientists, organization of the continuity clinic experience, visibility of nonmalignant hematology as a career path, and level of training program director support.

  17. Dual and parallel postdoctoral training programs: implications for the osteopathic medical profession.

    PubMed

    Burkhart, Diane N; Lischka, Terri A

    2011-04-01

    Students in colleges of osteopathic medicine have several options when considering postdoctoral training programs. In addition to training programs approved solely by the American Osteopathic Association or accredited solely by the Accreditation Council for Graduate Medical Education (ACGME), students can pursue programs accredited by both organizations (ie, dually accredited programs) or osteopathic programs that occur side-by-side with ACGME programs (ie, parallel programs). In the present article, we report on the availability and growth of these 2 training options and describe their benefits and drawbacks for trainees and the osteopathic medical profession as a whole.

  18. Air Transport and Travel Industry Training Board

    ERIC Educational Resources Information Center

    Industrial Training Journal, 1974

    1974-01-01

    Seeing its role as one of stimulating, guiding, and coordinating training activities rather than providing central training facilities, three programs have been developed by the Air Transport and Travel Industry Training Board: (1) an occupational program, (2) a company program, and (3) an industry program. (MW)

  19. 20 CFR 632.254 - Program startup.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 20 Employees' Benefits 3 2010-04-01 2010-04-01 false Program startup. 632.254 Section 632.254 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR INDIAN AND NATIVE AMERICAN EMPLOYMENT AND TRAINING PROGRAMS Summer Youth Employment and Training Programs § 632.254 Program startup...

  20. 20 CFR 632.254 - Program startup.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 20 Employees' Benefits 3 2011-04-01 2011-04-01 false Program startup. 632.254 Section 632.254 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR INDIAN AND NATIVE AMERICAN EMPLOYMENT AND TRAINING PROGRAMS Summer Youth Employment and Training Programs § 632.254 Program startup...

  1. 20 CFR 632.254 - Program startup.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 20 Employees' Benefits 3 2012-04-01 2012-04-01 false Program startup. 632.254 Section 632.254 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR INDIAN AND NATIVE AMERICAN EMPLOYMENT AND TRAINING PROGRAMS Summer Youth Employment and Training Programs § 632.254 Program startup...

  2. Wanted: interdisciplinary, multidisciplinary, and knowledge translation and exchange training for students of public health.

    PubMed

    Mishra, Lipi; Banerjee, Ananya T; MacLennan, Mary E; Gorczynski, Paul F; Zinszer, Kate A

    2011-01-01

    Students vocalized their concern with public health training programs in Canada at the 2010 CPHA Centennial Conference. Given these concerns, we reviewed the objectives and curricula of public health graduate (master's) programs in Canada. Our objective was to understand to what extent public and population health graduate programs in Canada support interdisciplinary, multidisciplinary and knowledge translation and exchange (KTE) training. This was achieved through a review of all public and population health master's programs in Canada identified from the public health graduate programs listed on the Public Health Agency of Canada website (n = 33) plus an additional four programs that were not originally captured on the list. Of the 37 programs reviewed, 28 (76%) stated that interdisciplinary, multidisciplinary or cross-disciplinary training opportunities are of value to their program, with 12 programs (32%) providing multidisciplinary or interdisciplinary training opportunities in their curriculum. Only 14 (38%) of the 37 programs provided value statements of KTE activities in their program goals or course objectives, with 10 (27%) programs offering KTE training in their curriculum. This review provides a glimpse into how public health programs in Canada value and support interdisciplinary and multidisciplinary collaboration as well as KTE activities.

  3. North American veterinary pathology residency training programs: an overview of where they are today and where they were five years ago, with an analysis of trends.

    PubMed

    Fitzgerald, Scott D; Reed, Willie M; Kaneene, John B

    2007-01-01

    An e-mail/telephone survey of all active North American residency training programs in veterinary pathology was conducted in September 2005. The purpose of this survey was to determine current numbers of trainees, their program length and type, and salaries; to compare current numbers to five years earlier; and, finally, to gauge interest in expanding current programs. All 41 training institutions contacted responded to the survey. Briefly, the survey found that there are currently 235 veterinary pathology residents, for a mean of 5.7 residents per training program. The number of residents currently in training programs and the number of applicants for these programs has increased compared to five years earlier. There is widespread interest in further expanding capacity in these programs, and the coalition of the American College of Veterinary Pathologists and the Society of Toxicologic Pathology is a well-known source of possible funding for additional residents. This survey report further documents the numbers of combined residency/PhD programs, average starting salaries for new residents, outside sponsorship effects on pathology training programs, and some of the common concerns regarding veterinary pathology training programs voiced by the respondents. While residency training capacity has expanded in the last five years, and there is widespread desire to further expand these training programs, a shortage of veterinary pathologists for future market needs will need to be addressed by increased funding from as yet unspecified sources.

  4. Preparing the Communication Specialist: Some Implications of an Ongoing "Train the Trainer" Program in One Industry.

    ERIC Educational Resources Information Center

    Shaw, Mark R.; Caplette, Michele

    Interviews with six managers trained to teach the Interpersonal Managing Skills (IMS) program at the Lockheed Missiles and Space Company provided insights into three aspects of communication training programs: training skills, the trainer role, and methods of training the trainer. A highly structured, packaged program, IMS teaches five…

  5. Rehabilitation Training Program and Special Capacity Building Program, 1997-1998: Catalog of Projects under the Rehabilitation Services Administration.

    ERIC Educational Resources Information Center

    Office of Special Education and Rehabilitative Services (ED), Washington, DC.

    This directory lists programs funded by rehabilitation training grants funded under the Rehabilitation Act of 1973 (Section 304a). These programs are grouped under the following categories: (1) rehabilitation long-term training; (2) experimental and innovative training; (3) state vocational rehabilitation unit in-service training; (4)…

  6. Current status of endoscopic simulation in gastroenterology fellowship training programs.

    PubMed

    Jirapinyo, Pichamol; Thompson, Christopher C

    2015-07-01

    Recent guidelines have encouraged gastroenterology and surgical training programs to integrate simulation into their core endoscopic curricula. However, the role that simulation currently has within training programs is unknown. This study aims to assess the current status of simulation among gastroenterology fellowship programs. This questionnaire study consisted of 38 fields divided into two sections. The first section queried program directors' experience on simulation and assessed the current status of simulation at their institution. The second portion surveyed their opinion on the potential role of simulation on the training curriculum. The study was conducted at the 2013 American Gastroenterological Association Training Directors' Workshop in Phoenix, Arizona. The participants were program directors from Accreditation Council for Graduate Medical Education accredited gastroenterology training programs, who attended the workshop. The questionnaire was returned by 69 of 97 program directors (response rate of 71%). 42% of programs had an endoscopic simulator. Computerized simulators (61.5%) were the most common, followed by mechanical (30.8%) and animal tissue (7.7%) simulators, respectively. Eleven programs (15%) required fellows to use simulation prior to clinical cases. Only one program has a minimum number of hours fellows have to participate in simulation training. Current simulators are deemed as easy to use (76%) and good educational tools (65%). Problems are cost (72%) and accessibility (69%). The majority of program directors believe that there is a need for endoscopic simulator training, with only 8% disagreeing. Additionally, a majority believe there is a role for simulation prior to initiation of clinical cases with 15% disagreeing. Gastroenterology fellowship program directors widely recognize the importance of simulation. Nevertheless, simulation is used by only 42% of programs and only 15% of programs require that trainees use simulation prior to clinical cases. No programs currently use simulation as part of the evaluation process.

  7. Variability of ethics education in laboratory medicine training programs: results of an international survey.

    PubMed

    Bruns, David E; Burtis, Carl A; Gronowski, Ann M; McQueen, Matthew J; Newman, Anthony; Jonsson, Jon J

    2015-03-10

    Ethical considerations are increasingly important in medicine. We aimed to determine the mode and extent of teaching of ethics in training programs in clinical chemistry and laboratory medicine. We developed an on-line survey of teaching in areas of ethics relevant to laboratory medicine. Reponses were invited from directors of training programs who were recruited via email to leaders of national organizations. The survey was completed by 80 directors from 24 countries who directed 113 programs. The largest numbers of respondents directed postdoctoral training of scientists (42%) or physicians (33%), post-masters degree programs (33%), and PhD programs (29%). Most programs (82%) were 2years or longer in duration. Formal training was offered in research ethics by 39%, medical ethics by 31%, professional ethics by 24% and business ethics by 9%. The number of reported hours of formal training varied widely, e.g., from 0 to >15h/year for research ethics and from 0 to >15h for medical ethics. Ethics training was required and/or tested in 75% of programs that offered training. A majority (54%) of respondents reported plans to add or enhance training in ethics; many indicated a desire for online resources related to ethics, especially resources with self-assessment tools. Formal teaching of ethics is absent from many training programs in clinical chemistry and laboratory medicine, with heterogeneity in the extent and methods of ethics training among the programs that provide the training. A perceived need exists for online training tools, especially tools with self-assessment components. Copyright © 2014 Elsevier B.V. All rights reserved.

  8. Strategic National HRD Initiatives: Lessons from the Management Training Program of Japan. [and] Invited Reaction: The Little-Known Impact of U.S. Training Programs on the Japanese Quality Movement. [and] Invited Reaction: Comments on Strategic National Initiatives: Lessons from the Management Training Program of Japan.

    ERIC Educational Resources Information Center

    Robinson, Alan G.; And Others

    1995-01-01

    Robinson and Stern describe the Management Training Program introduced by the U.S. Air Force in postwar Japan and its effect on Japanese industry. Roberts compares it with U.S. Training within Industries. Umetani comments that the discussion would have been more convincing had its relationship with other Japanese training programs been addressed.…

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

    NONE

    Training programs at DOE facilities should prepare personnel to safely and efficiently operate and maintain the facilities in accordance with DOE requirements. This guide presents good practices for a systematic approach to on-the-job training (OJT) and OJT programs and should be used in conjunction with DOE Training Program Handbook: A Systematic Approach to Training, and with the DOE Handbook entitled Alternative Systematic Approaches to Training to develop performance-based OJT programs. DOE contractors may also use this guide to modify existing OJT programs that do not meet the systematic approach to training (SAT) objectives.

  10. 30 CFR 77.107 - Training programs.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 30 Mineral Resources 1 2011-07-01 2011-07-01 false Training programs. 77.107 Section 77.107... and Certified Persons § 77.107 Training programs. Every operator of a coal mine shall provide a program, approved by the Secretary, of training and retraining both qualified and certified persons needed...

  11. 30 CFR 77.107 - Training programs.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 30 Mineral Resources 1 2010-07-01 2010-07-01 false Training programs. 77.107 Section 77.107... and Certified Persons § 77.107 Training programs. Every operator of a coal mine shall provide a program, approved by the Secretary, of training and retraining both qualified and certified persons needed...

  12. 34 CFR 387.1 - What is the Experimental and Innovative Training Program?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 2 2014-07-01 2013-07-01 true What is the Experimental and Innovative Training Program...) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION EXPERIMENTAL AND INNOVATIVE TRAINING General § 387.1 What is the Experimental and Innovative Training Program? This program is...

  13. 34 CFR 387.1 - What is the Experimental and Innovative Training Program?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 2 2011-07-01 2010-07-01 true What is the Experimental and Innovative Training Program...) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION EXPERIMENTAL AND INNOVATIVE TRAINING General § 387.1 What is the Experimental and Innovative Training Program? This program is...

  14. Organized Hypocrisy in EFL Teacher Training Programs

    ERIC Educational Resources Information Center

    Karim, Abdul; Mohamed, Abdul Rashid; Ismail, Shaik Abdul Malik Mohamed; Rahman, Mohammad Mosiur

    2018-01-01

    Embracing the reasons for the failure of donor-sponsored English-teacher training programs is very critical since it precedes the revisions, improvements and quality assurance for the futuristic training programs. Ideating such philosophy, the current study concerns the blatant penetration with regard to the donor-aided training programs in…

  15. 30 CFR 77.1706 - First aid training program; minimum requirements.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 30 Mineral Resources 1 2010-07-01 2010-07-01 false First aid training program; minimum... OF UNDERGROUND COAL MINES Miscellaneous § 77.1706 First aid training program; minimum requirements. (a) All first aid training programs required under the provisions of §§ 77.1703 and 77.1704 shall...

  16. Re-Employment Training: Evaluation of the Oakland University RECAP/JETS Program.

    ERIC Educational Resources Information Center

    Ramey, Luellen

    This document provides a description and evaluation of the RECAP (Re-employment Career Planning)/JETS (Job, Education/Training, Selection) program, a cooperative re-employment training program for displaced automobile industry workers in Michigan. Following the brief introduction, program development and pre-training preparation are discussed,…

  17. 45 CFR 235.62 - State plan requirements for training programs.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... (ASSISTANCE PROGRAMS), ADMINISTRATION FOR CHILDREN AND FAMILIES, DEPARTMENT OF HEALTH AND HUMAN SERVICES ADMINISTRATION OF FINANCIAL ASSISTANCE PROGRAMS § 235.62 State plan requirements for training programs. A State... 45 Public Welfare 2 2010-10-01 2010-10-01 false State plan requirements for training programs. 235...

  18. 14 CFR 91.1097 - Pilot and flight attendant crewmember training programs.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 14 Aeronautics and Space 2 2011-01-01 2011-01-01 false Pilot and flight attendant crewmember... RULES Fractional Ownership Operations Program Management § 91.1097 Pilot and flight attendant crewmember training programs. (a) Each program manager must establish and maintain an approved pilot training program...

  19. 14 CFR 91.1097 - Pilot and flight attendant crewmember training programs.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 14 Aeronautics and Space 2 2010-01-01 2010-01-01 false Pilot and flight attendant crewmember... RULES Fractional Ownership Operations Program Management § 91.1097 Pilot and flight attendant crewmember training programs. (a) Each program manager must establish and maintain an approved pilot training program...

  20. 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...

  1. 20 CFR 628.540 - Volunteer program.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR PROGRAMS UNDER TITLE II OF THE JOB TRAINING PARTNERSHIP ACT Program Design Requirements for Programs Under Title II of the Job Training Partnership Act § 628.540 Volunteer program. Pursuant to sections 204(c)(6) and 264(d)(7) of the...

  2. 20 CFR 628.530 - Referrals of participants to non-title II programs.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... programs. 628.530 Section 628.530 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR PROGRAMS UNDER TITLE II OF THE JOB TRAINING PARTNERSHIP ACT Program Design Requirements for Programs Under Title II of the Job Training Partnership Act § 628.530 Referrals of participants to non...

  3. 25 CFR 26.29 - What is the scope of the Job Training Program?

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... 25 Indians 1 2013-04-01 2013-04-01 false What is the scope of the Job Training Program? 26.29 Section 26.29 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM Training Services § 26.29 What is the scope of the Job Training Program? A...

  4. 25 CFR 26.29 - What is the scope of the Job Training Program?

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 25 Indians 1 2012-04-01 2011-04-01 true What is the scope of the Job Training Program? 26.29 Section 26.29 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM Training Services § 26.29 What is the scope of the Job Training Program? A...

  5. 25 CFR 26.29 - What is the scope of the Job Training Program?

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 25 Indians 1 2014-04-01 2014-04-01 false What is the scope of the Job Training Program? 26.29 Section 26.29 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM Training Services § 26.29 What is the scope of the Job Training Program? A...

  6. 25 CFR 26.29 - What is the scope of the Job Training Program?

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 25 Indians 1 2011-04-01 2011-04-01 false What is the scope of the Job Training Program? 26.29 Section 26.29 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM Training Services § 26.29 What is the scope of the Job Training Program? A...

  7. 25 CFR 26.29 - What is the scope of the Job Training Program?

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 25 Indians 1 2010-04-01 2010-04-01 false What is the scope of the Job Training Program? 26.29 Section 26.29 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM Training Services § 26.29 What is the scope of the Job Training Program? A...

  8. 25 CFR 26.3 - What is the purpose of the Job Placement and Training Program?

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 25 Indians 1 2010-04-01 2010-04-01 false What is the purpose of the Job Placement and Training... PLACEMENT AND TRAINING PROGRAM General Applicability § 26.3 What is the purpose of the Job Placement and Training Program? The purpose of the Job Placement and Training Program is to assist eligible applicants to...

  9. 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...

  10. Guidelines for postdoctoral training in rehabilitation psychology.

    PubMed

    Stiers, William; Hanson, Stephanie; Turner, Aaron P; Stucky, Kirk; Barisa, Mark; Brownsberger, Mary; Van Tubbergen, Marie; Ashman, Teresa; Kuemmel, Angela

    2012-11-01

    This article describes the methods and results of a national conference that was held to (1) develop consensus guidelines about the structure and process of rehabilitation psychology postdoctoral training programs and (2) create a Council of Rehabilitation Psychology Postdoctoral Training Programs to promote training programs' abilities to implement the guidelines and to formally recognize programs in compliance with the guidelines. Forty-six conference participants were chosen to include important stakeholders in rehabilitation psychology, representatives of rehabilitation psychology training and practice communities, representatives of psychology accreditation and certification bodies, and persons involved in medical education practice and research. Consensus guidelines were developed for rehabilitation psychology postdoctoral training program structure and process and for establishing the Council of Rehabilitation Psychology Postdoctoral Training Programs. The Conference developed aspirational guidelines for postdoctoral education and training programs in applied rehabilitation psychology and established a Council of Rehabilitation Psychology Postdoctoral Training Programs as a means of promoting their adoption by training programs. These efforts are designed to promote quality, consistency, and excellence in the education and training of rehabilitation psychology practitioners and to promote competence in their practice. It is hoped that these efforts will stimulate discussion, assist in the development of improved teaching and evaluation methods, lead to interesting research questions, and generally facilitate the continued systematic development of the profession of rehabilitation psychology. PsycINFO Database Record (c) 2012 APA, all rights reserved

  11. Workplace Violence Training Programs for Health Care Workers: An Analysis of Program Elements.

    PubMed

    Arbury, Sheila; Hodgson, Michael; Zankowski, Donna; Lipscomb, Jane

    2017-06-01

    Commercial workplace violence (WPV) prevention training programs differ in their approach to violence prevention and the content they present. This study reviews 12 such programs using criteria developed from training topics in the Occupational Safety and Health Administration's (OSHA) Guidelines for Preventing Workplace Violence for Healthcare and Social Service Workers and a review of the WPV literature. None of the training programs addressed all the review criteria. The most significant gap in content was the lack of attention to facility-specific risk assessment and policies. To fill this gap, health care facilities should supplement purchased training programs with specific training in organizational policies and procedures, emergency action plans, communication, facility risk assessment, and employee post-incident debriefing and monitoring. Critical to success is a dedicated program manager who understands risk assessment, facility clinical operations, and program management and evaluation.

  12. Educational Programs and Services.

    ERIC Educational Resources Information Center

    American Annals of the Deaf, 1989

    1989-01-01

    Listed are over 1,000 programs for the deaf including preschool through secondary schools and classes in the U.S. and Canada, postsecondary programs, teacher training programs, programs for professional specialists, programs for training interpreters for the deaf, programs for the deaf-blind, the Helen Keller National Center, and programs for…

  13. Clinician scientist training program: a proposal for training medical students in clinical research.

    PubMed

    Mark, A L; Kelch, R P

    2001-11-01

    There is national alarm about a decline in the number of clinician scientists. Most of the proposed solutions have focused on housestaff and junior faculty. We propose a new national program for training medical students in clinical research. This program, coined "Clinician Scientist Training Program" (CSTP), would consist of a combined degree program in medicine (MD) and clinical research (eg, masters in translational research or masters in clinical epidemiology). Students could enroll in the program at any stage during medical school. After 3 years of medical school, students would spend at least 2 years in a combined didactic and mentored clinical research training program and then complete medical school. Students could elect to pursue more prolonged clinical research training toward a combined PhD and MD. The CSTP is designed to meet six critical challenges: 1) engage students early in clinical research training; 2) provide a didactic clinical research curriculum; 3) expose students to several years of mentored clinical research training; 4) promote debt prevention by providing tuition payments during medical education and a stipend during clinical research training; 5) facilitate prolonged exposure to a community of peers and mentors in a program with national and institutional identity and respect; and 6) permit enrollment in the program as students enter medical school or at any stage during medical school. If the success of the Medical Scientist Training Program in training medical students in basic research is a guide, the CSTP could become a linchpin for training future generations of clinician scientists.

  14. The development of a TED-Ed online resident research training program.

    PubMed

    Moreau, Katherine A; Pound, Catherine M; Peddle, Beth; Tokarewicz, Jaclyn; Eady, Kaylee

    2014-01-01

    Pediatric health research is important for improving the health and well-being of children and their families. To foster the development of physicians' research competencies, it is vital to integrate practical and context-specific research training into residency programs. To describe the development of a resident research training program at one tertiary care pediatric academic health sciences center in Ontario, Canada. We surveyed residents and pediatricians/research staff to establish the need and content for a resident research training program. Residents and resident research supervisors agreed or strongly agreed that research training is important for residents. However, few residents and supervisors believed that their academic health sciences center provided adequate training and resources to support resident research. As such, an online resident research training program was established. Residents and supervisors agreed that the program should focus on the following topics: 1) critically evaluating research literature, 2) writing a research proposal, 3) submitting an application for research funding, and 4) writing a manuscript. This highly accessible, context-specific, and inexpensive online program model may be of interest and benefit to other residency programs as a means to enhance residents' scholarly roles. A formal evaluation of the research training program is now underway.

  15. Psychological Assessment Training in Clinical Psychology Doctoral Programs.

    PubMed

    Mihura, Joni L; Roy, Manali; Graceffo, Robert A

    2017-01-01

    We surveyed American Psychological Association-accredited clinical psychology doctoral programs' (n = 83) training in psychological assessment-specifically, their coverage of various assessment topics and tests in courses and practica, and whether the training was optional or required. We report results overall and separately per training model (clinical science, scientist-practitioner, and practitioner-focused). Overall, our results suggest that psychological assessment training is as active, or even more active, than in previous years. Areas of increased emphasis include clinical interviewing and psychometrics; multimethod, outcomes, health, and collaborative or therapeutic assessment; and different types of cognitive and self-report personality tests. All or almost all practice-focused programs offered training with the Thematic Apperception Test and Rorschach compared to about half of the scientist-practitioner programs and a third of the clinical science programs. Although almost all programs reported teaching multimethod assessment, what constitutes different methods of assessing psychopathology should be clarified in future studies because many programs appear to rely on one method-self-report (especially clinical science programs). Although doctoral programs covered many assessment topics and tests in didactic courses, there appears to be a shortage of program-run opportunities for students to obtain applied assessment training. Finally, we encourage doctoral programs to be familiar with (a) internships' assessment expectations and opportunities, (b) the professional guidelines for assessment training, and (c) the American Psychological Association's requirements for preinternship assessment competencies.

  16. Impact of a provider training program on the treatment of children with autism spectrum disorder at psychosocial care units in Brazil.

    PubMed

    Silva, Luciana C; Teixeira, Maria C T V; Ribeiro, Edith L; Paula, Cristiane S

    2017-12-18

    To develop, implement, and verify the impact of a training program for health care providers working with children with autism spectrum disorder (ASD) in psychosocial care centers for children and adolescents (Centro de Atenção Psicossocial à Infância e à Adolescência - CAPSi) in São Paulo, Brazil. This quasi-experimental study was conducted with 14 professionals from four CAPSi units. The training program consisted of six phases: 1) pre-intervention observation; 2) meeting with staff to assess the main needs of the training program; 3) developing materials for training and evaluation; 4) meetings to discuss program implementation; 5) a final meeting for case discussion and evaluation; and 6) distance supervision. Three measures were used to evaluate the training program: i) the Knowledge, Attitudes, and Practices (KAP) questionnaire; ii) videos containing questions designed to assess program comprehension; and iii) a satisfaction survey. Thirteen videos were produced to as visual aids for use during the training program, and a further 26 videos were developed to evaluate it. The program was well evaluated by the participants. The video responses and KAP questionnaire scores suggest that staff knowledge and attitudes improved after training. The positive findings of this study suggest that the tested training program is feasible for use with multidisciplinary teams working in the CAPSi environment.

  17. Scapular-Muscle Performance: Two Training Programs in Adolescent Swimmers

    PubMed Central

    Van de Velde, Annemie; De Mey, Kristof; Maenhout, Annelies; Calders, Patrick; Cools, Ann M.

    2011-01-01

    Abstract Context: Swimming requires well-balanced scapular-muscle performance. An additional strength-training program for the shoulders is pursued by swimmers, but whether these muscle-training programs need to be generic or specific for endurance or strength is unknown. Objective: To evaluate isokinetic scapular-muscle performance in a population of adolescent swimmers and to compare the results of training programs designed for strength or muscle endurance. Design: Controlled laboratory study. Setting: University human research laboratory. Patients or Other Participants: Eighteen adolescent swimmers. Intervention(s): Each participant pursued a 12-week scapular-training program designed to improve either muscle strength or muscle endurance. Main Outcome Measure(s): Bilateral peak force, fatigue index, and protraction/retraction strength ratios before and after the scapular-training program. Results: Scapular protraction/retraction ratios were slightly higher than 1 (dominant side  =  1.08, nondominant side  =  1.25, P  =  .006). Side-to-side differences in retraction strength were apparent both before and after the training program (P  =  .03 and P  = .05, respectively). After the training program, maximal protraction (P < .05) and retraction (P < .01) strength improved on the nondominant side. Peak force and fatigue index were not different between the training groups. The fatigue indexes for protraction on both sides (P < .05) and retraction on the nondominant side (P  =  .009) were higher after the training program. Conclusions: We describe the scapular-muscle characteristics of a group of adolescent swimmers. Both muscle-strength and muscle-endurance programs improved absolute muscle strength. Neither of the strength programs had a positive effect on scapular-muscle endurance. Our results may be valuable for coaches and physiotherapists when they are designing exercise programs for swimmers. PMID:21391801

  18. Urologic Oncology Branch - Training - NCI/AFUD | Center for Cancer Research

    Cancer.gov

    Postdoctoral Research Training Program This program is designed to train Ph.D. postdoctoral scientists in the growing field of urologic oncology. This program offers fellows the opportunity to participate in a diverse training experience that includes clinical and laboratory research on several urologic malignancies. The program provides an opportunity for selected individuals

  19. Psychosocial Training in U.S. Internal Medicine and Family Practice Residency Programs.

    ERIC Educational Resources Information Center

    Gaufberg, Elizabeth H.; Joseph, Robert C.; Pels, Richard J.; Wyshak, Grace; Wieman, Dow; Nadelson, Carol C.

    2001-01-01

    Surveyed directors of internal medicine (IM) and family practice (FP) residency programs regarding the format, content, and quantity of psychosocial training in their programs, their opinions on topics related to such training, and program demographics. Found considerable variation in content and time devoted to psychosocial training within and…

  20. Demographic Changes in School Psychology Training Programs between 1997 and 2005

    ERIC Educational Resources Information Center

    Cannon, Sharon

    2009-01-01

    The purpose of this study seeks to add to the body of knowledge regarding school psychology training programs by analyzing the data of the 2005 National Association of School Psychologists (NASP) Graduate Training in School Psychology Database, a national survey of psychology training programs. Program directors of all known existing school…

  1. 34 CFR 390.1 - What is the Rehabilitation Short-Term Training program?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 2 2012-07-01 2012-07-01 false What is the Rehabilitation Short-Term Training program...-TERM TRAINING General § 390.1 What is the Rehabilitation Short-Term Training program? This program is designed for the support of special seminars, institutes, workshops, and other short-term courses in...

  2. 34 CFR 390.1 - What is the Rehabilitation Short-Term Training program?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 2 2014-07-01 2013-07-01 true What is the Rehabilitation Short-Term Training program...-TERM TRAINING General § 390.1 What is the Rehabilitation Short-Term Training program? This program is designed for the support of special seminars, institutes, workshops, and other short-term courses in...

  3. 34 CFR 390.1 - What is the Rehabilitation Short-Term Training program?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 2 2010-07-01 2010-07-01 false What is the Rehabilitation Short-Term Training program...-TERM TRAINING General § 390.1 What is the Rehabilitation Short-Term Training program? This program is designed for the support of special seminars, institutes, workshops, and other short-term courses in...

  4. 34 CFR 390.1 - What is the Rehabilitation Short-Term Training program?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 2 2011-07-01 2010-07-01 true What is the Rehabilitation Short-Term Training program...-TERM TRAINING General § 390.1 What is the Rehabilitation Short-Term Training program? This program is designed for the support of special seminars, institutes, workshops, and other short-term courses in...

  5. 34 CFR 390.1 - What is the Rehabilitation Short-Term Training program?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 2 2013-07-01 2013-07-01 false What is the Rehabilitation Short-Term Training program...-TERM TRAINING General § 390.1 What is the Rehabilitation Short-Term Training program? This program is designed for the support of special seminars, institutes, workshops, and other short-term courses in...

  6. Improving Psychosexual Knowledge in Adolescents with Autism Spectrum Disorder: Pilot of the Tackling Teenage Training Program

    ERIC Educational Resources Information Center

    Dekker, Linda P.; van der Vegt, Esther J.; Visser, Kirsten; Tick, Nouchka; Boudesteijn, Frieda; Verhulst, Frank C.; Maras, Athanasios; Greaves-Lord, Kirstin

    2015-01-01

    Previous studies have shown that psychosexual functioning in adolescents with autism spectrum disorder (ASD) is hampered and emphasize the need for a specialized training program tailored to their needs. Therefore, an individual training program was developed; the Tackling Teenage Training (TTT) program. The current pilot study systematically…

  7. 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…

  8. 30 CFR 75.1713-6 - First-aid training program; minimum requirements.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 30 Mineral Resources 1 2010-07-01 2010-07-01 false First-aid training program; minimum... § 75.1713-6 First-aid training program; minimum requirements. (a) All first-aid training programs... course of instruction similar to that outlined in “First Aid, A Bureau of Mines Instruction Manual.” (b...

  9. Strategies for Involving the Private Sector in Job Training Programs.

    ERIC Educational Resources Information Center

    Greenwood, Katy; And Others

    This two-part report describes various strategies for involving the private sector in job training programs and summarizes a study conducted with prime sponsors of Comprehensive Employment and Training Act (CETA) programs in Texas. Included in a discussion of involving the private sector in job training programs are the following topics: the new…

  10. Evaluation of a Behavior Management Training Program for Nursing Home Caregivers.

    ERIC Educational Resources Information Center

    Marsiske, Michael; And Others

    This study examined the effectiveness of a new skills training program designed to increase nurse aides' knowledge of behavior management. The training program, designed as five 90-minute group learning modules, was implemented in two Western Pennsylvania nursing homes over a 5-month period. Topics covered within the training program included…

  11. Customized Job Training and Credit Programs.

    ERIC Educational Resources Information Center

    Clarke, Robert G.

    1984-01-01

    Outlines the similarities and differences between traditional degree programs and industrial training programs and offers suggestions for colleges initiating industrial training efforts, covering areas such as administrative responses, the target group, internal communication, faculty, instructional implications, program delivery, finances,…

  12. Availability and Diversity of Training Programs for Responders to International Disasters and Complex Humanitarian Emergencies

    PubMed Central

    Jacquet, Gabrielle A.; Obi, Chioma C.; Chang, Mary P.; Bayram, Jamil D.

    2014-01-01

    Introduction: Volunteers and members of relief organizations increasingly seek formal training prior to international field deployment. This paper identifies training programs for personnel responding to international disasters and complex humanitarian emergencies, and provides concise information – if available- regarding the founding organization, year established, location, cost, duration of training, participants targeted, and the content of each program. Methods: An environmental scan was conducted through a combination of a peer-reviewed literature search and an open Internet search for the training programs. Literature search engines included EMBASE, Cochrane, Scopus, PubMed, Web of Science databases using the search terms “international,” “disaster,” “complex humanitarian emergencies,” “training,” and “humanitarian response”. Both searches were conducted between January 2, 2013 and September 12, 2013. Results: 14 peer-reviewed articles mentioned or described eight training programs, while open Internet search revealed 13 additional programs. In total, twenty-one training programs were identified as currently available for responders to international disasters and CHE. Each of the programs identified has different goals and objectives, duration, expenses, targeted trainees and modules. Each of the programs identified has different goals and objectives, duration, expenses, targeted trainees and modules. Seven programs (33%) are free of charge and four programs (19%) focus on the mental aspects of disasters. The mean duration for each training program is 5 to 7 days. Fourteen of the trainings are conducted in multiple locations (66%), two in Cuba (9%) and two in Australia (9%). The cost-reported in US dollars- ranges from $100 to $2,400 with a mean cost of $480 and a median cost of $135. Most of the programs are open to the public, but some are only available by invitation only, such as the International Mobilization Preparation for Action (IMPACT) and the United Nations Humanitarian Civil-Military Coordination (UN-CMCoord) Field Course. Conclusions: A variety of training programs are available for responders to disasters and complex humanitarian emergencies. These programs vary in their objectives, audiences, modules, geographical locations, eligibility and financial cost. This paper presents an overview of available programs and serves as a resource for potential responders interested in capacity-building training prior to deployment. PMID:24987573

  13. Adult Literacy: Industry-Based Training Programs. Research and Development Series No. 265C.

    ERIC Educational Resources Information Center

    Fields, Ernest L.; And Others

    Nine industry-based adult literacy programs across the country were studied to identify exemplary training programs and practices that business and industry trainers, planners, and policymakers and individuals in the public education sector alike could replicate in designing adult literacy programs. Training programs offered by the following…

  14. 34 CFR 385.1 - What is the Rehabilitation Training program?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... § 385.1 What is the Rehabilitation Training program? (a) The Rehabilitation Training program is designed... CFR part 386). (2) Experimental and Innovative Training (34 CFR part 387). (3) State Vocational...

  15. 34 CFR 385.1 - What is the Rehabilitation Training program?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... § 385.1 What is the Rehabilitation Training program? (a) The Rehabilitation Training program is designed... CFR part 386). (2) Experimental and Innovative Training (34 CFR part 387). (3) State Vocational...

  16. Examining the utility of a train-the-trainer model for dissemination of sexual violence prevention in schools.

    PubMed

    Weingarten, Christine; Rabago, Jina; Reynolds, Jasmine; Gates, Kalani; Yanagida, Evie; Baker, Charlene

    2018-06-01

    Rates of childhood sexual abuse are unacceptably high, with potentially long-lasting consequences for those who have been victimized. Currently, there are a number of sexual violence prevention programs that have been developed to lower rates of victimization, increase awareness, and connect victims with resources. Within this area of research, there has been less focus on effective methods of program dissemination. For example, school-based sexual violence prevention programs have had positive outcomes; however, little is known about how these programs are disseminated. The train-the-trainer model of dissemination utilizes master trainers to equip others to implement programs, thereby allowing more adults to teach and subsequently more children to receive the program. This study used survey data from teachers and other school personnel (n = 127) to analyze the utility of a train-the-trainer model of dissemination for a sexual violence prevention program in the state of Hawai'i. Through responses of people who were trained to implement the program (59.8% of whom did implement), aspects of the training, the program itself, and factors affecting whether a person implemented the program were explored. Results suggest that time spent in training, job position, and time in that position predicted whether a person trained to implement the sexual violence prevention program followed through with teaching the program to students. Additionally, 54.7% of people who did implement the program had at least one student disclose sexual violence to them, indicating the importance of sexual violence prevention programming and dissemination of these programs. Copyright © 2018 Elsevier Ltd. All rights reserved.

  17. Effects of a 12-week Tai Chi Chuan program versus a balance training program on postural control and walking ability in older people.

    PubMed

    Lelard, Thierry; Doutrellot, Pierre-Louis; David, Pascal; Ahmaidi, Said

    2010-01-01

    Lelard T, Doutrellot P-L, David P, Ahmaidi S. Effects of a 12-week Tai Chi Chuan program versus a balance training program on postural control and walking ability in older people. To compare the respective effects of 2 balance training programs: a Tai Chi (TC) program and a balance training program on static postural control and walking ability. Randomized controlled trial. General community. Older subjects (N=28) participated in the study. The TC group (n=14; mean age +/- SD, 76.8+/-5.1y) and the balance training group (n=14; 77.0+/-4.5y) were both trained for 12 weeks. Static postural control was assessed via measurement of center of pressure sway under eyes open (EO) and eyes closed (EC) conditions. Walking speed over a 10-meter course was also assessed. After the 12-week training period, there were no significant differences in walking speed or postural parameters in either the EO or EC conditions for the TC and balance training groups. Performance in the EC condition was lower than in the EO condition in pretest and posttest for the balance training and TC groups. The Romberg quotient (EO/EC ratio) was significantly higher after the balance training program than the TC program (P<.05). We cannot conclude that the balance training program has better effects than the TC program on postural control or walking ability. None of the outcome measures showed significant change posttraining in either the TC or the balance training groups. However, the differences described in the Romberg quotient after the training period between the TC and the balance training groups suggest that TC should be helpful to limit the deleterious effects of eye closure on postural balance. Copyright (c) 2010 American Congress of Rehabilitation Medicine. Published by Elsevier Inc. All rights reserved.

  18. Developing and fostering a dynamic program for training in veterinary pathology and clinical pathology: veterinary students to post-graduate education.

    PubMed

    Lairmore, Michael D; Oglesbee, Michael; Weisbrode, Steve E; Wellman, Maxey; Rosol, Thomas; Stromberg, Paul

    2007-01-01

    Recent reports project a deficiency of veterinary pathologists, indicating a need to train highly qualified veterinary pathologists, particularly in academic veterinary medicine. The need to provide high-quality research training for veterinary pathologists has been recognized by the veterinary pathology training program of the Ohio State University (OSU) since its inception. The OSU program incorporates elements of both residency training and graduate education into a unified program. This review illustrates the components and structure of the training program and reflects on future challenges in training veterinary pathologists. Key elements of the OSU program include an experienced faculty, dedicated staff, and high-quality students who have a sense of common mission. The program is supported through cultural and infrastructure support. Financial compensation, limited research funding, and attractive work environments, including work-life balance, will undoubtedly continue to be forces in the marketplace for veterinary pathologists. To remain competitive and to expand the ability to train veterinary pathologists with research skills, programs must support strong faculty members, provide appropriate infrastructure support, and seek active partnerships with private industry to expand program opportunities. Shortages of trained faculty may be partially resolved by regional cooperation to share faculty expertise or through the use of communications technology to bridge distances between programs. To foster continued interest in academic careers, training programs will need to continue to evolve and respond to trainees' needs while maintaining strong allegiances to high-quality pathology training. Work-life balance, collegial environments that foster a culture of respect for veterinary pathology, and continued efforts to reach out to veterinary students to provide opportunities to learn about the diverse careers offered in veterinary pathology will pay long-term dividends for the future of the profession.

  19. Developing and Fostering a Dynamic Program for Training in Veterinary Pathology and Clinical Pathology: Veterinary Students to Post-graduate Education

    PubMed Central

    Lairmore, Michael D.; Oglesbee, Michael; Weisbrode, Steve E.; Wellman, Maxey; Rosol, Thomas; Stromberg, Paul

    2011-01-01

    Recent reports project a deficiency of veterinary pathologists, indicating a need to train highly qualified veterinary pathologists, particularly in academic veterinary medicine. The need to provide high-quality research training for veterinary pathologists has been recognized by the veterinary pathology training program of the Ohio State University (OSU) since its inception. The OSU program incorporates elements of both residency training and graduate education into a unified program. This review illustrates the components and structure of the training program and reflects on future challenges in training veterinary pathologists. Key elements of the OSU program include an experienced faculty, dedicated staff, and high-quality students who have a sense of common mission. The program is supported through cultural and infrastructure support. Financial compensation, limited research funding, and attractive work environments, including work–life balance, will undoubtedly continue to be forces in the marketplace for veterinary pathologists. To remain competitive and to expand the ability to train veterinary pathologists with research skills, programs must support strong faculty members, provide appropriate infrastructure support, and seek active partnerships with private industry to expand program opportunities. Shortages of trained faculty may be partially resolved by regional cooperation to share faculty expertise or through the use of communications technology to bridge distances between programs. To foster continued interest in academic careers, training programs will need to continue to evolve and respond to trainees' needs while maintaining strong allegiances to high-quality pathology training. Work–life balance, collegial environments that foster a culture of respect for veterinary pathology, and continued efforts to reach out to veterinary students to provide opportunities to learn about the diverse careers offered in veterinary pathology will pay long-term dividends for the future of the profession. PMID:18287474

  20. 25 CFR 26.30 - Does the Job Training Program provide part-time training or short-term training?

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 25 Indians 1 2010-04-01 2010-04-01 false Does the Job Training Program provide part-time training or short-term training? 26.30 Section 26.30 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM Training Services § 26.30 Does the Job Training...

  1. Urologic Oncology Branch - Training - NCI/AFUD | Center for Cancer Research

    Cancer.gov

    Postdoctoral Research Training Program This program is designed to train Ph.D. postdoctoral scientists in the growing field of urologic oncology. This program offers fellows the opportunity to participate in a diverse training experience that includes clinical and laboratory research on several urologic malignancies. The program provides an opportunity for selected individuals to complete a research project under the direction of a Senior Investigator in the Intramural Program of the National Cancer Institute.

  2. Information Technology Training in India toward Globalization

    NASA Astrophysics Data System (ADS)

    Yamashita, Katsuhiko

    This paper describes Toshiba‧s training program in Information Technology in India. It is not a simple technology training, but a training for globalization of Japanese engineers so that they can cope with people from different culture and business practices. We first describe why such training program became necessary. We then describe how the training courses and contents are developed. The operation of the training program and our effort in continual improvement are explained. The effectiveness of the program is also evaluated. The training program presented is a first in its kind and we believe that it can contribute to changing Toshiba from inside toward more globalized corporation. We also believe that this kind of overseas training is effective in training young students so that they can cope with globalizing society after graduation.

  3. Training the Sales Neophyte

    ERIC Educational Resources Information Center

    Harris, Clyde E., Jr.

    1975-01-01

    The article reappraises initial sales training and presents a program emphasizing objectives, responsibility for training, program content, and teaching techniques. Formal Initial Responsive Sales Training System (FIRSTS) is the name of the program explored and evaluated. (Author/MW)

  4. A Local Industry Solves Its Training Needs: A Cooperative Training Venture that Works.

    ERIC Educational Resources Information Center

    Cantor, Jeffrey A.

    The Maritime Trades Program is a cooperative training program that was established through the joint efforts of 14 shipyards in the Tidewater area of Virginia. Established in 1980, the program originally operated under the guidelines imposed by the Comprehensive Employment and Training Act (CETA). Now, however, the program operates in accordance…

  5. Training That Works: Lessons from California's Employment Training Panel Program.

    ERIC Educational Resources Information Center

    Moore, Richard W.; Blake, Daniel R.; Phillips, G. Michael; McConaughy, Daniel

    California's Employment Training Panel Program (ETP), the largest state-funded customized training program for incumbent workers in the nation, has had a positive impact on the economy of California, and its success has policy implications for other state programs. The impact of ETP on trainees includes the following: they are more attached to the…

  6. Effectiveness of a training program to increase the capacity of health care providers to provide HIV/AIDS care and treatment in Swaziland.

    PubMed

    Kamiru, H N; Ross, M W; Bartholomew, L K; McCurdy, S A; Kline, M W

    2009-11-01

    Implementation of HIV care and treatment programs in sub-Saharan Africa is a complex undertaking that requires training of health care providers (HCPs). Many sub-Saharan African countries have introduced training programs to build human resources for health. Evaluation of the ongoing trainings is warranted so that programs can be improved. The purpose of this study was to evaluate Baylor International Pediatric AIDS Initiative's (BIPAI) HCP training program in Swaziland. The specific aims were: (1) to assess coverage and delivery of the training program; and (2) to determine the impact of the training program on HCPs' knowledge about HIV and pediatric practices, attitudes toward HIV/AIDS patients, and self-efficacy to provide antiretroviral therapy (ART). The evaluation was a multimethod design with two types of data collection and analysis: (1) one-group pretest-posttest survey with 101 HCPs; and (2) semi-structured in-depth interviews with seven trainers from Baylor College of Medicine and 16 local HCPs in Swaziland. Quantitative data were analyzed using Stata Statistical Software version 8.2 for descriptive and multivariate analysis while factor analysis was done using Statistical Program for Social Sciences version 14. The transcribed interviews were analyzed using a didactic approach. Process evaluation showed that the training had good coverage, was delivered as intended, and improved as the work progressed. The training program led to a significant increase (p=0.0000) in HCPs' knowledge about HIV/AIDS, ART, and relevant clinical pediatrics practices between pretest (mean 68.7% SD 13.7) and post training (mean 84.0% SD 12.0). The training program also increased trainees' self-efficacy to provide ART and their attitudes toward AIDS patients (p=0.0000 and 0.02, respectively). In conclusion, BIPAI training program in Swaziland had good coverage of all health care facilities and HCPs in Swaziland. The training was effective in imparting knowledge and skills to HCPs and in their attitudes toward HIV/AIDS patients.

  7. Training teachers in generalized writing of behavior modification programs for multihandicapped deaf children.

    PubMed

    Hundert, J

    1982-01-01

    In contrast to previous studies where teachers were instructed how to implement behavior modification programs designed by an experimenter, teachers in the present experiment were taught how to write as well as implement behavior modification programs. The generalized effects of two training conditions on teacher and pupil behaviors were assessed by a multiple baseline design where, following baseline, two teachers of multi-handicapped deaf children were taught to set objectives and measure pupil performance (measurement training), Later, through a training manual, they learned a general problem-solving approach to writing behavior modification programs (programming training). After both training conditions, experimenter feedback was given for teachers' application of training to a target behavior for one pupil and generalization was measured across target behaviors for the same pupil and across pupils. It was found that measurement training had little general effect on either teacher behavior or pupil behavior. However, after programming training, teachers increased their program writing and correct use of behavior modification procedures and generalized this training across pupils and target behaviors. Along with these effects, there was improvement in pupil behaviors. Possible explanation for generalized effects of teacher training were considered.

  8. Comprehensive Erosion and Sediment Control Training Program for Job Superintendents and Inspectors.

    ERIC Educational Resources Information Center

    Porter, Harry L., Jr.

    One of two training program texts built around the Virginia Erosion and Sediment Control Law and Program, this guide presents a program designed to meet the needs of job superintendents and inspectors. (The other guide, containing a program for engineers, architects, and planners, was designed to train professional people who need engineering and…

  9. Chemical Dependency and Violence: Working with Dually Affected Families. A Cross-Training Program Manual for Counselors and Advocates.

    ERIC Educational Resources Information Center

    Wright, Janet M.

    This manual is designed as a cross-training program guide for counselors working in the fields of woman abuse and chemical dependency. (A cross-training program is a system for one (or more) agency personnel to train each other in their respective areas of expertise.) Chapter 1 discusses the rationale and goals of a cross-training program; issues…

  10. 20 CFR 628.525 - Limitations.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR PROGRAMS UNDER TITLE II OF THE JOB TRAINING PARTNERSHIP ACT Program Design Requirements for Programs Under Title II of the Job Training Partnership Act § 628.525 Limitations. Neither eligibility for nor participation in a JTPA program...

  11. Psychological Effects of Automated External Defibrillator Training A randomized trial

    PubMed Central

    Meischke, Hendrika; Diehr, Paula; Phelps, Randi; Damon, Susan; Rea, Tom

    2011-01-01

    Objectives The objective of this study was to test if an Automated External Defibrillator (AED) training program would positively affect the mental health of family members of high risk patients. Methods 305 ischemic heart disease patients and their family members were randomized to one of four AED training programs: two video-based training programs and two face-to-face training programs that emphasized self-efficacy and perceived control. Patients and family members were surveyed at baseline, 3 and 9 months post ischemic event on demographic characteristics, measures of quality of life (SF=36) , self-efficacy and perceived control. For this study, family members were the focus rather than the patients. Results Regression analyses showed that family members in the face-to-face training programs did not score better on any of the mental health status variables than family members who participated in the other training programs but for an increase in self-efficacy beliefs at 3 months post training. Conclusion The findings suggest that a specifically designed AED training program emphasizing self-efficacy and perceived control beliefs is not likely to enhance family member mental health. PMID:21411144

  12. Description and comparison of pharmacy technician training programs in the United States.

    PubMed

    Anderson, Douglas C; Draime, Juanita A; Anderson, Timothy S

    2016-01-01

    To describe pharmacy technician training programs in the United States and to compare pharmacy technician program characteristics between programs with and without a pharmacist on faculty and between programs with different accreditation status. Descriptive, cross-sectional study. Not applicable. United States pharmacy technician programs. Not applicable. Student class size, faculty credentials, coursework components, program length, tuition rates, and admission criteria. Currently, there are more than 698 pharmacy technician programs across 1114 campuses, with complete data available for 216 programs. Programs varied widely in terms of class sizes, faculty credentials, and admission criteria. Programs with pharmacists on faculty were significantly less expensive than were those without pharmacists (P = 0.009). Accreditation had no impact on tuition prices. This is the first study of its kind to describe and characterize pharmacy technician training programs. There is relatively little control of technician training by the profession of pharmacy. The quality of these programs in terms of student outcomes is unknown, and it should be explored. Rigorous debate and discussion is needed regarding the future of pharmacy technician roles and the training required for those roles. Copyright © 2016 American Pharmacists Association®. Published by Elsevier Inc. All rights reserved.

  13. Training of Personnel to Work with Young Children in India.

    ERIC Educational Resources Information Center

    Kahalakdina, M.

    1984-01-01

    Describes recruitment procedures for child care workers in India. Includes a description of training programs, training needs and approaches, and curriculum and training procedures. Monitoring and evaluation of child welfare programs are discussed. Appendices include descriptions of and norms for training programs. (AS)

  14. Helping to Meet Today's Energy Demands: Natural Gas Technician Training in Algeria

    ERIC Educational Resources Information Center

    Dutton, Bernard

    1976-01-01

    The training program, located in Arzew, Algeria, is designed to train technicians in all phases of gas technology. The program provides classroom instruction, on-the-job training, and language instruction. The different phases involved in the training program are described. (EC)

  15. 49 CFR 236.1041 - Training and qualification program, general.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... INSTALLATION, INSPECTION, MAINTENANCE, AND REPAIR OF SIGNAL AND TRAIN CONTROL SYSTEMS, DEVICES, AND APPLIANCES Positive Train Control Systems § 236.1041 Training and qualification program, general. (a) Training program...-critical elements of the railroad's PTC systems, including central office, wayside, or onboard subsystems...

  16. Teaching-skills training programs for family medicine residents: systematic review of formats, content, and effects of existing programs.

    PubMed

    Lacasse, Miriam; Ratnapalan, Savithiri

    2009-09-01

    To review the literature on teaching-skills training programs for family medicine residents and to identify formats and content of these programs and their effects. Ovid MEDLINE (1950 to mid-July 2008) and the Education Resources Information Center database (pre-1966 to mid-July 2008) were searched using and combining the MeSH terms teaching, internship and residency, and family practice; and teaching, graduate medical education, and family practice. The initial MEDLINE and Education Resources Information Center database searches identified 362 and 33 references, respectively. Titles and abstracts were reviewed and studies were included if they described the format or content of a teaching-skills program or if they were primary studies of the effects of a teaching-skills program for family medicine residents or family medicine and other specialty trainees. The bibliographies of those articles were reviewed for unidentified studies. A total of 8 articles were identified for systematic review. Selection was limited to articles published in English. Teaching-skills training programs for family medicine residents vary from half-day curricula to a few months of training. Their content includes leadership skills, effective clinical teaching skills, technical teaching skills, as well as feedback and evaluation skills. Evaluations mainly assessed the programs' effects on teaching behaviour, which was generally found to improve following participation in the programs. Evaluations of learner reactions and learning outcomes also suggested that the programs have positive effects. Family medicine residency training programs differ from all other residency training programs in their shorter duration, usually 2 years, and the broader scope of learning within those 2 years. Few studies on teaching-skills training, however, were designed specifically for family medicine residents. Further studies assessing the effects of teaching-skills training in family medicine residents are needed to stimulate development of adapted programs for the discipline. Future research should also assess how residents' teaching-skills training can affect their learners' clinical training and eventually patient care.

  17. Simulation For Task Practice in Technical Training.

    ERIC Educational Resources Information Center

    Mallory, W. J.

    1981-01-01

    Describes two programs used by the Ford Motor Company to train manufacturing skilled trades personnel. Programmable Controller Maintenance Training Program for Industrial Technicians and Troubleshooting Strategy Program use simulation and provide improved task performance after training. (JOW)

  18. 20 CFR 632.255 - Program planning.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... EMPLOYMENT AND TRAINING PROGRAMS Summer Youth Employment and Training Programs § 632.255 Program planning. (a)(1) In developing the summer program, the Native American grantee shall coordinate the summer plan..., except that 45 days prior to the beginning of the summer program and 45 days after the summer program...

  19. 20 CFR 632.255 - Program planning.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... EMPLOYMENT AND TRAINING PROGRAMS Summer Youth Employment and Training Programs § 632.255 Program planning. (a)(1) In developing the summer program, the Native American grantee shall coordinate the summer plan..., except that 45 days prior to the beginning of the summer program and 45 days after the summer program...

  20. Building capacity for water, sanitation, and hygiene programming: Training evaluation theory applied to CLTS management training in Kenya.

    PubMed

    Crocker, Jonny; Shields, Katherine F; Venkataramanan, Vidya; Saywell, Darren; Bartram, Jamie

    2016-10-01

    Training and capacity building are long established critical components of global water, sanitation, and hygiene (WaSH) policies, strategies, and programs. Expanding capacity building support for WaSH in developing countries is one of the targets of the Sustainable Development Goals. There are many training evaluation methods and tools available. However, training evaluations in WaSH have been infrequent, have often not utilized these methods and tools, and have lacked rigor. We developed a conceptual framework for evaluating training in WaSH by reviewing and adapting concepts from literature. Our framework includes three target outcomes: learning, individual performance, and improved programming; and two sets of influences: trainee and context factors. We applied the framework to evaluate a seven-month community-led total sanitation (CLTS) management training program delivered to 42 government officials in Kenya from September 2013 to May 2014. Trainees were given a pre-training questionnaire and were interviewed at two weeks and seven months after initial training. We qualitatively analyzed the data using our conceptual framework. The training program resulted in trainees learning the CLTS process and new skills, and improving their individual performance through application of advocacy, partnership, and supervision soft skills. The link from trainees' performance to improved programming was constrained by resource limitations and pre-existing rigidity of trainees' organizations. Training-over-time enhanced outcomes and enabled trainees to overcome constraints in their work. Training in soft skills is relevant to managing public health programs beyond WaSH. We make recommendations on how training programs can be targeted and adapted to improve outcomes. Our conceptual framework can be used as a tool both for planning and evaluating training programs in WaSH. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.

  1. The development of a TED-Ed online resident research training program

    PubMed Central

    Moreau, Katherine A.; Pound, Catherine M.; Peddle, Beth; Tokarewicz, Jaclyn; Eady, Kaylee

    2014-01-01

    Background Pediatric health research is important for improving the health and well-being of children and their families. To foster the development of physicians’ research competencies, it is vital to integrate practical and context-specific research training into residency programs. Purpose To describe the development of a resident research training program at one tertiary care pediatric academic health sciences center in Ontario, Canada. Methods We surveyed residents and pediatricians/research staff to establish the need and content for a resident research training program. Results Residents and resident research supervisors agreed or strongly agreed that research training is important for residents. However, few residents and supervisors believed that their academic health sciences center provided adequate training and resources to support resident research. As such, an online resident research training program was established. Residents and supervisors agreed that the program should focus on the following topics: 1) critically evaluating research literature, 2) writing a research proposal, 3) submitting an application for research funding, and 4) writing a manuscript. Discussion This highly accessible, context-specific, and inexpensive online program model may be of interest and benefit to other residency programs as a means to enhance residents’ scholarly roles. A formal evaluation of the research training program is now underway. PMID:25526717

  2. The development of a TED-Ed online resident research training program.

    PubMed

    Moreau, Katherine A; Pound, Catherine M; Peddle, Beth; Tokarewicz, Jaclyn; Eady, Kaylee

    2014-01-01

    Background Pediatric health research is important for improving the health and well-being of children and their families. To foster the development of physicians' research competencies, it is vital to integrate practical and context-specific research training into residency programs. Purpose To describe the development of a resident research training program at one tertiary care pediatric academic health sciences center in Ontario, Canada. Methods We surveyed residents and pediatricians/research staff to establish the need and content for a resident research training program. Results Residents and resident research supervisors agreed or strongly agreed that research training is important for residents. However, few residents and supervisors believed that their academic health sciences center provided adequate training and resources to support resident research. As such, an online resident research training program was established. Residents and supervisors agreed that the program should focus on the following topics: 1) critically evaluating research literature, 2) writing a research proposal, 3) submitting an application for research funding, and 4) writing a manuscript. Discussion This highly accessible, context-specific, and inexpensive online program model may be of interest and benefit to other residency programs as a means to enhance residents' scholarly roles. A formal evaluation of the research training program is now underway.

  3. 42 CFR 51.27 - Training.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 42 Public Health 1 2011-10-01 2011-10-01 false Training. 51.27 Section 51.27 Public Health PUBLIC... Training. A P&A system shall provide training for program staff, and may also provide training for...)(1) Training of program staff to work with family members of clients served by the program where the...

  4. Evaluating Job Training Programs in the United States: Evidence and Explanations. Technical Assistance Report.

    ERIC Educational Resources Information Center

    Grubb, W. Norton

    Recent studies of the effectiveness of the following types of job training programs were reviewed: mainstream job training (Comprehensive Employment and Training Act and Job Training Partnership Act programs); welfare-to-work; experimental; job training for specific population groups; and specific services. Special attention was paid to the…

  5. 20 CFR 632.259 - Vocational exploration program.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 20 Employees' Benefits 3 2011-04-01 2011-04-01 false Vocational exploration program. 632.259 Section 632.259 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR INDIAN AND NATIVE AMERICAN EMPLOYMENT AND TRAINING PROGRAMS Summer Youth Employment and Training Programs § 632.259...

  6. 20 CFR 632.259 - Vocational exploration program.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 20 Employees' Benefits 3 2012-04-01 2012-04-01 false Vocational exploration program. 632.259 Section 632.259 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR INDIAN AND NATIVE AMERICAN EMPLOYMENT AND TRAINING PROGRAMS Summer Youth Employment and Training Programs § 632.259...

  7. 20 CFR 632.259 - Vocational exploration program.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 20 Employees' Benefits 3 2010-04-01 2010-04-01 false Vocational exploration program. 632.259 Section 632.259 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR INDIAN AND NATIVE AMERICAN EMPLOYMENT AND TRAINING PROGRAMS Summer Youth Employment and Training Programs § 632.259...

  8. Guidelines for development of NASA (National Aeronautics and Space Administration) computer security training programs

    NASA Technical Reports Server (NTRS)

    Tompkins, F. G.

    1983-01-01

    The report presents guidance for the NASA Computer Security Program Manager and the NASA Center Computer Security Officials as they develop training requirements and implement computer security training programs. NASA audiences are categorized based on the computer security knowledge required to accomplish identified job functions. Training requirements, in terms of training subject areas, are presented for both computer security program management personnel and computer resource providers and users. Sources of computer security training are identified.

  9. Effectiveness of a Core-Competency-based Program on Residents' Learning and Experience.

    PubMed

    Charles, Lesley; Triscott, Jean; Dobbs, Bonnie; Tian, Peter George; Babenko, Oksana

    2016-06-01

    The Care of the Elderly (COE) Diploma Program is a six-to-twelve-month enhanced skills program taken after two years of core residency training in Family Medicine. In 2010, we developed and implemented a core-competency-based COE Diploma program (CC), in lieu of one based on learning objectives (LO). This study assessed the effectiveness of the core-competency-based program on residents' learning and their training experience as compared to residents trained using learning objectives. The data from the 2007-2013 COE residents were used in the study, with nine and eight residents trained in the LO and CC programs, respectively. Residents' learning was measured using preceptors' evaluations of residents' skills/abilities throughout the program (118 evaluations in total). Residents' rating of training experience was measured using the Graduate's Questionnaire which residents completed after graduation. For residents' learning, overall, there was no significant difference between the two programs. However, when examined as a function of the four CanMEDS roles, there were significant increases in the CC residents' scores for two of the CanMEDS roles: Communicator/Collaborator/Manager and Scholar compared to residents in the LO program. With respect to residents' training experience, seven out of ten program components were rated by the CC residents higher than by the LO residents. The implementation of a COE CC program appears to facilitate resident learning and training experience.

  10. 45 CFR 1306.23 - Training.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 45 Public Welfare 4 2011-10-01 2011-10-01 false Training. 1306.23 Section 1306.23 Public Welfare... STAFFING REQUIREMENTS AND PROGRAM OPTIONS Head Start Program Staffing Requirements § 1306.23 Training. (a) Head Start grantees must provide pre-service training and in-service training opportunities to program...

  11. An Innovative Instrument Flight Training Program.

    ERIC Educational Resources Information Center

    Caro, Paul W.

    An innovative flight training program, its development, and initial administration are described. The program involves use of a commercially available training device in a twin-engine transition and instrument training course. Principal features of the training include redefinition of the flight instructor's role, and incentive award system,…

  12. Training Public Health Advisors.

    PubMed

    Meyer, Pamela A; Brusuelas, Kristin M; Baden, Daniel J; Duncan, Heather L

    2015-01-01

    Federal public health advisors provide guidance and assistance to health departments to improve public health program work. The Centers for Disease Control and Prevention (CDC) prepares them with specialized training in administering public health programs. This article describes the evolving training and is based on internal CDC documents and interviews. The first federal public health advisors worked in health departments to assist with controlling syphilis after World War II. Over time, more CDC prevention programs hired them. To meet emerging needs, 3 major changes occurred: the Public Health Prevention Service, a fellowship program, in 1999; the Public Health Associate Program in 2007; and integration of those programs. Key components of the updated training are competency-based training, field experience, supervision, recruitment and retention, and stakeholder support. The enduring strength of the training has been the experience in a public health agency developing practical skills for program implementation and management.

  13. AED (Automated External Defibrillator) Programs: Questions and Answers

    MedlinePlus

    ... Training CPR In Schools Training Kits RQI AHA Blended Learning & eLearning Guide AHA Instructors ECC Educational Conferences Programs ... Training CPR In Schools Training Kits RQI AHA Blended Learning & eLearning Guide AHA Instructors ECC Educational Conferences Programs ...

  14. OCCUPATIONAL EDUCATION AND TRAINING FOR TOMORROW'S WORLD OF WORK. NUMBER 6, BUSINESS, LABOR, AND OTHER PRIVATE PROGRAMS.

    ERIC Educational Resources Information Center

    SCHWEITZER, HARVEY

    BUSINESS AND INDUSTRY HAVE A LONG HISTORY OF DEVELOPING AND CONDUCTING TRAINING PROGRAMS. A 1962 U.S. DEPARTMENT OF LABOR SURVEY COVERING 710,662 ESTABLISHMENTS WHICH EMPLOYED FROM FOUR TO OVER 500 EMPLOYEES FOUND THAT ABOUT ONE-FIFTH HAD TRAINING PROGRAMS IN OPERATION. ADVANTAGES OF TRAINING PROGRAMS IN BUSINESS AND INDUSTRY ARE -- (1) THE…

  15. Training in interprofessional collaboration

    PubMed Central

    Paré, Line; Maziade, Jean; Pelletier, Francine; Houle, Nathalie; Iloko-Fundi, Maximilien

    2012-01-01

    Abstract Problem addressed A number of agencies that accredit university health sciences programs recently added standards for the acquisition of knowledge and skills with respect to interprofessional collaboration. Within primary care settings there are no practical training programs that allow students from different disciplines to develop competencies in this area. Objective of the program The training program was developed within family medicine units affiliated with Université Laval in Quebec for family medicine residents and trainees from various disciplines to develop competencies in patient-centred, interprofessional collaborative practice in primary care. Program description Based on adult learning theories, the program was divided into 3 phases—preparing family medicine unit professionals, training preceptors, and training the residents and trainees. The program’s pedagogic strategies allowed participants to learn with, from, and about one another while preparing them to engage in contemporary primary care practices. A combination of quantitative and qualitative methods was used to evaluate the implementation process and the immediate results of the training program. Conclusion The training program had a positive effect on both the clinical settings and the students. Preparation of clinical settings is an important issue that must be considered when planning practical interprofessional training. PMID:22611607

  16. A Two-Year Multidisciplinary Training Program for the Frontline Workforce in Community Treatment of Severe Mental Illness.

    PubMed

    Ruud, Torleif; Flage, Karin Blix; Kolbjørnsrud, Ole-Bjørn; Haugen, Gunnar Brox; Sørlie, Tore

    2016-01-01

    Since 1999, a national two-year multidisciplinary onsite training program has been in operation in Norway. The program trains frontline workforce personnel who provide community treatment to people with severe mental illness. A national network of mental health workers, consumers, caregivers, and others providing or supporting psychosocial treatment and rehabilitation for people with severe mental illness has organized local onsite part-time training programs in collaboration with community mental health centers (CMHCs), municipalities, and primary care providers. CMHC and primary care staff are trained together to increase collaboration. Nationwide dissemination has continued, with new local programs established every year. Evaluations have shown that the program is successful.

  17. Nuclear Education and Training Programs of Potential Interest to Utilities.

    ERIC Educational Resources Information Center

    Atomic Energy Commission, Washington, DC.

    This compilation of education and training programs related to nuclear applications in electric power generation covers programs conducted by nuclear reactor vendors, public utilities, universities, technical institutes, and community colleges, which were available in December 1968. Several training-program consultant services are also included.…

  18. Historically Black Colleges and Universities Nuclear Energy Training Program: Summary of program activities, fiscal year 1986

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

    Not Available

    1987-04-27

    The Historically Black Colleges and Universities Nuclear Energy Training (HBCU NET) Program, funded by DOE, Office of Nuclear Energy and administered by ORAU, began in February 1984. The program provides support for training, study, research participation, and academic enrichment of students and faculty at designated HBCUs in nuclear science, nuclear engineering, and other nuclear-related technologes and disciplines. The program is composed of undergraduate scholarships, graduate fellowships, student and faculty research participation, and an annual student training institute.

  19. 14 CFR 91.1073 - Training program: General.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... ensure that each pilot annually completes at least one flight training session in an approved simulator for at least one program aircraft. The training session may be the flight training portion of any of... 14 Aeronautics and Space 2 2010-01-01 2010-01-01 false Training program: General. 91.1073 Section...

  20. Alterations in Strength and Maximal Oxygen Uptake Consequent to Nautilus Circuit Weight Training.

    ERIC Educational Resources Information Center

    Messier, Stephen P.; Dill, Mary Elizabeth

    1985-01-01

    The study compared the effects on muscular strength and maximal oxygen uptake of a Nautilus circuit weight training program, a free weight strength training program, and a running program. Nautilus circuit weight training appears to be equally effective for a training period of short duration. (MT)

  1. 5 CFR 410.301 - Scope and general conduct of training programs.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... other human resource functions. Training programs established by agencies under chapter 41 of title 5... 5 Administrative Personnel 1 2010-01-01 2010-01-01 false Scope and general conduct of training... REGULATIONS TRAINING Establishing and Implementing Training Programs § 410.301 Scope and general conduct of...

  2. A National Policy for Workplace Training. Lessons from State and Local Experiments.

    ERIC Educational Resources Information Center

    Batt, Rosemary; Osterman, Paul

    Selected state and local experiments in developing/supporting workplace-centered training programs were analyzed to identify issues relevant to developing a national policy for workplace training. Intensive case studies of state economic development/training programs in California and Illinois and the employment and training programs provided by…

  3. Training for Development 1970. The United States Participant Training Program.

    ERIC Educational Resources Information Center

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

    The report describes the program of training for foreign students conducted by the Office of International Training of the Agency for International Development (AID). The report's first chapter describes the history, nature, and importance of participant training and diagrams the administrative structure of the program. Chapter 2 describes the…

  4. SNAP Employment and Training: Washington's Basic Food Employment & Training Program (BFET)

    ERIC Educational Resources Information Center

    Mohan, Lavanya

    2014-01-01

    SNAP Employment & Training (E&T) is an important component of SNAP (Supplemental Nutrition Assistance Program, formerly known as the Food Stamp Program) that supports a variety of education, training, employment, and related services for SNAP recipients. It gives recipients opportunities to gain skills, training, or experience that will…

  5. The Benefits of High Intensity Functional Training (HIFT) Fitness Programs for Military Personnel

    PubMed Central

    Haddock, Christopher K.; Poston, Walker S.C.; Heinrich, Katie M.; Jahnke, Sara A.; Jitnarin, Nattinee

    2016-01-01

    High intensity functional training (HIFT) programs are designed to address multiple fitness domains, potentially providing improved physical and mental readiness in a changing operational environment. Programs consistent with HIFT principals such as CrossFit, SEALFIT and the US Marine Corps’ High Intensity Tactical Training (HITT) program are increasingly popular among military personnel. This article reviews the practical, health, body composition, and military fitness implications of HIFT exercise programs. We conclude that, given the unique benefits of HIFT, the military should consider evaluating whether these programs should be the standard for military fitness training. PMID:27849484

  6. Effects of standard training in the use of closed-circuit televisions in visually impaired adults: design of a training protocol and a randomized controlled trial.

    PubMed

    Burggraaff, Marloes C; van Nispen, Ruth M A; Melis-Dankers, Bart J M; van Rens, Ger H M B

    2010-03-10

    Reading problems are frequently reported by visually impaired persons. A closed-circuit television (CCTV) can be helpful to maintain reading ability, however, it is difficult to learn how to use this device. In the Netherlands, an evidence-based rehabilitation program in the use of CCTVs was lacking. Therefore, a standard training protocol needed to be developed and tested in a randomized controlled trial (RCT) to provide an evidence-based training program in the use of this device. To develop a standard training program, information was collected by studying literature, observing training in the use of CCTVs, discussing the content of the training program with professionals and organizing focus and discussion groups. The effectiveness of the program was evaluated in an RCT, to obtain an evidence-based training program. Dutch patients (n = 122) were randomized into a treatment group: normal instructions from the supplier combined with training in the use of CCTVs, or into a control group: instructions from the supplier only. The effect of the training program was evaluated in terms of: change in reading ability (reading speed and reading comprehension), patients' skills to operate the CCTV, perceived (vision-related) quality of life and tasks performed in daily living. The development of the CCTV training protocol and the design of the RCT in the present study may serve as an example to obtain an evidence-based training program. The training program was adjusted to the needs and learning abilities of individual patients, however, for scientific reasons it might have been preferable to standardize the protocol further, in order to gain more comparable results. http://www.trialregister.nl, identifier: NTR1031.

  7. Effects of standard training in the use of closed-circuit televisions in visually impaired adults: design of a training protocol and a randomized controlled trial

    PubMed Central

    2010-01-01

    Background Reading problems are frequently reported by visually impaired persons. A closed-circuit television (CCTV) can be helpful to maintain reading ability, however, it is difficult to learn how to use this device. In the Netherlands, an evidence-based rehabilitation program in the use of CCTVs was lacking. Therefore, a standard training protocol needed to be developed and tested in a randomized controlled trial (RCT) to provide an evidence-based training program in the use of this device. Methods/Design To develop a standard training program, information was collected by studying literature, observing training in the use of CCTVs, discussing the content of the training program with professionals and organizing focus and discussion groups. The effectiveness of the program was evaluated in an RCT, to obtain an evidence-based training program. Dutch patients (n = 122) were randomized into a treatment group: normal instructions from the supplier combined with training in the use of CCTVs, or into a control group: instructions from the supplier only. The effect of the training program was evaluated in terms of: change in reading ability (reading speed and reading comprehension), patients' skills to operate the CCTV, perceived (vision-related) quality of life and tasks performed in daily living. Discussion The development of the CCTV training protocol and the design of the RCT in the present study may serve as an example to obtain an evidence-based training program. The training program was adjusted to the needs and learning abilities of individual patients, however, for scientific reasons it might have been preferable to standardize the protocol further, in order to gain more comparable results. Trial registration http://www.trialregister.nl, identifier: NTR1031 PMID:20219120

  8. Apprenticeship Training: Gasfitter Program.

    ERIC Educational Resources Information Center

    Alberta Learning, Edmonton. Apprenticeship and Industry Training.

    This document presents information about the apprenticeship training program of Alberta, Canada, in general and the gasfitter program in particular. The first part of the document discusses the following items: Alberta's apprenticeship and industry training system; the apprenticeship and industry training committee structure; local apprenticeship…

  9. Improved Training Program for Fall Prevention of Warfighters with Lower Extremity Trauma

    DTIC Science & Technology

    2016-10-01

    productive, active civilian life. The training program utilizes a microprocessor -controlled treadmill designed to deliver task- specific training...National Military Medical Center (WRNMMC), and Mayo. The fall prevention training program utilizes a microprocessor -controlled treadmill to deliver

  10. Hairstylist Program. Apprenticeship Training.

    ERIC Educational Resources Information Center

    Alberta Learning, Edmonton. Apprenticeship and Industry Training.

    This document presents information about the apprenticeship training program of Alberta, Canada, in general and the hairstylist program in particular. The first part of the document discusses the following items: Alberta's apprenticeship and industry training system; the apprenticeship and industry training committee structure; local…

  11. Cabinetmaker Program. Apprenticeship Training.

    ERIC Educational Resources Information Center

    Alberta Learning, Edmonton. Apprenticeship and Industry Training.

    This document presents information about the apprenticeship training program of Alberta, Canada, in general and the cabinetmaking program in particular. The first part of the document discusses the following items: Alberta's apprenticeship and industry training system; the apprenticeship and industry training committee structure; local…

  12. Supported Employment Staff Training Manual.

    ERIC Educational Resources Information Center

    Inge, Katherine; And Others

    This training manual provides practical guidelines for staff development in supported employment programs for individuals with severe disabilities. It provides information on designing and developing training programs using adult learning principles, for program managers or trainers responsible for implementing inservice training and technical…

  13. Training in interprofessional collaboration: pedagogic innovation in family medicine units.

    PubMed

    Paré, Line; Maziade, Jean; Pelletier, Francine; Houle, Nathalie; Iloko-Fundi, Maximilien

    2012-04-01

    A number of agencies that accredit university health sciences programs recently added standards for the acquisition of knowledge and skills with respect to interprofessional collaboration. Within primary care settings there are no practical training programs that allow students from different disciplines to develop competencies in this area. The training program was developed within family medicine units affiliated with Université Laval in Quebec for family medicine residents and trainees from various disciplines to develop competencies in patient-centred, interprofessional collaborative practice in primary care. Based on adult learning theories, the program was divided into 3 phases--preparing family medicine unit professionals, training preceptors, and training the residents and trainees. The program's pedagogic strategies allowed participants to learn with, from, and about one another while preparing them to engage in contemporary primary care practices. A combination of quantitative and qualitative methods was used to evaluate the implementation process and the immediate results of the training program. The training program had a positive effect on both the clinical settings and the students. Preparation of clinical settings is an important issue that must be considered when planning practical interprofessional training.

  14. Electrician Cluster, STEP Training Plan. Skills Training and Education Program.

    ERIC Educational Resources Information Center

    Alabama State Dept. of Postsecondary Education, Montgomery.

    This guide is a training plan for the electrical skills cluster of the Skills Training and Education Program (STEP), an open-entry, open-exit program funded by the Job Training Partnership Act (JTPA). In the STEP training plan, each task has its own lesson plan guide. This manual contains the following information: definitions, instructions for…

  15. Clerical Cluster, STEP Training Plan. Skills Training and Education Program.

    ERIC Educational Resources Information Center

    Alabama State Dept. of Postsecondary Education, Montgomery.

    This guide is a training plan for the clerical skills cluster of the Skills Training and Education Program (STEP), an open-entry, open-exit program funded by the Job Training Partnership Act (JTPA). In the STEP training plan, each task has its own lesson plan guide. This manual contains the following information: definitions, instructions for…

  16. The Introduction of Data Processing in Middle-Level Accountancy Training Programs in Developing Countries: A Case Study.

    ERIC Educational Resources Information Center

    Schramm, Karin

    1985-01-01

    Examines the impact of introducing data processing in middle-level accountancy training programs in Botswana. Hardware and software considerations for the program are also examined. Since the beginning of the program, some 300 students have been trained in accounting. (JN)

  17. Child Welfare Training in Child Psychiatry Residency: A Program Director Survey

    ERIC Educational Resources Information Center

    Lee, Terry G.; Cox, Julia R.; Walker, Sarah C.

    2013-01-01

    Objective: This study surveys child psychiatry residency program directors in order to 1) characterize child welfare training experiences for child psychiatry residents; 2) evaluate factors associated with the likelihood of program directors' endorsing the adequacy of their child welfare training; and 3) assess program directors'…

  18. 20 CFR 628.701 - Program goals and objectives.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 20 Employees' Benefits 3 2011-04-01 2011-04-01 false Program goals and objectives. 628.701 Section 628.701 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR PROGRAMS UNDER TITLE II OF THE JOB TRAINING PARTNERSHIP ACT The Summer Youth Employment and Training Program § 628.701...

  19. 20 CFR 628.701 - Program goals and objectives.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 20 Employees' Benefits 3 2012-04-01 2012-04-01 false Program goals and objectives. 628.701 Section 628.701 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR PROGRAMS UNDER TITLE II OF THE JOB TRAINING PARTNERSHIP ACT The Summer Youth Employment and Training Program § 628.701...

  20. Effect of two Howard Hughes Medical Institute research training programs for medical students on the likelihood of pursuing research careers.

    PubMed

    Fang, Di; Meyer, Roger E

    2003-12-01

    To assess the effect of Howard Hughes Medical Institute's (HHMI) two one-year research training programs for medical students on the awardees' research careers. Awardees of the HHMI Cloister Program who graduated between 1987 and 1995 and awardees of the HHMI Medical Fellows Program who graduated between 1991 and 1995 were compared with unsuccessful applicants to the programs and MD-PhD students who graduated during the same periods. Logistic regression analyses were conducted to assess research career outcomes while controlling for academic and demographic variables that could affect selection to the programs. Participation in both HHMI programs increased the likelihood of receiving National Institutes of Health postdoctoral support. Participation in the Cloister Program also increased the likelihood of receiving a faculty appointment with research responsibility at a medical school. In addition, awardees of the Medical Fellows Program were not significantly less likely than Medical Scientist Training Program (MSTP) and non-MSTP MD-PhD program participants to receive a National Institutes of Health postdoctoral award, and awardees of the Cloister Program were not significantly less likely than non-MSTP MD-PhD students to receive a faculty appointment with research responsibility. Women and underrepresented minority students were proportionally represented among awardees of the two HHMI programs whereas they were relatively underrepresented in MD-PhD programs. The one-year intensive research training supported by the HHMI training programs appears to provide an effective imprinting experience on medical students' research careers and to be an attractive strategy for training physician-scientists.

  1. Status of training programs and perceived labor problems in four types of noncommercial foodservice operations.

    PubMed

    Cluskey, M; Messersmith, A M

    1991-10-01

    Training is essential for the effective delivery of quality foodservice products. A well-developed training program is ongoing, comprehensive, planned in advance, and performance based. Such programs facilitate performance and may be beneficial to develop employees and reduce employee turnover rates. The purpose of this study was to investigate the kinds of training programs that are being developed and delivered to employees in noncommercial foodservice operations. A survey instrument was mailed nationally to foodservice directors and administrators in health care and educational foodservice operations requesting information about training programs used for their nonsupervisory foodservice employees. Information regarding perceived existence of potential labor problems was also collected. Relationships between training programs and perception of labor problems were investigated. Training appears to be conducted in some form within the four types of noncommercial foodservice operations investigated. The most severely perceived labor problems among nonsupervisory employees include low motivation, lack of skills, and poor promotability.

  2. Transfer of Training After an Organizational Intervention in Swedish Sports Clubs: A Self-Determination Theory Perspective.

    PubMed

    Stenling, Andreas; Tafvelin, Susanne

    2016-10-01

    Leadership development programs are common in sports, but seldom evaluated; hence, we have limited knowledge about what the participants actually learn and the impact these programs have on sports clubs' daily operations. The purpose of the current study was to integrate a transfer of training model with self-determination theory to understand predictors of learning and training transfer, following a leadership development program among organizational leaders in Swedish sports clubs. Bayesian multilevel path analysis showed that autonomous motivation and an autonomy-supportive implementation of the program positively predicted near transfer (i.e., immediately after the training program) and that perceiving an autonomy-supportive climate in the sports club positively predicted far transfer (i.e., 1 year after the training program). This study extends previous research by integrating a transfer of training model with self-determination theory and identified important motivational factors that predict near and far training transfer.

  3. Survey of robotic surgery training in obstetrics and gynecology residency.

    PubMed

    Gobern, Joseph M; Novak, Christopher M; Lockrow, Ernest G

    2011-01-01

    To examine the status of resident training in robotic surgery in obstetrics and gynecology programs in the United States, an online survey was emailed to residency program directors of 247 accredited programs identified through the Accreditation Council for Graduate Medical Education website. Eighty-three of 247 program directors responded, representing a 34% response rate. Robotic surgical systems for gynecologic procedures were used at 65 (78%) institutions. Robotic surgery training was part of residency curriculum at 48 (58%) residency programs. Half of respondents were undecided on training effectiveness. Most program directors believed the role of robotic surgery would increase and play a more integral role in gynecologic surgery. Robotic surgery was widely reported in residency training hospitals with limited availability of effective resident training. Robotic surgery training in obstetrics and gynecology residency needs further assessment and may benefit from a structured curriculum. Published by Elsevier Inc.

  4. Improving psychosexual knowledge in adolescents with autism spectrum disorder: pilot of the tackling teenage training program.

    PubMed

    Dekker, Linda P; van der Vegt, Esther J M; Visser, Kirsten; Tick, Nouchka; Boudesteijn, Frieda; Verhulst, Frank C; Maras, Athanasios; Greaves-Lord, Kirstin

    2015-06-01

    Previous studies have shown that psychosexual functioning in adolescents with autism spectrum disorder (ASD) is hampered and emphasize the need for a specialized training program tailored to their needs. Therefore, an individual training program was developed; the Tackling Teenage Training (TTT) program. The current pilot study systematically evaluated whether psychosexual knowledge increased after taking part in the TTT program, using a pre- and post-training design in 30 adolescents with ASD (77 % male, mean age = 14.80 years, mean intelligence = 96.96). Psychosexual knowledge increased significantly (pre-training total score: M = 25.74, SD = 6.20; post-training total score: M = 33.52 (SD = 2.78); F(1,29) = 65.20, p < .001). The TTT program may be useful to improve psychosexual knowledge and functioning in adolescents with ASD, yet these findings are preliminary, and a more elaborate controlled trial is needed.

  5. Quality assurance in postgraduate pathology training the Dutch way: regular assessment, monitoring of training programs but no end of training examination.

    PubMed

    van der Valk, Paul

    2016-01-01

    It might seem self-evident that in the transition from a supervised trainee to an independent professional who is no longer supervised, formal assessment of whether the trainee knows his/her trade well enough to function independently is necessary. This would then constitute an end of training examination. Such examinations are practiced in several countries but a rather heterogeneous situation exists in the EU countries. In the Netherlands, the training program is not concluded by a summative examination and reasons behind this situation are discussed. Quality assurance of postgraduate medical training in the Netherlands has been developed along two tracks: (1) not a single testing moment but continuous evaluation of the performance of the trainee in 'real time' situations and (2) monitoring of the quality of the offered training program through regular site-visits. Regular (monthly and/or yearly) evaluations should be part of every self-respecting training program. In the Netherlands, these evaluations are formative only: their intention is to provide the trainee a tool by which he or she can see whether they are on track with their training schedule. In the system in the Netherlands, regular site-visits to training programs constitute a crucial element of quality assurance of postgraduate training. During the site-visit, the position and perceptions of the trainee are key elements. The perception by the trainee of the training program, the institution (or department) offering the training program, and the professionals involved in the training program is explicitly solicited and systematically assessed. With this two-tiered approach high-quality postgraduate training is assured without the need for an end of training examination.

  6. Advanced ultrasound training for fourth-year medical students: a novel training program at The Ohio State University College of Medicine.

    PubMed

    Bahner, David P; Royall, Nelson A

    2013-02-01

    Ultrasound training and education in medical schools is rare, and the foci of current ultrasound curricula are limited. There is a significant need for advanced ultrasound training models in medical school curricula to reduce educational burdens for physician residency programs and improve overall physician competency.The authors describe and evaluate the advanced ultrasound training program developed at The Ohio State University College of Medicine (OSU COM). The OSU COM program is a longitudinal advanced ultrasound curriculum for fourth-year medical students pursuing specialties that require frequent use of focused ultrasound. One hundred fifty student participants have completed the yearlong program to date. Participants engage in didactic lectures, journal club sessions, hands-on training, teaching and patient-modeling activities, and complete a final project. Experienced Ohio State University Medical Center faculty are recruited from specialties that frequently use ultrasound (e.g., emergency medicine, internal medicine, obstetrics-gynecology). A multimodal instructional assessment approach ensures that ultrasound training yields experience with cognitive, behavioral, and constructive learning components. The authors discuss the benefits of the program as well as its challenges and future directions.The advanced ultrasound training program at OSU COM demonstrates a novel approach to providing ultrasound training for medical students, offering a feasible model for meeting training guidelines without increasing the educational requirements for residency programs.

  7. Research Ethics Education in Post-Graduate Medical Curricula in I.R. Iran.

    PubMed

    Nikravanfard, Nazila; Khorasanizadeh, Faezeh; Zendehdel, Kazem

    2017-08-01

    Research ethics training during post-graduate education is necessary to improve ethical standards in the design and conduct of biomedical research. We studied quality and quantity of research ethics training in the curricula of post-graduate programs in the medical science in I.R. Iran. We evaluated curricula of 125 post-graduate programs in medical sciences in I.R. Iran. We qualitatively studied the curricula by education level, including the Master and PhD degrees and analyzed the contents and the amount of teaching allocated for ethics training in each curriculum. We found no research ethics training in 72 (58%) of the programs. Among the 53 (42%) programs that considered research ethics training, only 17 programs had specific courses for research ethics and eight of them had detailed topics on their courses. The research ethics training was optional in 25% and mandatory in 76% of the programs. Post-graduate studies that were approved in the more recent years had more attention to the research ethics training. Research ethics training was neglected in most of the medical post-graduate programs. We suggest including sufficient amount of mandatory research ethics training in Master and PhD programs in I.R. Iran. Further research about quality of research ethics training and implementation of curricula in the biomedical institutions is warranted. © 2016 John Wiley & Sons Ltd.

  8. Guidelines for competency development and measurement in rehabilitation psychology postdoctoral training.

    PubMed

    Stiers, William; Barisa, Mark; Stucky, Kirk; Pawlowski, Carey; Van Tubbergen, Marie; Turner, Aaron P; Hibbard, Mary; Caplan, Bruce

    2015-05-01

    This study describes the results of a multidisciplinary conference (the Baltimore Conference) that met to develop consensus guidelines for competency specification and measurement in postdoctoral training in rehabilitation psychology. Forty-six conference participants were chosen to include representatives of rehabilitation psychology training and practice communities, representatives of psychology accreditation and certification bodies, persons involved in medical education practice and research, and consumers of training programs (students). Consensus education and training guidelines were developed that specify the key competencies in rehabilitation psychology postdoctoral training, and structured observation checklists were developed for their measurement. This study continues the development of more than 50 years of thinking about education and training in rehabilitation psychology and builds on the existing work to further advance the development of guidelines in this area. The conference developed aspirational guidelines for competency specification and measurement in rehabilitation psychology postdoctoral training (i.e., for studying the outcomes of these training programs). Structured observation of trainee competencies allows examination of actual training outcomes in relation to intended outcomes and provides a methodology for studying how program outcomes are related to program structures and processes so that program improvement can occur. Best practices in applying program evaluation research methods to the study of professional training programs are discussed. (c) 2015 APA, all rights reserved).

  9. The Efficacy of Stuttering Measurement Training: Evaluating Two Training Programs

    PubMed Central

    Bainbridge, Lauren A.; Stavros, Candace; Ebrahimian, Mineh; Wang, Yuedong

    2015-01-01

    Purpose Two stuttering measurement training programs currently used for training clinicians were evaluated for their efficacy in improving the accuracy of total stuttering event counting. Method Four groups, each with 12 randomly allocated participants, completed a pretest–posttest design training study. They were evaluated by their counts of stuttering events on eight 3-min audiovisual speech samples from adults and children who stutter. Stuttering judgment training involved use of either the Stuttering Measurement System (SMS), Stuttering Measurement Assessment and Training (SMAAT) programs, or no training. To test for the reliability of any training effect, SMS training was repeated with the 4th group. Results Both SMS-trained groups produced approximately 34% improvement, significantly better than no training or the SMAAT program. The SMAAT program produced a mixed result. Conclusions The SMS program was shown to produce a “medium” effect size improvement in the accuracy of stuttering event counts, and this improvement was almost perfectly replicated in a 2nd group. Half of the SMAAT judges produced a 36% improvement in accuracy, but the other half showed no improvement. Additional studies are needed to demonstrate the durability of the reported improvements, but these positive effects justify the importance of stuttering measurement training. PMID:25629956

  10. The efficacy of stuttering measurement training: evaluating two training programs.

    PubMed

    Bainbridge, Lauren A; Stavros, Candace; Ebrahimian, Mineh; Wang, Yuedong; Ingham, Roger J

    2015-04-01

    Two stuttering measurement training programs currently used for training clinicians were evaluated for their efficacy in improving the accuracy of total stuttering event counting. Four groups, each with 12 randomly allocated participants, completed a pretest-posttest design training study. They were evaluated by their counts of stuttering events on eight 3-min audiovisual speech samples from adults and children who stutter. Stuttering judgment training involved use of either the Stuttering Measurement System (SMS), Stuttering Measurement Assessment and Training (SMAAT) programs, or no training. To test for the reliability of any training effect, SMS training was repeated with the 4th group. Both SMS-trained groups produced approximately 34% improvement, significantly better than no training or the SMAAT program. The SMAAT program produced a mixed result. The SMS program was shown to produce a "medium" effect size improvement in the accuracy of stuttering event counts, and this improvement was almost perfectly replicated in a 2nd group. Half of the SMAAT judges produced a 36% improvement in accuracy, but the other half showed no improvement. Additional studies are needed to demonstrate the durability of the reported improvements, but these positive effects justify the importance of stuttering measurement training.

  11. 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.

  12. Apprenticeship Training: Communication Technician Program.

    ERIC Educational Resources Information Center

    Alberta Learning, Edmonton. Apprenticeship and Industry Training.

    This document presents information about the apprenticeship training program of Alberta, Canada, in general and the communication technician program in particular. The first part of the document discusses the following items: Alberta's apprenticeship and industry training system; the apprenticeship and industry training committee structure; local…

  13. Concrete Finisher Program. Apprenticeship Training.

    ERIC Educational Resources Information Center

    Alberta Learning, Edmonton. Apprenticeship and Industry Training.

    This document presents information about the apprenticeship training program of Alberta, Canada, in general and the concrete finishing program in particular. The first part of the document discusses the following items: Alberta's apprenticeship and industry training system; the apprenticeship and industry training committee structure; local…

  14. Monetary incentives to reinforce engagement and achievement in a job-skills training program for homeless, unemployed adults.

    PubMed

    Koffarnus, Mikhail N; Wong, Conrad J; Fingerhood, Michael; Svikis, Dace S; Bigelow, George E; Silverman, Kenneth

    2013-01-01

    The current study examined whether monetary incentives could increase engagement and achievement in a job-skills training program for unemployed, homeless, alcohol-dependent adults. Participants (n=124) were randomized to a no-reinforcement group (n=39), during which access to the training program was provided but no incentives were given; a training reinforcement group (n=42), during which incentives were contingent on attendance and performance; or an abstinence and training reinforcement group (n=43), during which incentives were contingent on attendance and performance, but access was granted only if participants demonstrated abstinence from alcohol. abstinence and training reinforcement and training reinforcement participants advanced further in training and attended more hours than no-reinforcement participants. Monetary incentives were effective in promoting engagement and achievement in a job-skills training program for individuals who often do not take advantage of training programs. © Society for the Experimental Analysis of Behavior.

  15. A Strength Training Program for Primary Care Patients, Central Pennsylvania, 2012

    PubMed Central

    Patel, Vijay A.; Kraschnewski, Jennifer L.; Rovniak, Liza S.; Messina, Dino A.; Stuckey, Heather L.; Curry, William J.; Chuang, Cynthia H.; Sherwood, Lisa L.; Hess, Stacy L.

    2014-01-01

    Introduction Primary care providers can recommend strength training programs to use “Exercise as Medicine,” yet few studies have examined the interest of primary care patients in these programs. Methods We conducted a cross-sectional survey of primary care patients in central Pennsylvania. Interest in participating in free group-based strength training and weight control programs was assessed, in addition to patient demographics, medical history, and quality of life. Results Among 414 patients, most (61.0%) were aged 54 or older, and 64.0% were female. More patients were interested in a strength training program (55.3%) than in a weight control program (45.4%). Nearly three-quarters (72.8%) of those reporting 10 or more days of poor physical health were interested in a strength training program compared with 49.5% of those reporting no days of poor physical health. After adjusting for potential confounders, those reporting poorer physical health had 2.7 greater odds (95% confidence interval, 1.4–5.1) of being interested in a strength training program compared with those reporting better physical health. Patients with hypertension, diabetes, or high cholesterol were not more interested in a strength training program than those without these conditions. Conclusion Primary care practices may consider offering or referring patients to community-based strength training programs. This study observed high levels of interest in these widely available programs. Practices may also consider screening and referring those with poorer physical health, as they may be the most interested and have the most to gain from participating. PMID:24967829

  16. A national survey of terrorism preparedness training among pediatric, family practice, and emergency medicine programs.

    PubMed

    Martin, Shelly D; Bush, Anneke C; Lynch, Julia A

    2006-09-01

    Domestic terrorism is a real threat focusing on a need to engage in effective emergency preparedness planning and training. Front-line physicians are an important component of any emergency preparedness plan. Potential victims of an attack include children who have unique physiologic and psychological vulnerabilities in disasters. Front-line providers need to have adequate training to effectively participate in local planning initiatives and to recognize and treat casualties including children. The goal of the survey was to assess the current state of terrorism preparedness training, including child victims, by emergency medicine, family practice, and pediatric residency programs in the United States and to assess methods of training and barriers to establishing effective training. A survey was e-mailed to a comprehensive list of all US pediatric, family practice, and emergency medicine residency programs 3 times between September 2003 and January 2004. The survey measured the perceived risk of terrorist attack, level of training by type of attack, level of training regarding children, method of training, and barriers to training. Overall, 21% of programs responded (46 of 182 pediatric, 75 of 400 family practice, and 29 of 125 emergency medicine programs). Across all of the event types, emergency medicine programs were more likely to report adequate/comprehensive training. However, < 50% of emergency medicine programs report adequate training for children. Didactic classroom-based lectures were the most commonly used method of training. Emergency medicine programs were more likely to use scenario-based exercises. Among programs that use scenario exercises, 93% report that they never (40%) or only sometimes (53%) incorporate child victims into the scenarios. Time, funding, access to subject matter experts, and availability of training material are the most important barriers to effective training. Children are a precious national resource and a vulnerable population in disasters. Despite the availability of terrorism preparedness funding, these data suggest that we are failing to provide adequate training to front-line providers who may care for children in a catastrophic domestic terrorist event.

  17. [The two-year post graduate training program for nurses: implementation status and personal perspectives].

    PubMed

    Yin, Yu-Chun

    2013-06-01

    The Taiwan Joint Commission on Hospital Accreditation (TJCHA) authorized the Teaching Quality Improvement Program for Teaching Hospitals as a way for the Department of Health to plan and implement improvements. The program assists medical and paramedical professionals to establish a postgraduate clinical training system. The two-year postgraduate training program for nurses is one of the program's regular activities, divided into three phases that include location-based curriculum training (3 months), core curriculum training (9 months), and professional courses training (12 months). This paper describes the origin, current implementation status, and efficacy / key problems of this two-year post graduate training program, Information regarding the opinions of new nurses, preceptors, and nursing managers on the three aspects is drawn from the author's relevant professional experience, interactions with nurses, and a review of the literature. Findings include: (1) nursing departments should operate in accordance with TJCHA guidelines; (2) department training should be adequate to promote the ability and willingness of nurses to train a new generation of clinical preceptors; and (3) participant opinions on project execution progress and difficulties. Findings may be referenced to better achieve Teaching Quality Improvement Program for Teaching Hospital objectives.

  18. DEVELOPMENT OF AN EMERGENCY NURSING TRAINING CURRICULUM IN GHANA

    PubMed Central

    Bell, Sue Anne; Oteng, Rockefeller; Redman, Richard; Lapham, Jeremy; Bam, Victoria; Dzomecku, Veronica; Yakubu, Jamila; Tagoe, Nadia; Donkor, Peter

    2014-01-01

    The formal provision of emergency health care is a developing specialty in many sub-Saharan African countries, including Ghana. While emergency medicine training programs for physicians are on the rise, there are few established training programs for emergency nurses. The results of a unique collaboration are described between a university in the United States, a Ghanaian university and a Ghanaian teaching hospital that has developed an emergency nursing diploma program. The expected outcomes of this training program include: a) an innovative, interdisciplinary, team-based clinical training model b) a unique and low-resource emergency nursing curriculum and c) a comprehensive and sustainable training program to increase in-country retention of nurses. PMID:24631161

  19. Development of a training program to support health care professionals to deliver the SPACE for COPD self-management program

    PubMed Central

    Blackmore, Claire; Johnson-Warrington, Vicki L; Williams, Johanna EA; Apps, Lindsay D; Young, Hannah ML; Bourne, Claire LA; Singh, Sally J

    2017-01-01

    Background With the growing burden of COPD and associated morbidity and mortality, a need for self-management has been identified. The Self-management Programme of Activity, Coping and Education for Chronic Obstructive Pulmonary Disease (SPACE for COPD) manual was developed to support self-management in COPD patients. Currently, there is no literature available regarding health care professionals’ training needs when supporting patients with COPD on self-management. Aim This study sought to identify these needs to inform, design and develop a training program for health care professionals being trained to deliver a self-management program in COPD. Methods Fourteen health care professionals from both primary and secondary care COPD services participated in face-to-face semistructured interviews. Thematic analysis was used to produce a framework and identify training needs and views on delivery of the SPACE for COPD self-management program. Components of training were web-based knowledge training, with pre-and posttraining knowledge questionnaires, and a 1-day program to introduce the self-management manual. Feedback was given after training to guide the development of the training program. Results Health care professionals were able to identify areas where they required increased knowledge to support patients. This was overwhelming in aspects of COPD seen to be outside of their current clinical role. Skills in goal setting and behavioral change were not elicited as a training need, suggesting a lack of understanding of components of supporting self-management. An increase in knowledge of COPD was demonstrated following the training program. Conclusion Both knowledge and skill gaps existed in those who would deliver self-management. Analysis of this has enabled a training program to be designed to address these gaps and enable health care professionals to support patients in self-management. PMID:28652720

  20. Development of a training program to support health care professionals to deliver the SPACE for COPD self-management program.

    PubMed

    Blackmore, Claire; Johnson-Warrington, Vicki L; Williams, Johanna Ea; Apps, Lindsay D; Young, Hannah Ml; Bourne, Claire LA; Singh, Sally J

    2017-01-01

    With the growing burden of COPD and associated morbidity and mortality, a need for self-management has been identified. The Self-management Programme of Activity, Coping and Education for Chronic Obstructive Pulmonary Disease (SPACE for COPD) manual was developed to support self-management in COPD patients. Currently, there is no literature available regarding health care professionals' training needs when supporting patients with COPD on self-management. This study sought to identify these needs to inform, design and develop a training program for health care professionals being trained to deliver a self-management program in COPD. Fourteen health care professionals from both primary and secondary care COPD services participated in face-to-face semistructured interviews. Thematic analysis was used to produce a framework and identify training needs and views on delivery of the SPACE for COPD self-management program. Components of training were web-based knowledge training, with pre-and posttraining knowledge questionnaires, and a 1-day program to introduce the self-management manual. Feedback was given after training to guide the development of the training program. Health care professionals were able to identify areas where they required increased knowledge to support patients. This was overwhelming in aspects of COPD seen to be outside of their current clinical role. Skills in goal setting and behavioral change were not elicited as a training need, suggesting a lack of understanding of components of supporting self-management. An increase in knowledge of COPD was demonstrated following the training program. Both knowledge and skill gaps existed in those who would deliver self-management. Analysis of this has enabled a training program to be designed to address these gaps and enable health care professionals to support patients in self-management.

  1. ACGME core competency training, mentorship, and research in surgical subspecialty fellowship programs.

    PubMed

    Francesca Monn, M; Wang, Ming-Hsien; Gilson, Marta M; Chen, Belinda; Kern, David; Gearhart, Susan L

    2013-01-01

    To determine the perceived effectiveness of surgical subspecialty training programs in teaching and assessing the 6 ACGME core competencies including research. Cross-sectional survey. ACGME approved training programs in pediatric urology and colorectal surgery. Program Directors and recent trainees (2007-2009). A total of 39 program directors (60%) and 57 trainees (64%) responded. Both program directors and recent trainees reported a higher degree of training and mentorship (75%) in patient care and medical knowledge than the other core competencies (p<0.0001). Practice based learning and improvement, interpersonal and communication, and professionalism training were perceived effective to a lesser degree. Specifically, in the areas of teaching residents and medical students and team building, program directors, compared with recent trainees, perceived training to be more effective, (p = 0.004, p = 0.04). Responses to questions assessing training in systems based practice ubiquitously identified a lack of training, particularly in financial matters of running a practice. Although effective training in research was perceived as lacking by recent trainees, 81% reported mentorship in this area. According to program directors and recent trainees, the most effective method of teaching was faculty supervision and feedback. Only 50% or less of the recent trainees reported mentorship in career planning, work-life balance, and job satisfaction. Not all 6 core competencies and research are effectively being taught in surgery subspecialty training programs and mentorship in areas outside of patient care and research is lacking. Emphasis should be placed on faculty supervision and feedback when designing methods to better incorporate all 6 core competencies, research, and mentorship. Copyright © 2012 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  2. 20 CFR 632.255 - Program planning.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... that may be characterized as planning and design but not program operation. (c) Expenses incurred in... 20 Employees' Benefits 3 2010-04-01 2010-04-01 false Program planning. 632.255 Section 632.255... EMPLOYMENT AND TRAINING PROGRAMS Summer Youth Employment and Training Programs § 632.255 Program planning. (a...

  3. Reaching for the stars: The story of astronaut training and the lunar landing

    NASA Technical Reports Server (NTRS)

    Goldstein, Stanley H.

    1987-01-01

    The training for the Mercury, Gemini, and Apollo programs is described. The form and function of training and the historical background which shaped the nature of that training are reviewed. For the three programs, the astronaut selection, the meeting of training requirements, and program management are addressed.

  4. 25 CFR 26.32 - What constitutes a complete Job Training Program application?

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 25 Indians 1 2011-04-01 2011-04-01 false What constitutes a complete Job Training Program application? 26.32 Section 26.32 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM Training Services § 26.32 What constitutes a complete Job Training...

  5. 25 CFR 26.32 - What constitutes a complete Job Training Program application?

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... 25 Indians 1 2013-04-01 2013-04-01 false What constitutes a complete Job Training Program application? 26.32 Section 26.32 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM Training Services § 26.32 What constitutes a complete Job Training...

  6. 25 CFR 26.32 - What constitutes a complete Job Training Program application?

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 25 Indians 1 2014-04-01 2014-04-01 false What constitutes a complete Job Training Program application? 26.32 Section 26.32 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM Training Services § 26.32 What constitutes a complete Job Training...

  7. 25 CFR 26.32 - What constitutes a complete Job Training Program application?

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 25 Indians 1 2012-04-01 2011-04-01 true What constitutes a complete Job Training Program application? 26.32 Section 26.32 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM Training Services § 26.32 What constitutes a complete Job Training...

  8. Administrators' Roles in Training Programs and Training Transfer

    ERIC Educational Resources Information Center

    Ismail, Azman; Hua, Ng Kueh; Ismail, Yusof; Samah, Ainon Jauhariah Abu; Bakar, Rixal Abu; Ibrahim, Nurshahira

    2015-01-01

    An administrator plays a vital role in the growth and development of his/her subordinates. Despite this notion, the role of an administrator in the context of training programs and transfer of training is not well studied. Therefore, this study is set to examine the relationship between administrator's role in training programs and training…

  9. Tobacco Dependence Treatment Training Programs: An International Survey

    PubMed Central

    Rigotti, Nancy A.; Raw, Martin; McNeill, Ann; Murray, Rachael; Piné-Abata, Hembadoon; Bitton, Asaf; McEwen, Andy

    2016-01-01

    Abstract Introduction: In line with Article 14 guidelines for the WHO Framework Convention on Tobacco Control, we aimed to assess the progress in training individuals to deliver tobacco cessation treatment. Methods: Cross-sectional web-based survey in May–September 2013 among 122 experts in tobacco control and training from 84 countries (73% response rate among 115 countries surveyed). We measured training program prevalence, participants, and challenges faced. Results: Overall, 21% ( n = 18/84) of countries, mostly low and middle-income countries (LMICs; P = .002), reported no training program. Among 66 countries reporting at least one training program, most (84%) trained healthcare professionals but 54% also trained other individuals including community health workers, teachers, and religious leaders. Most programs (54%) cited funding challenges, although stability of funding varied by income level. Government funding was more commonly reported in higher income countries (high 56%, upper middle 50%, lower middle 27%, low 25%; P = .03) while programs in LMICs relied more on nongovernmental organizations (high 11%, upper middle 37%, lower middle 27%, low 38%; P = .02). Conclusions: One in five countries reported having no tobacco treatment training program representing little progress in terms of training individuals to deliver tobacco treatment in LMICs. Without more trained tobacco treatment providers, one of the tenets of Article 14 is not yet being met and health inequalities are likely to widen. More effort and resources are needed to ensure that healthcare worker educational programs include training to assess tobacco use and deliver brief advice and that training is available for individuals outside the healthcare system in areas with limited healthcare access. PMID:26117835

  10. The collaborative African genomics network training program: a trainee perspective on training the next generation of African scientists.

    PubMed

    Mlotshwa, Busisiwe C; Mwesigwa, Savannah; Mboowa, Gerald; Williams, Lesedi; Retshabile, Gaone; Kekitiinwa, Adeodata; Wayengera, Misaki; Kyobe, Samuel; Brown, Chester W; Hanchard, Neil A; Mardon, Graeme; Joloba, Moses; Anabwani, Gabriel; Mpoloka, Sununguko W

    2017-07-01

    The Collaborative African Genomics Network (CAfGEN) aims to establish sustainable genomics research programs in Botswana and Uganda through long-term training of PhD students from these countries at Baylor College of Medicine. Here, we present an overview of the CAfGEN PhD training program alongside trainees' perspectives on their involvement. Historically, collaborations between high-income countries (HICs) and low- and middle-income countries (LMICs), or North-South collaborations, have been criticized for the lack of a mutually beneficial distribution of resources and research findings, often undermining LMICs. CAfGEN plans to address this imbalance in the genomics field through a program of technology and expertise transfer to the participating LMICs. An overview of the training program is presented. Trainees from the CAfGEN project summarized their experiences, looking specifically at the training model, benefits of the program, challenges encountered relating to the cultural transition, and program outcomes after the first 2 years. Collaborative training programs like CAfGEN will not only help establish sustainable long-term research initiatives in LMICs but also foster stronger North-South and South-South networks. The CAfGEN model offers a framework for the development of training programs aimed at genomics education for those for whom genomics is not their "first language." Genet Med advance online publication 06 April 2017.

  11. The collaborative African genomics network training program: a trainee perspective on training the next generation of African scientists

    PubMed Central

    Mlotshwa, Busisiwe C.; Mwesigwa, Savannah; Mboowa, Gerald; Williams, Lesedi; Retshabile, Gaone; Kekitiinwa, Adeodata; Wayengera, Misaki; Kyobe, Samuel; Brown, Chester W.; Hanchard, Neil A.; Mardon, Graeme; Joloba, Moses; Anabwani, Gabriel; Mpoloka, Sununguko W.

    2017-01-01

    Purpose: The Collaborative African Genomics Network (CAfGEN) aims to establish sustainable genomics research programs in Botswana and Uganda through long-term training of PhD students from these countries at Baylor College of Medicine. Here, we present an overview of the CAfGEN PhD training program alongside trainees’ perspectives on their involvement. Background: Historically, collaborations between high-income countries (HICs) and low- and middle-income countries (LMICs), or North–South collaborations, have been criticized for the lack of a mutually beneficial distribution of resources and research findings, often undermining LMICs. CAfGEN plans to address this imbalance in the genomics field through a program of technology and expertise transfer to the participating LMICs. Methods: An overview of the training program is presented. Trainees from the CAfGEN project summarized their experiences, looking specifically at the training model, benefits of the program, challenges encountered relating to the cultural transition, and program outcomes after the first 2 years. Conclusion: Collaborative training programs like CAfGEN will not only help establish sustainable long-term research initiatives in LMICs but also foster stronger North–South and South–South networks. The CAfGEN model offers a framework for the development of training programs aimed at genomics education for those for whom genomics is not their “first language.” Genet Med advance online publication 06 April 2017 PMID:28383545

  12. Effectiveness of a Core-Competency–based Program on Residents’ Learning and Experience

    PubMed Central

    Charles, Lesley; Triscott, Jean; Dobbs, Bonnie; Tian, Peter George; Babenko, Oksana

    2016-01-01

    Background The Care of the Elderly (COE) Diploma Program is a six-to-twelve-month enhanced skills program taken after two years of core residency training in Family Medicine. In 2010, we developed and implemented a core-competency–based COE Diploma program (CC), in lieu of one based on learning objectives (LO). This study assessed the effectiveness of the core-competency–based program on residents’ learning and their training experience as compared to residents trained using learning objectives. Methods The data from the 2007–2013 COE residents were used in the study, with nine and eight residents trained in the LO and CC programs, respectively. Residents’ learning was measured using preceptors’ evaluations of residents’ skills/abilities throughout the program (118 evaluations in total). Residents’ rating of training experience was measured using the Graduate’s Questionnaire which residents completed after graduation. Results For residents’ learning, overall, there was no significant difference between the two programs. However, when examined as a function of the four CanMEDS roles, there were significant increases in the CC residents’ scores for two of the CanMEDS roles: Communicator/Collaborator/Manager and Scholar compared to residents in the LO program. With respect to residents’ training experience, seven out of ten program components were rated by the CC residents higher than by the LO residents. Conclusion The implementation of a COE CC program appears to facilitate resident learning and training experience. PMID:27403213

  13. The Weatherization Training program at Pennsylvania College

    ScienceCinema

    Meville, Jeff; Wilson, Jack; Manz, John; Gannett, Kirk; Smith, Franzennia

    2017-12-09

    A look into some of the remarkable work being done in the Weatherization Training program at Pennsylvania College. Penn College's program has served as the model for six other training centers in Pennsylvania alone.

  14. The current state of sleep medicine education in US neurology residency training programs: where do we go from here?

    PubMed

    Avidan, Alon Y; Vaughn, Bradley V; Silber, Michael H

    2013-03-15

    To evaluate the current state of sleep medicine educational resources and training offered by US neurology residency programs. In 2010, a 20-item peer reviewed Sleep Education Survey (SES) was sent to neurology residency program directors surveying them about sleep medicine educational resources used in teaching residents. Pearson product momentum correlation was used to determine correlation of program attributes with resident interest in pursuing a career in sleep medicine. Of the programs completing the survey, 81% listed a formal sleep rotation and 24% included a forum for sleep research. A variety of innovative approaches for teaching sleep medicine were noted. Program directors noted that 5.7% residents entered sleep medicine fellowship training programs in the preceding 5 years. Programs that had a more substantial investment in sleep medicine teaching resources were more likely to report residents entering a sleep medicine training program. This is the first report providing an analysis of the current state of sleep medicine training in US Neurology Residency Programs. Our data provide evidence that investment by the residency program in sleep education may enhance the ultimate decision by the neurology trainee to pursue a career in sleep medicine.

  15. How to Buy Training Programs.

    ERIC Educational Resources Information Center

    Geber, Beverly

    1989-01-01

    Discusses how to select the best training program for your needs. Includes information on deciding whether to develop your own program or buy one; identifying the kind of program you need; examining what is available; networking; choosing a supplier; and evaluating programs. (JOW)

  16. 76 FR 35918 - Susan Harwood Training Grant Program, FY 2011

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-06-20

    ... DEPARTMENT OF LABOR Occupational Safety and Health Administration Susan Harwood Training Grant... Funding Opportunity for Susan Harwood Training Grant Program, FY 2011. Funding Opportunity No.: SHTG-FY-11... of approximately $4.7 million for Susan Harwood Training Program grants under the following...

  17. 75 FR 29783 - Susan Harwood Training Grant Program, FY 2010

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-05-27

    ... DEPARTMENT OF LABOR Occupational Safety and Health Administration Susan Harwood Training Grant... Funding Opportunity for Susan Harwood Training Grant Program, FY 2010. Funding Opportunity No.: SHTG-FY-10... availability of approximately $8 million for the Susan Harwood Training Grant Program for Capacity Building...

  18. Lather-Interior Systems Mechanic Program. Apprenticeship Training.

    ERIC Educational Resources Information Center

    Alberta Learning, Edmonton. Apprenticeship and Industry Training.

    This document presents information about the apprenticeship training program of Alberta, Canada, in general and the lather-interior systems mechanic program in particular. The first part of the document discusses the following items: Alberta's apprenticeship and industry training system; the apprenticeship and industry training committee…

  19. Apprenticeship Training: Auto Body Technician Program.

    ERIC Educational Resources Information Center

    Alberta Learning, Edmonton. Apprenticeship and Industry Training.

    This document presents information about the apprenticeship training program of Alberta, Canada, in general and the auto body technician program in particular. The first part of the document discusses the following items: Alberta's apprenticeship and industry training system; the apprenticeship and industry training committee structure; local…

  20. 78 FR 66344 - Applications for New Awards; Rehabilitation Training: Rehabilitation Long-Term Training Program...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-11-05

    ...-Term Training Program--Vocational Rehabilitation Counseling AGENCY: Office of Special Education and...: Rehabilitation Long- Term Training Program--Vocational Rehabilitation Counseling Notice inviting applications for... in the priority area of rehabilitation counseling. Absolute Priority 2: This priority is from the...

  1. 20 CFR 628.700 - Scope and purpose.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR PROGRAMS UNDER TITLE II OF THE JOB TRAINING PARTNERSHIP ACT The Summer Youth Employment and Training Program § 628.700 Scope and purpose. This subpart contains the regulations for the Summer Youth Employment and Training Program (SYETP...

  2. Outdoor Power Equipment Technician Program. Apprenticeship Training.

    ERIC Educational Resources Information Center

    Alberta Learning, Edmonton. Apprenticeship and Industry Training.

    This document presents information about the apprenticeship training program of Alberta, Canada, in general and the outdoor power equipment technician program in particular. The first part of the document discusses the following items: Alberta's apprenticeship and industry training system; the apprenticeship and industry training committee…

  3. Counselor-Level Predictors of Sustained Use of an Indicated Preventive Intervention for Aggressive Children.

    PubMed

    Lochman, John E; Powell, Nicole P; Boxmeyer, Caroline L; Qu, Lixin; Sallee, Meghann; Wells, Karen C; Windle, Michael

    2015-11-01

    Despite widespread concern about the frequent failure of trained prevention staff to continue to use evidence-based programs following periods of intensive training, little research has addressed the characteristics and experiences of counselors that might predict their sustained use of a program. The current study follows a sample of school counselors who were trained to use an indicated preventive intervention, the Coping Power program, in an earlier dissemination study, and determines their levels of continued use of the program's child and parent components in the 2 years following the counselors' intensive training in the program. Counselor characteristics and experiences were also examined as predictors of their sustained use of the program components. The Coping Power program addresses children's emotional regulation, social cognitive processes, and increases in positive interpersonal behaviors with at-risk children who have been screened to have moderate to high levels of aggressive behavior. The results indicated that counselors' perceptions of interpersonal support from teachers within their schools, their perceptions of the effectiveness of the program, and their expectations for using the program were all predictive of program use over the following 2 years. In addition, certain counselor personality characteristics (i.e., conscientiousness) and the level of actual teacher-rated behavior change experienced by the children they worked with during training were predictors of counselors' use of the program during the second year after training. These results indicate the central importance of teacher support and of child progress during training in the prediction of counselors' sustained use of a prevention program.

  4. The effect of facilitator training on the development and practice of participants in an online induction program for teachers of science and mathematics

    NASA Astrophysics Data System (ADS)

    Taylor, Peggy Sue

    Learning in computer-mediated conferencing systems requires frequent and open interaction in environments that foster sharing and examination of group knowledge and experiences. Written dialogue is the means by which this interaction takes place. This study examined the effects of a training program designed for facilitators in the e-Mentoring for Student Success (eMSS) program, which provides online induction for beginning science and mathematics teachers. The training was designed to improve the quality of dialogue among participants in the program. The intervention consisted of three components: (1) an online training institute prior to beginning of the program year, (2) placement of facilitators in positions within the discussion areas of the program, and (3) ongoing online support for practicing facilitators. Three examinations were conducted in this mixed-method study. First, preintervention program dialogue was quantitatively compared to post-intervention program dialogue through use of a program-specific rubric to code program discussions. Second, case studies were conducted to determine how the training affected the practices of seven program facilitators and which components of the training effected change or growth. Third, pre and post intervention surveys were administered to all participants of the training to obtain their perceptions of their development as a result of the intervention. Comparison of dialogue before and after the intervention indicated a significant improvement in dialogue quality in the discussion areas of the program. Case studies of facilitators' practices revealed areas of the training that impacted the skills and strategies that facilitators used in efforts to foster increased and improved dialogue. Survey results indicated that participants gained a better understanding of what constituted quality dialogue in terms of the eMSS program and how better to foster quality dialogue in an online environment. Components of the training found to be effective in helping facilitators to foster dialogue improvement were: (1) focus on program goals and vision, (2) focus on the nature of online communication, (3) practice with the analysis of actual program dialogue, (4) practice in composing effective online messages. Implications for online facilitators are discussed and recommendations are made for designing training for facilitators to work in computer-mediated conferences.

  5. A Study of the Education Professions Development Act Training Programs for Higher Education Personnel, Volume III: The EPDA V-E Training Programs. Final Report.

    ERIC Educational Resources Information Center

    Boyle, E.; Carlson, K.

    Volume III of a study of the Education Professions Development Act (EPDA) training programs for higher education personnel presents the second of a three-faceted approach to assess current needs. This document reviews the task of profiling EPDA V-E training programs to produce a small-scale information system. Section one reviews the profiling…

  6. Relationship between Training Programs being Offered in State and Federal Penal Institutions and the Unfilled Job Openings in the Major Occupations in the United States.

    ERIC Educational Resources Information Center

    Torrence, John Thomas

    Excluding military installations, training programs in state and federal penal institutions were surveyed, through a mailed checklist, to test the hypotheses that (1) training programs in penal institutions were not related to the unfilled job openings by major occupations in the United States, and (2) that training programs reported would have a…

  7. Job Corps. Comparison of Federal Program with State Youth Training Initiatives. Report to Congressional Requesters.

    ERIC Educational Resources Information Center

    General Accounting Office, Washington, DC. Health, Education, and Human Services Div.

    The General Accounting Office compared state youth training programs with the Job Corps using the four program features that, taken together, characterize the Job Corps program: (1) serving a severely disadvantaged population, (2) providing basic education instruction, (3) focusing on vocational training services, and (4) providing these services…

  8. Program Directors' Perceptions of Reasons Professional Master's Athletic Training Students Persist and Depart

    ERIC Educational Resources Information Center

    Bowman, Thomas G.; Pitney, William A.; Mazerolle, Stephanie M.; Dodge, Thomas M.

    2015-01-01

    Context: Student retention is a key issue in higher education. With the increasing number of professional master's (PM) athletic training programs (ATPs), understanding student retention is necessary to maintain viable programs. Objective: Explore program directors' perceptions of the reasons athletic training students persist and depart from PM…

  9. The Impact of an Urban Charter School Leadership Training Program on Participants

    ERIC Educational Resources Information Center

    Perry, Jack Lamar

    2013-01-01

    This study explored the experiences, perspectives, and recommendations of participants in a charter school training program in order to gauge whether the training adequately prepared them for charter school leadership. Charter school leaders are prepared for leadership by university programs, non-profit programs, and charter schools themselves. A…

  10. Predictors of Success on Professional Credentialing Examinations of Athletic Training Undergraduates

    ERIC Educational Resources Information Center

    Esparza, Shandra Dawn

    2012-01-01

    Compared to other allied health programs, graduates of athletic training (AT) programs have lower pass rates on their national credentialing examination (48%). In 2013, the new Standards for Entry Level AT Programs from the Commission on Accreditation of Athletic Training Education (CAATE) will require AT education programs to be accountable for…

  11. An Intensive Training Program for Effective Teaching Assistants in Chemistry

    ERIC Educational Resources Information Center

    Dragisich, Vera; Keller, Valerie; Zhao, Meishan

    2016-01-01

    We report an intensive graduate teaching assistant (GTA) training program developed at The University of Chicago. The program has been assessed and has been successful in preparing GTAs for effective discussion and laboratory teaching for both general and organic chemistry. We believe that this training program can provide insightful information…

  12. 77 FR 31042 - Comment Request for Information Collection for Veterans' Retraining Assistance Program, Extension...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-05-24

    ..., employment status, status in a Federal or state job training program within 180 days of the application, and... Federal or state job training program within 180 days of the application, and has applied for the program... DEPARTMENT OF LABOR Employment and Training Administration Comment Request for Information...

  13. 34 CFR 642.4 - Regulations that apply to the Training Program.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false Regulations that apply to the Training Program. 642.4 Section 642.4 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION TRAINING PROGRAM FOR FEDERAL TRIO PROGRAMS General § 642.4...

  14. Standards for Endovascular Neurosurgical Training and Certification of the Society of Korean Endovascular Neurosurgeons 2013

    PubMed Central

    Shin, Dong-Seong; Park, Sukh-Que; Kang, Hyun-Seung; Yoon, Seok-Mann; Cho, Jae-Hoon; Lim, Dong-Jun; Baik, Min-Woo; Kwon, O Ki

    2014-01-01

    The need for standard endovascular neurosurgical (ENS) training programs and certification in Korea cannot be overlooked due to the increasing number of ENS specialists and the expanding ENS field. The Society of Korean Endovascular Neurosurgeons (SKEN) Certification Committee has prepared training programs and certification since 2010, and the first certificates were issued in 2013. A task force team (TFT) was organized in August 2010 to develop training programs and certification. TFT members researched programs and systems in other countries to develop a program that best suited Korea. After 2 years, a rough draft of the ENS training and certification regulations were prepared, and the standard training program title was decided. The SKEN Certification Committee made an official announcement about the certification program in March 2013. The final certification regulations comprised three major parts: certified endovascular neurosurgeons (EN), certified ENS institutions, and certified ENS training institutions. Applications have been evaluated and the results were announced in June 2013 as follows: 126 members received EN certification and 55 hospitals became ENS-certified institutions. The SKEN has established standard ENS training programs together with a certification system, and it is expected that they will advance the field of ENS to enhance public health and safety in Korea. PMID:24851145

  15. fastPACE Train-the-Trainer: A scalable new educational program to accelerate training in biomedical innovation, entrepreneurship, and commercialization.

    PubMed

    Servoss, Jonathan; Chang, Connie; Fay, Jonathan; Lota, Kanchan Sehgal; Mashour, George A; Ward, Kevin R

    2017-10-01

    The Institute of Medicine recommended the advance of innovation and entrepreneurship training programs within the Clinical & Translational Science Award (CTSA) program; however, there remains a gap in adoption by CTSA institutes. The University of Michigan's Michigan Institute for Clinical & Health Research and Fast Forward Medical Innovation (FFMI) partnered to develop a pilot program designed to teach CTSA hubs how to implement innovation and entrepreneurship programs at their home institutions. The program provided a 2-day onsite training experience combined with observation of an ongoing course focused on providing biomedical innovation, commercialization and entrepreneurial training to a medical academician audience (FFMI fast PACE). All 9 participating CTSA institutes reported a greater connection to biomedical research commercialization resources. Six launched their own version of the FFMI fast PACE course or modified existing programs. Two reported greater collaboration with their technology transfer offices. The FFMI fast PACE course and training program may be suitable for CTSA hubs looking to enhance innovation and entrepreneurship within their institutions and across their innovation ecosystems.

  16. The I Have a Dream/Coro Summer Work Partnership Project: Pilot Training Program. Initial Assessment.

    ERIC Educational Resources Information Center

    White, Emily; And Others

    In the summer of 1991, 24 students, members of an I Have a Dream (IHAD) program, took part in a pilot program to introduce them to the work force through internships augmented by a training program. The Coro Foundation was contacted by IHAD to run the training program, which was adapted to the needs of disadvantaged students entering 10th grade.…

  17. Measuring trainer fidelity in the transfer of suicide prevention training

    PubMed Central

    Cross, Wendi F.; Pisani, Anthony R.; Schmeelk-Cone, Karen; Xia, Yinglin; Tu, Xin; McMahon, Marcie; Munfakh, Jimmie Lou; Gould, Madelyn S.

    2014-01-01

    Background Finding effective and efficient models to train large numbers of suicide prevention interventionists, including ‘hotline’ crisis counselors, is a high priority. Train-the-trainer (TTT) models are widely used but understudied. Aims To assess the extent to which trainers following TTT delivered the Applied Suicide Intervention Skills Training (ASIST) program with fidelity, and to examine fidelity across two trainings and seven training segments. Methods We recorded and reliably rated trainer fidelity, defined as adherence to program content and competence of program delivery, for 34 newly trained ASIST trainers delivering the program to crisis center staff on two separate occasions. A total of 324 observations were coded. Trainer demographics were also collected. Results On average, trainers delivered two-thirds of the program. Previous training was associated with lower levels of trainer adherence to the program. 18% of trainers' observations were rated as solidly competent. Trainers did not improve fidelity from their first to second training. Significantly higher fidelity was found for lectures and lower fidelity was found for interactive training activities including asking about suicide and creating a safe plan. Conclusions We found wide variability in trainer fidelity to the ASIST program following TTT and few trainers had high levels of both adherence and competence. More research is needed to examine the cost-effectiveness of TTT models. PMID:24901061

  18. Developing an online certification program for nutrition education assistants.

    PubMed

    Christofferson, Debra; Christensen, Nedra; LeBlanc, Heidi; Bunch, Megan

    2012-01-01

    To develop an online certification program for nutrition education paraprofessionals to increase knowledge and confidence and to overcome training barriers of programming time and travel expenses. An online interactive certification course based on Supplemental Nutrition Assistance Program-Education and Expanded Food and Nutrition Education Program core competencies was delivered to employees of both programs. Traditional vs online training was compared. Course content validity was determined through expert review by registered dietitians. Parameters studied included increase of nutrition knowledge and teaching technique/ability, educator satisfaction, and programming costs related to training. Utah State University Extension. Twenty-two Supplemental Nutrition Assistance Program-Education and Expanded Food and Nutrition Education Program educators in Utah. Knowledge and skills were measured using pre/posttest statistics. Participant satisfaction was measured with a survey. Paired t test; satisfaction survey. The change in paraprofessional knowledge score was statistically significant (P < .001). Forty percent of paraprofessionals strongly agreed and 60% agreed they were better prepared as nutrition educators because of the training. An estimated $16,000 was saved by providing the training online as compared to a face-to-face training. This interactive online program is a cost-effective way to increase paraprofessional knowledge and job satisfaction. Copyright © 2012 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

  19. Strength training in community settings: impact of lay leaders on program access and sustainability for rural older adults.

    PubMed

    Washburn, Lisa T; Cornell, Carol E; Phillips, Martha; Felix, Holly; Traywick, LaVona

    2014-09-01

    The effect of volunteer lay leaders on availability and sustainability of strength-training programs for older adults has not been well explored. We describe implementation of the StrongWomen strength training program by the Arkansas Cooperative Extension Service, and report on the relationship between delivery approach (agent-led, lay-led, or combination of agent- and lay-led) and program access and sustainability. All state Extension agents (n = 66) were surveyed on program implementation, continuance, and use of lay leaders. Program records were used to identify the number of trained lay leaders. Regression models were used to examine the relationship between delivery approach and group availability. Counties using lay leaders had twice as many groups as counties using only agents. There was a significant, positive relationship between the number of lay leaders and the number of groups. Counties using lay leaders were 8.3 times more likely to have continuing groups compared with counties not using lay leaders. Program continuance was significantly and positively associated with lay leader use. Lay delivery expanded access to strength training programs and increased the likelihood that programs would continue. This approach can be used to increase access to and sustainability of strength training programs, particularly in resource-constrained areas.

  20. Program review. Challenges and opportunities for training the next generation of biophysicists: perspectives of the directors of the Molecular Biophysics Training Program at Northwestern University.

    PubMed

    Neuhaus, Francis; Widom, Jonathan; MacDonald, Robert; Jardetzky, Theodore; Radhakrishnan, Ishwar

    2008-04-01

    Molecular biophysics is a broad, diverse, and dynamic field that has presented a variety of unique challenges and opportunities for training future generations of investigators. Having been or currently being intimately associated with the Molecular Biophysics Training Program at Northwestern, we present our perspectives on various issues that we have encountered over the years. We propose no cookie-cutter solutions, as there is no consensus on what constitutes the "ideal" program. However, there is uniformity in opinion on some key issues that might be useful to those interested in establishing a biophysics training program.

  1. Postdoctoral training in posttraumatic stress disorder research.

    PubMed

    Sloan, Denise M; Vogt, Dawne; Wisco, Blair E; Keane, Terence M

    2015-03-01

    Postdoctoral training is increasingly common in the field of psychology. Although many individuals pursue postdoctoral training in psychology, guidelines for research training programs at this level do not exist. The rapid advances in the field, particularly with respect to genetics, neuroimaging, and data analytic approaches, require clinical scientists to possess knowledge and expertise across a broad array of areas. Postdoctoral training is often needed to acquire such a skill set. This paper describes a postdoctoral training program designed for individuals pursuing academic careers in traumatic stress disorders research. In this paper, we describe the structure of our training program, challenges we have faced during the 15 years of its existence, and how we have addressed these challenges. We conclude with a presentation of outcome data for the training program and a discussion of how training programs in other settings might be structured. (PsycINFO Database Record (c) 2015 APA, all rights reserved).

  2. Development and evaluation of a leadership training program for public health emergency response: results from a Chinese study.

    PubMed

    Wang, Chongjian; Wei, Sheng; Xiang, Hao; Wu, Jing; Xu, Yihua; Liu, Li; Nie, Shaofa

    2008-10-30

    Since the 9/11 attack and severe acute respiratory syndrome (SARS), the development of qualified and able public health leaders has become a new urgency in building the infrastructure needed to address public health emergencies. Although previous studies have reported that the training of individual leaders is an important approach, the systemic and scientific training model need further improvement and development. The purpose of this study was to develop, deliver, and evaluate a participatory leadership training program for emergency response. Forty-one public health leaders (N = 41) from five provinces completed the entire emergency preparedness training program in China. The program was evaluated by anonymous questionnaires and semi-structured interviews held prior to training, immediately post-training and 12-month after training (Follow-up). The emergency preparedness training resulted in positive shifts in knowledge, self-assessment of skills for public health leaders. More than ninety-five percent of participants reported that the training model was scientific and feasible. Moreover, the response of participants in the program to the avian influenza outbreak, as well as the planned evaluations for this leadership training program, further demonstrated both the successful approaches and methods and the positive impact of this integrated leadership training initiative. The emergency preparedness training program met its aims and objectives satisfactorily, and improved the emergency capability of public health leaders. This suggests that the leadership training model was effective and feasible in improving the emergency preparedness capability.

  3. A preliminary report on resident emergency psychiatry training from a survey of psychiatry chief residents.

    PubMed

    Bennett, Jeffrey I; Dzara, Kristina; Mazhar, Mir Nadeem; Behere, Aniruddh

    2011-03-01

    The Accreditation Council for Graduate Medical Education (ACGME) requirements stipulate that psychiatry residents need to be educated in the area of emergency psychiatry. Existing research investigating the current state of this training is limited, and no research to date has assessed whether the ACGME Residency Review Committee requirements for psychiatry residency training are followed by psychiatry residency training programs. We administered, to chief resident attendees of a national leadership conference, a 24-item paper survey on the types and amount of emergency psychiatry training provided by their psychiatric residency training programs. Descriptive statistics were used in the analysis. Of 154 surveys distributed, 111 were returned (72% response rate). Nearly one-third of chief resident respondents indicated that more than 50% of their program's emergency psychiatry training was provided during on-call periods. A minority indicated that they were aware of the ACGME program requirements for emergency psychiatry training. While training in emergency psychiatry occurred in many programs through rotations-different from the on-call period-direct supervision was available during on-call training only about one-third of the time. The findings suggest that about one-third of psychiatry residency training programs do not adhere to the ACGME standards for emergency psychiatry training. Enhanced knowledge of the ACGME requirements may enhance psychiatry residents' understanding on how their programs are fulfilling the need for more emergency psychiatry training. Alternative settings to the on-call period for emergency psychiatry training are more likely to provide for direct supervision.

  4. 30 CFR 75.160 - Training programs.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 30 Mineral Resources 1 2011-07-01 2011-07-01 false Training programs. 75.160 Section 75.160... MANDATORY SAFETY STANDARDS-UNDERGROUND COAL MINES Qualified and Certified Persons § 75.160 Training programs... training and retraining of both qualified and certified persons needed to carry out functions prescribed in...

  5. 75 FR 38837 - Susan Harwood Training Grant Program, FY 2010

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-07-06

    ... DEPARTMENT OF LABOR Occupational Safety and Health Administration Susan Harwood Training Grant... Funding Opportunity for Susan Harwood Training Grant Program, FY 2010. Funding Opportunity No.: SHTG-FY-10... availability of approximately $2.75 million for the Susan Harwood Training Grant Program for Targeted Topic...

  6. The Computer in Performance and Instruction: Or, How to Tell the True Color of a Chameleon.

    ERIC Educational Resources Information Center

    Davis, Richard

    1979-01-01

    Discusses such potential uses for the computer in employee training programs as management support for training and performance, training project control, improved design and development methods, training program implementation and delivery, and program evaluation, revision, and maintenance. (JEG)

  7. Nontraditional Training and Employment Progams Serving Women Directory.

    ERIC Educational Resources Information Center

    Women's Bureau (DOL), Washington, DC.

    This document provides short descriptions of 125 programs providing job training and preemployment skills training for women in nontraditional occupations (primarily skilled trades and crafts). Eighteen exemplary programs in all regions of the country are described. These descriptions are followed by descriptions of other training programs,…

  8. 14 CFR 142.37 - Approval of flight aircrew training program.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... TRANSPORTATION (CONTINUED) SCHOOLS AND OTHER CERTIFICATED AGENCIES TRAINING CENTERS Aircrew Curriculum and... the Administrator for training program approval. (b) A curriculum approved under SFAR 58 of part 121... application for training program approval must indicate— (1) Which courses are part of the core curriculum and...

  9. 7 CFR 1945.35 - Special EM loan training.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ...) PROGRAM REGULATIONS (CONTINUED) EMERGENCY Disaster Assistance-General § 1945.35 Special EM loan training... workshop and a test. (c) Objective. The basic objective of this training program is to keep State and... employees in administering the EM loan program. (d) Comprehensive EM loan training package. A comprehensive...

  10. 10 CFR 60.161 - Training and certification program.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 10 Energy 2 2010-01-01 2010-01-01 false Training and certification program. 60.161 Section 60.161 Energy NUCLEAR REGULATORY COMMISSION (CONTINUED) DISPOSAL OF HIGH-LEVEL RADIOACTIVE WASTES IN GEOLOGIC REPOSITORIES Training and Certification of Personnel § 60.161 Training and certification program. DOE shall...

  11. 34 CFR 642.12 - What activities may a project conduct?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION TRAINING PROGRAM FOR FEDERAL TRIO PROGRAMS What Types of... project conduct? A Training program project may include on-site training, on-line training, conferences, internships, seminars, workshops, and the publication of manuals designed to improve the operations of Federal...

  12. 34 CFR 642.12 - What activities may a project conduct?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION TRAINING PROGRAM FOR FEDERAL TRIO PROGRAMS What Types of... project conduct? A Training program project may include on-site training, on-line training, conferences, internships, seminars, workshops, and the publication of manuals designed to improve the operations of Federal...

  13. 34 CFR 642.12 - What activities may a project conduct?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION TRAINING PROGRAM FOR FEDERAL TRIO PROGRAMS What Types of... project conduct? A Training program project may include on-site training, on-line training, conferences, internships, seminars, workshops, and the publication of manuals designed to improve the operations of Federal...

  14. 34 CFR 642.12 - What activities may a project conduct?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION TRAINING PROGRAM FOR FEDERAL TRIO PROGRAMS What Types of... project conduct? A Training program project may include on-site training, on-line training, conferences, internships, seminars, workshops, and the publication of manuals designed to improve the operations of Federal...

  15. A Clinical Psychology Training Program Interfaces with the Schools.

    ERIC Educational Resources Information Center

    Winder, Alvin E.

    This paper describes how clinical child psychologists are trained in a pediatric psychology program and emphasizes their interface with the school. The need for clinical child psychology training is stressed, and training programs for pediatric psychologists and clinical child psychologists are compared. The collaborative pediatric psychology…

  16. Blended learning: strengths, challenges, and lessons learned in an interprofessional training program.

    PubMed

    Lotrecchiano, G R; McDonald, P L; Lyons, L; Long, T; Zajicek-Farber, M

    2013-11-01

    This field report outlines the goals of providing a blended learning model for an interdisciplinary training program for healthcare professionals who care for children with disabilities. The curriculum blended traditional face-to-face or on-site learning with integrated online interactive instruction. Credit earning and audited graduate level online coursework, community engagement experiences, and on-site training with maternal and child health community engagement opportunities were blended into a cohesive program. The training approach emphasized adult learning principles in different environmental contexts integrating multiple components of the Leadership Education in Neurodevelopmental and Related Disabilities Program. This paper describes the key principles adopted for this blended approach and the accomplishments, challenges, and lessons learned. The discussion offers examples from training content, material gathered through yearly program evaluation, as well as university course evaluations. The lessons learned consider the process and the implications for the role of blended learning in this type of training program with suggestions for future development and adoption by other programs.

  17. Development and Pilot Testing of a Standardized Training Program for a Patient-Mentoring Intervention to Increase Adherence to Outpatient HIV Care

    PubMed Central

    Mignogna, Joseph; Stanley, Melinda A.; Davila, Jessica; Wear, Jackie; Amico, K. Rivet; Giordano, Thomas P.

    2012-01-01

    Abstract Although peer interventionists have been successful in medication treatment-adherence interventions, their role in complex behavior-change approaches to promote entry and reentry into HIV care requires further investigation. The current study sought to describe and test the feasibility of a standardized peer-mentor training program used for MAPPS (Mentor Approach for Promoting Patient Self-Care), a study designed to increase engagement and attendance at HIV outpatient visits among high-risk HIV inpatients using HIV-positive peer interventionists to deliver a comprehensive behavioral change intervention. Development of MAPPS and its corresponding training program included collaborations with mentors from a standing outpatient mentor program. The final training program included (1) a half-day workshop; (2) practice role-plays; and (3) formal, standardized patient role-plays, using trained actors with “real-time” video observation (and ratings from trainers). Mentor training occurred over a 6-week period and required demonstration of adherence and skill, as rated by MAPPS trainers. Although time intensive, ultimate certification of mentors suggested the program was both feasible and effective. Survey data indicated mentors thought highly of the training program, while objective rating data from trainers indicated mentors were able to understand and display standards associated with intervention fidelity. Data from the MAPPS training program provide preliminary evidence that peer mentors can be trained to levels necessary to ensure intervention fidelity, even within moderately complex behavioral-change interventions. Although additional research is needed due to limitations of the current study (e.g., limited generalizability due to sample size and limited breadth of clinical training opportunities), data from the current trial suggest that training programs such as MAPPS appear both feasible and effective. PMID:22248331

  18. Training in childhood obesity management in the United States: a survey of pediatric, internal medicine-pediatrics and family medicine residency program directors

    PubMed Central

    2010-01-01

    Background Information about the availability and effectiveness of childhood obesity training during residency is limited. Methods We surveyed residency program directors from pediatric, internal medicine-pediatrics (IM-Peds), and family medicine residency programs between September 2007 and January 2008 about childhood obesity training offered in their programs. Results The response rate was 42.2% (299/709) and ranged by specialty from 40.1% to 45.4%. Overall, 52.5% of respondents felt that childhood obesity training in residency was extremely important, and the majority of programs offered training in aspects of childhood obesity management including prevention (N = 240, 80.3%), diagnosis (N = 282, 94.3%), diagnosis of complications (N = 249, 83.3%), and treatment (N = 242, 80.9%). However, only 18.1% (N = 54) of programs had a formal childhood obesity curriculum with variability across specialties. Specifically, 35.5% of IM-Peds programs had a formal curriculum compared to only 22.6% of pediatric and 13.9% of family medicine programs (p < 0.01). Didactic instruction was the most commonly used training method but was rated as only somewhat effective by 67.9% of respondents using this method. The most frequently cited significant barrier to implementing childhood obesity training was competing curricular demands (58.5%). Conclusions While most residents receive training in aspects of childhood obesity management, deficits may exist in training quality with a minority of programs offering a formal childhood obesity curriculum. Given the high prevalence of childhood obesity, a greater emphasis should be placed on development and use of effective training strategies suitable for all specialties training physicians to care for children. PMID:20163732

  19. Training in childhood obesity management in the United States: a survey of pediatric, internal medicine-pediatrics and family medicine residency program directors.

    PubMed

    Wolff, Margaret S; Rhodes, Erinn T; Ludwig, David S

    2010-02-17

    Information about the availability and effectiveness of childhood obesity training during residency is limited. We surveyed residency program directors from pediatric, internal medicine-pediatrics (IM-Peds), and family medicine residency programs between September 2007 and January 2008 about childhood obesity training offered in their programs. The response rate was 42.2% (299/709) and ranged by specialty from 40.1% to 45.4%. Overall, 52.5% of respondents felt that childhood obesity training in residency was extremely important, and the majority of programs offered training in aspects of childhood obesity management including prevention (N = 240, 80.3%), diagnosis (N = 282, 94.3%), diagnosis of complications (N = 249, 83.3%), and treatment (N = 242, 80.9%). However, only 18.1% (N = 54) of programs had a formal childhood obesity curriculum with variability across specialties. Specifically, 35.5% of IM-Peds programs had a formal curriculum compared to only 22.6% of pediatric and 13.9% of family medicine programs (p < 0.01). Didactic instruction was the most commonly used training method but was rated as only somewhat effective by 67.9% of respondents using this method. The most frequently cited significant barrier to implementing childhood obesity training was competing curricular demands (58.5%). While most residents receive training in aspects of childhood obesity management, deficits may exist in training quality with a minority of programs offering a formal childhood obesity curriculum. Given the high prevalence of childhood obesity, a greater emphasis should be placed on development and use of effective training strategies suitable for all specialties training physicians to care for children.

  20. Sexual Health Education in Massage Therapy Programs: A Survey of Program Directors

    ERIC Educational Resources Information Center

    Zamboni, Brian D.; Healey, Dale K.

    2016-01-01

    Massage therapy program directors completed an online survey to explore sexual education in massage therapy programs. The overall data suggest that program directors are supportive of sexual health education in the training of massage therapists and that such education is integrated into several aspects of their training programs. To enhance…

  1. 20 CFR 1010.210 - In which Department job training programs do covered persons receive priority of service?

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ...) Any such program or service that uses technology to assist individuals to access workforce development programs (such as job and training opportunities, labor market information, career assessment tools, and... program; any workforce development program targeted to specific groups; and those programs implemented by...

  2. 20 CFR 1010.210 - In which Department job training programs do covered persons receive priority of service?

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ...) Any such program or service that uses technology to assist individuals to access workforce development programs (such as job and training opportunities, labor market information, career assessment tools, and... program; any workforce development program targeted to specific groups; and those programs implemented by...

  3. Employability Planning Process. STIP II (Skill Training Improvement Programs Round II).

    ERIC Educational Resources Information Center

    Los Angeles Community Coll. District, CA.

    Four reports are presented detailing procedures for improving the employability of students enrolled in the Los Angeles Community College District's Skill Training Improvement Programs (STIP II). Each report was submitted by one of the four STIP II programs: Los Angeles Southwest College's program for computer programming; the programs for…

  4. Teaching-skills training programs for family medicine residents

    PubMed Central

    Lacasse, Miriam; Ratnapalan, Savithiri

    2009-01-01

    ABSTRACT OBJECTIVE To review the literature on teaching-skills training programs for family medicine residents and to identify formats and content of these programs and their effects. DATA SOURCES Ovid MEDLINE (1950 to mid-July 2008) and the Education Resources Information Center database (pre-1966 to mid-July 2008) were searched using and combining the MeSH terms teaching, internship and residency, and family practice; and teaching, graduate medical education, and family practice. STUDY SELECTION The initial MEDLINE and Education Resources Information Center database searches identified 362 and 33 references, respectively. Titles and abstracts were reviewed and studies were included if they described the format or content of a teaching-skills program or if they were primary studies of the effects of a teaching-skills program for family medicine residents or family medicine and other specialty trainees. The bibliographies of those articles were reviewed for unidentified studies. A total of 8 articles were identified for systematic review. Selection was limited to articles published in English. SYNTHESIS Teaching-skills training programs for family medicine residents vary from half-day curricula to a few months of training. Their content includes leadership skills, effective clinical teaching skills, technical teaching skills, as well as feedback and evaluation skills. Evaluations mainly assessed the programs’ effects on teaching behaviour, which was generally found to improve following participation in the programs. Evaluations of learner reactions and learning outcomes also suggested that the programs have positive effects. CONCLUSION Family medicine residency training programs differ from all other residency training programs in their shorter duration, usually 2 years, and the broader scope of learning within those 2 years. Few studies on teaching-skills training, however, were designed specifically for family medicine residents. Further studies assessing the effects of teaching-skills training in family medicine residents are needed to stimulate development of adapted programs for the discipline. Future research should also assess how residents’ teaching-skills training can affect their learners’ clinical training and eventually patient care. PMID:19752261

  5. 34 CFR 415.1 - What is the Demonstration Centers for the Training of Dislocated Workers Program?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... CENTERS FOR THE TRAINING OF DISLOCATED WORKERS PROGRAM General § 415.1 What is the Demonstration Centers for the Training of Dislocated Workers Program? The Demonstration Centers for the Training of... 34 Education 3 2011-07-01 2011-07-01 false What is the Demonstration Centers for the Training of...

  6. 34 CFR 415.1 - What is the Demonstration Centers for the Training of Dislocated Workers Program?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... CENTERS FOR THE TRAINING OF DISLOCATED WORKERS PROGRAM General § 415.1 What is the Demonstration Centers for the Training of Dislocated Workers Program? The Demonstration Centers for the Training of... 34 Education 3 2010-07-01 2010-07-01 false What is the Demonstration Centers for the Training of...

  7. [Development of a training program for Japanese dyslexic children and its short-term efficacy].

    PubMed

    Wakamiya, Eiji; Takeshita, Takashi; Nakanishi, Makoto; Mizuta, Mekumi; Kurimoto, Naoko; Okumura, Tomohito; Tamai, Hiroshi; Koeda, Tatsuya; Inagaki, Masumi

    2013-07-01

    The purpose of this study is to develop a computer training program of reading for the Japanese dyslexic children and to examine its short-term efficacy on their reading and writing abilities. Fifteen dyslexic children underwent two sets of training programs, one for single-hiragana and non-word reading, and the other for the reading of real words, in which each hiragana was followed by the correctly read sound. Subjects were required to use a given program for five minutes a day for three weeks, switching to the other program after a three-week interval. Four kinds of reading test and one writing test were done at the beginning and end of each program period. The averages reading speeds increased, and the single-hiragana reading error average was lower after the training. Hiragana-writing errors also decreased, even though no writing procedure was involved in the programs. The results indicate the usefulness of these training programs as an early intervention of reading and writing for the Japanese dyslexic children.

  8. A practical guide to exercise training for heart failure patients.

    PubMed

    Smart, Neil; Fang, Zhi You; Marwick, Thomas H

    2003-02-01

    Exercise training has been shown to improve exercise capacity in patients with heart failure. We sought to examine the optimal strategy of exercise training for patients with heart failure. Review of the published data on the characteristics of the training program, with comparison of physiologic markers of exercise capacity in heart failure patients and healthy individuals and comparison of the change in these characteristics after an exercise training program. Many factors, including the duration, supervision, and venue of exercise training; the volume of working muscle; the delivery mode (eg, continuous vs. intermittent exercise), training intensity; and the concurrent effects of medical treatments may influence the results of exercise training in heart failure. Starting in an individually prescribed and safely monitored hospital-based program, followed by progression to an ongoing and progressive home program of exercise appears to be the best solution to the barriers of anxiety, adherence, and "ease of access" encountered by the heart failure patient. Various exercise training programs have been shown to improve exercise capacity and symptom status in heart failure, but these improvements may only be preserved with an ongoing maintenance program.

  9. Injuries in women associated with a periodized strength training and running program.

    PubMed

    Reynolds, K L; Harman, E A; Worsham, R E; Sykes, M B; Frykman, P N; Backus, V L

    2001-02-01

    Forty-five women participated in a 24-week physical training program designed to improve lifting, load carriage, and running performance. Activities included weightlifting, running, backpacking, lift and carry drills, and sprint running. Physicians documented by passive surveillance all training-related injuries. Thirty-two women successfully completed training program. Twenty-two women (48.9%) suffered least 1 injury during training, but only 2 women had to drop out of the study because of injuries. The rate of injury associated with lost training time was 2.8 injuries per 1,000 training hours of exposure. Total clinic visits and days lost from training were 89 and 69, respectively. Most injuries were the overuse type involving the lower back, knees, and feet. Weightlifting accounted for a majority of the lost training days. A combined strength training and running program resulted in significant performance gains in women. Only 2 out of 45 participants left the training program cause of injuries.

  10. The Current State of Sleep Medicine Education in US Neurology Residency Training Programs: Where Do We Go from Here?

    PubMed Central

    Avidan, Alon Y.; Vaughn, Bradley V.; Silber, Michael H.

    2013-01-01

    Objective: To evaluate the current state of sleep medicine educational resources and training offered by US neurology residency programs. Methods: In 2010, a 20-item peer reviewed Sleep Education Survey (SES) was sent to neurology residency program directors surveying them about sleep medicine educational resources used in teaching residents. Pearson product momentum correlation was used to determine correlation of program attributes with resident interest in pursuing a career in sleep medicine. Results: Of the programs completing the survey, 81% listed a formal sleep rotation and 24% included a forum for sleep research. A variety of innovative approaches for teaching sleep medicine were noted. Program directors noted that 5.7% residents entered sleep medicine fellowship training programs in the preceding 5 years. Programs that had a more substantial investment in sleep medicine teaching resources were more likely to report residents entering a sleep medicine training program. Conclusion: This is the first report providing an analysis of the current state of sleep medicine training in US Neurology Residency Programs. Our data provide evidence that investment by the residency program in sleep education may enhance the ultimate decision by the neurology trainee to pursue a career in sleep medicine. Citation: Avidan AY; Vaughn BV; Silber MH. The current state of sleep medicine education in us neurology residency training programs: where do we go from here? J Clin Sleep Med 2013;9(3):281-286. PMID:23493388

  11. The effects of cross-training on fitness and injury in women.

    PubMed

    Grier, Tyson; Canham-Chervak, Michelle; Anderson, Morgan K; Bushman, Timothy T; Jones, Bruce H

    2015-01-01

    As combat arms occupations become available to women, adequate muscular strength and aerobic endurance will be essential for the completion of physically demanding job-related tasks. Therefore, in addition to US Army Physical Readiness Training, Soldiers will often engage in their own personal physical fitness training programs. To evaluate fitness and injury outcomes for women participating in personal cross-training programs compared to women performing one mode of training or having no personal fitness program. Demographics, physical training activities, physical fitness, and injuries were obtained from surveys administered to female Soldiers in an infantry division. Women were categorized into the following 4 groups based on their personal physical fitness program: cross-training (CT), running only (R), weight training only (WT), and no personal fitness program (NPF). An ANOVA was used to compare physical training, health behaviors, and physical fitness across groups. A χ² test was used to compare injury rates between fitness programs. Risk (%), risk ratios (RR) and 95% confidence intervals (95% CI) were used to determine injury risk. A total of 620 women completed the survey and indicated whether or not they had a personal fitness program (cross-training, n=260; running only, n=93; weight training only, n=86; no personal fitness program, n=181). Average age and body mass index was 26.2±5.8 years and 24.5±3.3 kg/m² respectively with no differences between the 4 fitness groups. The cross-training group had higher physical performance on the muscular endurance (push-ups and sit-ups) portion of the Army physical fitness test (APFT) when compared to the 3 other groups (CT 42 push-ups vs (R 38, WT 35, NPF 36)); (CT 68 sit-ups vs (R 63, WT 62, NPF 62)). For the aerobic endurance (2-mile run) portion of the APFT, the cross-training group had higher performance when compared to those with no personal fitness program (CT 17.4 minutes vs NPF 18.5 minutes). Overall, 53% of female Soldiers sustained an injury over a 12-month period. All injury rates and lower extremity injury rates among women with a cross-training personal fitness program were not different from the other personal fitness programs. Those performing cross-training were 2.6 and 2.1 times more likely to experience a running related injury when compared to those in the weight training and no personal fitness group, respectively. On the other hand, women performing cross-training were 65% less likely to experience a lifting/moving heavy objects related injury when compared to the weight training only group. Women who participated in a cross-training program for personal physical fitness training had higher muscular endurance compared to the other fitness groups and higher aerobic endurance when compared to the no personal fitness group. There were no differences for all injuries and lower body injuries between cross-training and other fitness programs. Cross-training may be the best option for improving physical fitness when compared to just one mode of fitness training.

  12. Development of an emergency nursing training curriculum in Ghana.

    PubMed

    Bell, Sue Anne; Oteng, Rockefeller; Redman, Richard; Lapham, Jeremy; Bam, Victoria; Dzomecku, Veronica; Yakubu, Jamila; Tagoe, Nadia; Donkor, Peter

    2014-10-01

    The formal provision of emergency health care is a developing specialty in many sub-Saharan African countries, including Ghana. While emergency medicine training programs for physicians are on the rise, there are few established training programs for emergency nurses. The results of a unique collaboration are described between a university in the United States, a Ghanaian university and a Ghanaian teaching hospital that has developed an emergency nursing diploma program. The expected outcomes of this training program include: (a) an innovative, interdisciplinary, team-based clinical training model, (b) a unique and low-resource emergency nursing curriculum and (c) a comprehensive and sustainable training program to increase in-country retention of nurses. Copyright © 2014 Elsevier Ltd. All rights reserved.

  13. Using Focus Groups to Validate a Pharmacy Vaccination Training Program.

    PubMed

    Bushell, Mary; Morrissey, Hana; Ball, Patrick

    2015-06-12

    Introduction: Focus group methodology is commonly used to quickly collate, integrated views from a variety of different stakeholders. This paper provides an example of how focus groups can be employed to collate expert opinion informing amendments on a newly developed training program for integration into undergraduate pharmacy curricula. Materials and methods: Four focus groups were conducted, across three continents, to determine the appropriateness and reliability of a developed vaccination training program with nested injection skills training. All focus groups were comprised of legitimate experts in the field of vaccination, medicine and/or pharmacy. Results: Themes that emerged across focus groups informed amendments giving rise to a validated version of a training program. Discussion : The rigorous validation of the vaccination training program offers generalizable lessons to inform the design and validation of future training programs intended for the health sector and or pharmacy curricula. Using the knowledge and experience of focus group participants fostered collaborative problem solving and validation of material and concept development. The group dynamics of a focus group allowed synthesis of feedback in an inter-professional manner. Conclusions : This paper provides a demonstration of how focus groups can be structured and used by health researchers to validate a newly developed training program.

  14. Student Apprenticeship Linkage in Vocational Education.

    ERIC Educational Resources Information Center

    Alabama State Dept. of Education, Montgomery. Div. of Vocational Education Services.

    The Student Apprenticeship Linkage Program bridges skill training programs in secondary schools with high technology apprenticeship training programs in industry. The program returns quality to Alabama's Vocational Education System and meets work force needs of business and industry. The program has eight objectives: demonstrate a model for…

  15. 33 CFR 155.5061 - Alternative Training and Exercise Program.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 33 Navigation and Navigable Waters 2 2014-07-01 2014-07-01 false Alternative Training and Exercise... Nontank Vessel Response Plans § 155.5061 Alternative Training and Exercise Program. (a) Owners or... exercise requirements of §§ 155.5055 and 155.5060, may meet an Alternative Training and Exercise Program...

  16. Delta Airlines LOFT training

    NASA Technical Reports Server (NTRS)

    Whitehead, J.

    1981-01-01

    A LOFT program was developed as part of the DC-9 training program which serves as a prototype for much of Delta's other aircraft training programs. The LOFT used differs little from the ideology presented in the Advisory Circular. Difficulty and experienced concerns regarding the effectiveness of LOFT as a complete training vehicle are explored.

  17. 34 CFR 387.1 - What is the Experimental and Innovative Training Program?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 2 2010-07-01 2010-07-01 false What is the Experimental and Innovative Training... (Continued) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION EXPERIMENTAL AND INNOVATIVE TRAINING General § 387.1 What is the Experimental and Innovative Training Program? This program is...

  18. 34 CFR 387.1 - What is the Experimental and Innovative Training Program?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 2 2012-07-01 2012-07-01 false What is the Experimental and Innovative Training... (Continued) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION EXPERIMENTAL AND INNOVATIVE TRAINING General § 387.1 What is the Experimental and Innovative Training Program? This program is...

  19. 34 CFR 387.1 - What is the Experimental and Innovative Training Program?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 2 2013-07-01 2013-07-01 false What is the Experimental and Innovative Training... (Continued) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION EXPERIMENTAL AND INNOVATIVE TRAINING General § 387.1 What is the Experimental and Innovative Training Program? This program is...

  20. 14 CFR 142.37 - Approval of flight aircrew training program.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... application for training program approval must indicate— (1) Which courses are part of the core curriculum and... 14 Aeronautics and Space 3 2010-01-01 2010-01-01 false Approval of flight aircrew training program... TRANSPORTATION (CONTINUED) SCHOOLS AND OTHER CERTIFICATED AGENCIES TRAINING CENTERS Aircrew Curriculum and...

  1. Family Therapy Training in Child and Adolescent Psychiatry Fellowship Programs

    ERIC Educational Resources Information Center

    Rait, Douglas Samuel

    2012-01-01

    Objective: This study describes the current state of family therapy training in a sample of child and adolescent psychiatry fellowship programs. Method: Child and adolescent psychiatry fellows (N = 66) from seven training programs completed a questionnaire assessing demographics, family therapy training experiences, common models of treatment and…

  2. 76 FR 17451 - Online OSHA Outreach Training Programs

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-03-29

    ... must submit an application in order to be considered to offer online Outreach Training Program courses... minimum of 3 years training experience; (b) They each are in good standing (not on probation, suspended... Outreach Training Program course would be offered online, and any relevant language or target audience...

  3. Opportunities in Training & Development Careers. VGM Opportunities Series.

    ERIC Educational Resources Information Center

    Gordon, Edward E.; Petrini, Catherine M.; Campagna, Ann P.

    This volume is a resource for those who want to explore opportunities in training and development careers. Chapter 1 covers the evolution of training and the future of education at work. Chapter 2 considers trainers' roles; program design and development; needs assessment; development of program objectives; program content, training methods,…

  4. Report on Employer-Based Training, 1983-84.

    ERIC Educational Resources Information Center

    Cronin, Doug; Parkison, Teresa

    California's Employer-Based Training (EBT) Program focuses on preparing individuals for the new technologies of the future and responding to the real and current skills training needs of business and industry. The three major program components are: new programs in high and emerging technologies; private sector support for worksite-based training;…

  5. 45 CFR 83.4 - Coverage.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... for admission to an undergraduate training program of such entity. (d) An entity shall not... Coverage. (a) If an entity receives Federal support for any of its training programs, all of its training... enrolled in, a training program is applicable to the same extent to the actions of such entity with respect...

  6. 45 CFR 83.4 - Coverage.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... for admission to an undergraduate training program of such entity. (d) An entity shall not... Coverage. (a) If an entity receives Federal support for any of its training programs, all of its training... enrolled in, a training program is applicable to the same extent to the actions of such entity with respect...

  7. 45 CFR 83.4 - Coverage.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... for admission to an undergraduate training program of such entity. (d) An entity shall not... Coverage. (a) If an entity receives Federal support for any of its training programs, all of its training... enrolled in, a training program is applicable to the same extent to the actions of such entity with respect...

  8. 45 CFR 83.4 - Coverage.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... for admission to an undergraduate training program of such entity. (d) An entity shall not... Coverage. (a) If an entity receives Federal support for any of its training programs, all of its training... enrolled in, a training program is applicable to the same extent to the actions of such entity with respect...

  9. 45 CFR 83.4 - Coverage.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... for admission to an undergraduate training program of such entity. (d) An entity shall not... Coverage. (a) If an entity receives Federal support for any of its training programs, all of its training... enrolled in, a training program is applicable to the same extent to the actions of such entity with respect...

  10. 20 CFR 628.550 - Transfer of funds.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR PROGRAMS UNDER TITLE II OF THE JOB TRAINING PARTNERSHIP ACT Program Design Requirements for Programs Under Title II of the Job Training Partnership Act § 628.550 Transfer of funds. If described in the job training plan and approved by...

  11. 14 CFR 135.341 - Pilot and flight attendant crewmember training programs.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 14 Aeronautics and Space 3 2011-01-01 2011-01-01 false Pilot and flight attendant crewmember... ON BOARD SUCH AIRCRAFT Training § 135.341 Pilot and flight attendant crewmember training programs. (a... flight attendant crewmember shall establish and maintain an approved flight attendant training program...

  12. 14 CFR 135.341 - Pilot and flight attendant crewmember training programs.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 14 Aeronautics and Space 3 2013-01-01 2013-01-01 false Pilot and flight attendant crewmember... ON BOARD SUCH AIRCRAFT Training § 135.341 Pilot and flight attendant crewmember training programs. (a... flight attendant crewmember shall establish and maintain an approved flight attendant training program...

  13. 14 CFR 135.341 - Pilot and flight attendant crewmember training programs.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 14 Aeronautics and Space 3 2012-01-01 2012-01-01 false Pilot and flight attendant crewmember... ON BOARD SUCH AIRCRAFT Training § 135.341 Pilot and flight attendant crewmember training programs. (a... flight attendant crewmember shall establish and maintain an approved flight attendant training program...

  14. 14 CFR 135.341 - Pilot and flight attendant crewmember training programs.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 14 Aeronautics and Space 3 2014-01-01 2014-01-01 false Pilot and flight attendant crewmember... ON BOARD SUCH AIRCRAFT Training § 135.341 Pilot and flight attendant crewmember training programs. (a... flight attendant crewmember shall establish and maintain an approved flight attendant training program...

  15. 14 CFR 135.341 - Pilot and flight attendant crewmember training programs.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 14 Aeronautics and Space 3 2010-01-01 2010-01-01 false Pilot and flight attendant crewmember... ON BOARD SUCH AIRCRAFT Training § 135.341 Pilot and flight attendant crewmember training programs. (a... flight attendant crewmember shall establish and maintain an approved flight attendant training program...

  16. Childhood cancer survivorship educational resources in North American pediatric hematology/oncology fellowship training programs: a survey study.

    PubMed

    Nathan, Paul C; Schiffman, Joshua D; Huang, Sujuan; Landier, Wendy; Bhatia, Smita; Eshelman-Kent, Debra; Wright, Jennifer; Oeffinger, Kevin C; Hudson, Melissa M

    2011-12-15

    Childhood cancer survivors require life-long care by clinicians with an understanding of the specific risks arising from the prior cancer and its therapy. We surveyed North American pediatric hematology/oncology training programs to evaluate their resources and capacity for educating medical trainees about survivorship. An Internet survey was sent to training program directors and long-term follow-up clinic (LTFU) directors at the 56 US and Canadian centers with pediatric hematology/oncology fellowship programs. Perceptions regarding barriers to and optimal methods of delivering survivorship education were compared among training program and LTFU clinic directors. Responses were received from 45/56 institutions of which 37/45 (82%) programs require that pediatric hematology/oncology fellows complete a mandatory rotation focused on survivorship. The rotation is 4 weeks or less in 21 programs. Most (36/45; 80%) offer didactic lectures on survivorship as part of their training curriculum, and these are considered mandatory for pediatric hematology/oncology fellows at 26/36 (72.2%). Only 10 programs (22%) provide training to medical specialty trainees other than pediatric hematology/oncology fellows. Respondents identified lack of time for trainees to spend learning about late effects as the most significant barrier to providing survivorship teaching. LTFU clinic directors were more likely than training program directors to identify lack of interest in survivorship among trainees and survivorship not being a formal or expected part of the fellowship training program as barriers. The results of this survey highlight the need to establish standard training requirements to promote the achievement of basic survivorship competencies by pediatric hematology/oncology fellows. Copyright © 2011 Wiley Periodicals, Inc.

  17. Quantitative analysis of single- vs. multiple-set programs in resistance training.

    PubMed

    Wolfe, Brian L; LeMura, Linda M; Cole, Phillip J

    2004-02-01

    The purpose of this study was to examine the existing research on single-set vs. multiple-set resistance training programs. Using the meta-analytic approach, we included studies that met the following criteria in our analysis: (a) at least 6 subjects per group; (b) subject groups consisting of single-set vs. multiple-set resistance training programs; (c) pretest and posttest strength measures; (d) training programs of 6 weeks or more; (e) apparently "healthy" individuals free from orthopedic limitations; and (f) published studies in English-language journals only. Sixteen studies generated 103 effect sizes (ESs) based on a total of 621 subjects, ranging in age from 15-71 years. Across all designs, intervention strategies, and categories, the pretest to posttest ES in muscular strength was (chi = 1.4 +/- 1.4; 95% confidence interval, 0.41-3.8; p < 0.001). The results of 2 x 2 analysis of variance revealed simple main effects for age, training status (trained vs. untrained), and research design (p < 0.001). No significant main effects were found for sex, program duration, and set end point. Significant interactions were found for training status and program duration (6-16 weeks vs. 17-40 weeks) and number of sets performed (single vs. multiple). The data indicated that trained individuals performing multiple sets generated significantly greater increases in strength (p < 0.001). For programs with an extended duration, multiple sets were superior to single sets (p < 0.05). This quantitative review indicates that single-set programs for an initial short training period in untrained individuals result in similar strength gains as multiple-set programs. However, as progression occurs and higher gains are desired, multiple-set programs are more effective.

  18. The Canadian clinician-scientist training program must be reinstated.

    PubMed

    Twa, David D W; Squair, Jordan W; Skinnider, Michael A; Ji, Jennifer X

    2015-11-03

    Clinical investigators within the Canadian and international communities were shocked when the Canadian Institutes of Health Research (CIHR) announced that their funding for the MD/PhD program would be terminated after the 2015-2016 academic year. The program has trained Canadian clinician-scientists for more than two decades. The cancellation of the program is at odds with the CIHR's mandate, which stresses the translation of new knowledge into improved health for Canadians, as well as with a series of internal reports that have recommended expanding the program. Although substantial evidence supports the analogous Medical Scientist Training Program in the United States, no parallel analysis of the MD/PhD program has been performed in Canada. Here, we highlight the long-term consequences of the program's cancellation in the context of increased emphasis on translational research. We argue that alternative funding sources cannot ensure continuous support for students in clinician-scientist training programs and that platform funding of the MD/PhD program is necessary to ensure leadership in translational research.

  19. Evaluating an australian emergency nurse practitioner candidate training program.

    PubMed

    Plath, Sharyn J; Wright, Mary; Hocking, Julia

    2017-11-01

    Nurse Practitioners (NPs) receive core clinical training at master's level, with their employer providing the opportunity to upskill in clinical and procedural competencies. It is increasingly recognised that this generic education requires supplementary training for operating effectively within a specific clinical environment. In this paper we describe a pilot program designed to train Australian NP Candidates to work effectively within the Emergency Department Fast Track model of care. The training program consisted of a 12-month period: four hours in-house training per week over two semesters, running concurrently with the NP candidate's University semesters, and 3 months' clinical practice to consolidate. The training team defined milestones for Semesters one and two, and developed a case review form to assess application of the candidate's knowledge in new clinical situations, as well as check for gaps in understanding. A clinical skills guide was developed for the candidate to work toward, and a comprehensive assessment was carried out at two time points in the training program. Feedback was obtained from the mentors and the candidate at the end point of the training program, and has been used to refine the program for 2017. This in-house training program provided specialised, evidence-based training for the emergency department environment, resulting in development of the nurse practitioner candidate as a high functioning team member. Copyright © 2017 College of Emergency Nursing Australasia. All rights reserved.

  20. "Ballistic Six" Upper-Extremity Plyometric Training for the Pediatric Volleyball Players.

    PubMed

    Turgut, Elif; Cinar-Medeni, Ozge; Colakoglu, Filiz F; Baltaci, Gul

    2017-09-19

    The Ballistic Six exercise program includes commonly used upper-body exercises, and the program is recommended for overhead throwing athletes. The purpose of the current study was to investigate the effects of a 12-week the Ballistic Six upper-extremity plyometric training program on upper-body explosive power, endurance, and reaction time in pediatric overhead athletes. Twenty-eight female pediatric volleyball players participated in the study. The participants were randomly divided into 2 study groups: an intervention group (upper-extremity plyometric training in addition to the volleyball training; n = 14) and a control group (the volleyball training only; n = 14). All the participants were assessed before and after a 12-week training program for upper-body power, strength and endurance, and reaction time. Statistical comparison was performed using an analysis of variance test. Comparisons showed that after a 12-week training program, the Ballistic Six upper-body plyometric training program resulted in more improvements in an overhead medicine ball throwing distance and a push-up performance, as well as greater improvements in the reaction time in the nonthrowing arm when compared with control training. In addition, a 12-week training program was found to be effective in achieving improvements in the reaction time in the throwing arm for both groups similarly. Compared with regular training, upper-body plyometric training resulted in additional improvements in upper-body power and strength and endurance among pediatric volleyball players. The findings of the study provide a basis for developing training protocols for pediatric volleyball players.

  1. Content and Methods used to Train Tobacco Cessation Treatment Providers: An International Survey.

    PubMed

    Kruse, Gina R; Rigotti, Nancy A; Raw, Martin; McNeill, Ann; Murray, Rachael; Piné-Abata, Hembadoon; Bitton, Asaf; McEwen, Andy

    2017-12-01

    There are limited existing data describing the training methods used to educate tobacco cessation treatment providers around the world. To measure the prevalence of tobacco cessation treatment content, skills training and teaching methods reported by tobacco treatment training programs across the world. Web-based survey in May-September 2013 among tobacco cessation training experts across six geographic regions and four World Bank income levels. Response rate was 73% (84 of 115 countries contacted). Of 104 individual programs from 84 countries, most reported teaching brief advice (78%) and one-to-one counseling (74%); telephone counseling was uncommon (33%). Overall, teaching of knowledge topics was more commonly reported than skills training. Programs in lower income countries less often reported teaching about medications, behavioral treatments and biomarkers and less often reported skills-based training about interviewing clients, medication management, biomarker measurement, assessing client outcomes, and assisting clients with co-morbidities. Programs reported a median 15 hours of training. Face-to-face training was common (85%); online programs were rare (19%). Almost half (47%) included no learner assessment. Only 35% offered continuing education. Nearly all programs reported teaching evidence-based treatment modalities in a face-to-face format. Few programs delivered training online or offered continuing education. Skills-based training was less common among low- and middle-income countries (LMICs). There is a large unmet need for tobacco treatment training protocols which emphasize practical skills, and which are more rapidly scalable than face-to-face training in LMICs.

  2. Trust in training: the Oil, Chemical, and Atomic Workers International Union Worker-to-Worker Training Program.

    PubMed

    Merrill, M

    1994-01-01

    The OCAW's Worker-to-Worker Training Program was established with one of the first grants awarded under the Superfund Amendments and Reauthorization Act of 1986. The union intended the program to serve as a model to industry and to raise the standard of safety and health training throughout the industry. The program, which requires trainees to actively participate in learning activities, has garnered praise from its participants.

  3. Cockpit resource management training at People Express

    NASA Technical Reports Server (NTRS)

    Bruce, Keith D.; Jensen, Doug

    1987-01-01

    In January 1986 in a continuing effort to maintain and improve flight safety and solve some Cockpit Resource Management (CRM) problems, People Express implemented a new CRM training program. It is a continuously running program, scheduled over the next three years and includes state-of-the-art full-mission simulation (LOFT), semi-annual seminar workshops and a comprehensive academic program authored by Robert W. Mudge of Cockpit Management Resources Inc. That program is outlined and to maximize its contribution to the workshop's goals, is organized into four topic areas: (1) Program content: the essential elements of resource management training; (2) Training methods: the strengths and weaknesses of current approaches; (3) Implementation: the implementation of CRM training; and (4) Effectiveness: the effectiveness of training. It is confined as much as possible to concise descriptions of the program's basic components. Brief discussions of rationale are included, however no attempt is made to discuss or review popular CRM tenets or the supporting research.

  4. A global perspective: training opportunities in Adolescent Medicine for healthcare professionals.

    PubMed

    Golub, Sarah A; Arunakul, Jiraporn; Hassan, Areej

    2016-08-01

    The review briefly describes the current state of adolescent health globally, and highlights current educational and training opportunities in Adolescent Medicine for healthcare providers worldwide. Despite a growing body of literature demonstrating a shift toward recognizing Adolescent Medicine as a subspecialty, there are very few countries that offer nationally recognized Adolescent Medicine training programs. In recent years, several countries have begun to offer educational programming, such as noncredentialed short training programs, conferences, and online courses. Challenges, including cultural barriers, financing, and lack of governmental recognition and support, have hindered progress in the development of accredited training programs globally. It is crucial to support efforts for sustainable training programs, especially within low and middle-income countries where a majority of the world's adolescent population lives. Sharing knowledge of existing curriculums, programs, and systems will increase opportunities globally to build regional capacity, increase access to interdisciplinary services, and to implement health-promoting policies for youth worldwide.

  5. Enablers of and barriers to abortion training.

    PubMed

    Guiahi, Maryam; Lim, Sahnah; Westover, Corey; Gold, Marji; Westhoff, Carolyn L

    2013-06-01

    Since the legalization of abortion services in the United States, provision of abortions has remained a controversial issue of high political interest. Routine abortion training is not offered at all obstetrics and gynecology (Ob-Gyn) training programs, despite a specific training requirement by the Accreditation Council for Graduate Medical Education. Previous studies that described Ob-Gyn programs with routine abortion training either examined associations by using national surveys of program directors or described the experience of a single program. We set out to identify enablers of and barriers to Ob-Gyn abortion training in the context of a New York City political initiative, in order to better understand how to improve abortion training at other sites. We conducted in-depth qualitative interviews with 22 stakeholders from 7 New York City public hospitals and focus group interviews with 62 current residents at 6 sites. Enablers of abortion training included program location, high-capacity services, faculty commitment to abortion training, external programmatic support, and resident interest. Barriers to abortion training included lack of leadership continuity, leadership conflict, lack of second-trimester abortion services, difficulty obtaining mifepristone, optional rather than routine training, and antiabortion values of hospital personnel. Supportive leadership, faculty commitment, and external programmatic support appear to be key elements for establishing routine abortion training at Ob-Gyn residency training programs.

  6. 30 CFR 75.161 - Plans for training programs.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 30 Mineral Resources 1 2010-07-01 2010-07-01 false Plans for training programs. 75.161 Section 75... Provision] § 75.161 Plans for training programs. Each operator must submit to the district manager, of the Coal Mine Safety and Health District in which the mine is located, a program or plan setting forth what...

  7. Development of a Design for Evaluation of the Podiatric Medicine Training Grant Program. Final Report and Executive Summary.

    ERIC Educational Resources Information Center

    American Association of Colleges of Podiatric Medicine, Washington, DC.

    Information is presented on an evaluation design for a federal program, the Podiatric Medicine Training Grant Program. The program supports the clinical training of third- and fourth-year podiatric medical students in underserved areas. Background information is provided on: the supply and distribution of health professionals and podiatrists in…

  8. Objectives, Priorities, and Progress of the Administration on Aging's Direct Training Grant Program.

    ERIC Educational Resources Information Center

    Administration on Aging (DHEW), Washington, DC.

    The training grant program (Title V) of the Older Americans Act became operative in January 1966. The primary goal of education and training programs in aging is to equip adequate numbers of personnel, including older people, for leadership and professional practice in programs and services through which the older population will have: (1)…

  9. Training the Poor. A Benefit-Cost Analysis of Manpower Programs in the U.S. Antipoverty Program.

    ERIC Educational Resources Information Center

    Sewell, D. O.

    This report critically reviews past benefit-cost studies of manpower programs and offers an alternative methodology for program evaluation. Because of selective admission criteria and a tendency to attribute all income changes to training, previous studies have had an upward bias in measuring the effectiveness of training. This study evaluates a…

  10. Industry-Based Bilingual Vocational Training. A Directory of Industry-Based Training Programs for LEP Adults.

    ERIC Educational Resources Information Center

    Thomas, Robert J.; Rhodes, Paula

    The purposes of this directory of existing industry-based training programs--for limited English-proficient (LEP) adults employed in those industries--are as follows: (1) to provide a sense of the types of existing industry-based programs available to LEP employees; (2) to identify programs with the potential of implementing bilingual vocational…

  11. Lessons Learned Developing an Extension-Based Training Program for Farm Labor Supervisors

    ERIC Educational Resources Information Center

    Roka, Fritz M.; Thissen, Carlene A.; Monaghan, Paul F.; Morera, Maria C.; Galindo-Gonzalez, Sebastian; Tovar-Aguilar, Jose Antonio

    2017-01-01

    This article outlines a four-step model for developing a training program for farm labor supervisors. The model draws on key lessons learned during the development of the University of Florida Institute of Food and Agricultural Sciences Farm Labor Supervisor Training program. The program is designed to educate farm supervisors on farm labor laws…

  12. Strongwomen® Program Evaluation: Effect of Strength Training Exercises on Physical Fitness of Participants

    ERIC Educational Resources Information Center

    Chaudhary, Anil Kumar; Van Horn, Beth; Corbin, Marilyn

    2015-01-01

    The Strongwomen® Program (SWP) is a nationally disseminated group strength-training exercise and nutrition education program delivered by Extension. The study reported here examined the effect of strength training exercises in SWP on improvement in physical fitness of program participants. Senior Fitness Test was used to collect data. Upon…

  13. Format of Basic Instruction Program Resistance Training Classes: Effect on Fitness Change in College Students

    ERIC Educational Resources Information Center

    Barfield, J. P.; Channell, Brian; Pugh, Chip; Tuck, Matt; Pendel, Dustin

    2012-01-01

    New resistance training programs such as CrossFit are gaining favor among college-aged students. CrossFit and related commercial resistance training programs may provide a valuable elective option within basic instruction program (BIP) curricula, but the fitness benefits of this course have not been compared with those of existing BIP resistance…

  14. Competency Based Training Program for Department Chairpersons and Other Resource Personnel.

    ERIC Educational Resources Information Center

    Bingen, Frances N.; And Others

    The Competency Based Training Program is a three part, three phase package. It contains: (1) a research document; (2) a set of 18 programed units and; (3) cassettes to accompany two specific units. The program phases require that: (1) the participant and a training advisor jointly perform a needs assessment activity and select appropriate units…

  15. Building a patient-centered and interprofessional training program with patients, students and care professionals: study protocol of a participatory design and evaluation study.

    PubMed

    Vijn, Thomas W; Wollersheim, Hub; Faber, Marjan J; Fluit, Cornelia R M G; Kremer, Jan A M

    2018-05-30

    A common approach to enhance patient-centered care is training care professionals. Additional training of patients has been shown to significantly improve patient-centeredness of care. In this participatory design and evaluation study, patient education and medical education will be combined by co-creating a patient-centered and interprofessional training program, wherein patients, students and care professionals learn together to improve patient-centeredness of care. In the design phase, scientific literature regarding interventions and effects of student-run patient education will be synthesized in a scoping review. In addition, focus group studies will be performed on the preferences of patients, students, care professionals and education professionals regarding the structure and content of the training program. Subsequently, an intervention plan of the training program will be constructed by combining these building blocks. In the evaluation phase, patients with a chronic disease, that is rheumatoid arthritis, diabetes and hypertension, and patients with an oncologic condition, that is colonic cancer and breast cancer, will learn together with medical students, nursing students and care professionals in training program cycles of three months. Process and effect evaluation will be performed using the plan-do-study-act (PDSA) method to evaluate and optimize the training program in care practice and medical education. A modified control design will be used in PDSA-cycles to ensure that students who act as control will also benefit from participating in the program. Our participatory design and evaluation study provides an innovative approach in designing and evaluating an intervention by involving participants in all stages of the design and evaluation process. The approach is expected to enhance the effectiveness of the training program by assessing and meeting participants' needs and preferences. Moreover, by using fast PDSA cycles and a modified control design in evaluating the training program, the training program is expected to be efficiently and rapidly implemented into and adjusted to care practice and medical education.

  16. Training and use of lasers in postgraduate orthodontic programs in the United States and Canada.

    PubMed

    Dansie, Chase O; Park, Jae Hyun; Makin, Inder Raj S

    2013-06-01

    This study was designed to determine if orthodontic residents are being trained to use lasers in the postgraduate orthodontic residency programs of the United States and Canada. An anonymous electronic survey was sent to the program director/chair of each of the seventy orthodontic residency programs, and thirty-seven (53 percent) of the programs responded. Of these thirty-seven programs, twenty-eight (76 percent) reported providing patient treatment with lasers in the orthodontic graduate program, eight (22 percent) said they do not provide treatment in the orthodontic graduate program, and one program (3 percent) reported providing laser training but not using lasers on patients. Gingivectomy and canine exposure were reported as the most common procedures that residents perform with a laser, while debonding of orthodontic brackets was the least common procedure performed with a laser. A diode laser was the most common type of laser used. Of the eight programs (22 percent) not offering laser training, four indicated having no plans to begin using lasers or training on their use. The other four indicated that they have plans to incorporate laser use in the future.

  17. Region-wide assessment of the capacity for human nutrition training in West Africa: current situation, challenges, and way forward.

    PubMed

    Sodjinou, Roger; Fanou, Nadia; Deart, Lucie; Tchibindat, Félicité; Baker, Shawn; Bosu, William; Pepping, Fré; Delisle, Hélène

    2014-01-01

    There is a dearth of information on existing nutrition training programs in West Africa. A preliminary step in the process of developing a comprehensive framework to strengthen human capacity for nutrition is to conduct an inventory of existing training programs. This study was conducted to provide baseline data on university-level nutrition training programs that exist in the 16 countries in West Africa. It also aimed to identify existing gaps in nutrition training and propose solutions to address them. Participating institutions were identified based on information provided by in-country key informants, UNICEF offices or through internet searches. Data were collected through semi-structured interviews during on-site visits or through self-administered questionnaires. Simple descriptive and bivariate analyses were performed. In total, 83 nutrition degree programs comprising 32 B.Sc. programs, 34 M.Sc. programs, and 17 Ph.D. programs were identified in the region. More than half of these programs were in Nigeria. Six countries (Cape Verde, Guinea-Bissau, Liberia, Mali, The Gambia, and Togo) offered no nutrition degree program. The programs in francophone countries were generally established more recently than those in anglophone countries (age: 3.5 years vs. 21.4 years). Programs were predominantly (78%) run by government-supported institutions. They did not provide a comprehensive coverage of all essential aspects of human nutrition. They were heavily oriented to food science (46%), with little emphasis on public health nutrition (24%) or overnutrition (2%). Annual student intakes per program in 2013 ranged from 3 to 262; 7 to 40; and 3 to 10, respectively, for bachelor's, master's, and doctoral programs while the number of graduates produced annually per country ranged from 6 to 271; 3 to 64; and 1 to 18, respectively. External collaboration only existed in 15% of the programs. In-service training programs on nutrition existed in less than half of the countries. The most important needs for improving the quality of existing training programs reported were teaching materials, equipment and infrastructures, funding, libraries and access to advanced technology resources. There are critical gaps in nutrition training in the West Africa region. The results of the present study underscore the urgent need to invest in nutrition training in West Africa. An expanded set of knowledge, skills, and competencies must be integrated into existing nutrition training curricula. Our study provides a basis for the development of a regional strategy to strengthen human capacity for nutrition across the region.

  18. NET-ZERO ENERGY BUILDING OPERATOR TRAINING PROGRAM (NZEBOT)

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

    Brizendine, Anthony; Byars, Nan; Sleiti, Ahmad

    2012-12-31

    The primary objective of the Net-Zero Energy Building Operator Training Program (NZEBOT) was to develop certificate level training programs for commercial building owners, managers and operators, principally in the areas of energy / sustainability management. The expected outcome of the project was a multi-faceted mechanism for developing the skill-based competency of building operators, owners, architects/engineers, construction professionals, tenants, brokers and other interested groups in energy efficient building technologies and best practices. The training program draws heavily on DOE supported and developed materials available in the existing literature, as well as existing, modified, and newly developed curricula from the Department ofmore » Engineering Technology & Construction Management (ETCM) at the University of North Carolina at Charlotte (UNC-Charlotte). The project goal is to develop a certificate level training curriculum for commercial energy and sustainability managers and building operators that: 1) Increases the skill-based competency of building professionals in energy efficient building technologies and best practices, and 2) Increases the workforce pool of expertise in energy management and conservation techniques. The curriculum developed in this project can subsequently be used to establish a sustainable energy training program that can contribute to the creation of new “green” job opportunities in North Carolina and throughout the Southeast region, and workforce training that leads to overall reductions in commercial building energy consumption. Three energy training / education programs were developed to achieve the stated goal, namely: 1. Building Energy/Sustainability Management (BESM) Certificate Program for Building Managers and Operators (40 hours); 2. Energy Efficient Building Technologies (EEBT) Certificate Program (16 hours); and 3. Energy Efficent Buildings (EEB) Seminar (4 hours). Training Program 1 incorporates the following topics in the primary five-day Building Energy/Sustainability Management Certificate program in five training modules, namely: 1) Strategic Planning, 2) Sustainability Audits, 3) Information Analysis, 4) Energy Efficiency, and 5) Communication. Training Program 2 addresses the following technical topics in the two-day Building Technologies workshop: 1) Energy Efficient Building Materials, 2) Green Roofing Systems, 3) Energy Efficient Lighting Systems, 4) Alternative Power Systems for Buildings, 5) Innovative Building Systems, and 6) Application of Building Performance Simulation Software. Program 3 is a seminar which provides an overview of elements of programs 1 and 2 in a seminar style presentation designed for the general public to raise overall public awareness of energy and sustainability topics.« less

  19. The effectiveness of multimedia visual perceptual training groups for the preschool children with developmental delay.

    PubMed

    Chen, Yi-Nan; Lin, Chin-Kai; Wei, Ta-Sen; Liu, Chi-Hsin; Wuang, Yee-Pay

    2013-12-01

    This study compared the effectiveness of three approaches to improving visual perception among preschool children 4-6 years old with developmental delays: multimedia visual perceptual group training, multimedia visual perceptual individual training, and paper visual perceptual group training. A control group received no special training. This study employed a pretest-posttest control group of true experimental design. A total of 64 children 4-6 years old with developmental delays were randomized into four groups: (1) multimedia visual perceptual group training (15 subjects); (2) multimedia visual perceptual individual training group (15 subjects); paper visual perceptual group training (19 subjects); and (4) a control group (15 subjects) with no visual perceptual training. Forty minute training sessions were conducted once a week for 14 weeks. The Test of Visual Perception Skills, third edition, was used to evaluate the effectiveness of the intervention. Paired-samples t-test showed significant differences pre- and post-test among the three groups, but no significant difference was found between the pre-test and post-test scores among the control group. ANOVA results showed significant differences in improvement levels among the four study groups. Scheffe post hoc test results showed significant differences between: group 1 and group 2; group 1 and group 3; group 1 and the control group; and group 2 and the control group. No significant differences were reported between group 2 and group 3, and group 3 and the control group. The results showed all three therapeutic programs produced significant differences between pretest and posttest scores. The training effect on the multimedia visual perceptual group program and the individual program was greater than the developmental effect Both the multimedia visual perceptual group training program and the multimedia visual perceptual individual training program produced significant effects on visual perception. The multimedia visual perceptual group training program was more effective for improving visual perception than was multimedia visual perceptual individual training program. The multimedia visual perceptual group training program was more effective than was the paper visual perceptual group training program. Copyright © 2013 Elsevier Ltd. All rights reserved.

  20. Dissemination and Implementation Strategies of Lower Extremity Preventive Training Programs in Youth: A Clinical Review.

    PubMed

    DiStefano, Lindsay J; Frank, Barnett S; Root, Hayley J; Padua, Darin A

    Neuromuscular preventive training programs effectively reduce injury and improve performance in youth athletes. However, program effectiveness is directly linked to program compliance, fidelity, and dosage. Preventive training programs are not widely adopted by youth sport coaches. One way to promote widespread dissemination and compliance is to identify implementation strategies that influence program adoption and maintenance. It is unknown how previously published programs have followed the elements of an implementation framework. The objective of this review was to evaluate how elements of the 7 steps of implementation, developed by Padua et al, have been performed in the evidence of lower extremity preventive training programs. A systematic review of the literature from 1996 through September 2016 was conducted using electronic databases. Investigations that documented implementation of a sport team-based neuromuscular preventive training program in youth athletes and measured lower extremity injury rates were included. Clinical review. Level 4. A total of 12 studies met the inclusion criteria and were reviewed. Information regarding the completion of any of the 7 steps within the implementation framework developed by Padua et al was extracted. None of the 12 articles documented completion of all 7 steps. While each study addressed some of the 7 steps, no study addressed maintenance or an exit strategy for youth athletes. Program implementation appears limited in obtaining administrative support, utilizing an interdisciplinary implementation team, and monitoring or promoting fidelity of the intervention. Despite strong evidence supporting the effectiveness of preventive training programs in youth athletes, there is a gap between short-term improvements and long-term implementation strategies. Future interventions should include all 7 steps of the implementation framework to promote transparent dissemination of preventive training programs.

  1. A landscape analysis of leadership training in postgraduate medical education training programs at the University of Ottawa

    PubMed Central

    Danilewitz, Marlon; McLean, Laurie

    2016-01-01

    Background There is growing recognition of the importance of physician leadership in healthcare. At the same time, becoming an effective leader requires significant training. While educational opportunities for practicing physicians exist to develop their leadership skills, there is a paucity of leadership opportunities for post graduate trainees. In response to this gap, both the Royal College of Physicians and Surgeons of Canada and the Association of Faculties of Medicine of Canada have recommended that leadership training be considered a focus in Post Graduate Medical Education (PGME). However, post-graduate leadership curricula and opportunities in PGME training programs in Canada are not well described. The goal of this study was to determine the motivation for PGME leadership training, the opportunities available, and educational barriers experienced by PGME programs at the University of Ottawa. Methods An electronic survey was distributed to all 70 PGME Program Directors (PDs) at the University of Ottawa. Two PDs were selected, based on strong leadership programs, for individual interviews. Results The survey response rate was 55.7%. Seventy-seven percent of responding PDs reported resident participation in leadership training as being “important,” while only 37.8% of programs incorporated assessment of resident leadership knowledge and/or skills into their PGME program. Similarly, only 29.7% of responding residency programs offered chief resident leadership training. Conclusions While there is strong recognition of the importance of training future physician leaders, the nature and design of PGME leadership training is highly variable. These data can be used to potentially inform future PGME leadership training curricula. PMID:28344692

  2. The effectiveness of empowering in-service training programs for foreign nurse aides in community-based long-term care facilities.

    PubMed

    Wu, Li-yu; Yin, Teresa J C; Li, I-chuan

    2005-01-01

    The objective of the study was to examine the effectiveness of empowering in-service training programs for foreign nurse aides working in community-based long-term care (LTC) facilities. The design was a pretest and post-test design with experiment and control groups. The sample consisted of purposeful sampling from 10 LTC facilities in the Shihlin and Peitou areas of Taipei. A total of 35 foreign nurse aides participated in this study; 16 in the experimental group and 19 in the control group. The experimental group attended the training program for a 3-month period, whereas the control group did not receive any training. The research findings reveal that the training program was effective in increasing the work stress of workload/scheduling (Z = 2.01, p

  3. Evaluating International Research Ethics Capacity Development: An Empirical Approach

    PubMed Central

    Ali, Joseph; Kass, Nancy E.; Sewankambo, Nelson K.; White, Tara D.; Hyder, Adnan A.

    2014-01-01

    The US National Institutes of health, Fogarty International Center (NIH-FIC) has, for the past 13 years, been a leading funder of international research ethics education for resource-limited settings. Nearly half of the NIH-FIC funding in this area has gone to training programs that train individuals from sub-Saharan Africa. Identifying the impact of training investments, as well as the potential predictors of post-training success, can support curricular decision-making, help establish funding priorities, and recognize the ultimate outcomes of trainees and training programs. Comprehensive evaluation frameworks and targeted evaluation tools for bioethics training programs generally, and for international research ethics programs in particular, are largely absent from published literature. This paper shares an original conceptual framework, data collection tool, and detailed methods for evaluating the inputs, processes, outputs, and outcomes of research ethics training programs serving individuals in resource-limited settings. This paper is part of a collection of papers analyzing the Fogarty International Center’s International Research Ethics Education and Curriculum Development program. PMID:24782071

  4. ASE Program Certification Standards for Automobile Technician Training Programs.

    ERIC Educational Resources Information Center

    National Automotive Technicians Education Foundation, Herndon, VA.

    This document presents and explains the development and application of the National Institute for Automotive Service Excellence (ASE) program certification standards that were developed to improve the quality of secondary- and postsecondary-level automobile technician training by implementing a certification program that certifies programs in…

  5. US medical specialty global health training and the global burden of disease

    PubMed Central

    Kerry, Vanessa B.; Walensky, Rochelle P.; Tsai, Alexander C.; Bergmark, Regan W.; Bergmark, Brian A.; Rouse, Chaturia; Bangsberg, David R.

    2013-01-01

    Background Rapid growth in global health activity among US medical specialty education programs has lead to heterogeneity in types of activities and global health training models. The breadth and scope of this activity is not well chronicled. Methods Using a standardized search protocol, we examined the characteristics of US medical residency global health programs by number of programs, clinical specialty, nature of activity (elective, research, extended curriculum based field training), and geographic location across seven different clinical medical residency education specialties. We tabulated programmatic activity by clinical discipline, region and country. We calculated the Spearman's rank correlation coefficient to estimate the association between programmatic activity and country–level disease burden. Results Of the 1856 programs assessed between January and June 2011, there were 380 global health residency training programs (20%) working in 141 countries. 529 individual programmatic activities (elective–based rotations, research programs, extended curriculum–based field training, or other) occurred at 1337 specific sites. The majority of the activities consisted of elective–based rotations. At the country level, disease burden had a statistically significant association with programmatic activity (Spearman's ρ = 0.17) but only explained 3% of the total variation between countries. Conclusions There were a substantial number of US medical specialty global health programs, but a relative paucity of surgical and mental health programs. Elective–based programs were more common than programs that offer longitudinal experiences. Despite heterogeneity, there was a small but statistically significant association between program location and the global burden of disease. Areas for further study include the degree to which US–based programs develop partnerships with their program sites, the significance of this activity for training, and number and breadth of programs in medical specialty global health education in other countries around the world. PMID:24363924

  6. Enhancing Digital Fluency through a Training Program for Creative Problem Solving Using Computer Programming

    ERIC Educational Resources Information Center

    Kim, SugHee; Chung, KwangSik; Yu, HeonChang

    2013-01-01

    The purpose of this paper is to propose a training program for creative problem solving based on computer programming. The proposed program will encourage students to solve real-life problems through a creative thinking spiral related to cognitive skills with computer programming. With the goal of enhancing digital fluency through this proposed…

  7. 34 CFR 611.41 - Under what circumstances may an individual receive a scholarship of program funds to attend a...

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... scholarship of program funds to attend a teacher training program? 611.41 Section 611.41 Education Regulations..., DEPARTMENT OF EDUCATION TEACHER QUALITY ENHANCEMENT GRANTS PROGRAM Scholarships § 611.41 Under what circumstances may an individual receive a scholarship of program funds to attend a teacher training program? (a...

  8. 34 CFR 611.41 - Under what circumstances may an individual receive a scholarship of program funds to attend a...

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... scholarship of program funds to attend a teacher training program? 611.41 Section 611.41 Education Regulations..., DEPARTMENT OF EDUCATION TEACHER QUALITY ENHANCEMENT GRANTS PROGRAM Scholarships § 611.41 Under what circumstances may an individual receive a scholarship of program funds to attend a teacher training program? (a...

  9. 34 CFR 611.41 - Under what circumstances may an individual receive a scholarship of program funds to attend a...

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... scholarship of program funds to attend a teacher training program? 611.41 Section 611.41 Education Regulations..., DEPARTMENT OF EDUCATION TEACHER QUALITY ENHANCEMENT GRANTS PROGRAM Scholarships § 611.41 Under what circumstances may an individual receive a scholarship of program funds to attend a teacher training program? (a...

  10. 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...

  11. Peace Corps Stateside Teacher Training for Volunteers in Liberia. Volume IV: Training Program for Secondary School Teachers (Group C). Final Report.

    ERIC Educational Resources Information Center

    PSI Associates, Inc., Washington, DC.

    The Peace Corps stateside training program for secondary school teachers in Liberia trained 37 volunteers in several subject area groups--language arts, mathematics and science, and health. Because many of the teachers had never taught before, their 4-week training program concentrated on teaching and learning theories and specific teaching…

  12. Experience of Social Media, Training and Development on Work Proficiency: A Qualitative Study with Security Personnel

    ERIC Educational Resources Information Center

    Okyireh, Rexford Owusu; Okyireh, Marijke Akua Adobea

    2016-01-01

    How useful is social media and training programs to the development of professionals in the security sector? In this study the researchers examined three key issues pertaining to training programs. These were marketing of training programs, participant experiences of training content and work proficiency. A sample of ten participants of a forensic…

  13. Program Review Challenges and Opportunities for Training the Next Generation of Biophysicists: Perspectives of the Directors of the Molecular Biophysics Training Program at Northwestern University

    PubMed Central

    Neuhaus, Francis; Widom, Jonathan; MacDonald, Robert; Jardetzky, Theodore; Radhakrishnan, Ishwar

    2009-01-01

    Molecular biophysics is a broad, diverse, and dynamic field that has presented a variety of unique challenges and opportunities for training future generations of investigators. Having been or currently being intimately associated with the Molecular Biophysics Training Program at Northwestern, we present our perspectives on various issues that we have encountered over the years. We propose no cookie-cutter solutions, as there is no consensus on what constitutes the “ideal” program. However, there is uniformity in opinion on some key issues that might be useful to those interested in establishing a biophysics training program. PMID:18293401

  14. [Analysis of a university training program in endocrinology].

    PubMed

    López M, José M; Fardella B, Carlos

    2007-09-01

    The Pontificia Universidad Católica de Chile has a two decades experience in training endocrinology specialists. This communication explains the operation of the training program and the results of a survey, answered by 90% of Endocrinologists that were trained at the center. This survey covers different aspects of the program such as the strengths and weaknesses of the academic teaching and the present position of the trainees. Questions about the working environment and the relationship with their teachers during the application of the program are also included. These results can be useful for other University centers that are planning a training program in endocrinology and for those physicians that are planning to become endocrinologists.

  15. Geriatric medicine fellowship programs: a national study from the Association of Directors of Geriatric Academic Programs' Longitudinal Study of Training and Practice in Geriatric Medicine.

    PubMed

    Warshaw, Gregg A; Bragg, Elizabeth J; Shaull, Ruth W; Goldenhar, Linda M; Lindsell, Christopher J

    2003-07-01

    This report documents the development and growth of geriatric medicine fellowship training in the United States through 2002. A cross-sectional survey of geriatric medicine fellowship programs was conducted in the fall 2001. All allopathic (119) and osteopathic (7) accredited geriatric medicine fellowship-training programs in the United States were involved. Data were collected using self-administered mailed and Web-based survey instruments. Longitudinal data from the American Medical Association (AMA) and the Association of American Medical Colleges' (AAMC) National Graduate Medical Education (GME) Census, the Accreditation Council for Graduate Medical Education (ACGME), and the American Osteopathic Association (AOA) were also analyzed. The survey instrument was designed to gather data about faculty, fellows, program curricula, and program directors (PDs). In addition, annual AMA/AAMC data from 1991 to the present was compiled to examine trends in the number of fellowship programs and the number of fellows. The overall survey response rate was 76% (96 of 126 PDs). Most (54%) of the PDs had been in their current position 4 or more years (range: <1-20 years), and 59% of PDs reported that they had completed formal geriatric medicine fellowship training. The number of fellowship programs and the number of fellows entering programs has slowly increased over the past decade. During 2001-02, 338 fellows were training in allopathic programs and seven in osteopathic programs (all years of training). Forty-six percent (n = 44) of responding programs offered only 1-year fellowship-training experiences. PDs reported that application rates for fellowship positions were stable during the academic years (AYs) 1999-2002, with the median number of applications per first year position available in AY 2000-01 being 10 (range: 1-77). In 2001-02, data from the AMA/AAMC National GME Census indicated a fill rate for first-year geriatric medicine fellowship positions of 69% (259 first-year fellows for 373 positions). During 2001-02, more than half of programs (53%) reported having two or fewer first-year fellows, whereas 31% had three or four first-year fellows. Thirty-three programs (36%) reported having no U.S. medical school graduate first-year fellows, and another 25 (28%) reported having only one. Of the 51 programs offering second-year fellowship training, PDs reported 61 post-first-year fellows (median 1, range: 0-7). During the past 10 years, 27 new allopathic geriatric medicine fellowship programs opened; there are now 119 programs. There are also seven osteopathic programs. The recruitment of high-quality U.S. medical school graduates into these programs remains a challenge for the discipline. Furthermore, the retention of first-year fellows for additional years of academic training has been difficult. Incentives will be needed to attract the best graduates of U.S. family practice and internal medicine training programs into academic careers in geriatric medicine.

  16. Program Management for Tank Crewman Skills Training Program.

    DTIC Science & Technology

    1979-11-01

    RESEARCH PRODUCT 79-16 PROGRAM MANAGEMENT FOR TANK CREWMAN SKILLS TRAINING PROGRAM ARI Field Unit at Fort Knox, Kentucky f hadocumr-e r- has~ bean a4...40121, and monitored by Donald F . Haggard, Chief, ARI Field I - -Unit-Fort Knox. It. KEY WORDS (Continue on reverse side If necessary end identify by...TRAINING PROGRAM Richard E. O’Brien William J. Crum Human Resources Research Organization (HumRRO) Submitted by-. Donald F . Haggard, Chief ARI Field

  17. Improving strength and postural control in young skiers: whole-body vibration versus equivalent resistance training.

    PubMed

    Mahieu, Nele N; Witvrouw, Erik; Van de Voorde, Danny; Michilsens, Diny; Arbyn, Valérie; Van den Broecke, Wouter

    2006-01-01

    Several groups have undertaken studies to evaluate the physiologic effects of whole-body vibration (WBV). However, the value of WBV in a training program remains unknown. To investigate whether a WBV program results in a better strength and postural control performance than an equivalent exercise program performed without vibration. Randomized, controlled trial. Laboratory. Thirty-three Belgian competitive skiers (ages = 9-15 years). Subjects were assigned to either the WBV group or the equivalent resistance (ER) group for 6 weeks of training at 3 times per week. Isokinetic plantar and dorsiflexion peak torque, isokinetic knee flexion and extension peak torque, explosive strength (high box test), and postural control were assessed before and after the training period. Both training programs significantly improved isokinetic ankle and knee muscle strength and explosive strength. Moreover, the increases in explosive strength and in plantar-flexor strength at low speed were significantly higher in the WBV group than in the ER group after 6 weeks. However, neither WBV training nor ER training seemed to have an effect on postural control. A strength training program that includes WBV appears to have additive effects in young skiers compared with an equivalent program that does not include WBV. Therefore, our findings support the hypothesis that WBV training may be a beneficial supplementary training technique in strength programs for young athletes.

  18. RETRAINING UNDER THE MANPOWER DEVELOPMENT AND TRAINING ACT OF 1962--INSTITUTIONAL PROGRAMS.

    ERIC Educational Resources Information Center

    HOOS, IDA R.

    A DISCUSSION OF INSTITUTIONAL RETRAINING PROGRAMS UNDER THE MANPOWER DEVELOPMENT AND TRAINING ACT (1962) OUTLINES MANPOWER REPORTING AND TRAINING PROVISIONS OF THE ACT ITSELF, DISCUSSES PROBLEMS OF IMPLEMENTATION IN CALIFORNIA (I.E., DIFFICULTY IN FURNISHING ON-THE-JOB PROGRAMS AND PROPER COUNSELING), OUTLINES NATIONAL AND REGIONAL TRAINING UNDER…

  19. 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...

  20. Effects of Resistance Training on the Sit-and-Reach Test in Elderly Women.

    ERIC Educational Resources Information Center

    Barbosa, Aline Rodrigues; Santarem Jose Maria; Filho, Wilson Jacob; Marucci, Maria de Fatima Nunes

    2002-01-01

    Examined the effects of a 10-week resistance training program on older women's flexibility (evaluated through the sit- and-reach test performed before and after the training program). Participants were compared to inactive older women. The training program resulted in significant increases in participants' flexibility, suggesting that weight…

  1. 78 FR 24431 - Notice of Submission of Proposed Information Collection to OMB; Housing Counseling Training Program

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-04-25

    ... Proposed Information Collection to OMB; Housing Counseling Training Program AGENCY: Office of the Chief...: Housing Counseling Training Program. OMB Approval Number: 2502-0567. Form Numbers: HUD-424-CB, HUD 2880... Counseling Training NOFA, which requests narrative responses, forms, and supporting documentation, is used by...

  2. 25 CFR 26.4 - Who administers the Job Placement and Training Program?

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 25 Indians 1 2014-04-01 2014-04-01 false Who administers the Job Placement and Training Program? 26.4 Section 26.4 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM General Applicability § 26.4 Who administers the Job Placement and Training...

  3. 25 CFR 26.4 - Who administers the Job Placement and Training Program?

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... 25 Indians 1 2013-04-01 2013-04-01 false Who administers the Job Placement and Training Program? 26.4 Section 26.4 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM General Applicability § 26.4 Who administers the Job Placement and Training...

  4. 25 CFR 26.4 - Who administers the Job Placement and Training Program?

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 25 Indians 1 2012-04-01 2011-04-01 true Who administers the Job Placement and Training Program? 26.4 Section 26.4 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM General Applicability § 26.4 Who administers the Job Placement and Training...

  5. 25 CFR 26.4 - Who administers the Job Placement and Training Program?

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 25 Indians 1 2011-04-01 2011-04-01 false Who administers the Job Placement and Training Program? 26.4 Section 26.4 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM General Applicability § 26.4 Who administers the Job Placement and Training...

  6. Directory of Instructional Programs in Supervision and Management Training.

    ERIC Educational Resources Information Center

    Civil Service Commission, Washington, DC. Training Assistance Div.

    This directory, which is designed for the use of training officers in the Washington, D.C. area in prescribing learning programs to meet employee training needs, describes available group and self instructional programs used for the training of supervisors and managers. Each of the 21 courses listed contains the pertinent information necessary to…

  7. Nursing Education and Training: Alternative Federal Approaches. Budget Issue Paper for Fiscal Year 1979.

    ERIC Educational Resources Information Center

    Congress of the U.S., Washington, DC. Congressional Budget Office.

    Key issues pertinent to federal support of nursing education and training are considered. Policy options for nurse training include: support for programs to increase aggregate supply, support for programs to improve geographic distribution of nurses, support for programs to increase the availability of nurses with advanced training, and support…

  8. Safety. A Guide for Industrial Cooperative Training Programs. Learning Activity Package. LAP 6.

    ERIC Educational Resources Information Center

    Duenk, Lester G.; Lear, George

    This learning activity package, one of six intended for use in Industrial Cooperative Training Programs, is designed to provide students with information on several general safety topics which would apply in most employment situations. (The industrial cooperative training program provides industrial occupational training experience for high school…

  9. Baylor SBIRT Medical Residency Training Program: Model Description and Initial Evaluation

    ERIC Educational Resources Information Center

    Bray, James H.; Kowalchuk, Alicia; Waters, Vicki; Laufman, Larry; Shilling, Elizabeth H.

    2012-01-01

    The Baylor College of Medicine SBIRT Medical Residency Training Program is a multilevel project that trains residents and faculty in evidenced-based screening, brief intervention, and referral to treatment (SBIRT) methods for alcohol and substance use problems. This paper describes the training program and provides initial evaluation after the…

  10. Start-Up Training in Mississippi: Program Development Guide.

    ERIC Educational Resources Information Center

    Brooks, Kent; And Others

    Due to recent industrial growth in Mississippi and the shortage of trained manpower in numerous occupations, start-up training programs have originated to provide a pretrained work force for new or expanding industry in the State. Each start-up training program is a joint effort between a new or expanding industry and a public educational…

  11. 45 CFR 83.2 - Definitions.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... school or college can provide a training program; (4) An affiliated hospital, as defined by section 724... Services. (k) Training program means a program of training described by section 724(4) of the Act, a... defined by section 843 of the Act; (3) A school or college of a training center for an allied health...

  12. 45 CFR 83.2 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... school or college can provide a training program; (4) An affiliated hospital, as defined by section 724... Services. (k) Training program means a program of training described by section 724(4) of the Act, a... defined by section 843 of the Act; (3) A school or college of a training center for an allied health...

  13. 45 CFR 83.2 - Definitions.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... school or college can provide a training program; (4) An affiliated hospital, as defined by section 724... Services. (k) Training program means a program of training described by section 724(4) of the Act, a... defined by section 843 of the Act; (3) A school or college of a training center for an allied health...

  14. 45 CFR 83.2 - Definitions.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... school or college can provide a training program; (4) An affiliated hospital, as defined by section 724... Services. (k) Training program means a program of training described by section 724(4) of the Act, a... defined by section 843 of the Act; (3) A school or college of a training center for an allied health...

  15. 45 CFR 83.2 - Definitions.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... school or college can provide a training program; (4) An affiliated hospital, as defined by section 724... Services. (k) Training program means a program of training described by section 724(4) of the Act, a... defined by section 843 of the Act; (3) A school or college of a training center for an allied health...

  16. Mobile Training Laboratories, Mobile Equipment and Programs Offered in Business or Industry. Status Report.

    ERIC Educational Resources Information Center

    Harry, Raymond L.

    A literature review and telephone survey examined the following alternate methods for delivering vocational education services: mobile training laboratories, mobile training programs, training programs offered by educational institutions in business and industry facilities, and equipment loaned or supplied as a gift by business and industry for…

  17. 30 CFR 75.1713-5 - First-aid training program; retraining of supervisory employees; availability to all miners.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 30 Mineral Resources 1 2010-07-01 2010-07-01 false First-aid training program; retraining of...-UNDERGROUND COAL MINES Miscellaneous § 75.1713-5 First-aid training program; retraining of supervisory... shall conduct refresher first-aid training courses each calendar year for all selected supervisory...

  18. Training the Ethanol Workforce: The Importance of Partners in Niche Program Development

    ERIC Educational Resources Information Center

    Kube, Connie; Dempsey, Sarah J.; Pohlman, Charles

    2008-01-01

    Educational, industry, and state leaders worked together to design a program to meet the training needs of Nebraska's fast-growing ethanol industry. The statewide initiative, guided by Northeast Community College and funded through the President's Community-Based Job Training Grants program, is developing dual-credit, short-term training that…

  19. Effects of a Memory Training Program in Older People with Severe Memory Loss

    ERIC Educational Resources Information Center

    Mateos, Pedro M.; Valentin, Alberto; González-Tablas, Maria del Mar; Espadas, Verónica; Vera, Juan L.; Jorge, Inmaculada García

    2016-01-01

    Strategies based memory training programs are widely used to enhance the cognitive abilities of the elderly. Participants in these training programs are usually people whose mental abilities remain intact. Occasionally, people with cognitive impairment also participate. The aim of this study was to test if memory training designed specifically for…

  20. In-Service Training and Development Programs for Accountants in Business and Industry.

    ERIC Educational Resources Information Center

    Adams, Hobart Warren

    A survey was made of inservice training and development for accountants in 53 selected business firms varying in products, sales volume, and employees. Program philosophy and objectives, qualifications and selection of trainees and instructors, program content, instructional programs, and evaluation procedures were examined. Inservice programs,…

  1. Horse Training and Management: Program of Excellence.

    ERIC Educational Resources Information Center

    Lane, Marvin

    This report on Lamar Community College's Horse Training and Management (HTM) program assesses the quality of the educational experience provided by the program, the quality of the faculty and students, institutional financial commitment to the program, contribution of the HTM program to state and local economic development, and external funding…

  2. 20 CFR 632.262 - Termination date for the summer program.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 20 Employees' Benefits 3 2011-04-01 2011-04-01 false Termination date for the summer program. 632... INDIAN AND NATIVE AMERICAN EMPLOYMENT AND TRAINING PROGRAMS Summer Youth Employment and Training Programs § 632.262 Termination date for the summer program. Participants may not be enrolled in the summer...

  3. 20 CFR 632.262 - Termination date for the summer program.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 20 Employees' Benefits 3 2012-04-01 2012-04-01 false Termination date for the summer program. 632... INDIAN AND NATIVE AMERICAN EMPLOYMENT AND TRAINING PROGRAMS Summer Youth Employment and Training Programs § 632.262 Termination date for the summer program. Participants may not be enrolled in the summer...

  4. 20 CFR 632.262 - Termination date for the summer program.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 20 Employees' Benefits 3 2010-04-01 2010-04-01 false Termination date for the summer program. 632... INDIAN AND NATIVE AMERICAN EMPLOYMENT AND TRAINING PROGRAMS Summer Youth Employment and Training Programs § 632.262 Termination date for the summer program. Participants may not be enrolled in the summer...

  5. 20 CFR 632.253 - Special operating provisions.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... NATIVE AMERICAN EMPLOYMENT AND TRAINING PROGRAMS Summer Youth Employment and Training Programs § 632.253... assistance from the summer program, and youth who remain in school but are likely to be confronted with... provided in the summer program at no cost, or at minimum cost, to the summer program; (d) Assure that...

  6. Administrative Restructuring of a Residency Training Program for Improved Efficiency and Output

    ERIC Educational Resources Information Center

    van Zyl, Louis T.; Finch, Susan J.; Davidson, Paul R.; Arboleda-Florez, Julio

    2005-01-01

    Objectives: Canadian residency training programs (RTP) have a program director (PD) and a residency program committee (RPC) overseeing program administration. Limited guidance is available about the ideal administrative structure of an RTP. This article describes administrative load in Canadian RTPs, presents a novel approach to delegating core…

  7. 7 CFR 785.3 - Annual certification of State mediation programs.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... program; (ii) An identification of issues available for mediation under the program; (iii) Management of... requirements for mediators including: (A) Training in mediation skills and in USDA programs; (B) Identification... mediation program provides for training of mediators in mediation skills and in all issues covered by the...

  8. Training and Health. Leonardo da Vinci Series: Good Practices.

    ERIC Educational Resources Information Center

    Commission of the European Communities, Brussels (Belgium). Directorate-General for Education and Culture.

    This document profiles programs in the fields of health and medicine that are offered through the European Commission's Leonardo da Vinci program. The following programs are profiled: (1) CYTOTRAIN (a transnational vocational training program in cervical cancer screening); (2) Apollo (a program of open and distance learning for paramedical…

  9. Program Support and Value of Training in Mentors' Satisfaction and Anticipated Continuation of School-Based Mentoring Relationships

    ERIC Educational Resources Information Center

    McQuillin, Samuel D.; Straight, Gerald G.; Saeki, Elina

    2015-01-01

    In this study, we tested a theoretical model of training practices in school-based mentoring by comparing the differences between two mentoring programs on mentor-reported program support, value of training, relationship satisfaction, and plans to continue mentoring. The two mentoring programs that we compared were conducted at the same school and…

  10. Civil Military Programs. Stronger Oversight of the Innovative Readiness Training Program Needed for Better Compliance. Report to Congressional Committees.

    ERIC Educational Resources Information Center

    General Accounting Office, Washington, DC. National Security and International Affairs Div.

    A study reviewed the U.S. Department of Defense's (DOD) training projects that support nondefense activity under its Innovative Readiness Training (IRT) Program. The report examines the following: extent, nature, and cost of civil military projects; consistency of DOD's guidance on the IRT Program with statutory requirements; conformity of…

  11. Caring for Preschool Children: A Competency-Based Training Program. Volumes I and II. Second Edition [and] a Trainer's Guide.

    ERIC Educational Resources Information Center

    Dodge, Diane Trister; Koralek, Derry Gosselin; Pizzolongo, Peter J.; Al-Salam, Debra

    The "Caring for Preschool Children" program was designed as a personalized training program to help adults working with preschool children acquire the skills and knowledge needed to provide a high quality preschool program. This two-volume training manual is comprised of 13 modules corresponding to the areas of the Child Development…

  12. Development and Evaluation of the Efficiency of In-Service Training Program with the Theme of Peace Education

    ERIC Educational Resources Information Center

    Basaran, Semra Demir; Karakurt, Sevgi Özden

    2017-01-01

    In this article, an in-service training program was developed and evaluated to improve the peace education competencies of primary school teachers. This program, named as In-Service Training Program with the Theme of Peace Education for Primary Teachers (BEHEP), was based on the system approach. The implementation was completed in 28 hours with…

  13. Project Awareness: A Multi-State Leadership Project Addressing Sex Discrimination Issues in Education. A Training Program.

    ERIC Educational Resources Information Center

    Adelberger, Audra; And Others

    This report describes a training program designed to increase educators' awareness of sex bias and its consequences in education. A major objective of the program is to suggest strategies for increasing educational opportunities for girls and women. The training program was part of a two-year project undertaken by seven state education agencies…

  14. Evaluation of the Veterans' Education and Training Service (VETS) Program of the National League of Cities and U.S. Conference of Mayors.

    ERIC Educational Resources Information Center

    Scheflen, Kenneth C.; Brandewie, Robert J.

    The document evaluates the impact of the Veterans' Education and Training Service (VETS) program on G.I. Bill utilization rates. The VETS program is designed to increase enrollments of educationally and economically disadvantaged veterans in Veterans' Administration education and training programs. Statistical data on veterans and descriptive data…

  15. Effect of exercise training program in post-CRET post-CABG patients with normal and subnormal ejection fraction (EF > 50% or < 50%) after coronary artery bypass grafting surgery.

    PubMed

    Ansari, Basit; Qureshi, Masood A; Zohra, Raheela Rahmat

    2014-11-01

    The aim of the present study is to compare the effect of exercise training program in post-Cardiac Rehabilitation Exercise Training (CRET), post-CABG patients with normal & subnormal ejection fraction (EF >50% or <50%) who have undergoing coronary artery bypass grafting (CABG) surgery. The study was conducted on 100 cardiac patients of both sexes (age: 57-65 years) who after CABG surgery, were referred to the department of Physiotherapy and Rehabilitation between 2008 and 2010 at Liaquat National Hospital & Medical College, Karachi. The patients undertook exercise training program (using treadmill, Recumbent Bike), keeping in view the Borg's scale of perceived exertion, for 6 weeks. Heart Rate (HR) and Blood Pressure (BP) were measured & compared in post CABG Patients with EF (>50% or <50%) at the start and end of the exercise training program. Statistical formulae were applied to analyze the improvement in cardiac functional indicators. Exercise significantly restores the values of HR and BP (systolic) in post CABGT Patients with EF (>50% or <50%) from the baseline to the last session of the training program. There appeared significant improvement in cardiac function four to six weeks of treadmill exercise training program. After CABG all patients showed similar improvement in cardiac function with exercise training program. The exercise training program is beneficial for improving exercise capacity linked with recovery cardiac function in Pakistani CABG patients.

  16. Communication training for aircrews: A review of theoretical and pragmatic aspects of training program design

    NASA Technical Reports Server (NTRS)

    Linde, Charlotte; Goguen, Joseph; Devenish, Linda

    1987-01-01

    This study is the final report of a project studying methods of communications training applicable to both civilian and military aviation personnel, including multiperson teams or single pilot fixed wing or rotary wing aircraft. A review is provided of a number of theories proposed as relevant for producing training materials for improved communications. Criteria are given for evaluating the applicability of training programs to the aviation environment, and these criteria are applied to United Airlines' Resources Management Training, as well as to a number of commercially available general purpose training programs. The report considers in detail assertiveness training and grid management training, examining their theoretical background and attempts made to validate their effectiveness. It was found that there are substantive difficulties in assessing the effectiveness of both training programs, as well as problems with the theories underlying them. However, because the aviation environment offers unique advantages for studying the effectiveness of communications training, recommendations are made on the design of appropriate training programs and on procedures that might be used to validate them.

  17. Continuous Evaluation in Ethics Education: A Case Study.

    PubMed

    McIntosh, Tristan; Higgs, Cory; Mumford, Michael; Connelly, Shane; DuBois, James

    2018-04-01

    A great need for systematic evaluation of ethics training programs exists. Those tasked with developing an ethics training program may be quick to dismiss the value of training evaluation in continuous process improvement. In the present effort, we use a case study approach to delineate how to leverage formative and summative evaluation measures to create a high-quality ethics education program. With regard to formative evaluation, information bearing on trainee reactions, qualitative data from the comments of trainees, in addition to empirical findings, can ensure that the training program operates smoothly. Regarding summative evaluation, measures examining trainee cognition, behavior, and organization-level results provide information about how much trainees have changed as a result of taking the ethics training. The implications of effective training program evaluation are discussed.

  18. 75 FR 8393 - Housing Counseling Training Program

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-02-24

    ... DEPARTMENT OF HOUSING AND URBAN DEVELOPMENT [Docket No. FR-5376-N-09] Housing Counseling Training Program AGENCY: Office of the Chief Information Officer, HUD. ACTION: Notice. SUMMARY: The proposed... following information: Title of Proposal: Housing Counseling Training Program. OMB Approval Number: 2502...

  19. Child abuse training and knowledge: a national survey of emergency medicine, family medicine, and pediatric residents and program directors.

    PubMed

    Starling, Suzanne P; Heisler, Kurt W; Paulson, James F; Youmans, Eren

    2009-04-01

    The objective of this study was to determine the level of knowledge, comfort, and training related to the medical management of child abuse among pediatrics, emergency medicine, and family medicine residents. Surveys were administered to program directors and third-year residents at 67 residency programs. The resident survey included a 24-item quiz to assess knowledge regarding the medical management of physical and sexual child abuse. Sites were solicited from members of a network of child abuse physicians practicing at institutions with residency programs. Analyzable surveys were received from 53 program directors and 462 residents. Compared with emergency medicine and family medicine programs, pediatric programs were significantly larger and more likely to have a medical provider specializing in child abuse pediatrics, have faculty primarily responsible for child abuse training, use a written curriculum for child abuse training, and offer an elective rotation in child abuse. Exposure to child abuse training and abused patients was highest for pediatric residents and lowest for family medicine residents. Comfort with managing child abuse cases was lowest among family medicine residents. On the knowledge quiz, pediatric residents significantly outperformed emergency medicine and family medicine residents. Residents with high knowledge scores were significantly more likely to come from larger programs and programs that had a center, provider, or interdisciplinary team that specialized in child abuse pediatrics; had a physician on faculty responsible for child abuse training; used a written curriculum for child abuse training; and had a required rotation in child abuse pediatrics. By analyzing the relationship between program characteristics and residents' child abuse knowledge, we found that pediatric programs provide far more training and resources for child abuse education than emergency medicine and family medicine programs. As leaders, pediatricians must establish the importance of this topic in the pediatric education of residents of all specialties.

  20. Postgraduate Emergency Medicine Training in India: An Educational Partnership with the Private Sector.

    PubMed

    Douglass, Katherine; Pousson, Amelia; Gidwani, Shweta; Smith, Jeffrey

    2015-11-01

    Emergency medicine (EM) is a recently recognized specialty in India, still in its infancy. Local training programs are developing, but remain very limited. Private, for-profit hospitals are an important provider of graduate medical education (GME) in India, and are partnering with United States (US) universities in EM to expand training opportunities. Our aim was to describe current private-sector programs affiliated with a US university providing postgraduate EM training in India, the evolution and structure of these programs, and successes and challenges of program implementation. Programs have been established in seven cities in India in partnership with a US academic institution. Full-time trainees have required didactics, clinical rotations, research, and annual examinations. Faculty members affiliated with the US institution visit each program monthly. Regular evaluations have informed program modifications, and a local faculty development program has been implemented. Currently, 240 trainees are enrolled in the EM postgraduate program, and 141 physicians have graduated. A pilot survey conducted in 2012 revealed that 93% of graduates are currently practicing EM, 82% of those in India; 71% are involved in teaching, and 32% in research. Further investigation into programmatic impacts is necessary. Challenges include issues of formal program recognition both in India and abroad. This unique partnership is playing a major early role in EM GME in India. Future steps include official program recognition, expanded numbers of training sites, and a gradual transition of training and education to local faculty. Similar partnership programs may be effective in other settings outside of India. Copyright © 2015 Elsevier Inc. All rights reserved.

  1. A web-based training program to support chronic kidney disease screening by community pharmacists.

    PubMed

    Gheewala, Pankti A; Peterson, Gregory M; Zaidi, Syed Tabish R; Bereznicki, Luke; Jose, Matthew D; Castelino, Ronald L

    2016-10-01

    Background Community pharmacists' role in screening of several chronic diseases has been widely explored. The global health burden of chronic kidney disease is high; however, the progression and adverse outcomes can be prevented or delayed by detecting and treating the disease in its initial stages 1-3. Therefore, a web-based training program was developed to enhance pharmacists' knowledge and skills required to perform a chronic kidney disease screening service in a community setting. Objective The aim of this study was to evaluate the impact of a web-based training program on community pharmacists' knowledge and skills associated with chronic kidney disease screening. As secondary aim, pharmacists' satisfaction with the training program was assessed. Setting Community pharmacy practice. Method A web-based training program was developed by four pharmacists and a nephrologist. Quantitative data was collected by employing a self-administered, web-based questionnaire, which comprised a set of five multiple-choice knowledge questions and one clinical vignette to assess skills. A nine-item Likert scale was used to determine pharmacists' satisfaction with the training program. Main outcome measure Pharmacists' knowledge and skills scores at pre and post-training, reliability of the Likert scale, and the proportion of responses to the individual nine items of the satisfaction survey. Results Fifty pharmacists participated in the pre-questionnaire and 38 pharmacists completed the web-based training and post-questionnaire. Significant differences were observed in the knowledge scores (p < 0.001) and skills scores (p < 0.001) at pre- and post-training. Cronbach's alpha for the nine-item satisfaction scale was 0.73 and the majority pharmacists (92.1-100 %) were satisfied with the various aspects of the training program. Conclusion The web-based training program positively enhanced pharmacists' knowledge and skills associated with chronic kidney disease screening. These findings support further development and widespread implementation of the training program to facilitate health promotion and early identification of chronic kidney disease in a community setting.

  2. The need for improved dermoscopy training in residency: a survey of US dermatology residents and program directors

    PubMed Central

    Patel, Parth; Khanna, Sarika; McLellan, Beth; Krishnamurthy, Karthik

    2017-01-01

    Background Inadequate dermoscopy training represents a major barrier to proper dermoscopy use. Objective To better understand the status of dermoscopy training in US residency programs. Methods A survey was sent to 417 dermatology residents and 118 program directors of dermatology residency programs. Results Comparing different training times for the same training type, residents with 1–10 hours of dedicated training had similar confidence using dermoscopy in general (p = 1.000) and satisfaction with training (p = .3224) than residents with >10 hours of dedicated training. Comparing similar training times for different training types, residents with 1–10 hours of dedicated training had significantly increased confidence using dermoscopy in general (p = .0105) and satisfaction with training (p = .0066) than residents with 1–10 hours of only bedside training. Lastly, residents with 1–10 hours of dedicated training and >10 hours of dedicated training had significantly increased confidence using dermoscopy in general (p = .0002, p = .2471) and satisfaction with training (p <.0001, p < .0001) than residents with no dermoscopy training at all. Conclusions Dermoscopy training in residency should include formal dermoscopy training that is overseen by the program director and is possibly supplemented by outside dermoscopy training. PMID:28515987

  3. Performance pay improves engagement, progress, and satisfaction in computer-based job skills training of low-income adults

    PubMed Central

    Koffarnus, Mikhail N.; DeFulio, Anthony; Sigurdsson, Sigurdur O.; Silverman, Kenneth

    2018-01-01

    Advancing the education of low-income adults could increase employment and income, but adult education programs have not successfully engaged low-income adults. Monetary reinforcement may be effective in promoting progress in adult education. This experiment evaluated the benefits of providing incentives for performance in a job-skills training program for low-income, unemployed adults. Participants worked on Typing and Keypad programs for 7 months. Participants randomly assigned to Group A (n=23) earned hourly and productivity pay on the Typing program (Productivity Pay), but earned only equalized hourly pay on the Keypad program (Hourly Pay). Group B (n=19) participants had the opposite contingencies. Participants worked more on, advanced further on, and preferred their productivity pay program. These results show that monetary incentives can increase performance in a job-skills training program, and indicate that payment in adult education programs should be delivered contingent on performance in the training program instead of simply on attendance. PMID:24114155

  4. Performance pay improves engagement, progress, and satisfaction in computer-based job skills training of low-income adults.

    PubMed

    Koffarnus, Mikhail N; DeFulio, Anthony; Sigurdsson, Sigurdur O; Silverman, Kenneth

    2013-01-01

    Advancing the education of low-income adults could increase employment and income, but adult education programs have not successfully engaged low-income adults. Monetary reinforcement may be effective in promoting progress in adult education. This experiment evaluated the benefits of providing incentives for performance in a job-skills training program for low-income, unemployed adults. Participants worked on typing and keypad programs for 7 months. Participants randomly assigned to Group A (n = 23) earned hourly and productivity pay on the typing program (productivity pay), but earned only equalized hourly pay on the keypad program (hourly pay). Group B (n = 19) participants had the opposite contingencies. Participants worked more on, advanced further on, and preferred their productivity pay program. These results show that monetary incentives can increase performance in a job-skills training program, and indicate that payment in adult education programs should be delivered contingent on performance in the training program instead of simply on attendance. © Society for the Experimental Analysis of Behavior.

  5. Assessment of Evidence-based Management Training Program: Application of a Logic Model.

    PubMed

    Guo, Ruiling; Farnsworth, Tracy J; Hermanson, Patrick M

    2016-06-01

    The purposes of this study were to apply a logic model to plan and implement an evidence-based management (EBMgt) educational training program for healthcare administrators and to examine whether a logic model is a useful tool for evaluating the outcomes of the educational program. The logic model was used as a conceptual framework to guide the investigators in developing an EBMgt educational training program and evaluating the outcomes of the program. The major components of the logic model were constructed as inputs, outputs, and outcomes/impacts. The investigators delineated the logic model based on the results of the needs assessment survey. Two 3-hour training workshops were delivered to 30 participants. To assess the outcomes of the EBMgt educational program, pre- and post-tests and self-reflection surveys were conducted. The data were collected and analyzed descriptively and inferentially, using the IBM Statistical Package for the Social Sciences (SPSS) 22.0. A paired sample t-test was performed to compare the differences in participants' EBMgt knowledge and skills prior to and after the training. The assessment results showed that there was a statistically significant difference in participants' EBMgt knowledge and information searching skills before and after the training (p< 0.001). Participants' confidence in using the EBMgt approach for decision-making was significantly increased after the training workshops (p< 0.001). Eighty-three percent of participants indicated that the knowledge and skills they gained through the training program could be used for future management decision-making in their healthcare organizations. The overall evaluation results of the program were positive. It is suggested that the logic model is a useful tool for program planning, implementation, and evaluation, and it also improves the outcomes of the educational program.

  6. A behavior modification training program for staff working with drug addicts.

    PubMed

    Cheek, F E; Tomarchio, T; Burtle, V; Moss, H; McConnell, D

    1975-01-01

    This paper described a Behavior Modification Training Program, emphasizing self-control, for staff working with drug addicts. The program, which is primarily geared toward the training of paraprofessionals, takes place in ten 1-1/2 hour sessions and includes an overview of behavior modification as well as instruction in techniques of relaxation, desensitization, self-image improvement, behavior analysis, behavior control, assertive training, rational thinking, and how to set up and run similar behavior modification training programs for staff and patients. Since this training began at the New Jersey Neuropsychiatric Institute in November 1971, a total of 898 staff members, mostly paraprofessionals working with addicts, alcoholics, mentally ill patients, and inmates, including 53 from our own institution, 576 persons from other facilities in New Jersey, and 269 from facilities in other states, have been trained, while 2,021 patients have been trained in similar programs. Most of this training has been accomplished by paraprofessionals. Preliminary evaluation data have been promising and the response of participants enthusiastic.

  7. Evaluation of the University of South Alabama College of Education Teacher Training Program by Analyses of its Alumni, II - 1971.

    ERIC Educational Resources Information Center

    Johnson, Granville B.

    To ascertain the effectiveness of a training program, an evaluation of its effect on trainees must be obtained. In a teacher training program, sources of feedback exist which may prove significant in the development of improved training techniques. Two of these are: How the alumni feel about their own training experience and how their principals…

  8. The Benefits of High-Intensity Functional Training Fitness Programs for Military Personnel.

    PubMed

    Haddock, Christopher K; Poston, Walker S C; Heinrich, Katie M; Jahnke, Sara A; Jitnarin, Nattinee

    2016-11-01

    High intensity functional training (HIFT) programs are designed to address multiple fitness domains, potentially providing improved physical and mental readiness in a changing operational environment. Programs consistent with HIFT principals such as CrossFit, SEALFIT and the US Marine Corps' High Intensity Tactical Training (HITT) are increasingly popular among military personnel. The goal of HIFT programs is to produce high levels of cardiorespiratory fitness, endurance and strength that exceed those achieved by following current physical activity recommendations. Given the investment in and popularity of HIFT in the military, it is important to consider the potential impact of this approach to fitness training for the health of military personnel and their risk of training injury. In a previous report in this journal, we addressed the question of whether HIFT was associated with higher injury rates compared to other exercise programs. We argued that concerns about the injury potential of HIFT exercise programs were not supported by the scientific literature to date, although additional research was needed to directly compare injury rates in approaches such as CrossFit to traditional military fitness programs. In this article we will review the scientific data on the practical, health and fitness benefits of HIFT exercise programs for military populations. Practical benefits to HIFT exercise programs include shorter training times and volumes, exercises which simulate combat tasks, lower equipment costs, reduced potential for boredom and adaptation as a result of constant variation, less injury potential compared to high volume endurance training, and scalability to all fitness levels and rehabilitation needs. For instance, HIFT training volumes are typically between 25% to nearly 80% less than traditional military fitness programs without reductions in fitness outcomes. HIFT program also provide an impressive range of health benefits such as the promotion of metabolic conditioning and muscular strength, less systemic inflammation or oxidative damage compared to sustained aerobic activity, and promoting general physical preparedness (GPP) for the unpredictable physical demands of combat. Given the unique benefits of HIFT, we recommend that these programs become the standard for military physical training. Despite the promise of HIFT fitness programs, questions remain about implementing these programs in the military context. For instance, no large scale randomized trials comparing traditional military physical training with HIFT programs on both health and injury outcomes have been conducted. Such a trial could identify key elements from both types of programs which should be incorporated in future approaches to military fitness training. Also, research regarding the optimal ways of implementing HIFT to maximize both GPP and combat oriented physical skills is lacking. It is likely that an approach to HIFT training which promotes GPP for all personnel along with specialized elements selected on the basis of individual occupation demands would be maximally disseminable in the military. Reprint & Copyright © 2016 Association of Military Surgeons of the U.S.

  9. Corps of Engineers National Automation Team (CENAT) Technology Transfer Test Bed (T(3)B) Demonstration of the Design 4D Program

    DTIC Science & Technology

    1989-11-01

    other design tools. RESULTS OF TEST/DEMONSTRATION: Training for the Design 4D Program was conducted at USACERL. Although nearly half of the test...subjects had difficulty with the prompts, their understanding of the program improved after experimenting with the commands. After training , most felt...Equipment Testing Process 3 TEST DISTRICT TRAINING ........................................... 10 Training Process Post Training Survey Post Training

  10. Combined internal medicine-psychiatry and family medicine-psychiatry training programs, 1999-2000: program directors' perspectives.

    PubMed

    Doebbeling, C C; Pitkin, A K; Malis, R; Yates, W R

    2001-12-01

    Despite tremendous growth in the number of combined-training residency programs, little is known about their directorships, financing, recruitment, curricula, and attrition rates, and the practice patterns of graduates. The authors surveyed residency program directors from combined internal medicine-psychiatry (IM/PSY) and family medicine-psychiatry (FP/PSY) programs to provide initial descriptive information. Programs' directors were determined from the American Medical Association's Graduate Medical Education Directory and FREIDA online database. Three mailings of a pretested questionnaire were sent to the 40 identified combined IM/PSY and FP/PSY residency programs. A total of 32 directors from 29 programs responded. Most programs were under the dual directorship of representatives from both the psychiatry department and either the internal medicine or the family medicine program. Although most directors responded that the residency program was based in psychiatry, both departments shared in administrative, recruiting, and financial responsibilities. Curricula varied widely, with limited focus on combined training experiences. Graduates (n = 41) tended to practice in academic settings (37%), where both aspects of training could be used. Others practiced in either community mental health centers or traditional private practice settings. The estimated attrition rate from combined residencies was 11%. Combined-training programs are directed by a diverse group of individuals, including dual-boarded physicians. Curricula vary widely, but most programs are within recommended guidelines. Further prospective studies are warranted to determine predictors of attrition and future practice plans.

  11. Evaluation of a counseling training program for nursing staff.

    PubMed

    Arranz, Pilar; Ulla, Sara M; Ramos, José L; Del Rincón, Carolina; López-Fando, Teresa

    2005-02-01

    One of the essential issues in nurses' daily work is interaction with patients, patients' families, and co-workers. However, in the Spanish academic programs for Nursing Schools, social interaction skills do not receive adequate attention and nurses often report communication problems. In order to diminish these difficulties and to train nursing staff to better manage interaction, an intensive counseling training program was designed and implemented in a General University Hospital. The main aim of this study was to evaluate the effects of a counseling training program and assessing the evolution of difficulties that professionals perceived in their work in three different periods: before the training, after the training, and at follow-up, 2 months after the program was delivered. According to the results, we can maintain the hypothesis that the counseling training program reduces perceived interaction difficulties in nursing staff. Consequently, we can expect a further improvement in the interaction performance with patients and their families after the training. These findings suggest that counseling training has to be taken into account to improve quality of care in health care providers, and it may also help to prevent professional burnout by increasing competence level at minimum personal cost.

  12. 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...

  13. 49 CFR 390.105 - Medical examiner training programs.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 49 Transportation 5 2013-10-01 2013-10-01 false Medical examiner training programs. 390.105... FEDERAL MOTOR CARRIER SAFETY REGULATIONS; GENERAL National Registry of Certified Medical Examiners § 390.105 Medical examiner training programs. An applicant for medical examiner certification must complete...

  14. 49 CFR 390.105 - Medical examiner training programs.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 49 Transportation 5 2012-10-01 2012-10-01 false Medical examiner training programs. 390.105... FEDERAL MOTOR CARRIER SAFETY REGULATIONS; GENERAL National Registry of Certified Medical Examiners § 390.105 Medical examiner training programs. An applicant for medical examiner certification must complete...

  15. 77 FR 76861 - Removal of Job Training Partnership Act Implementing Regulations

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-12-31

    ... that would result in increased employment and earnings, increased educational and occupational skills... programs--Labor, Manpower training programs, Reporting and recordkeeping requirements, Youth. 20 CFR Part..., Hawaiian Natives, Manpower training programs, Reporting and recordkeeping requirements Youth. 20 CFR Part...

  16. Occupation Competency Profile: Steel Detailer Program.

    ERIC Educational Resources Information Center

    Alberta Learning, Edmonton. Apprenticeship and Industry Training.

    This document presents information about the apprenticeship training program of Alberta, Canada, in general and the steel detailer program in particular. The first part of the document discusses the following items: Alberta's apprenticeship and industry training system; the apprenticeship and industry training committee structure; local…

  17. 49 CFR 227.119 - Training program.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ..., DEPARTMENT OF TRANSPORTATION OCCUPATIONAL NOISE EXPOSURE Occupational Noise Exposure for Railroad Operating Employees. § 227.119 Training program. (a) The railroad shall institute an occupational noise and hearing... 49 Transportation 4 2010-10-01 2010-10-01 false Training program. 227.119 Section 227.119...

  18. 20 CFR 628.505 - Eligibility.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR PROGRAMS UNDER TITLE II OF THE JOB TRAINING PARTNERSHIP ACT Program Design Requirements for Programs Under Title II of the Job... government policy, except for the limited exceptions described in the job training plan, including joint...

  19. Alumni Perspectives on Career Preparation during a Postdoctoral Training Program: A Qualitative Study

    PubMed Central

    Faupel-Badger, Jessica M.; Raue, Kimberley; Nelson, David E.; Tsakraklides, Sophia

    2015-01-01

    Published evaluations of career preparation of alumni from long-standing postdoctoral fellowship programs in the biomedical sciences are limited and often focus on quantitative analysis of data from extant publicly available sources. Qualitative methods provide the opportunity to gather robust information about specific program elements from structured postdoctoral training programs and the influence of this training on subsequent career paths of alumni. In-depth interviews with a subset of the National Cancer Institute’s Cancer Prevention Fellowship Program (CPFP) alumni (n = 27), representing more than 25 years of the program’s history and multiple career sectors, were conducted to assess alumni reflections on the training environment and career preparation during their time in the CPFP. NVivo software was used to analyze data and identify major themes. Four main themes emerged from these interviews, including: the value of structured training curriculum, mentorship, transdisciplinary environment, and professional identity. Even when reflecting on training that occurred one to two decades earlier, alumni were able to highlight specific components of a structured postdoctoral training program as influencing their research and career trajectories. These results may have relevance for those interested in assessing how postdoctoral training can influence fellows throughout their careers and understanding salient features of structured programs. PMID:25673353

  20. A preliminary report of music-based training for adult cochlear implant users: Rationales and development.

    PubMed

    Gfeller, Kate; Guthe, Emily; Driscoll, Virginia; Brown, Carolyn J

    2015-09-01

    This paper provides a preliminary report of a music-based training program for adult cochlear implant (CI) recipients. Included in this report are descriptions of the rationale for music-based training, factors influencing program development, and the resulting program components. Prior studies describing experience-based plasticity in response to music training, auditory training for persons with hearing impairment, and music training for CI recipients were reviewed. These sources revealed rationales for using music to enhance speech, factors associated with successful auditory training, relevant aspects of electric hearing and music perception, and extant evidence regarding limitations and advantages associated with parameters for music training with CI users. This informed the development of a computer-based music training program designed specifically for adult CI users. Principles and parameters for perceptual training of music, such as stimulus choice, rehabilitation approach, and motivational concerns were developed in relation to the unique auditory characteristics of adults with electric hearing. An outline of the resulting program components and the outcome measures for evaluating program effectiveness are presented. Music training can enhance the perceptual accuracy of music, but is also hypothesized to enhance several features of speech with similar processing requirements as music (e.g., pitch and timbre). However, additional evaluation of specific training parameters and the impact of music-based training on speech perception of CI users is required.

  1. A preliminary report of music-based training for adult cochlear implant users: rationales and development

    PubMed Central

    Gfeller, Kate; Guthe, Emily; Driscoll, Virginia; Brown, Carolyn J.

    2015-01-01

    Objective This paper provides a preliminary report of a music-based training program for adult cochlear implant (CI) recipients. Included in this report are descriptions of the rationale for music-based training, factors influencing program development, and the resulting program components. Methods Prior studies describing experience-based plasticity in response to music training, auditory training for persons with hearing impairment, and music training for cochlear implant recipients were reviewed. These sources revealed rationales for using music to enhance speech, factors associated with successful auditory training, relevant aspects of electric hearing and music perception, and extant evidence regarding limitations and advantages associated with parameters for music training with CI users. This information formed the development of a computer-based music training program designed specifically for adult CI users. Results Principles and parameters for perceptual training of music, such as stimulus choice, rehabilitation approach, and motivational concerns were developed in relation to the unique auditory characteristics of adults with electric hearing. An outline of the resulting program components and the outcome measures for evaluating program effectiveness are presented. Conclusions Music training can enhance the perceptual accuracy of music, but is also hypothesized to enhance several features of speech with similar processing requirements as music (e.g., pitch and timbre). However, additional evaluation of specific training parameters and the impact of music-based training on speech perception of CI users are required. PMID:26561884

  2. Assessment of evidence-based dental prophylaxis education in postdoctoral pediatric dentistry programs.

    PubMed

    Redford-Badwal, Deborah A; Nainar, S M Hashim

    2002-09-01

    The objective of the study was to investigate various aspects of evidence-based dental prophylaxis education in postdoctoral pediatric dentistry training programs in the United States. An anonymous nationwide postal survey of fifty-two postdoctoral pediatric dentistry program directors was conducted in September 2001. The survey had a response rate of 75 percent with all geographic regions of the nation represented and with a preponderance of university-based programs (62 percent). Most of the training programs (74 percent) routinely recommended dental prophylaxis for all recall patients. The proportion of programs that recommended dental prophylaxis for the following indications were: plaque, stain and/or calculus removal--97 percent; caries prevention--59 percent; prior to topical fluoride application--67 percent; prior to sealant application--62 percent; and for behavioral modification--77 percent. Most training programs (77 percent) defined dental prophylaxis as both rubber cup pumice prophylaxis and toothbrush prophylaxis. However, only one-half of the training programs (51 percent) had modified their teaching to substitute toothbrush prophylaxis in lieu of rubber cup pumice prophylaxis. In conclusion, only one half of postdoctoral pediatric dentistry training programs in the United States teach evidence-based practice of dental prophylaxis for recall patients.

  3. The effect of a complex training program on skating abilities in ice hockey players.

    PubMed

    Lee, Changyoung; Lee, Sookyung; Yoo, Jaehyun

    2014-04-01

    [Purpose] Little data exist on systemic training programs to improve skating abilities in ice hockey players. The purpose of this study was to evaluate the effectiveness of a complex training program on skating abilities in ice hockey players. [Methods] Ten male ice hockey players (training group) that engaged in 12 weeks of complex training and skating training and ten male players (control group) that only participated in 12 weeks of skating training completed on-ice skating tests including a 5 time 18 meters shuttle, t-test, Rink dash 5 times, and line drill before, during, and the training. [Results] Significant group-by-time interactions were found in all skating ability tests. [Conclusion] The complex training program intervention for 12 weeks improved their skating abilities of the ice hockey players.

  4. The Effects of a Periodized vs. Traditional Military Training Program on 2-Mile Run Performance During the Army Physical Fitness Test (APFT).

    PubMed

    Stone, Brandon L; Heishman, Aaron D; Campbell, Jay A

    2017-07-31

    The purpose of this study was to compare the effects of an experimental versus traditional military run training on 2-mile run ability in Army Reserve Officer Training Corps (ROTC) cadets. Fifty college-aged cadets were randomly placed into two groups and trained for four weeks with either an experimental running program (EXP, n=22) comprised of RPE intensity-specific, energy system based intervals or with traditional military running program (TRA, n=28) utilizing a crossover study design. A 2-mile run assessment was performed just prior to the start, at the end of the first 4 weeks, and again after the second 4 weeks of training following crossover. The EXP program significantly decreased 2-mile run times (961.3s ± 155.8s to 943.4 ± 140.2s, P=0.012, baseline to post 1) while the TRA group experienced a significant increase in run times (901.0 ± 79.2s vs. 913.9 ± 82.9s) over the same training period. There was a moderate effect size (d = 0.61, P=0.07) for the experimental run program to "reverse" the adverse effects of the traditional program within the 4-week training period (post 1 to post 2) following treatment crossover. Thus, for short-term training of military personnel, RPE intensity specific running program comprised of aerobic and anaerobic system development can enhance 2-mile run performance superior of a traditional program while reducing training volume (60 min per session vs. 43.2 min per session, respectively). Future research should extend the training period to determine efficacy of this training approach for long term improvement of aerobic capacity and possible reduction of musculoskeletal injury.

  5. Financing Residency Training Redesign.

    PubMed

    Carney, Patricia A; Waller, Elaine; Green, Larry A; Crane, Steven; Garvin, Roger D; Pugno, Perry A; Kozakowski, Stanley M; Douglass, Alan B; Jones, Samuel; Eiff, M Patrice

    2014-12-01

    Redesign in the health care delivery system creates a need to reorganize resident education. How residency programs fund these redesign efforts is not known. Family medicine residency program directors participating in the Preparing Personal Physicians for Practice (P(4)) project were surveyed between 2006 and 2011 on revenues and expenses associated with training redesign. A total of 6 university-based programs in the study collectively received $5,240,516 over the entire study period, compared with $4,718,943 received by 8 community-based programs. Most of the funding for both settings came from grants, which accounted for 57.8% and 86.9% of funding for each setting, respectively. Department revenue represented 3.4% of university-based support and 13.1% of community-based support. The total average revenue (all years combined) per program for university-based programs was just under $875,000, and the average was nearly $590,000 for community programs. The vast majority of funds were dedicated to salary support (64.8% in university settings versus 79.3% in community-based settings). Based on the estimated ratio of new funding relative to the annual costs of training using national data for a 3-year program with 7 residents per year, training redesign added 3% to budgets for university-based programs and about 2% to budgets for community-based programs. Residencies undergoing training redesign used a variety of approaches to fund these changes. The costs of innovations marginally increased the estimated costs of training. Federal and local funding sources were most common, and costs were primarily salary related. More research is needed on the costs of transforming residency training.

  6. Physician Scientist Training in the United States: A Survey of the Current Literature.

    PubMed

    Kosik, R O; Tran, D T; Fan, Angela Pei-Chen; Mandell, G A; Tarng, D C; Hsu, H S; Chen, Y S; Su, T P; Wang, S J; Chiu, A W; Lee, C H; Hou, M C; Lee, F Y; Chen, W S; Chen, Q

    2016-03-01

    The declining number of physician scientists is an alarming issue. A systematic review of all existing programs described in the literature was performed, so as to highlight which programs may serve as the best models for the training of successful physician scientists. Multiple databases were searched, and 1,294 articles related to physician scientist training were identified. Preference was given to studies that looked at number of confirmed publications and/or research grants as primary outcomes. Thirteen programs were identified in nine studies. Eighty-three percent of Medical Scientist Training Program (MSTP) graduates, 77% of Clinician Investigator Training Program (CI) graduates, and only 16% of Medical Fellows Program graduates entered a career in academics. Seventy-eight percent of MSTP graduates succeeded in obtaining National Institute of Health (NIH) grants, while only 15% of Mayo Clinic National Research Service Award-T32 graduates obtained NIH grants. MSTP physician scientists who graduated in 1990 had 13.5 ± 12.5 publications, while MSTP physician scientists who graduated in 1975 had 51.2 ± 38.3 publications. Additionally, graduates from the Mayo Clinic's MD-PhD Program, the CI Program, and the NSRA Program had 18.2 ± 20.1, 26.5 ± 24.5, and 17.9 ± 26.3 publications, respectively. MSTP is a successful model for the training of physician scientists in the United States, but training at the postgraduate level also shows promising outcomes. An increase in the number of positions available for training at the postgraduate level should be considered. © The Author(s) 2014.

  7. Attitudes of Pulmonary and Critical Care Training Program Directors toward Quality Improvement Education.

    PubMed

    Kahn, Jeremy M; Feemster, Laura C; Fruci, Carolyn M; Hyzy, Robert C; Savant, Adrienne P; Siner, Jonathan M; Weiss, Curtis H; Patel, Bela

    2015-04-01

    Quality improvement (QI) is a required component of fellowship training in pulmonary, critical care, and sleep medicine. However, little is known about how training programs approach QI education. We sought to understand the perceptions of pulmonary, critical care, and sleep medicine training program directors toward QI education. We developed and fielded an internet survey of pulmonary, critical care, and sleep medicine training program directors during 2013. Survey domains included program characteristics, the extent of trainee and faculty involvement in QI, attitudes toward QI education, and barriers to successful QI education in their programs. A total of 75 program directors completed the survey (response rate = 45.2%). Respondents represented both adult (n = 43, 57.3%) and pediatric (n = 32, 42.7%) programs. Although the majority of directors (n = 60, 80.0%) reported substantial fellow involvement in QI, only 19 (26.0%) reported having a formal QI education curriculum. QI education was primarily based around faculty mentoring (n = 46, 61.3%) and lectures (n = 38, 50.7%). Most directors agreed it is an important part of fellowship training (n = 63, 84.0%). However, fewer reported fellows were well integrated into ongoing QI activities (n = 45, 60.0%) or graduating fellows were capable of carrying out independent QI (n = 28, 50.7%). Key barriers to effective QI education included lack of qualified faculty, lack of interest among fellows, and lack of time. Training program directors in pulmonary, critical care, and sleep medicine value QI education but face substantial challenges to integrating it into fellowship training.

  8. Frontier nursing: nursing work and training in Alberta, 1890-1905.

    PubMed

    Richardson, S

    1996-01-01

    This article analyzes the relationship of nursing work and training from 1890 to 1905 in that part of the North West Territory which in 1905 became the province of Alberta. Primary (archival) and secondary (published) data are analyzed to determine the nature of salaried nursing work, how nurses were recruited, the conditions of employment, how women were prepared for nursing work, and the relationship between hospital training programs and the salaried work of graduate nurses. Prior to 1905, most graduate nurses in Alberta were employed in hospitals. Their work involved administration as well as attending to patients and assisting physicians. Hospital boards had difficulty recruiting graduate nurses and began training programs to remedy their labour shortage. Programs were begun by the Medicine Hat General Hospital in 1894 and the Calgary General Hospital in 1895. Hospitals with training programs soon came to rely on pupil nurses for staffing. The success of these programs stimulated other Alberta hospitals to begin training programs, and by 1915 there were 10 programs in existence. Graduates of hospital programs were expected to be entrepreneurs, seeking employment in private practice and being reimbursed on a free-for-service basis by their patients. Although they were not designed to prepare nurses for private practice, hospital training programs did achieve some integration between hospital and home nursing work, partly because the primitive conditions of Alberta hospitals matched those of the ranches, homesteads, and even town homes. Pupil nurses became oriented to private duty when they were "hired out" during their period of training to care for ill individuals in their homes.

  9. Measuring Value in Internal Medicine Residency Training Hospitals Using Publicly Reported Measures.

    PubMed

    Schickedanz, Adam; Gupta, Reshma; Arora, Vineet M; Braddock, Clarence H

    2018-03-01

    Graduate medical education (GME) lacks measures of resident preparation for high-quality, cost-conscious practice. The authors used publicly reported teaching hospital value measures to compare internal medicine residency programs on high-value care training and to validate these measures against program director perceptions of value. Program-level value training scores were constructed using Centers for Medicare & Medicaid Services Value-Based Purchasing (VBP) Program hospital quality and cost-efficiency data. Correlations with Association of Program Directors in Internal Medicine Annual Survey high-value care training measures were examined using logistic regression. For every point increase in program-level VBP score, residency directors were more likely to agree that GME programs have a responsibility to contain health care costs (adjusted odds ratio [aOR] 1.18, P = .04), their faculty model high-value care (aOR 1.07, P = .03), and residents are prepared to make high-value medical decisions (aOR 1.07, P = .09). Publicly reported clinical data offer valid measures of GME value training.

  10. Implementation of a Learning Program To Train Adolescent Mothers To Live Independently.

    ERIC Educational Resources Information Center

    Brown, Kathie

    Because of a lack of training, most adolescent mothers are not prepared to live independently. Accordingly, a learning program was designed to improve training for adolescent mothers to better prepare them for living independently. The learning program, implemented in 10 weeks, consisted of eight training sessions geared to the areas of basic life…

  11. Bulletin of Courses, July 1970 to December 1971, Water Pollution Control Training Program.

    ERIC Educational Resources Information Center

    Department of the Interior, Washington, DC. Federal Water Pollution Control Administration.

    This bulletin describes the courses offered at the five Federal Water Quality Administration training centers in the U.S. from July 1970 to December 1971. Information for applicants, applications for training forms and addresses of related Environmental Training Programs are included. The objective of the program is to provide specialized training…

  12. 14 CFR 61.71 - Graduates of an approved training program other than under this part: Special rules.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 14 Aeronautics and Space 2 2013-01-01 2013-01-01 false Graduates of an approved training program... GROUND INSTRUCTORS Aircraft Ratings and Pilot Authorizations § 61.71 Graduates of an approved training program other than under this part: Special rules. (a) A person who graduates from an approved training...

  13. 14 CFR 61.71 - Graduates of an approved training program other than under this part: Special rules.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 14 Aeronautics and Space 2 2010-01-01 2010-01-01 false Graduates of an approved training program... GROUND INSTRUCTORS Aircraft Ratings and Pilot Authorizations § 61.71 Graduates of an approved training program other than under this part: Special rules. (a) A person who graduates from an approved training...

  14. 14 CFR 61.71 - Graduates of an approved training program other than under this part: Special rules.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 14 Aeronautics and Space 2 2011-01-01 2011-01-01 false Graduates of an approved training program... GROUND INSTRUCTORS Aircraft Ratings and Pilot Authorizations § 61.71 Graduates of an approved training program other than under this part: Special rules. (a) A person who graduates from an approved training...

  15. 14 CFR 61.71 - Graduates of an approved training program other than under this part: Special rules.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 14 Aeronautics and Space 2 2012-01-01 2012-01-01 false Graduates of an approved training program... GROUND INSTRUCTORS Aircraft Ratings and Pilot Authorizations § 61.71 Graduates of an approved training program other than under this part: Special rules. (a) A person who graduates from an approved training...

  16. 14 CFR 61.71 - Graduates of an approved training program other than under this part: Special rules.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 14 Aeronautics and Space 2 2014-01-01 2014-01-01 false Graduates of an approved training program... GROUND INSTRUCTORS Aircraft Ratings and Pilot Authorizations § 61.71 Graduates of an approved training program other than under this part: Special rules. (a) A person who graduates from an approved training...

  17. An Assessment and Projection of Needed High Technology Training Programs in Colorado. Executive Summary.

    ERIC Educational Resources Information Center

    Ward, Mary; Wolff, Warren

    A study determined labor market needs of high technology firms in Colorado. It assessed such needs in relation to present and projected output of vocational education and training programs and developed recommendations for policies and programs to meet industry training needs at the vocational training level. Data were collected through on-site…

  18. The collaborative African genomics network training program: A trainee perspective on training the next generation of African scientists

    USDA-ARS?s Scientific Manuscript database

    The Collaborative African Genomics Network (CAfGEN) aims to establish sustainable genomics research programs in Botswana and Uganda through long-term training of PhD students from these countries at Baylor College of Medicine. Here, we present an overview of the CAfGEN PhD training program alongside...

  19. The Impact of the Developmental Training Model on Staff Development in Air Force Child Development Programs

    ERIC Educational Resources Information Center

    Bird, Candace Maria Edmonds

    2010-01-01

    In an effort to standardize training delivery and to individualize staff development based on observation and reflective practice, the Air Force implemented the Developmental Training Model (DTM) in its Child Development Programs. The goal of the Developmental Training Model is to enhance high quality programs through improvements in the training…

  20. HOW TO START AN ADULT EDUCATION PROGRAM, SUGGESTIONS FOR SCHOOL BOARDS. HOW TO SERIES, BOOK 1.

    ERIC Educational Resources Information Center

    PUMMELL, MILTON F.

    TOPICS COVERED IN THIS HANDBOOK INCLUDE THE SCOPE OF THE ADULT EDUCATION PROGRAM IN CANADA (DETERMINING INDIVIDUAL AND COMMUNITY NEEDS, COURSE AND PROGRAM SUGGESTIONS, MANPOWER TRAINING PROGRAMS UNDER THE ADULT OCCUPATIONAL TRAINING ACT, AND ACTIVITIES UNDER A BROADENED PROGRAM), THE RESPONSIBILITY FOR PLANNING, ORGANIZING, AND ADMINISTERING AN…

  1. Summer Training and Education Program (STEP). What Works Clearinghouse Intervention Report

    ERIC Educational Resources Information Center

    What Works Clearinghouse, 2009

    2009-01-01

    Summer Training and Education Program (STEP) is a summer employment, academic remediation, and life skills program intended to lower school dropout rates by reducing summer learning loss and preventing teen parenthood. The program is integrated into the federal summer jobs program and is offered during six-to-eight-week sessions in two…

  2. Introducing a curricular program culminating in a certificate for training peer tutors in medical education.

    PubMed

    Fellmer-Drüg, Erika; Drude, Nina; Sator, Marlene; Schultz, Jobst-Hendrik; Irniger, Erika; Chur, Dietmar; Neumann, Boris; Resch, Franz; Jünger, Jana

    2014-01-01

    Student tutorials are now firmly anchored in medical education. However, to date there have only been isolated efforts to establish structured teacher training for peer tutors in medicine. To close this gap, a centralized tutor training program for students, culminating in an academic certificate, was implemented at Heidelberg University Medical School. The program also counts within the scope of the post-graduate Baden-Württemberg Certificate in Academic Teaching (Baden-Württemberg Zertifikat für Hochschuldidaktik). Based on a needs assessment, a modular program comprised of four modules and a total of 200 curricular units was developed in cooperation with the Department for Key Competencies and Higher Education at Heidelberg University and implemented during the 2010 summer semester. This program covers not only topic-specific training sessions, but also independent teaching and an integrated evaluation of the learning process that is communicated to the graduates in the form of structured feedback. In addition, to evaluate the overall concept, semi-structured interviews (N=18) were conducted with the program graduates. To date, 495 tutors have been trained in the basic module on teaching medicine, which is rated with a mean overall grade of 1.7 (SW: 0.6) and has served as Module I of the program since 2010. A total of 17% (N=83) of these tutors have gone on to enroll in the subsequent training modules of the program; 27 of them (m=12, f=15) have already successfully completed them. Based on qualitative analyses, it is evident that the training program certificate and its applicability toward the advanced teacher training for university instructors pose a major incentive for the graduates. For successful program realization, central coordination, extensive coordination within the medical school, and the evaluation of the attained skills have proven to be of particular importance. The training program contributes sustainably to both quality assurance and professionalism, as well as to solving the issue of resources in medical education. The introduction and continued development of similar programs is desirable.

  3. Effects of Cogmed working memory training on cognitive performance.

    PubMed

    Etherton, Joseph L; Oberle, Crystal D; Rhoton, Jayson; Ney, Ashley

    2018-04-16

    Research on the cognitive benefits of working memory training programs has produced inconsistent results. Such research has frequently used laboratory-specific training tasks, or dual-task n-back training. The current study used the commercial Cogmed Working Memory (WM) Training program, involving several different training tasks involving visual and auditory input. Healthy college undergraduates were assigned to either the full Cogmed training program of 25, 40-min training sessions; an abbreviated Cogmed program of 25, 20-min training sessions; or a no-contact control group. Pretest and posttest measures included multiple measures of attention, working memory, fluid intelligence, and executive functions. Although improvement was observed for the full training group for a digit span task, no training-related improvement was observed for any of the other measures. Results of the study suggest that WM training does not improve performance on unrelated tasks or enhance other cognitive abilities.

  4. Global Health Opportunities in Obstetrics and Gynecology Training: Examining Engagement through an Ethical Lens

    PubMed Central

    Zaidi, Mohammad Y.; Haddad, Lisa; Lathrop, Eva

    2015-01-01

    This study aims to describe global health training (GHT) programs through the ethical lens suggested by the Working Group on Ethics Guidelines for Global Health Training (WEIGHT). A total of 35 GHT programs were identified, and general information was obtained online. Semi-structured telephone interviews of key members of 19 programs were then conducted and transcribed. The interview guide was constructed using WEIGHT recommendations. Transcript data were grouped according to domains: reciprocity, trainee selection and preparedness, needs assessments, and ethical questions. Many programs expressed difficulty in building reciprocal relationships due to imbalanced power structures. Eleven programs reported no formal application process for selecting trainees. Twelve (63%) programs reported only a single day of preparation. Nine (47%) programs did not conduct a formalized needs assessment of partner sites. Ethical considerations varied from concerns for safety to inadequate training for residents. This study reveals the limited preparedness curricula and lack of formalized needs assessments among several programs. Although many programs make an effort to build reciprocal exchanges with host partners, experiences for foreign trainees within the United States are limited, and U.S. residents are often tasked with duties above their training level abroad. This study demonstrates the need to restructure how GHT programs are formed and operated. PMID:26324736

  5. Training Veterans to Provide Peer Support in a Weight-Management Program: MOVE!

    PubMed Central

    Haynes-Maslow, Lindsey; Carr, Carol; Orr, Melinda; Kahwati, Leila C.; Weiner, Bryan J.; Kinsinger, Linda

    2013-01-01

    Introduction The Veterans Health Administration (VHA) has implemented MOVE!, a weight-management program for veterans designed to address the increasing proportion of overweight and obese veterans. The objective of our study was to determine whether peer support employing motivational interviewing (MI) could positively influence lifestyle changes, thus expanding the reach of the MOVE! program. We describe the initial evaluation of the peer training program. Methods We developed an MI peer counselor training program for volunteer veterans, the “Buddies” program, to provide one-on-one telephone support for veterans enrolled in MOVE!. Buddies were recruited at 5 VHA sites and trained to provide peer support for the 6-month MOVE! intervention. We used a DVD to teach MI skills and followed with 2 to 3 booster sessions. We observed training, conducted pre- and posttraining surveys, and debriefed focus groups to assess training feasibility. Results Fifty-six Buddies were trained. Results indicate positive receipt of the program (89% reported learning about peer counseling and 87% reported learning communication skills). Buddies showed a small improvement in MI self-efficacy on posttraining surveys. We also identified key challenges to learning MI and training implementation. Conclusions MI training is feasible to implement and acceptable to volunteer Buddies. Trainers must assess how effectively volunteers learn MI skills in order to enhance its effective use in health promotion. PMID:24199738

  6. Training at a faith-based institution matters for obstetrics and gynecology residents: results from a regional survey.

    PubMed

    Guiahi, Maryam; Westhoff, Carolyn L; Summers, Sondra; Kenton, Kimberly

    2013-06-01

    Prior data suggest that opportunities in family planning training may be limited during obstetrics and gynecology (Ob-Gyn) residency training, particularly at faith-based institutions with moral and ethical constraints, although this aspect of the Ob-Gyn curriculum has not been formally studied to date. We compared Ob-Gyn residents' self-rated competency and intentions to provide family planning procedures at faith-based versus those of residents at non-faith-based programs. We surveyed residents at all 20 Ob-Gyn programs in Illinois, Indiana, Iowa, and Wisconsin from 2008 to 2009. Residents were queried about current skills and future plans to perform family planning procedures. We examined associations based on program and residents' personal characteristics and performed multivariable logistic regression analysis. A total of 232 of 340 residents (68%) from 17 programs (85%) returned surveys. Seven programs were faith-based. Residents from non-faith-based programs were more likely to be completely satisfied with family planning training (odds ratio [OR]  =  3.4, 95% confidence limit [CI], 1.9-6.2) and to report they "understand and can perform on own" most procedures. Most residents, regardless of program type, planned to provide all surveyed family planning services. Despite similar intentions to provide family planning procedures after graduation, residents at faith-based training programs were less satisfied with their family planning training and rate their ability to perform family planning services lower than residents at non-faith-based training programs.

  7. Home-based bimanual training based on motor learning principles in children with unilateral cerebral palsy and their parents (the COAD-study): rationale and protocols.

    PubMed

    Schnackers, Marlous; Beckers, Laura; Janssen-Potten, Yvonne; Aarts, Pauline; Rameckers, Eugène; van der Burg, Jan; de Groot, Imelda; Smeets, Rob; Geurts, Sander; Steenbergen, Bert

    2018-04-18

    Home-based training is considered an important intervention in rehabilitation of children with unilateral cerebral palsy. Despite consensus on the value of home-based upper limb training, no evidence-based best practice exists. Promoting compliance of children to adhere to an intensive program while keeping parental stress levels low is an important challenge when designing home-based training programs. Incorporating implicit motor learning principles emerges to be a promising method to resolve this challenge. Here we describe two protocols for home-based bimanual training programs, one based on implicit motor learning principles and one based on explicit motor learning principles, for children with unilateral spastic cerebral palsy aged 2 through 7 years. Children receive goal-oriented, task-specific bimanual training in their home environment from their parents for 3.5 h/week for 12 weeks according to an individualized program. Parents will be intensively coached by a multidisciplinary team, consisting of a pediatric therapist and remedial educationalist. Both programs consist of a preparation phase (goal setting, introductory meetings with coaching professionals, design of individualized program, instruction of parents, home visit) and home-based training phase (training, video-recordings, registrations, and telecoaching and home visits by the coaching team). The programs contrast with respect to the teaching strategy, i.e. how the parents support their child during training. In both programs parents provide their child with instructions and feedback that focus on the activity (i.e. task-oriented) or the result of the activity (i.e. result-oriented). However, in the explicit program parents are in addition instructed to give exact instructions and feedback on the motor performance of the bimanual activities, whereas in the implicit program the use of both hands and the appropriate motor performance of the activity are elicited via manipulation of the organization of the activities. With the protocols described here, we aim to take a next step in the development of much needed evidence-based home-based training programs for children with unilateral cerebral palsy.

  8. A comparative evaluation of preservice training of kinship and nonkinship foster/adoptive families.

    PubMed

    Christenson, Brian; McMurtry, Jerry

    2007-01-01

    In 2003, Idaho selected the Foster PRIDE/ Adopt PRIDE preservice training and resource family development program. PRIDE participants (n = 228) completed a pre and posttest survey based on the PRIDE training competencies in 2004-2005. Results indicate that PRIDE is an effective training and resource family development program. Providing and evaluating foster/ adoptive parent preservice training programs can assist child welfare programs in making a positive difference in the lives of families and children involved in the child welfare system while increased cost-savings by retaining foster/adoptive families over time.

  9. Crew station research and development facility training for the light helicopter demonstration/validation program

    NASA Technical Reports Server (NTRS)

    Matsumoto, Joy Hamerman; Rogers, Steven; Mccauley, Michael; Salinas, AL

    1992-01-01

    The U.S. Army Crew Station Research and Development Branch (CSRDB) of the Aircraft Simulation Division (AVSCOM) was tasked by the Light Helicopter Program Manager (LH-PM) to provide training to Army personnel in advanced aircraft simulation technology. The purpose of this training was to prepare different groups of pilots to support and evaluate two contractor simulation efforts during the Demonstration/Validation (DEM/VAL) phase of the LH program. The personnel in the CSRDB developed mission oriented training programs to accomplish the objectives, conduct the programs, and provide guidance to army personnel and support personnel throughout the DEM/VAL phase.

  10. Cosmetic dermatologic surgical training in US dermatology residency programs: identifying and overcoming barriers.

    PubMed

    Bauer, Bruce; Williams, Erin; Stratman, Erik J

    2014-02-01

    The public and other medical specialties expect dermatologists who offer cosmetic dermatology services to provide competent care. There are numerous barriers to achieving cosmetic dermatology competency during residency. Many dermatology residents enter the workforce planning to provide cosmetic services. If a training gap exists, this may adversely affect patient safety. To identify resources available for hands-on cosmetic dermatology training in US dermatology residency training programs and to assess program director (PD) attitudes toward cosmetic dermatology training during residency and strategies, including discounted pricing, used by training programs to overcome barriers related to resident-performed cosmetic dermatology procedures. An online survey in academic dermatology practices among PDs of US dermatology residency programs. Frequency of cosmetic dermatology devices and injectables used for dermatology resident hands-on cosmetic dermatology training, categorizing PD attitudes toward cosmetic dermatology training during residency and describing residency-related discounted pricing models. Responses from PDs were received from 53 of 114 (46%) US dermatology residency programs. All but 3 programs (94%) offered hands-on cosmetic dermatology training using botulinum toxin, and 47 of 53 (89%) provided training with hyaluronic acid fillers. Pulsed dye lasers represented the most common laser use experienced by residents (41 of 52 [79%]), followed by Q-switched Nd:YAG (30 of 52 [58%]). Discounted procedures were offered by 32 of 53 (60%) programs, with botulinum toxin (30 of 32 [94%]) and fillers (27 of 32 [84%]) most prevalent and with vascular lasers (17 of 32 [53%]) and hair removal lasers (12 of 32 [38%]) less common. Various discounting methods were used. Only 20 of 53 (38%) PDs believed that cosmetic dermatology should be a necessary aspect of residency training; 14 of 52 (27%) PDs thought that residents should not be required to perform any cosmetic dermatology procedures. Although almost every program provides hands-on cosmetic dermatology training, there are barriers to training, including patient preferences, costs of procedures and products, and PD attitudes toward cosmetic dermatology training. To promote patient safety, procedural competency is imperative.

  11. Online Education: Let's Start the Conversation

    ERIC Educational Resources Information Center

    Dixon, Robert J.

    2017-01-01

    National shortages of school psychologists have started conversations about training, the number of training programs needed, and how to initiate new programs. This article discusses the difficulties associated with traditional training programs for school psychologists and proposes exploring online education and virtual school psychology service…

  12. 76 FR 65704 - Privacy Act of 1974; System of Records

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-10-24

    ... this notice of a new system of records entitled ``IES Research Training Program Surveys: Predoctoral... Education Sciences (IES) Research Training Program Surveys: Predoctoral Survey, Postdoctoral Survey, Special... following address: [email protected] . You must include the term ``IES Research Training Program Surveys'' in...

  13. Special Vocational Program for Handicapped Youth and Adults. Revised Edition.

    ERIC Educational Resources Information Center

    Jernberg, Donald E.

    The Salina Area Vocational Technical School has a special vocational program which provides selected vocational training courses for students with physical, emotional, or intellectual handicaps. The program offers vocational counseling, placement services, work evaluation, job readiness training, and vocational training tryouts. Vocational…

  14. Report: Environmental Job Training Program Implemented Well, But Focus Needed on Possible Duplication With Other EPA Programs

    EPA Pesticide Factsheets

    Report #12-P-0843, September 21, 2012. EPA effectively established and adhered to competitive criteria that resulted in the selection of job training proposals that addressed the broad goals of the Environmental Job Training program.

  15. 20 CFR 628.500 - Scope and purpose.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR PROGRAMS UNDER TITLE II OF THE JOB TRAINING PARTNERSHIP ACT Program Design Requirements for Programs Under Title II of the Job Training Partnership Act § 628.500 Scope and purpose. This subpart contains the regulations pertaining to...

  16. Linking Staff Development and Teacher Induction.

    ERIC Educational Resources Information Center

    Reiman, Alan J.; And Others

    1988-01-01

    This article describes a six-year effort to link inservice training for experienced teachers with teacher preservice and induction for the novice teacher. It provides a rationale for using staff development training to strengthen preservice and induction programs, and discusses program goals, training components, program outcomes, and…

  17. The State of Sleep Medicine Education in North American Psychiatry Residency Training Programs in 2013: Chief Resident's Perspective.

    PubMed

    Khawaja, Imran S; Dickmann, Patricia J; Hurwitz, Thomas D; Thuras, Paul D; Feinstein, Robert E; Douglass, Alan B; Lee, Elliott Kyung

    2017-08-31

    To assess the current state of sleep medicine educational resources and training offered by North American psychiatry residency programs. In June 2013, a 9-item peer-reviewed Sleep Medicine Training Survey was administered to 39 chief residents of psychiatry residency training programs during a meeting in New York. Thirty-four percent of the participating programs offered an elective rotation in sleep medicine. A variety of innovative approaches for teaching sleep medicine were noted. The majority of the chief residents felt comfortable screening patients for obstructive sleep apnea (72%), half felt comfortable screening for restless legs syndrome (53%), and fewer than half were comfortable screening for other sleep disorders (47%). This is the first report in the last decade to provide any analysis of current sleep medicine training in North American psychiatry residency training programs. These data indicate that sleep medicine education in psychiatry residency programs is possibly in decline. © Copyright 2017 Physicians Postgraduate Press, Inc.

  18. International electives in neurology training: a survey of US and Canadian program directors.

    PubMed

    Lyons, Jennifer L; Coleman, Mary E; Engstrom, John W; Mateen, Farrah J

    2014-01-14

    To ascertain the current status of global health training and humanitarian relief opportunities in US and Canadian postgraduate neurology programs. There is a growing interest among North American trainees to pursue medical electives in low- and middle-income countries. Such training opportunities provide many educational and humanitarian benefits but also pose several challenges related to organization, human resources, funding, and trainee and patient safety. The current support and engagement of neurology postgraduate training programs for trainees to pursue international rotations is unknown. A survey was distributed to all program directors in the United States and Canada (December 2012-February 2013) through the American Academy of Neurology to assess the training opportunities, institutional partnerships, and support available for international neurology electives. Approximately half of responding programs (53%) allow residents to pursue global health-related electives, and 11% reported that at least 1 trainee participated in humanitarian relief during training (survey response rate 61%, 143/234 program directors). Canadian programs were more likely to allow residents to pursue international electives than US programs (10/11, 91% vs 65/129, 50%, p = 0.023). The number of trainees participating in international electives was low: 0%-9% of residents (55% of programs) and 10%-19% of residents (21% of programs). Lack of funding was the most commonly cited reason for residents not participating in global health electives. If funding was available, 93% of program directors stated there would be time for residents to participate. Most program directors (75%) were interested in further information on global health electives. In spite of high perceived interest, only half of US neurology training programs include international electives, mostly due to a reported lack of funding. By contrast, the majority of Canadian programs that responded allow international electives, likely due to clearer guidelines from the Royal College of Physicians and Surgeons of Canada compared to the Accreditation Council of Graduate Medical Education. However, the number of both Canadian and US neurology trainees venturing abroad remains a minority. Most program directors are interested in learning more information related to global health electives for neurology residents.

  19. Military and VA general dentistry training: a national resource.

    PubMed

    Atchison, Kathryn A; Bachand, William; Buchanan, C Richard; Lefever, Karen H; Lin, Sylvia; Engelhardt, Rita

    2002-06-01

    In 1999, HRSA contracted with the UCLA School of Dentistry to evaluate the postgraduate general dentistry (PDG) training programs. The purpose of this article is to compare the program characteristics of the PGD training programs sponsored by the Armed Services (military) and VA. Surveys mailed to sixty-six VA and forty-two military program directors in fall 2000 sought information regarding the infrastructure of the program, the program emphasis, resident preparation prior to entering the program, and a description of patients served and types of services provided. Of the eighty-one returned surveys (75 percent response rate), thirty were received from military program directors and fifty-one were received from VA program directors. AEGDs reported treating a higher proportion of children patients and GPRs more medically intensive, disadvantaged and HIV/AIDS patients. Over half of the directors reported increases in curriculum emphasis in implantology. The program directors reported a high level of inadequate preparation among incoming dental residents. Having a higher ratio of residents to total number of faculty predicted inadequate preparation (p=.022) although the model was weak. Although HRSA doesn't financially support federally sponsored programs, their goal of improved dental training to care for medically compromised individuals is facilitated through these programs, thus making military and VA general dentistry programs a national resource.

  20. Postgraduate psychiatric training in Thailand.

    PubMed

    Ratta-Apha, Woraphat; Sitdhiraksa, Nantawat; Saisavoey, Nattha; Lortrakul, Manote; Udomratn, Pichet

    2009-01-01

    In Thailand, after medical students graduated from medical schools, the general practitioners have to work for the government for at least three years. Then, they can enroll in postgraduate training program. Postgraduate training usually takes three to four years. All of the psychiatric training programs are supervised and monitored by the board of education of the Royal College of Psychiatrists of Thailand (RCPsychT). One of the missions of all training institutes is to prepare residents to be the high qualified psychiatrists to serve the mental well-being of Thai people. Additionally, they should teach the learners to be the leaders in academic and research fields in psychiatry. Currently, there are nine psychiatric training institutions in Thailand, most of which are running by university programs. The training program core curriculum composes of the compulsory rotations such as general psychiatry, child and adolescent psychiatry, neurology, consultation-liaison psychiatry, mental hospital psychiatry and addiction psychiatry. Moreover, the residents also have three months for elective in each program. The learning process includes practicing in an out-patient and in-patient unit under psychiatric staff supervision, individual and group supervision, case conference, journal club, book club and grand round etc. Research in field of psychiatry and social sciences is also compulsory for board examination. The RCPsychT approved two Certificate Diplomas including Diploma of Thai Board of Psychiatry, and Diploma of Thai Board of Child and Adolescent Psychiatry. There are only nine psychiatric training institutes and only thirty to forty residents enrolled in these programs in each year. The compact and collaboration of all training institutes bring about the benefits in efficiency programs management by regular meeting of representatives from each institute. They keep the standard of training program to progress in the same vision and direction. Furthermore, residents of each training programs can exchange and request for elective rotation at the other institutes.

  1. [Current status on management and needs related to education and training programs set for new employees at the provincial Centers for Disease Control and Prevention, in China].

    PubMed

    Ma, J; Meng, X D; Luo, H M; Zhou, H C; Qu, S L; Liu, X T; Dai, Z

    2016-06-01

    In order to understand the current management status on education/training and needs for training among new employees working at the provincial CDC in China during 2012-2014, so as to provide basis for setting up related programs at the CDC levels. Based on data gathered through questionnaire surveys run by CDCs from 32 provincial and 5 specifically-designated cities, microsoft excel was used to analyze the current status on management of education and training, for new employees. There were 156 management staff members working on education and training programs in 36 CDCs, with 70% of them having received intermediate or higher levels of education. Large differences were seen on equipment of training hardware in different regions. There were 1 214 teaching staff with 66 percent in the fields or related professional areas on public health, in 2014. 5084 new employees conducted pre/post training programs, from 2012 to 2014 with funding as 750 thousand RMB Yuan. 99.5% of the new employees expressed the needs for further training while. 74% of the new staff members expecting a 2-5 day training program to be implemented. 79% of the new staff members claimed that practice as the most appropriate method for training. Institutional programs set for education and training at the CDCs need to be clarified, with management team organized. It is important to provide more financial support on both hardware, software and human resources related to training programs which are set for new stuff members at all levels of CDCs.

  2. DOE handbook: Guide to good practices for training and qualification of maintenance personnel

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

    NONE

    1996-03-01

    The purpose of this Handbook is to provide contractor training organizations with information that can be used to verify the adequacy of and/or modify existing maintenance training programs, or to develop new training programs. This guide, used in conjunction with facility-specific job analyses, provides a framework for training and qualification programs for maintenance personnel at DOE reactor and nonreactor nuclear facilities. Recommendations for qualification are made in four areas: education, experience, physical attributes, and training. The functional positions of maintenance mechanic, electrician, and instrumentation and control technician are covered by this guide. Sufficient common knowledge and skills were found tomore » include the three disciplines in one guide to good practices. Contents include: qualifications; on-the-job training; trainee evaluation; continuing training; training effectiveness evaluation; and program records. Appendices are included which relate to: administrative training; industrial safety training; fundamentals training; tools and equipment training; facility systems and component knowledge training; facility systems and component skills training; and specialized skills training.« less

  3. Evaluation of the breast cancer train the trainer program for nurses in Turkey.

    PubMed

    Karayurt, Ozgul; Gürsoy, Ayla Akkaş; Taşçi, Sultan; Gündoğdu, Fatma

    2010-09-01

    The Breast Cancer Train the Trainer (TTT) program was designed to increase breast cancer awareness, improve knowledge about breast cancer among nurses, and provide quality care for breast cancer patients by trained nurses. A total of three programs were held and 82 nurses from different regions of Turkey attended this training. The educational activities employed several teaching and learning strategies. After completion, we determined that the participating nurses' knowledge on breast cancer had increased significantly, and they were satisfied with the training received. The Breast Cancer TTT program is a unique educational endeavor for nurses in Turkey, and our results showed that the training achieved its goal. Trained nurses in Breast Cancer TTT programs can help educate women about the importance of breast health and the measures they need to take to protect themselves against breast cancer. At the same time, nurses can also increase and enhance the quality of life in patients with breast cancer. This is an example of a program that can easily be spread throughout the world as it was done from England and Australia to Turkey.

  4. 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.

  5. [Training programs for staff at local Infectious Disease Surveillance Centers: the needs and usefulness].

    PubMed

    Suzuki, Tomoyuki; Kamiya, Nobuyuki; Yahata, Yuichiro; Ozeki, Yukie; Kishimoto, Tsuyoshi; Nadaoka, Yoko; Nakanishi, Yoshiko; Yoshimura, Takesumi; Shimada, Tomoe; Tada, Yuki; Shirabe, Komei; Kozawa, Kunihisa

    2013-03-01

    The objective of this study was to assess the need for and usefulness of training programs for Local Infectious Disease Surveillance Center (LIDSC) staff. A structured questionnaire survey was conducted to assess the needs and usefulness of training programs. The subjects of the survey were participants of a workshop held after an annual conference for the LIDSC staff. Data on demographic information, the necessity of training programs for LIDSC staff, the themes and contents of the training program, self-assessment of knowledge on epidemiology and statistics were covered by the questionnaire. A total of 55 local government officials responded to the questionnaire (response rate: 100%). Among these, 95% of participants believed that the training program for the LIDSC staff was necessary. Basic statistical analysis (85%), descriptive epidemiology (65%), outline of epidemiology (60%), interpretation of surveillance data (65%), background and objectives of national infectious disease surveillance in Japan (60%), methods of field epidemiology (60%), and methods of analysis data (51%) were selected by over half of the respondents as suitable themes for training programs. A total of 34 LIDSC staff answered the self-assessment question on knowledge of epidemiology. A majority of respondents selected "a little" or "none" for all questions about knowledge. Only a few respondents had received education in epidemiology. The results of this study indicate that LIDSC staff have basic demands for fundamental and specialized education to improve their work. Considering the current situation regarding the capacity of LIDSC staff, these training programs should be started immediately.

  6. Flexibility in Postgraduate Medical Training in the Netherlands.

    PubMed

    Hoff, Reinier G; Frenkel, Joost; Imhof, Saskia M; Ten Cate, Olle

    2018-03-01

    Postgraduate medical training in the Netherlands has become increasingly individualized. In this article, the authors describe current practices for three residency programs at the University Medical Center Utrecht: anesthesiology, pediatrics, and ophthalmology. These programs are diverse yet share characteristics allowing for individualized residency training. New residents enter each program throughout the year, avoiding a large simultaneous influx of inexperienced doctors. The usual duration of each is five years. However, the actual duration of rotations or of the program as a whole can be reduced because of residents' previous medical experience or demonstration of early mastery of relevant competencies. If necessary, the duration of training can also increase.Although working hours are already restricted by the European Working Time Directive, most residents choose to train on a part-time basis. The length of their program then is extended proportionally. The extension period added for those residents training part-time can be used to develop specific competencies, complete an elective rotation or research, or explore a focus area. If the resident meets all training objectives before the extension period is completed, the program director can choose to shorten the program length. Recently, entrustable professional activities have been introduced to strengthen workplace-based assessment. The effects on program duration have yet to be demonstrated.Flexible postgraduate training is feasible. Although improving work-life balance for residents is a necessity, attention must be paid to ensuring that they gain the necessary experience and competencies and maintain continuity of care to ensure that high-quality patient care is provided.

  7. Barriers to the implementation and uptake of simulation-based training programs in general surgery: a multinational qualitative study.

    PubMed

    Hosny, Shady G; Johnston, Maximilian J; Pucher, Philip H; Erridge, Simon; Darzi, Ara

    2017-12-01

    Despite evidence demonstrating the advantages of simulation training in general surgery, it is not widely integrated into surgical training programs worldwide. The aim of this study was to identify barriers and facilitators to the implementation and uptake of surgical simulation training programs. A multinational qualitative study was conducted using semi-structured interviews of general surgical residents and experts. Each interview was audio recorded, transcribed verbatim, and underwent emergent theme analysis. All data were anonymized and results pooled. A total of 37 individuals participated in the study. Seventeen experts (Program Directors and Surgical Attendings with an interest in surgical education) and 20 residents drawn from the United States, Canada, United Kingdom, France, and Japan were interviewed. Barriers to simulation-based training were identified based on key themes including financial cost, access, and translational benefit. Participants described cost (89%) and access (76%) as principal barriers to uptake. Common facilitators included a mandatory requirement to complete simulation training (78%) and on-going assessment of skills (78%). Participants felt that simulation training could improve patient outcomes (76%) but identified a lack of evidence to demonstrate benefit (38%). There was a consensus that simulation training has not been widely implemented (70%). There are multiple barriers to the implementation of surgical simulation training programs, however, there is agreement that these programs could potentially improve patient outcomes. Identifying these barriers enable the targeted use of facilitators to deliver simulation training programs. Copyright © 2017 Elsevier Inc. All rights reserved.

  8. Naloxone and the Inner City Youth Experience (NICYE): a community-based participatory research study examining young people's perceptions of the BC take home naloxone program.

    PubMed

    Mitchell, Keren; Durante, S Elise; Pellatt, Katrina; Richardson, Chris G; Mathias, Steve; Buxton, Jane A

    2017-06-07

    Take home naloxone (THN) programs reduce mortality by training bystanders to respond to opioid overdoses. Clinical observation by the health care team at the Inner City Youth (ICY) program indicated that young adults appeared to enthusiastically participate in the THN program and developed improved relationships with staff after THN training. However, we found a dearth of literature exploring the experiences of young adults with THN programs. This study set out to address this gap and identify suggestions from the young adults for program improvement. The primary research question was "How do street-involved young people experience the THN Program in Vancouver, BC?" The study was undertaken at the ICY Program. Two peer researchers with lived experience of THN were recruited from ICY and were involved in all phases of the study. The peer researchers and a graduate student facilitated two focus groups and five individual interviews with ICY program participants using a semi-structured interview guide. Audio recordings were transcribed verbatim. The cut-up-and-put-in-folders approach was used to identify emerging themes. The themes that emerged were perceptions of risk, altruism, strengthening relationship with staff, access to training, empowerment, and confidence in ability to respond, and suggestions for youth-friendly training. These themes were then situated within the framework of the health belief model to provide additional context. Participants viewed themselves as vulnerable to overdose and spoke of the importance of expanding access to THN training. Following training, participants reported an increase in internal locus of control, an improved sense of safety among the community of people who use drugs, improved self-esteem, and strengthened relationships with ICY staff. Overall, participants found THN training engaging, which appeared to enhance participation in other ICY programming. Young people perceived THN training as a positive experience that improved relationships with staff. Participant recommendations for quality improvement were implemented within the provincial program.

  9. The pipeline training program in maternal and child health: interdisciplinary preparation of undergraduate students from underrepresented groups.

    PubMed

    Pizur-Barnekow, Kris; Rhyner, Paula M; Lund, Shelley

    2010-05-01

    The Preparing Academically Successful Students in Maternal and Child Health (MCH PASS) training program provided financial support and specialized training to occupational therapy (OT) and speech-language pathology (SLP) undergraduate students from underrepresented groups in maternal and child health. The project assisted undergraduate trainees to matriculate into graduate programs in their respective fields and facilitated application into long-term maternal and child health training programs. Sixteen trainees (8 OT and 8 SLP) participated in an undergraduate training program with an emphasis on interdisciplinary teaming, family mentoring, leadership development, public health and population-based research. Instruction occurred in community and classroom settings through didactic instruction and small group discussions. Fifteen of the trainees applied to and were accepted in graduate programs in their respective fields. Two trainees applied to a long-term MCH training program. Students reported increased knowledge about programs that serve women and children, the effects of poverty on health, interdisciplinary teaming and the daily routines of families who have a child with a special health care need. The MCH PASS program provided a unique opportunity for undergraduate students in OT and SLP to learn about public health with an emphasis on maternal and child health. The specialized preparation enabled students to understand better the health concerns of underserved families whose children have special health care needs.

  10. Experiential leadership training for pediatric chief residents: impact on individuals and organizations.

    PubMed

    Doughty, Robert A; Williams, Patricia D; Brigham, Timothy P; Seashore, Charles

    2010-06-01

    The past decade has seen a proliferation of leadership training programs for physicians that teach skills outside the graduate medical education curriculum. To determine the perceived value and impact of an experiential leadership training program for pediatric chief residents on the chief residents and on their programs and institutions. The authors conducted a retrospective study. Surveys were sent to chief residents who completed the Chief Resident Training Program (CRTP) between 1988 and 2003 and to their program directors and department chairs asking about the value of the program, its impact on leadership capabilities, as well as the effect of chief resident training on programs and institutions. Ninety-four percent of the chief residents and 94% of program directors and department chairs reported that the CRTP was "very" or "somewhat" relevant, and 92% of the chief residents indicated CRTP had a positive impact on their year as chief resident; and 75% responded it had a positive impact beyond residency. Areas of greatest positive impact included awareness of personality characteristics, ability to manage conflict, giving and receiving feedback, and relationships with others. Fifty-six percent of chief residents reported having held a formal leadership position since chief residency, yet only 28% reported having received additional leadership training. The study demonstrates a perceived positive impact on CRTP participants and their programs and institutions in the short and long term.

  11. SRF Training Workshop Support

    EPA Pesticide Factsheets

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

  12. Accreditation and Continuous Quality Improvement in Athletic Training Education.

    ERIC Educational Resources Information Center

    Peer, Kimberly S.; Rakich, Jonathon S.

    2000-01-01

    Describes the application of the continuous quality improvement model, commonly associated with the business sector, to entry-level athletic training education programs accredited by the Commission on the Accreditation of Allied Health Education Programs. After discussing historical perspectives on athletic training education programs, the paper…

  13. Program Directors' Perceptions of Programmatic Attributes Contributing to Athletic Training Student Persistence

    ERIC Educational Resources Information Center

    Bowman, Thomas G.; Dodge, Thomas M.; Mazerolle, Stephanie M.

    2015-01-01

    Context: Graduates of athletic training programs (ATPs) have identified factors contributing to their persistence through professional education. However, program directors have yet to elaborate on programmatic attributes that might contribute to athletic training student retention in their respective ATPs. Objective: To determine program…

  14. POLICIES AND GUIDELINES FOR THE TRAINING OF DENTAL AUXILIARIES.

    ERIC Educational Resources Information Center

    American Dental Association, Chicago, IL. Council on Dental Education.

    ALTHOUGH THE DENTAL PROFESSION NOW SEEKS SUPPORT FOR AUXILIARY TRAINING PROGRAMS FROM EDUCATIONAL INSTITUTES OTHER THAN DENTAL SCHOOLS, IT IS CONCERNED THAT TRAINING IN NONDENTAL SCHOOL SETTINGS SUCH AS JUNIOR COLLEGES, TECHNICAL INSTITUTES, UNIVERSITY EXTENSION PROGRAMS, AND POST-HIGH SCHOOL VOCATIONAL PROGRAMS PREVENTS TRAINEE EXPOSURE TO…

  15. 10 CFR 1046.12 - Physical fitness training program.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 10 Energy 4 2012-01-01 2012-01-01 false Physical fitness training program. 1046.12 Section 1046.12 Energy DEPARTMENT OF ENERGY (GENERAL PROVISIONS) PHYSICAL PROTECTION OF SECURITY INTERESTS Protective Force Personnel § 1046.12 Physical fitness training program. (a) Each incumbent security police officer...

  16. 10 CFR 1046.12 - Physical fitness training program.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 10 Energy 4 2013-01-01 2013-01-01 false Physical fitness training program. 1046.12 Section 1046.12 Energy DEPARTMENT OF ENERGY (GENERAL PROVISIONS) PHYSICAL PROTECTION OF SECURITY INTERESTS Protective Force Personnel § 1046.12 Physical fitness training program. (a) Each incumbent security police officer...

  17. Using Local Resources for Small-Business Training.

    ERIC Educational Resources Information Center

    Kelly, Leslie; Thompson, Phillip L.

    1988-01-01

    A training program for members of the Indianapolis Chamber of Commerce Training Advisory Committee, which is 80 percent small business, incorporated the following features: (1) four hours in the morning; (2) Friday morning programs; (3) $35 per program; (4) series; and (5) low fees to trainers. (JOW)

  18. 44 CFR 360.2 - Description of program.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... application, to be accompanied by a Training and Education (T&E) plan for a total of three years, only the... three year comprehensive Training and Education Program planning can proceed in a timely and logical... HOMELAND SECURITY PREPAREDNESS STATE ASSISTANCE PROGRAMS FOR TRAINING AND EDUCATION IN COMPREHENSIVE...

  19. 44 CFR 360.2 - Description of program.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... application, to be accompanied by a Training and Education (T&E) plan for a total of three years, only the... three year comprehensive Training and Education Program planning can proceed in a timely and logical... HOMELAND SECURITY PREPAREDNESS STATE ASSISTANCE PROGRAMS FOR TRAINING AND EDUCATION IN COMPREHENSIVE...

  20. 44 CFR 360.2 - Description of program.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... application, to be accompanied by a Training and Education (T&E) plan for a total of three years, only the... three year comprehensive Training and Education Program planning can proceed in a timely and logical... HOMELAND SECURITY PREPAREDNESS STATE ASSISTANCE PROGRAMS FOR TRAINING AND EDUCATION IN COMPREHENSIVE...

  1. 44 CFR 360.2 - Description of program.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... application, to be accompanied by a Training and Education (T&E) plan for a total of three years, only the... three year comprehensive Training and Education Program planning can proceed in a timely and logical... HOMELAND SECURITY PREPAREDNESS STATE ASSISTANCE PROGRAMS FOR TRAINING AND EDUCATION IN COMPREHENSIVE...

  2. 44 CFR 360.2 - Description of program.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... application, to be accompanied by a Training and Education (T&E) plan for a total of three years, only the... three year comprehensive Training and Education Program planning can proceed in a timely and logical... HOMELAND SECURITY PREPAREDNESS STATE ASSISTANCE PROGRAMS FOR TRAINING AND EDUCATION IN COMPREHENSIVE...

  3. Retention of movement pattern changes after a lower extremity injury prevention program is affected by program duration.

    PubMed

    Padua, Darin A; DiStefano, Lindsay J; Marshall, Stephen W; Beutler, Anthony I; de la Motte, Sarah J; DiStefano, Michael J

    2012-02-01

    Changes in movement patterns have been repeatedly observed immediately after completing a lower extremity injury prevention program. However, it is not known if movement pattern changes are maintained after discontinuing the training program. The ability to maintain movement pattern changes after training has ceased may be influenced by the program's duration. The authors hypothesized that among individuals who completed either a 3-month or 9-month training program and who demonstrated immediate movement pattern changes, only those who completed the 9-month training program would maintain movement pattern changes after a 3-month period of no longer performing the exercises. Cohort study; Level of evidence, 2. A total of 140 youth soccer athletes from 15 separate teams volunteered to participate. Athletes' movement patterns were assessed using the Landing Error Scoring System (LESS) at pretest, posttest, and 3 months after ceasing the program (retention test). Eighty-four of the original 140 participants demonstrated improvements in their LESS scores between pretest and posttest (change in LESS score >0) and were included in the final analyses for this study (n = 84; 20 boys and 64 girls; mean age, 14 ± 2 years; age range, 11-17 years). Teams performed 3-month (short-duration group) and 9-month (extended-duration group) injury prevention programs. The exercises performed were identical for both groups. Teams performed the programs as part of their normal warm-up routine. Although both groups improved their total LESS scores from pretest to posttest, only the extended-duration training group retained their improvements 3 months after ceasing the injury prevention program (F(2,137) = 3.38; P = .04). Results suggest that training duration may be an important factor to consider when designing injury prevention programs that facilitate long-term changes in movement control.

  4. Grassroots Engagement and the University of Washington: Evaluating Science Communication Training Created by Graduate Students for Graduate Students

    NASA Astrophysics Data System (ADS)

    Rohde, J. A.; Clarkson, M.; Houghton, J.; Chen, W.

    2016-12-01

    Science graduate students increasingly seek science communication training, yet many do not have easy access to training programs. Students often rely on a "do it yourself" approach to gaining communication skills, and student created science communication programs are increasingly found at universities and institutions across the U.S. In 2010, graduate students at the University of Washington led a grassroots effort to improve their own communication and outreach by creating "The Engage Program." With a focus on storytelling and public speaking, this graduate level course not only trains students in science communication but also gives them real world experience practicing that training at a public speaker series at Town Hall Seattle. The Engage Program was fortunate in that it was able to find institutional champions at University of Washington and secure funding to sustain the program over the long-term. However, many grassroots communication programs find it difficult to gain institutional support if there is a perceived lack of alignment with university priorities or lack of return on investment. In order to justify and incentivize institutional support for instruction in science communication, student leaders within the program initiated, designed and carried out an evaluation of their own program focused on assessing the impact of student communication, evaluating the effectiveness of the program in teaching communication skills, and quantifying the benefits of communication training to both the students and their institution. Project leaders created the opportunity for this evaluation by initiating a crowdfunding campaign, which has helped to further engage public support of science communication and incentivized student participation in the program, and may also inspire future program leaders to pursue similar program optimizations.

  5. The effect of time-management training on employee attitudes and behavior: a field experiment.

    PubMed

    Orpen, C

    1994-07-01

    This field experiment tested for the effect of time-management training on 56 employees at an Australian manufacturing company, half of whom attended a 3-day training program and half of whom did not. The training group subjects rated their management of time significantly higher after the program than did the group who did not attend the training program. The diary entries of the trained subjects over a 2-week period after the training program were also rated by three superiors as exhibiting significantly better time management than the diary entries of the untrained group. Given that subjects had been randomly assigned to the two conditions, these results suggest that appropriate training can cause employees to improve how they manage their time at work.

  6. 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.

  7. Report of Retail Sales Training Program for Clackamas Town Center, January 19, 1981-March 6, 1981.

    ERIC Educational Resources Information Center

    Clackamas Community Coll., Oregon City, OR.

    In late 1980, a retail sales training program was implemented at Clackamas Community College to meet the training needs of business tenants of the new Clackamas Town Center. The program consisted of 20 hours of intensified training in customer relations, sales, cashiering, job readiness, and interviewing. A total of 416 students completed the…

  8. A Model Pilot Program for Training Personnel to Develop Solutions to Major Educational Problems. Final Report.

    ERIC Educational Resources Information Center

    Cullinan, Paul A.; Merrifield, Philip R.

    This document is the final report of the Model Educational Research Training (MERT) program, a graduate program of the New York University School of Education. MERT trains urban school staff in skills necessary to identify problems, design valid research projects, and apply research results. The long-term objective is the training of small groups…

  9. Evaluating the Implementation of a Training Program for Improving Quality Service: An Action Research Study

    ERIC Educational Resources Information Center

    Pierre, Ketly Dieudonne

    2014-01-01

    There is a need to implement a comprehensive training program to build employees' knowledge, skills, and attitudes in order to improve quality service at ABC Restaurant because of a surge in customer complaints. The purpose of this study was to develop a training program that included an employee handbook as a training tool, a handbook designed…

  10. An Integrated Training Program for the UNCC Electrical and Air Conditioning Shops

    ERIC Educational Resources Information Center

    Currie, D. A.

    1975-01-01

    Describes the development of an on-the-job training program in the air conditioning and electrical shops of the University of North Carolina at Charlotte. The 1-year programs include a daily job training report, a formal one and one-half hour weekly training session using a correspondence course outline, and weekly 15-minute review sessions by…

  11. Training in Nontraditional Occupations. Final Report FY 1985-86. 6.0 Sex Bias and Stereotyping. 6.1.2 Training in Nontraditional Occupations.

    ERIC Educational Resources Information Center

    Simpson, A. Hyatt

    The Arizona Center for Vocational Education, Northern Arizona University, developed a program to train women in nontraditional careers. Since jobs were plentiful in the field, the program aimed to train 25 women in building maintenance. Project leaders established linkages with union apprenticeship programs and local business and industry…

  12. Assessment of Joint Improvised Explosive Device Defeat Organization (JIEDDO) Training Activity

    DTIC Science & Technology

    2013-01-01

    main conclusion of the analysis of duplicative programs is that there is little evidence of duplication among training programs or courses. Even in...in response to capacity shortfall. They are similar but used in different settings with different audiences. In short, there is little evidence of...work on training programs that there is little duplication of programs between JIEDDO and other providers. We found that Services requested initiatives

  13. Prostate Cancer Research Training Program

    DTIC Science & Technology

    2017-09-01

    Award Number: W81XWH-16-1-0549 TITLE: Prostate Cancer Research Training Program PRINCIPAL INVESTIGATOR: David M. Lubaroff, PhD CONTRACTING...ORGANIZATION: University of Iowa Iowa City, IA 52242 REPORT DATE: September 2017 TYPE OF REPORT: Annual PREPARED FOR: U.S. Army Medical Research ...Prostate Cancer Research Training Program 5a. CONTRACT NUMBER 5b. GRANT NUMBER W81XWH-16-1-0549 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR(S

  14. Building Capacity for Workplace Health Promotion: Findings From the Work@Health® Train-the-Trainer Program.

    PubMed

    Lang, Jason; Cluff, Laurie; Rineer, Jennifer; Brown, Darigg; Jones-Jack, Nkenge

    2017-11-01

    Small- and mid-sized employers are less likely to have expertise, capacity, or resources to implement workplace health promotion programs, compared with large employers. In response, the Centers for Disease Control and Prevention developed the Work@Health ® employer training program to determine the best way to deliver skill-based training to employers of all sizes. The core curriculum was designed to increase employers' knowledge of the design, implementation, and evaluation of workplace health strategies. The first arm of the program was direct employer training. In this article, we describe the results of the second arm-the program's train-the-trainer (T3) component, which was designed to prepare new certified trainers to provide core workplace health training to other employers. Of the 103 participants who began the T3 program, 87 fully completed it and delivered the Work@Health core training to 233 other employers. Key indicators of T3 participants' knowledge and attitudes significantly improved after training. The curriculum delivered through the T3 model has the potential to increase the health promotion capacity of employers across the nation, as well as organizations that work with employers, such as health departments and business coalitions.

  15. [Development of a New Scholastic Program for Medication Counseling Practice in Preclinical Training, Constructed for Junior Students by Senior Students Based on Their Experiences of On-site Practice].

    PubMed

    Suzuki, Sayo; Aono, Izumi; Imai, Natsumi; Kuwabara, Aki; Kenda, Yuki; Matsumoto, Minako; Yoshida, Aya; Watanabe, Asuka; Takagi, Akinori; Kobayashi, Noriko; Saeki, Haruko; Ohtani, Hisakazu; Nakamura, Tomonori; Kizu, Junko

    2017-01-01

     Long-term practical on-site training, based on the Model Core Curriculum for Pharmaceutical Education, is a core program of the 6-year course of pharmaceutical education, introduced in Japan in 2010. In particular, medication counseling in practical training in 5th-year provides valuable opportunities for communication with real patients rather than simulated patients (SPs). However, it can also cause anxiety in 4th-year students before practical training. To address such concerns, upperclassmen (5th- and 6th-year students), who have already completed practical training, constructed and conducted a new educational program for medication counseling practice in preclinical training based on their experiences. They also developed case scenarios and played the role of patients themselves to create more realistic clinical settings. Advice from professional SPs was also provided. The 5-step program is composed of 1st counseling, 1st small group discussion (SGD) for improving counseling, 2nd revised counseling based on the 1st SGD, 2nd SGD, and development of a counseling plan and presentation. Educational effects of the program were evaluated by questionnaire survey after preclinical training in 4th-year students and after their practical training in 5th-year students. This new program, the Advanced Medication Counseling Practice, was found to be useful to reduce anxiety about communication with patients among 4th-year students (about 90%). Even after their practical training in 5th-year, they still appreciated usefulness of this program (about 80%). This program is still valued 4 years after its development. We developed the Advanced Medication Counseling Practice in preclinical training for junior students by senior students.

  16. BACIE Register of Programmed Instruction in the Field of Education and Training in Commerce and Industry. Volume 2, 1968.

    ERIC Educational Resources Information Center

    British Association for Commercial and Industrial Education, London (England).

    The British Association for Commercial and Industrial Education has included in its register of annotated programed instructional materials: programs available in the United Kingdom; programs dealing with industrial and commercial training and related further education; and information as supplied by the authors or producers of programs. The areas…

  17. 20 CFR 632.260 - Worksite standards.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... EMPLOYMENT AND TRAINING PROGRAMS Summer Youth Employment and Training Programs § 632.260 Worksite standards... rules and regulations governig the summer program. (2) Such written agreements may be memoranda of...

  18. 20 CFR 632.260 - Worksite standards.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... EMPLOYMENT AND TRAINING PROGRAMS Summer Youth Employment and Training Programs § 632.260 Worksite standards... rules and regulations governig the summer program. (2) Such written agreements may be memoranda of...

  19. 20 CFR 632.260 - Worksite standards.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... EMPLOYMENT AND TRAINING PROGRAMS Summer Youth Employment and Training Programs § 632.260 Worksite standards... rules and regulations governig the summer program. (2) Such written agreements may be memoranda of...

  20. The Effect of a Complex Training Program on Skating Abilities in Ice Hockey Players

    PubMed Central

    Lee, Changyoung; Lee, Sookyung; Yoo, Jaehyun

    2014-01-01

    [Purpose] Little data exist on systemic training programs to improve skating abilities in ice hockey players. The purpose of this study was to evaluate the effectiveness of a complex training program on skating abilities in ice hockey players. [Methods] Ten male ice hockey players (training group) that engaged in 12 weeks of complex training and skating training and ten male players (control group) that only participated in 12 weeks of skating training completed on-ice skating tests including a 5 time 18 meters shuttle, t-test, Rink dash 5 times, and line drill before, during, and the training. [Results] Significant group-by-time interactions were found in all skating ability tests. [Conclusion] The complex training program intervention for 12 weeks improved their skating abilities of the ice hockey players. PMID:24764628

  1. 7 CFR 227.5 - Program funding.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... Regulations of the Department of Agriculture (Continued) FOOD AND NUTRITION SERVICE, DEPARTMENT OF AGRICULTURE CHILD NUTRITION PROGRAMS NUTRITION EDUCATION AND TRAINING PROGRAM General § 227.5 Program funding. (a... assessment in the State, (iii) Developing a State Plan for nutrition education and training within the State...

  2. 7 CFR 227.5 - Program funding.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... Regulations of the Department of Agriculture (Continued) FOOD AND NUTRITION SERVICE, DEPARTMENT OF AGRICULTURE CHILD NUTRITION PROGRAMS NUTRITION EDUCATION AND TRAINING PROGRAM General § 227.5 Program funding. (a... assessment in the State, (iii) Developing a State Plan for nutrition education and training within the State...

  3. 7 CFR 227.5 - Program funding.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... Regulations of the Department of Agriculture (Continued) FOOD AND NUTRITION SERVICE, DEPARTMENT OF AGRICULTURE CHILD NUTRITION PROGRAMS NUTRITION EDUCATION AND TRAINING PROGRAM General § 227.5 Program funding. (a... assessment in the State, (iii) Developing a State Plan for nutrition education and training within the State...

  4. 7 CFR 227.5 - Program funding.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... Regulations of the Department of Agriculture (Continued) FOOD AND NUTRITION SERVICE, DEPARTMENT OF AGRICULTURE CHILD NUTRITION PROGRAMS NUTRITION EDUCATION AND TRAINING PROGRAM General § 227.5 Program funding. (a... assessment in the State, (iii) Developing a State Plan for nutrition education and training within the State...

  5. 7 CFR 227.5 - Program funding.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... Regulations of the Department of Agriculture (Continued) FOOD AND NUTRITION SERVICE, DEPARTMENT OF AGRICULTURE CHILD NUTRITION PROGRAMS NUTRITION EDUCATION AND TRAINING PROGRAM General § 227.5 Program funding. (a... assessment in the State, (iii) Developing a State Plan for nutrition education and training within the State...

  6. Data Processing: Fifteen Suggestions for Computer Training in Your Business Education Classes.

    ERIC Educational Resources Information Center

    Barr, Lowell L.

    1980-01-01

    Presents 15 suggestions for training business education students in the use of computers. Suggestions involve computer language, method of presentation, laboratory time, programing assignments, instructions and handouts, problem solving, deadlines, reviews, programming concepts, programming logic, documentation, and defensive programming. (CT)

  7. Middle East Studies Teacher Training Program. Final Report.

    ERIC Educational Resources Information Center

    Sefein, Naim A.

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

  8. A Discrepancy-Based Methodology for Nuclear Training Program Evaluation.

    ERIC Educational Resources Information Center

    Cantor, Jeffrey A.

    1991-01-01

    A three-phase comprehensive process for commercial nuclear power training program evaluation is presented. The discrepancy-based methodology was developed after the Three Mile Island nuclear reactor accident. It facilitates analysis of program components to identify discrepancies among program specifications, actual outcomes, and industry…

  9. Educators Exchange: A Program Evaluation.

    ERIC Educational Resources Information Center

    Armstrong, William B.

    The Educators Exchange Program (EEP) was established under a training and educational exchange agreement reached by California's San Diego Community College District (SDCCD) and the republic of Mexico. In the program, the District provided a 4-week technological training program to faculty at Centros de Capacitacion Tecnologica Industrial…

  10. Effectiveness of aides in a perceptual motor training program for children with learning disabilities.

    PubMed

    Gersten, J W; Foppe, K B; Gersten, R; Maxwell, S; Mirrett, P; Gipson, M; Houston, H; Grueter, B

    1975-03-01

    A program for children with learning disabilities associated with perceptual deficits was designed that included elements of gross and fine motor coordination, visual and somatosensory perceptual training, dance, art, music and language. The effectiveness of nonprofessional "perceptual-aides," who were trained in this program, was evaluated. Twenty-eight children with learning disabilities associated with perceptual deficits were treated by occupational, physical, recreational and language therapists; and 27 similarly involved children were treated by two aides, under supervision, after training by therapists. Treatment in both groups was for four hours weekly over a four to seven month period. There was significant improvement in motor skills, visual and somatosensory perception, language and educational skills in the two programs. Although there was no significant difference between the two groups, there was a slight advantage to the aide program. The cost of the aide program was 10 percent higher than the therapist program during the first year, but 22 percent lower than the therapist program during the second year.

  11. The Impact of a Research Ethics Training Program: Romania as a Case Study.

    PubMed

    Loue, Sana

    2014-12-01

    Case Western Reserve University's (CWRU) Training Program in International Research Ethics, funded by the Fogarty International Center, has been ongoing in Romania since 2000. The program consists of multiple components: a U.S.- based MA degree program for long-term trainees, Romania-based short courses, a U.S.-based opportunity for mid-and senior-level personnel to develop collaborative writing or research projects and present lectures, and a newsletter and various Internet-based activities. We evaluated the impact of the training program on bioethics in Romania through a survey of the training program's long-term trainees, a literature search for trainee publications, interviews with key informants, and identification of key events during the course of the program. Findings indicate that the program has had a considerable impact in the field of bioethics through trainee authorship of peer-reviewed publications, books, and chapters; trainee career trajectories that encompass activities related to research ethics; and the development of a Romania-based master's degree program in bioethics and a Center of Bioethics and Health Policy. We attribute these achievements to the establishment of strong relationships between CWRU in Cleveland and the University of Medicine and Pharmacy Gr. T. Popa in Iasi, Romania, prior to the initiation of the training program; collaboration with key Romania-based institutional partners that are equally invested in the program's success; reliance of the program on a solid theoretical framework; ongoing program responsiveness to trainee and country needs; and a sustained commitment of time, expertise, and funding by the funders, sponsors, and in-country collaborators.

  12. The Impact of a Research Ethics Training Program: Romania as a Case Study

    PubMed Central

    Loue, Sana

    2017-01-01

    Case Western Reserve University's (CWRU) Training Program in International Research Ethics, funded by the Fogarty International Center, has been ongoing in Romania since 2000. The program consists of multiple components: a U.S.-based MA degree program for long-term trainees, Romania-based short courses, a U.S.-based opportunity for mid-and senior-level personnel to develop collaborative writing or research projects and present lectures, and a newsletter and various Internet-based activities. We evaluated the impact of the training program on bioethics in Romania through a survey of the training program's long-term trainees, a literature search for trainee publications, interviews with key informants, and identification of key events during the course of the program. Findings indicate that the program has had a considerable impact in the field of bioethics through trainee authorship of peer-reviewed publications, books, and chapters; trainee career trajectories that encompass activities related to research ethics; and the development of a Romania-based master's degree program in bioethics and a Center of Bioethics and Health Policy. We attribute these achievements to the establishment of strong relationships between CWRU in Cleveland and the University of Medicine and Pharmacy Gr. T. Popa in Iasi, Romania, prior to the initiation of the training program; collaboration with key Romania-based institutional partners that are equally invested in the program's success; reliance of the program on a solid theoretical framework; ongoing program responsiveness to trainee and country needs; and a sustained commitment of time, expertise, and funding by the funders, sponsors, and in-country collaborators. PMID:26247075

  13. The New Accreditation Council for Graduate Medical Education Next Accreditation System Milestones Evaluation System: What Is Expected and How Are Plastic Surgery Residency Programs Preparing?

    PubMed

    Sillah, Nyama M; Ibrahim, Ahmed M S; Lau, Frank H; Shah, Jinesh; Medin, Caroline; Lee, Bernard T; Lin, Samuel J

    2015-07-01

    The Accreditation Council for Graduate Medical Education Next Accreditation System milestones were implemented for plastic surgery programs in July of 2014. Forward progress through the milestones is an indicator of trainee-appropriate development, whereas regression or stalling may indicate the need for concentrated, targeted training. Online software at www.surveymonkey.com was used to create a survey about the program's approaches to milestones and was distributed to program directors and administrators of 96 Accreditation Council for Graduate Medical Education-approved plastic surgery programs. The authors had a 63.5 percent response rate (61 of 96 plastic surgery programs). Most programs report some level of readiness, only 22 percent feel completely prepared for the Next Accreditation System milestones, and only 23 percent are completely satisfied with their planned approach for compliance. Seventy-five percent of programs claim to be using some form of electronic tracking system. Programs plan to use multiple tools to capture and report milestone data. Most programs (44.4 percent) plan to administer evaluations at the end of each rotation. Over 70 percent of respondents believe that the milestones approach would improve the quality of resident training. However, programs were less than confident that their current compliance systems would live up to their full potential. The Next Accreditation System has been implemented nationwide for plastic surgery training programs. Milestone-based resident training is a new paradigm for residency training evaluation; programs are in the process of making this transition to find ways to make milestone data meaningful for faculty and residents.

  14. Afghan National Police Training Program Would Benefit from Better Compliance with the Economy Act and Reimbursable Agreements

    DTIC Science & Technology

    2011-08-25

    Security Cooperation Agency INL Bureau of International Narcotics and Law Enforcement Affairs JSSP Justice Sector Security Program PAE Pacific...regional training centers. The programs were the Justice Sector Security Program ( JSSP ), the Corrections System Support Program (CSSP), and the...Civilian Police International. JSSP and CSSP are considered rule of law programs. Rule of law is most commonly understood to be a foundational

  15. International electives in neurology training

    PubMed Central

    Lyons, Jennifer L.; Coleman, Mary E.; Engstrom, John W.

    2014-01-01

    Objective: To ascertain the current status of global health training and humanitarian relief opportunities in US and Canadian postgraduate neurology programs. Background: There is a growing interest among North American trainees to pursue medical electives in low- and middle-income countries. Such training opportunities provide many educational and humanitarian benefits but also pose several challenges related to organization, human resources, funding, and trainee and patient safety. The current support and engagement of neurology postgraduate training programs for trainees to pursue international rotations is unknown. Methods: A survey was distributed to all program directors in the United States and Canada (December 2012–February 2013) through the American Academy of Neurology to assess the training opportunities, institutional partnerships, and support available for international neurology electives. Results: Approximately half of responding programs (53%) allow residents to pursue global health–related electives, and 11% reported that at least 1 trainee participated in humanitarian relief during training (survey response rate 61%, 143/234 program directors). Canadian programs were more likely to allow residents to pursue international electives than US programs (10/11, 91% vs 65/129, 50%, p = 0.023). The number of trainees participating in international electives was low: 0%–9% of residents (55% of programs) and 10%–19% of residents (21% of programs). Lack of funding was the most commonly cited reason for residents not participating in global health electives. If funding was available, 93% of program directors stated there would be time for residents to participate. Most program directors (75%) were interested in further information on global health electives. Conclusions: In spite of high perceived interest, only half of US neurology training programs include international electives, mostly due to a reported lack of funding. By contrast, the majority of Canadian programs that responded allow international electives, likely due to clearer guidelines from the Royal College of Physicians and Surgeons of Canada compared to the Accreditation Council of Graduate Medical Education. However, the number of both Canadian and US neurology trainees venturing abroad remains a minority. Most program directors are interested in learning more information related to global health electives for neurology residents. PMID:24319037

  16. 40 CFR 745.228 - Accreditation of training programs: public and commercial buildings, bridges and superstructures...

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 40 Protection of Environment 31 2011-07-01 2011-07-01 false Accreditation of training programs: public and commercial buildings, bridges and superstructures. [Reserved] 745.228 Section 745.228... Accreditation of training programs: public and commercial buildings, bridges and superstructures. [Reserved] ...

  17. Export Management Specialist. A Training Program. Instructor's Edition.

    ERIC Educational Resources Information Center

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

    This publication provides instructors with materials for an export management specialist (EMS) training program. The objective of the training program is to assist companies in reaching their export goals by educating current and potential managers about the basics of exporting. It provides a foundation for considering international trade and for…

  18. Family Sexual Abuse Training Program.

    ERIC Educational Resources Information Center

    Larson, Noel Ruth

    This report describes various aspects of an inservice training program for human service professionals concerned with family sexual abuse. Covered in the report are the content, objectives and phases of the training program, demographic information on the trainees, and a description of the types of evaluation conducted. The overall purpose of the…

  19. Legitimizing and Reclaiming Master's Training and Education in Counseling Psychology: An Urgent Concern

    ERIC Educational Resources Information Center

    Palmer, Laura K.

    2013-01-01

    Jackson and Scheel aptly elucidate the relevance of master's level counselor training programs for counseling psychology doctoral training programs, highlighting key antecedents of the current critical period in our relationship. Counseling psychology has an essential role in the professional lineage of counseling master's programs. Master's…

  20. E-Basics: Online Basic Training in Program Evaluation

    ERIC Educational Resources Information Center

    Silliman, Ben

    2016-01-01

    E-Basics is an online training in program evaluation concepts and skills designed for youth development professionals, especially those working in nonformal science education. Ten hours of online training in seven modules is designed to prepare participants for mentoring and applied practice, mastery, and/or team leadership in program evaluation.…

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